Syllabus HIST2327FA15

Alvin Community College HIST2327, Fall 2015

Professor Andrew Joseph Pegoda Page 1 of 16 Syllabus and Course Calendar Syllabus and Course Calendar

HISTORY 2327-01 (9774)

Mexican American History I Fall 2015, Tuesdays and Thursdays 9:30-10:50 am, Liberal Arts Building G175

Professor Pegoda *[email protected] :andrewpegoda.com (979-341-9139 @pegodaaj pegodaaj

Office: G100 Office Hours: TBA and By Appointment

History is a tale told about the past in the present for present purposes.

The past is never dead. Its not even the past.

COURSE DESCRIPTION: Mexican American History I is an across-the-discipline discussion-based, thinking, reading, and writing-intensive survey-seminar that explores cultural, economic, political, and social developments of the United States from its Spanish and southwest origins from the beginnings of time until approximately 1900 with a focus on where, when, and why modern notions of (geo)politics and racialization developed, clashed, and mixed. We will give particular attention to roles of cultural identity, cultural representations, and cultural memory, as related to those racialized as Mexican Americans and primarily as presented in traditional primary and secondary sources. This course is a survey of events, peoples, and places and a survey of historical methodologies and historiography. We will explore a variety of primary and secondary sources, while critically examining associated arguments and rhetorics. History is much more than a collection of facts to be memorized (and forgotten). History is one framework which helps explain where we have been and where we are going. Taught and studied correctly, history is, simply, a blast!



What are you going to do? Are you going to be a passive recipient of education, or are you going to become an active owner of your education?

SPECIFIC CONTENT TO INCLUDE: 1) The conquest and reconquest of Spain and consequences of this on cultural productions, mores, and values. How Spanish values translated to European and African nations and to the New World, including the United States. Clashes between Muslims and various forms of Christians and related consequences. 2) Broader World and Western World contexts with focuses on the European Renaissance and Reformation and similarities and differences between Spain, France, and England from the 1400s to the late 1800. Comparisons with events and influences in other countries and continents and influences on the United States, including parallel renaissance events. Also focus on hemispheric contexts and how Mexican Americans culture developed and how they were treated and racialized compared to other Spanish/Portuguese descent. Relationships between the Britain/United State and Spain/Mexico. 3) Factors, including politics and technology, that resulted in the discovery of the New World in 1492 and consequences, specifically 1) the Columbian Exchange and resulting intermixing of animals, ideas (especially, religion and notions of superiority and inferiority), peoples, and places, for example; 2) a brief period of wealth and prosperity for Spain through the acquisition of gold from the New World; and 3) shifting notions of the New World as Utopia. 4) Rise and fall of the Native American world over thousands of years. Culture and mores of Indians who lived in Mesoamerica and the southwest borderlands (i.e., present-day Mexico and the states of Texas, New Mexico, Arizona, and California). How and why there were no Indians before 1492. Coverage of agriculture, architecture, calendars, cities, literature, mathematics, and worldviews. Native American influence of Mexican American and United Statesian culture. 5) The Age of Empire and conquest of the New World, with a focus on the southwest borderlands. Discussions will include how, why, and where goals in New Spain shifted and what contributed to its success; Native American responses; and reflections in art. How Indians saw themselves compared to how Europeans saw them. How Indians saw Europeans. How, why, where notions of religion, economics, enslavement contributed to successes and/or failures and resulted in cycles of changes. 6) How and why governments in Mexico took the form they did, and where, why, and how these shifted and shaped laws in the United States over time. Who was a citizen and why, and how these people responded to leaders and their agendas. All while recognizing revolutionary tides and connections between the American, French, Mexican, Texas, and other Revolutions. 7) How notions of race, property, citizenship, Manifest Destiny, and nationalism in Mexico and in the United States affected Mexican Americans when and where the border crossed them. How these mores transferred from Spain and England, as well as other countries. Role of enslavement and filibusters in Texas. Importance of geography. Mexican American War and the Treaty of Guadalupe Hidalgo. 8) Treatment of Mexican Americans once de jure but not de facto citizens of the United States: Texas Rangers, lynching, commercialization of agriculture, railroads, copper mines, labor struggles, and California Gold Rush. Discussions of how revolutionary was the Texas Revolution. Similarities and



