D00011211T 11230N2 ID103 296 PC 010 49S AUTHOR Wilson, James A., Coati.' TITLE Teisnos, Chicarcs & Mexicanos: Partially Annotated Historical Bibliography for Texas Public.School Teachers. INSTITUTION Southwest Texas 'State Univ., San Marcos, SPONS AGENCY Texas Education Agercy Austin. Office of International And Biliftgual Education:. PUB DATE la NOTE 103p. 0 ELM PRICE MF01/PC05'Plus Postage. DEVRIPTORS American Indians: Biculturaikom: Bilingualism: Braceros: Civil-Rights: Colffllialismi-Culture Conf.lict: EcOnomics: Educational Needs; Government Role: Immigrants:'Iistructional Materials: Labor ConditiOns: *Land Settlement: Literature; *Mexican American History:.*Mexican.Americans: Politics: Ctuality of Life: Revolution: Seconerary Education: elf 'Concept: *social History: sociceconomic 70pckground: *StAte Ristory:'War IDENTIFIERS. Chicanos: Mexico: .*Texas ABSTRACT Intended fcr clasiroom teachers on the secondarpfe- level, the 'historical biblographv cites 581 publications wtichcan be obtained from bookstores, public and bniversity libraries,ani through'inter-library loans. Although the materials, publiihed between 1899 and 1973, d'treSs Texas themes,,materiaJ\on the giktater Southwest and thp nation is included. The materlals hre Aividedinto 10 sedtions. The first two sections consider reference work0and general studies. Sectidns th-ree through nineare de4oted to the following chronological/periods: the period before the wil.iteman came . to'Mexico and Texas: 1519-1921: 1821-1936: 1837-1848:1948-1920: 1920-1945: and 1945 ko the present. The concluding section isa. catch-all which preitents sociological and literary works,as wela as classroom,aids. Each section includavan 'introduction whichconveys some general knowledge o'f the period andits significance. Entries, 'are numbered and, in most cases, annotated: volumes available in paperback'form ate identified by ttid symbol (p). Topics'include NA myths, missions, settleients, life and law, Indian policy, politics, government, the-War of 1936 im Texas, manifest destiny, Anglo-American colonization, economics, immigration knd labor, depression ana.deportation,' educational conAitions and needs, civil rights, attitudes, 'trends of and reactions to immigration, sielf-images,`and mental health., An author index is provided. (N0) \ ***************************************.******************************** \* . Reproductions supplied by !DPI are.the bestithat cai be made * from the original document. * *********************************************************************** =';er ; 1 TEJANOS, cHICANO1& MEICICANOS s oprAvirmanT HsALIN f MICATION I W! I FRIT -Pt HMISSION I O lit PRODUCE- IHIS NA TIONAl INSTITUT* OP MA II mitt H., H11 N < 013\NI II) th OW A T1ON <I) P32,3 )ek t-\ A THIF 14SON OR Olit,ANjAJMN TI N(. T PO1N T OF vt VY OW OP T,4 'ON% STATED DO NOT Nt(f %%ANIL HiPTIF Sfi NT O F lAtNA T,ONAt INST.TITT F OF EDW.A T ION T ION OP POT II`r TO IF*I DUCAT IONAI FIE SOURCES Compiled and Annotated INF OHMA I /ON CEN1t H (t.RIC) by JAMES A. WILSON 3. f s'? Southwest Texas State University. TE JANOS, CHICANOSAND MEXICANOS: A Partially Annotated,Historical Bibliography Publi( St h(TOI Teachers ( .mnpiled and Annotated II) JAMES A. ,WILSON Ass, Iv Pr ,,teywi Ii \- Southwet rexas State University habhshed by the Bilingual Bit ultural EducatipnProgram, in cfloperation with the Department of Education andthe Department of History,- SouthNyest Texas. StateUniversity , San Marcos, Texas A 1971\ 4 Like .1hank Dobtc's Life and Liteiature 01 Ow ,fou1hwe4, this bibliography liesin the scholarly public domain, and may be entered upon and used freely by those who may find its contents useful, 4 iii Preface ) From a dingy prisoncell in Mexico,a Texas patriot affinned his allegiance : \. I have sworn to beA good Texan, and that I will not forswear. I will die for that whichI firmly believe, for I know it is just and right. One life is a small price fora cause ef so great. As f fought, so shUll I be willing to die) I will never forsake Texas 'hod her, cau.se. I ant herson. José AntOnio Navarro, imprilonedfor his part in the illJated 'Texan- Santq Fe gxpedition of184.1, would haire none of SantaAnna's offer of freedom in exchange forrenouncing his beloved Republic of Texas. These words, uttered in 1842,came from a man .who had signed the Texas Declaration of Independenceand had served in the Congresi Of the Republic. In lateryears he would: cast a delegao vote forannexa- tion, corrttibute to the writing ofthe first state constitutibn, win election to the state legislature, andsupport secession. Although his sentiments were evety bit as rousing as those of Nathan'Hale, Patrick Henry, and William Barrett Travis, theyare virtually tinknosyn to Texas .school children and, for the mostpart, their teachers. Why? Because the complete story of Texashas not been writtenor read, or tikught. the considerable contributions of MexicenTexans,. Tejanos; Mexicanos, Chicanos,,and Mexican-Americanshave been glossed over, slighted, even ignored altogether. Fortunately, this deficiency is being corrected:Bilingual education and teaiher-training programshave done much to establish the concept of biculturalismas a necessary part.of the sttidy and teething of Texas history. Textbook publishers'are beginning to prolice appropriate class- room materials, and social studies teachersare making themselves more aware .of the Spanish-Mexican strain, in the states richpast (and no stathes a richer heritage. than Te)ces).