differences in Texas, New Mexico, Arizona, and California. Role of notions of Whiteness, changing economies, and the Civil War. The long Mexican American Civil Rights Movement and self-help societies. 9) How, when, and why Spanish, Native American, and Mexican arts, holidays, mores, and linguistics became everyday components in the geopolitical area of the United States. How, where, and why hopes and fears and expressions and reflections shift and differ according to interest groups. Archetypes of females, including Malinche, Llorona, and La Virgen. Myth or perception versus reality; law versus reality; expectations versus reality. 10) As frameworks to study the past in theoretical frameworks: roles of Critical Race Theory, Chican@ Studies, Mexican American Studies, and Cultural Studies; understandings of agency, geopolitics, imagined communities, racialization, sexualization/genderization, and social institutions; understandings of essentialism versus constructionism; understandings of the economic hub; understandings of primary and secondary sources; history vs. History; understandings of hermeneutics as explaining relationships/cycles of change; understandings of code switching; discussions of comparative timelines and constructions of such; introduction to digital humanities and digital history. GENERAL COURSE OBJECTIVES: 1) We will learn to ask informed, insightful, productive questions in order to demonstrate college-level

critical thinking, including curiosity, communication, creativity, and connections. 2) We will explore the role that everyday individuals play in advocating for change 3) We will examine the role of the federal, state, and local governments and such relationship(s) with

business, individuals, and interest groups. 4) We will explore the relationship between eras in terms of how issues change or dont change and

how perception differs from reality based on evidence. 5) We will analyze written documents and cultural artifacts from periods under study in order to

understand historical memory and how people responded to hopes and fears. 6) We will analyze scholarly secondary sources in order to understand how History is constructed. 7) We will analyze the differences between history (little h the past) and History (capital H the

study of the past). THECB CORE OBJECTIVES: 1) Critical Thinking Skills (CT): Through a variety of in- and out-of-class oral and written assignments, students will demonstrate effective critical thinking to 1) select and examine important arguments in primary and secondary sources; 2) analyze and describe strengths and weaknesses of these arguments when compared with other sources and/or critical thinking and consider other possibilities; and 3) take a variety of perspectives, sources, and methodologies to present original, unified points of views. Critical thinking includes curiosity, connections, creativity, and communication. This skill will be measured on the monograph analysis specifically and almost all assignments generally using the appropriate ACC rubric. 2) Communication Skills (COM): Through a variety of in- and out-of-class oral and written assignments, students will demonstrate effective communication skills to 1) appropriately follow written directions for written assignments, 2) write formal, organized, complex papers that open with a thesis, body paragraphs follow with topic sentences, and conclusions that appropriately make larger, real-life connections, 3) write papers with no more than one mechanical (i.e., grammatical) error for every 250



words, and 4) deliver organized, appropriate, and informed formal and informal, with practice and without practice, comments, presentations, and lectures. This skill will be measured on the monograph analysis specifically and almost all assignments generally using the appropriate ACC rubric. 3) Social Responsibility (SR): Through a variety of in- and out-of-class oral and written assignments, students will demonstrate social responsibility, including understandings of citizenship, ecology, and social justice. In particular, students will use critical thinking and communication skills to evaluate issues of fairness, prejudice, and/or discrimination and recognize the subjective, always-changing shifting mores of such notions. Social responsibility also includes writing papers that are not plagiarized and that cite correctly. This skill will be measured on the monograph analysis specifically and almost all assignments generally using the appropriate ACC rubric. 4) Personal Responsibility (PR): Through a variety of in- and out-of-class oral and written assignments, students will use critical thinking and communication skills to articulate translate seemingly abstract historical events and methodologies to their personal everyday life. Specifically, by using a variety of sources, approaches, academic disciplines, methodologies, and personal experience, students will identify and describe ethical dilemmas in the ways in which History is remembered and written and studied by historical methodologies. Additionally, students will apply these skills in recognizing ethical issues in order to make and justify ethical decisions as responsible history students, everyday historians, and citizens. Personal responsibility also includes writing papers that are not plagiarized and that cite correctly. This skill will be measured on the monograph analysis specifically and almost all assignments generally using the appropriate ACC rubric. LEARNING OUTCOMES: By the end of this semester, through reading and writing assignments, cultural artifacts, lectures, and discussions, students will have increased their written and oral communication and critical thinking abilities. Additionally, students will have honed the ability to 1) create an argument through the use of historical evidence; 2) analyze and interpret cultural artifacts and primary and secondary sources; 3) analyze the short- and long-term effects of historical, social, political, economic, cultural, and global forces on geopolitical areas presently called the United States (and borderlands: culturally, geographically, or temporally) from the beginning of time to approximately 1900. Most importantly, as the goal is in any Liberal Arts course, students will be more enlightened, well-rounded individuals, with a desire to learn and ask questions. Specifically, students should be able to recognize 1) the importance of supporting facts based by evidence, 2) on-going dialogues between past and present, 3) broad patterns instead of specific events, and 4) as well as multiple perspectives on every thing and how these vary by time, place, individuals, institutions, and theories/perspectives. REQUIRED TEXTS (to be brought to class on appropriate days): &Rodolfo F. Acua, Occupied America: A History of Chicanos (Also used in Mexican American History II) &Ernesto Chavez, The U.S. War with Mexico: A Brief History with Documents &Laura E. Gomez, Manifest Destinies: The Making of the Mexican American Race &Carlos Fuentes, The Buried Mirror: Reflections on Spain and the New World &Ral A. Ramos, Beyond the Alamo: Forging Mexican Ethnicity in San Antonio, 1821-1861 Additional primary and secondary readings will be posted on Blackboard regularly to either be read before class or to bring to class for in-class workshops. Hard copies are required.



Students are also required to have a stapler for packets and assignments, a folder or binder to be used for hardcopies of important course material and to be brought to each class, paper and blue or black pen for in-class assignments, and buy one bluebook. Please note: Copies of the required books can be bought on campus or elsewhere online and are on reserve in the Library and may be checked out for two hours at a time. Good blogs and news sources: http://www.mastexas.org http://labloga.blogspot.com http://www.huffingtonpost.com/news/mexican-american-studies/ http://www.huffingtonpost.com/latino-voices/ https://www.facebook.com/Being.Latino https://www.facebook.com/latprobs http://www.pewhispanic.org http://www.nhccnm.org HIST2328 AND HIST2328 SELECTED OPTIONAL READINGS/REFERENCES: 1) Teresa Palomo Acosta, et al., Las Tejanas: 300 Years of History 2) Rodolfo F. Acua, Anything But Mexican: Chicanos in Contemporary Los Angeles 3) Rodolfo F. Acua, et al., eds., Voices of the U.S. Latino Experience (3 volumes) 4) Gabriela F. Arredondo, et al., eds., Chicana Feminisms: A Critical Reader (Post-Contemporary

Interventions) 5) Dolores Delgado Bernal, et al., eds., Chicana/Latina Education in Everyday Life: Feminista

Perspectives on Pedagogy And Epistemology 6) Maylei Blackwell, Chicana Power!: Contested Histories of Feminism in the Chicano Movement 7) Angie Chabram-Dernersesian, et al., eds., The Chicana/o Cultural Studies Reader 8) Justin Akers Chacn, et al., No One is Illegal: Fighting Racism and State Violence on the U.S.-Mexico

Border 9) Jos A. Cobas, et al., eds., How the United States Racializes Latinos: White Hegemony and Its

Consequences 10) Ral Coronado, A World Not to Come: A History of Latino Writing and Print Culture 11) Ned Crouch, Mexicans & Americans: Cracking the Cultural Code 12) Richard Delagado, et al., eds., The Latino Condition: A Critical Reader 13) Julie A. Dowling, Mexican Americans and the Question of Race 14) Joe R. Feagin, The White Racial Frame: Centuries of Racial Framing and Counter-Framing 15) Alma M. Garca, ed., Chicana Feminist Thought: The Basic Historical Writings 16) Mario T. Garca, The Chicano Movement: Perspectives from the Twenty-First Century 17) Juan Gonzalez, Harvest of Empire: A History of Latinos in America 18) David G. Gutirrez, Walls of Mirrors: Mexican Americans, Mexican Immigrants, and the Politics of

Ethnicity 19) Neil Foley, Mexican in the Making of America 20) Juan-Gmez-Quiones, Mexican American Labor 1790-1990 21) Jos Angel Hernndez, Mexican American Colonization during the Nineteenth Century: A History of

the U.S.-Mexico Borderlands 22) Nora E. Jaffary, et al., eds., Mexican History



23) John L. Kessell, Spain in the Southwest: A Narrative History of Colonial New Mexico, Arizona, Texas, and California