-Much more remains to be S fl* iv accomplished, however. Junior high andhigh school students, eipecially those with Spanishsurnames and those who havp been exposedto the bilingual lAculturalconcept, want to know about Spanish, Mexican, and MexicancAtnericanachievements and personalities. And theyde- serve to be informed. hopefully, this historical bibliographywill direct concerned instruc- tors to the most accessiblesources of information regarding Hispanic Texas. The Texas experienceis emphasizedbecause it is uniqueand ' Texas studentscan and want to know more about it. While materialon the greater Southwest andthe nation, by necessity, is included, Texas themes are stressed. The firsttwo sections consider reference works and general studies; sectior 3 through9 are devoted to chronological periods; the conchiding sectionis a catch-all which presentlsociological and literary works,as well as classroom aids. Each section includesan intro- duction which mtemptsto con'vey some general knowledge of the period and its significance. Entriesare numbeted and, in most cases, anno- tated; volumes available inpaperback form are identified by the symbol (pl. This compilation is intendedfor classroom teachers on the secondary level, not -research scholars, whowill be disappointed at the exclusion of documents, newspapers, graduatetheses, and othersources upon which they rely. Everyattempt has-been made to include items whichcan be obtained from bookstores,public and university libraries, and through inter.library loanaprocess teachers would do well 'to employmore than they do, In mostinstances,- books and xeroxed articlescan be secured from participating librariesby this means. A word about itdentifyingterms, or "labels," is in order. "Chicano" is used to indicatea point olview, a sense of being that has recently gained -widespread acceptanee.:`Mexican-American" is employed in thosesec- tions devoted to periods after-1848, when the "American Southwest"' came into existence. "Mexican Texan," "Tejano," and"Mexicano" - also appeas frequentlyas synonyms for Texans of Mexican descent. It is interesting to 'note that 'arecent survey, conducted by the .Univer- sity'of Texas Center forCommunications Research, revealed that 43 mrcent pf 1,500 Sp:mish-surnamedpersons interviewed in the Austin- San Antonioarea preferred "Mexicano" as a term of self-reference. Thirty-one per cent favored"Mexican-American"; 8 per cent "Amer-- can",; 6 per cent `Chicano"; and12 \ per cent ,"Latin American," "Latino," or. "Texono." (AustinAtherican, October 11, 1972.) Among the school-age population,"Chicano" and "Mexican-American"appear to be most popular. Itis important to note that bOth *termsreflect a growing pride in Mexican originand a desire to learn about it. If this bibliography can helpto promote pride and knowledge,. its objectives will have been fulfilled; James Ai Wilson Deyiartment of History Southwest Texas State University V Introduction TUV. CONCEPT. OF BILINGUAL EnticATION AS DESCAInEn BY THE TEXAS Education ,Agency in its Statewide Design for gilitigual Education .- is composed of six components. Five of thecomponents deal with the cognitive aspects of educatiorg growth. The sixthcomponent, which some consider as the most importaM, deals .witlthe affective aspects. Consequently, itis the most difficult to implement because it deals with intangibles in the relationship of tevachers knd children whoselife styles and cultural characteristics may be quite different. The teacher isa pro- duct of a iystem of education and teacher preparation which forthe most part has not considered the possibility of teachers being confronted with children who arc culturally and linguistically differentthan they. 'There is evidence thatmany Mexican American children have failed in the edujatinnal process because of the failure of thesystem via the teacher to meet,their imique needs. It has produc-ed children with in- feriority complexes and very ,negativc self-images. Thedeterring forces which act upon a child are manifested by the schooling,processand are