24) Miguel Len-Portilla, Pre-Columbian Literatures of Mexico 25) Ian F. Haney Lpez, Racism on Trial: The Chicano Fight for Justice 26) Elizabeth "Betita" Martnez, 500 Years of Chicana Women's History/500 Aos de la Mujer Chicana 27) Oscar J. Martnez, U.S.-Mexico Borderlands: Historical and Contemporary Perspectives 28) Marci R. McMahon, Domestic Negotiations: Gender, Nation, and Self-Fashioning in US Mexicana and

Chicana Literature and Art (Latinidad: Transnational Cultures in the United States) 29) Matt S. Meier, et al., Mexican Americans / American Mexicans: From Conquistadors to Chicanos 30) Cherre Moraga, This Bridge Called My Back, Fourth Edition: Writings by Radical Women of Color 31) George Ochoa, et al., Atlas of Hispanic-American History 32) Juana Maria Rodriguez, Sexual Futures, Queer Gestures, and Other Latina Longings (Sexual Cultures) 33) F. Arturo Rosales, et al., Chicano! The History of the Mexican American Civil Rights Movement 34) Vicki L. Ruiz, From Out of Shadows: Mexican Women in Twentieth-Century America 35) Omar Valerio-Jimnz, et al., eds., Major Problems in Latina/o History 36) Michael Scott Van Wagenen, Remembering the Forgotten War: The Enduring Legacies of the U.S.-

Mexican War 37) Zaragosa Vargas, ed., Major Problems in Mexican American History 38) David J. Weber, The Mexican Frontier, 1821-1846: The American Southwest Under Mexico 39) John O. West, Mexican-American Folklore: Legends, Songs, Festivals, Proverbs, Crafts, Tales of

Saints, of Revolutionaries, and More

COURSE REQUIREMENTS: Students are required to read all material, complete all assignments, and attend all classes. Students who miss class are responsible for all material covered. There is no extra credit. Professors expect students to study 2-3 hours outside of class for 1 hour in class. Therefore, students should be aware that reading and writing and thinking for 6-9 hours weekly is important for any college course. Requirements are designed to provide numerous low-risk opportunities, as to optimize student success. Grades are based on performance. Students must wait 24 hours before asking questions about returned work. The general breakdown of course requirements, all of which cover required THECB course objectives and learning outcomes, are as follows: 25%In-Class Participation (CT, COM, SR, PR) Enrollment in this course acknowledges the intent to learn, and the professor is committed to creating and maintaining an open and productive intellectually engaging learning environment. Further, this is a college course, and students should know that anything is fair game. College classrooms are unique places where diverse ideas, opinions, and perspectives are welcomed and should be shared--respectfully. There are not exact answers as there are in math classes. Additionally, professors (and students) have the academic freedom to discuss anything they desire within the bounds of common decency and good taste, as related to the study of History. Readings, videos, and discussions, etc., will frequently provoke very strong feelings, as they should. Additionally, our reactions to these topics will vary by age, experience, and interest. Discussing these feelings and reactions in a respectful, open-minded way is vital. Students should also remember that they do not yet know enough to disagree per se with the methods and theories with which scholars study and share knowledge. Behaviors that would impede this process are prohibited, such as text-messaging, surfing the Web, answering cell phones, talking out of turn, etc. Students are responsible for knowing and following common sense. Rude or disruptive students will be instructed to leave the classroomwarnings will not be issued. As a result,



attendance and active participation are mandatory and include attentiveness, behavior, performance on group work, performance on miscellaneous in-class writing assignments, and informed contributions. In order to be counted present, students must arrive on time, remain the entire period, actively participate, AND BRING HARD COPIES OF READINGS DUE THAT CLASS. Students who have more than FIVE physical or mental absences will earn an automatic zero on participation. Students who miss more than TEN classes will earn an automatic F in the class. See Addendum II and IV. 20%Blog & 10%Blog Replies & 10%Blog Glossary (CT, COM, SR, PR) Students need to create and maintain a blog at wordpress.com. Students are required to make a minimum of one posting of around five hundred words per week due each Saturday at 10 pm. Anything related to Mexican American History in any way, regardless of time or place, is perfectly fine to blog about. Blogs may also be more specifically about class readings or discussions. Blogs are great for taking positions and pointing out rare or unpopular information. Blogs should reflect and understanding and appreciation of classroom topics. There will also be occasions when a prompt is given that will require an additional posting for that week. Blog postings and comments can (and should!) be a bit more informal, however, be sure and remember to cite where necessary (regularly linking is important) and be polite. Add the tag H2327B to all blogs so that we can read each others work. Two blog grade will be dropped, excluding any extra required postings. Students must make at least three replies to other posts and comments due each week Monday at 10 pm. Replies must be more than I agree or I disagree. Replies should continue conversations. Student replies are not limited to posts made a given week. Two reply grades will be dropped. In order to make sure students are learning the facts of Mexican American History, students will be responsible for creating and maintaining a blog glossary on their website. Students need to add a minimum of five key terms (a person, place, event, theory, etc.) of their choice from assigned readings or in-class discussions due each week Monday at 10 pm. Key terms should be developed by considering who, what, when, where, how, and why questions. 10%Monograph Analysis (CT, COM, SR, PR) Students will write a 4-6 page monograph analysis over a monograph of their choice (one assigned or one not assigned and approved) following course guidelines. See Addendum III. 20%Research Paper and Presentation (CT, COM, SR, PR) Students will write an argumentative paper using primary sources from The U.S. War with Mexico in which they will make an original argument about the causes, experiences, or effects of related events. Students will be required to connect major arguments and perspectives from other course texts into their papers by reading arguments and experiences at different levels. This paper will be 4-6 pages but no more than 10. Students will be expected to make revisions based on feedback from peers and the professor and give a brief presentation to the class without using PowerPoint. Students completing this paper and necessary presentations will receive honors credit provided other coursework is at a B or higher. More details will be discussed in class. 5%Final Exam (CT, COM, SR, PR) During the final exam period, students will write an essay that responds to the following questions: What have you learned? What is Mexican American History? Why is Mexican American History important?



The grading scale is as follows: 90-100, A 80-89, B

70-79, C 60-69, D

Below 60 or for academic dishonesty, F

Please note: IIncompletes are only considered when students have extreme and documented emergencies, have been passing, and are unable to complete the course. WStudents should discuss their options with the professor prior to withdrawing from a class. Current course withdrawal information can be found in the printed version of the ACC Schedule or online. Students who file withdrawal requests by the published deadline and have not exceeded the withdrawal maximum (6) will receive a grade of W. GUIDELINES FOR ASSIGNMENTS: All in-class assignments must be completed in regular blue or black ink any other work will not be gradedit is unprofessional and hurts the professors eyes. Work submitted without a (clearly written) full name will also not be graded. In-class work must also follow normal guidelines of Standard Englishthis includes complete sentences and legible handwriting. For out-of-class work, excluding blogs, spelling, grammar, and format countplease use Academic English (e.g., this means NOT using first person, text-message language, contractions, clichs, or slang). This work must be submitted for plagiarism detection and must be in Times New Roman size 12 with one-inch margins on all four sides and double-spaced. Additionally, use creative titles for assignments! See Addendum I for more very important details. Work is only considered submitted when it is submitted both online and face-to-face. Additionally, students must bring a hardcopy of the academic honesty pledge to class. Pages must be stapled. For blogs, students are required to submit quality, understandable work; however, blogs can and should be a bit more informal. Students are encouraged to be creative and to experiment. The professor will regularly run blog entries through plagiarism detection software and/or use search engines to protect the academic integrity of the course. LATE WORK/MAKEUP WORK POLICY: There is no late or makeup work permitted. No exceptions. No excuses. HOWEVER, students legitimately needing more time on a writing assignment should talk with the professor in advance. Exceptions for major assignments will be considered but only for legitimate, documented emergencies and only in cases where the student is passing the class. ACADEMIC HONESTY: Students at Alvin Community College are members of an institution dedicated to the pursuit of knowledge through a formalized program of instruction and learning. At the heart of this endeavor, lie the core values of academic integrity, which include honesty, truth, and freedom from lies and fraud. Because personal integrity is important in all aspects of life, students at Alvin Community College are expected to conduct themselves with honesty and integrity both in and out of the classroom. Incidents of academic dishonesty will not be tolerated and students guilty of such conduct are subject to severe disciplinary measures. Students will typically earn an automatic F in the class for any instance of cheating or plagiarizing. In no case, will students with an academic dishonestly report earn above a C



in the class. Professors are required to report violations of academic honesty. Students are responsible for policies in the student handbook, as well as common sense. For all written assignments, students must submit an academic honesty pledge. See Addendum V. ACCOMMODATIONS: ACC complies with ADA and 504 Federal guidelines by affording equal access to individuals who are seeking an education. Students who have a disability and would like classroom accommodations must register with the Office of Disability Services. Students must present documentation to the professor the requested accommodations during the first week of class or as soon as a disability arise. Professors are not able to provide accommodations otherwise. Call (281) 756-3433 or email Ms. Eileen Cross. BEHAVIORAL INTERVENTION TEAM (BIT) LETTING SOMEONE KNOW: The Behavioral Intervention Team (BIT) at Alvin Community College is committed to improving community safety through a proactive, collaborative, coordinated, objective, and thoughtful approach to the prevention, identification, assessment, intervention, and management of situations that pose, or may reasonably pose, a threat to the safety and well-being to the campus community. College faculty, staff, students, and community members may communicate concerns by email or by Web. SUPPORT INFORMATION: For technical problems with Blackboard complete the Online Support Form. For WEBACCESS contact (281) 756-3544 or visit their Webpage. The ACC Library is an excellent source for research and writing help. Quiet rooms are available for studying and doing class work. For more information, visit the ACC Library Website or call 281-756-3559. The ACC Tutoring/Learning Lab, located upstairs in building A, provides students with a variety of services including tutoring (math, writing, and other disciplines); computers and printers; a testing facility; and tables/carrels for studying. Call 281-756-3566 or visit the ACC Tutoring/Learning Website for more information. VERY IMPORTANT TIPS FOR BEING SUCCESSFUL: This is not designed to be a difficult course. Students who attend class, take notes, participate, read the required readings, and who study actively and deeply, will have no problem earning a high grade. Starting early (and following directions) is the number one key to being successful. Students are encouraged to form study groups. The professor is available to students for any questions or concerns about the subject material, including reviewing drafts of assignments. One final note, while students frequently say this is a lot of reading, please remember the privilege you have to both be able to read and to have the opportunity to read. Students who attend class and make good-faith efforts to participate and learn are guaranteed to pass the class. Welcome! COPYRIGHT PROTECTION: Andrew Joseph Pegoda, 2007-2015. All copyright protections reserved for all original material presented in this course. Unless otherwise noted, all materials are the intellectual property of the professor and are copyrighted. Individuals are prohibited from being paid for taking, selling, or otherwise transferring for value, class notes or other information made during this course to any entity. In addition to legal sanctions, students found in violation of these prohibitions may be subject to disciplinary action from the administration.


Professor Andrew Joseph Pegoda Page 10 of 16 Syllabus and Course Calendar

**NOTE** The professor reserves the right to change any part of the course requirements, policies, deadlines, content, etc. Students are responsible for keeping track of any and all changes. Any changes will be

announced in class and/or sent by email.

Students are more than welcome to email at any time. Please feel free to ask questions, express concerns, or even to share something interesting. Emails will general be answered within 24 hours. Additionally, the professor will usually send an email each week with updates and reminders. Be sure

you receive these.

Visiting on-campus out-side-of-class is always great, too!

Finally, this class and my office will always will be a

safe place & judgment free zone for everyone regardless of race, religion, color, sex, pregnancy, gender or gender identity/expression, sexual orientation, parental status, national origin, age, disability, family medical history or genetic

information, political affiliation, AND/OR military service or veterans status. to name just a few of the possible overlapping variables that make us unique and contribute to our

intersectionality-



COURSE CALENDAR: Week one: 8/25 n/a 8/27: Packet #1 (skim news articles) Week two: 9/1: Packet #2 9/3: Fuentes 8-89 Week three: 9/8: Fuentes 93-117; Acua 1-18 9/10: Fuentes 119-170; Acua 19-38 Week four: 9/15: Fuentes 171-245 9/17: Fuentes 249-309 Week five: 9/22: Acua 39-86 9/24: Acua 87-129 Week six: 9/29: Acua 130-150 10/1: No readings! Week seven: 10/6: No readings! 10/8: Primary Source Workshop, Packet #3 Week eight: 10/13: Primary Source Workshop, Packet #4 10/15: Ramos 1-26, 231-297 Week nine: 10/20: Ramos 27-110 10/22: Ramos 111-204 Week ten: 10/27: Ramos 204-230 10/29: Chvez 1-34, 147-170 Week eleven: 11/3: Discuss Research Papers 11/5: Gmez 1-13, 149-242 Week twelve: 11/10: Packet #5 11/12: Gmez 15-148 Week thirteen: 11/17: Acua 157-184; Packet #6 11/19: No readings! (Student Presentations) Week fourteen: 11/24: No readings! (Student Presentations) 11/26 THANKSGIVING-NO CLASS Week fifteen: 12/1 Primary Source Workshop, Packet #7 12/3: Fuentes 313-355 Final Exam Period: 12/10, 10:30-12:30 There are two major writing assignments for this class, as detailed above. Both may be submitted early. The final deadline for the research paper is November 9, 2015, at 10 pm. The final deadline for the revised research paper is November 30, 2015, 10 pm. The final deadline for the monograph analysis is November 18, 2015, 10 pm; however, students are strongly encouraged to submit this paper in late October after the Ramos book. Students interested are more than welcome to resubmit a monograph analysis, on a different book, in order to earn a higher grade. Additional readings might be announced in-class on occasion. Readings must be completed before

coming to class.



Addendum I:

Grammar Tips THECB Core Objectives COM

Five Characteristics of College Writing http://andrewpegoda.com/resources/five-characteristics-of-college-writing/ Checklist for Writing Assignments: http://andrewpegoda.com/resources/checklist-for-writing-assignments/ The Oxford Comma, plus Every Comma Rule You Need to Know http://andrewpegoda.com/2014/06/24/the-oxford-comma-plus-every-comma-rule-you-need-to-know/ Mastering the Semicolon, Colon, and Apostrophe http://andrewpegoda.com/2014/06/25/mastering-the-semicolon-colon-and-apostrophe/ 14 Must Know Rules of Grammar Guaranteed for Successful Writing http://andrewpegoda.com/2014/06/25/14-must-know-rules-of-grammar-guaranteed-for-successful-writing/ General Grading Rubric http://andrewpegoda.com/resources/grading-rubric/ Commonly Confused Word http://andrewpegoda.com/resources/commonly-misused-words/ Hidden Power of Words Series http://andrewpegoda.com/tag/hidden-power-of-words-series/ Keep quotations must be kept to a minimum. Unless prior permission is granted, no more than four (brief) total sentences may be quoted throughout the paper. When quoting, put the page number in a parenthetical citation. For example, I am quoting this line (4). Please note that books about the past are not novels (novels are fictional accounts). These books are considered monographs.



Addendum II:

Guidelines for Reading and Studying Historical Texts THECB Core Objectives CT, COM, SR, and PR

Students will regularly read and analyze primary sources and cultural artifacts (also called texts). Primary sources provide direct, first-hand information about a topic, time, place, or person, for example. Thus, primary sources are very much a part of the time in which they are created. Primary sources can be and actually are anything and everything: letters, newspaper articles, official documents, songs, movies, clothes, etc. Secondary sources are based on primary sources. In many cases, a simple boundary between the two types of sources does not exist, per se. For example, the movie Gone with the Wind (1939) is clearly not a primary source (or an accurate secondary source) about enslavement or the Civil War, but it is a primary source about how people tended to perceive such in the 1930s. It could also serve as a primary source regarding filmic techniques at that time. When reading primary source documents and making annotations OR when writing primary source analysis essays, students should specifically focus on the following guidelines:

1) identify where, when, and by whom/for whom it was originally produced; 2) describe and evaluate at least three important points and the main argument and evaluate the

credibility; 3) consider what assumptions the author(s) has; 4) analyze its various meanings to different people or groups (e.g., women, men, leaders, everyday

people, the other); 5) compare/contrast it with other assigned texts or documents; 6) explain why it is important (i.e., context and significance) and to whom; 7) recognize other major events or peoples living during the same period; 8) consider how time and place have provided different perspectives; 9) consider how the core issue relates or does not relate to the same, different, similar, or parallel

issues today; 10) state a reaction to the document; 11) consider what ethical issues are involved with said document being analyzed (this question is

especially for sources that were not designed to be read by the public, such as private letters); 12) pull out one sentence (or so) that is especially effective from the document and explain why it

was selected; and 13) develop a question about the document that would be good for further research and another

question that would be a good quiz/test question.



Addendum III:

Guidelines for Monograph Analysis Essays THECB Core Objectives CT, COM, SR, and PR

All of these questions should be considered but should be addressed in a narrative fashion that is clear and makes sense. The professor will happily go over reviews and provide feedback before the deadline so students have an opportunity to improve. Students seeking early feedback should contract the professor several days before the due date. I. This review should open with an introductory paragraph where the writer tells the reader what to expect in the review. This paragraph should also provide a BRIEF summary of the authors work. It should also identify the authors overall thesis. Why does the author say his topic is needed? What themes or topics does the author address? What does he say about how his cast of historical actors (people and social institutions) influenced broader society? II. The next three paragraphs should explain the three most important major arguments the author uses. One per paragraph. Why are these the most important compared to all of the other arguments? What are the implications of these arguments? What assumptions do these arguments rest on? Be sure to give brief examples. III. In the fifth paragraph, discuss what kind of evidence the author uses. What kind of sources does he mention or reference? Does the author do an effective, fair job of using said evidence to support his overall ideas? Can you imagine other kinds of evidence that would support, or possibly contradict, the authors argument? IV. In the next paragraph, consider how the authors work compares with a variety of other secondary works (including monographs and textbooks), assigned primary sources, and other materials related to similar times and places. How do these perspectives agree or disagree? Do textbooks explore any of the same questions explored by the author of the monograph? What observations can you make about what seems to be important to historians or what they disagree about? V. In the seventh paragraph, what kind of ethical decisions did the author have to make? What about the people he or she wrote about and their struggles, hopes, and fears? What does it even mean to make an ethical decision? What does this suggest about the role of primary sources and good historical studies and ethics? Based on this, what responsibility do you have as you work on other assignments for this course, blogging, and as an individual living in Texas, the United States, and Earth? For all of these questions, answer why and how and provide examples. VI: In the conclusion: Were you persuaded by the authors argument and use of evidence and explanations? Are you persuaded as to the larger significance of this material? Did the author write in a clear, coherent, organized way? Does the author seem biased in any way? What did you like about the book and why? What did you not like about the book and why? Has your interest in the been satisfied, piqued, or bludgeoned out of you? What is your final impression of the article?



Addendum IV:

Participation: Reading Roles for Discussions THECB Core Objectives CT, COM, SR, and PR

For each discussion class students will receive one of the following roles, every student will do all roles a number of times throughout the semester.

Discussion Leader the discussion leader helps set the days agenda, is an expert on the days

readings, and comes with several high-level questions to ask classmates.

Advocate the advocate will be a cheerleader for the text and the authors point of view and will help articulate the larger importance of ideas brought up.

Devils Advocate the devils advocate is skeptical and/or takes diverging positions from assigned primary and secondary sources for purposes of argument and understanding.

Passage Master the passage master will select and dissect important passages.

Connections Specialist the connections specialists will help connect the readings to other issues explored in the course and will consider connections to parallel issues in different times and places.

Ethicist the ethicist will help determine if the historical material was handled appropriately and will consider ethical issues confronted by historical actors.

Fact Checker the fact checker will do additional research to verify the accuracy of important and controversial statements.

Methodologist the methodologist will 1) discuss how this course challenges, expands, or compliments other groupings (demographics, geography, chronology, etc. for example the difference between Texas History, Mexican American History I and United States History to 1877) used by academics; 2) as possible based on assigned reading, discuss how other historians or historical actors have addressed similar topics; and 3) analyze the construction of arguments in the readings.

Visualist- the visualist will find maps, images, and other multimedia relevant to the readings. Artist- the artist will write a Haiku, which can be multiple stanzas, summarizing and/or responding to

the readings. Alternatively, students can write poems in other styles or make some kind of other visual representation in the form of a painting or installation, for example.

Roles will be added, deleted, and adapted as needed.



Addendum V:

Academic Honesty Pledge:

This document is intended to remind all students about the importance of academic honestly. This is especially true for any students who wait until the last minute to work on this assignment. Do not make a poor and regrettable decision that will tarnish your academic credentials and academic future (i.e. do not use someone elses ideas/paper and call it your own). By initialing each item and signing this document below (as appropriate), I acknowledge that:

__________ I completely read (or watch) the appropriate material.

__________ The ideas in this written work are mine and mine alone.

__________ I did not use any sources from the Internet (including academic databases) to help

write this paper or develop these ideas without prior permission.

__________ I did not seek nor provide any assistance to other students in this course (current or

former students) while preparing or writing this assignment.

__________ I did not buy this paper.

__________ I did not pay someone to write this paper.

__________ I did not use any kind of paraphrasing website or tool that generates sentences.

__________ I understand that if any part of this paper is plagiarized, I will be caught and

punished.

__________ I understand that the consequences for plagiarizing lead to an automatic F for the

semester, a report with the Dean of Students, and possible expulsion from college.

Full Name (print): _______________________________________ Date: _________________

Signature: ______________________________________________ Student ID #: __________

Syllabus HIST2327FA15

Documents

course calendar history

course calendar syllabus

mexican american history

appointment history

course description

cultural representations

cultural productions

cultural memory