Title: A “Festering Plague”?: The dirty history of El Paso’s …borderlandsnarratives.utep.edu/images/_Lesson_1... · 2019. 12. 8. · Romo, David Dorado. Ringside Seat to a

Title:A“FesteringPlague”?:ThedirtyhistoryofElPaso’s“disinfecting”stations

Author:LenaPapagiannis,BostonPublicSchoolsteacherSubjectAreas:History/HumanitiesKeyWords:counter-narratives,historicalthinkingskills,sourcing,corroborating,DBQ,document-basedquestion,eugenics,racism,Nativism,borderpolicing,bordersecurityGradeLevels:9-11TimeRequired:

• One60-minuteclassperiod(withhomework)• Pairedwithasecondlesson,“GirlsAttack,”aboutresistancetothe“disinfecting”stationsandhowto

criticallyassessthedepictionofresistorsinthemedia.Pleaseclickhere[insertlink]toseeLesson2.LessonQuestions:

• Overarching“essential”/guidingquestions:TowhatextentisAmericanhistoryastoryofembracingthe“meltingpot”?

o Whatdoesthestoryof“disinfecting”stationsandthe1917BathRiotsteachusaboutAmerica’simmigrationstory?Aboutresistanceandresilience?

• Today’sinvestigation:WhydidElPasoofficialscreate“disinfectingstations”attheborderin1917?Howcanweusemultiplesourcestouncoverthetruth?

Objectives:Throughastudyoftheoriginofthe“disinfecting”stationsonthebridgebetweenCiudádJuárez,MexicoandElPaso,Texas,USA,studentswillunderstand…

• thattheUnitedStates’immigration/borderpatrolpolicieshavebeendehumanizing,racist,andpathologizing—andthusincontradictionwiththedominantnarrativeabouttheso-called“meltingpot.”

• thatthe“disinfecting”stationsbeguninElPaso,Texas,in1917undertheadministrationofMayorTomLeaweredrivennotbyanactualbiologicalthreatbutbyracism/NativismbuttressedbyWhitesupremacist“racescience”andeugenics.

• thatpeoplecananddoresistmilitaryforces,andthatinthiscase,youngworking-classMexicanwomenactivelyprotesteddehumanizingborderpatrolpracticesfrombothUSandMexicanauthorities.

• thatinordertouncoverthetruth,weneedtoreadandanalyze(sourceandcorroborate)multiplesources.

Standards:MassachusettsStateCurriculumFrameworksforHistoryandSocialStudiesUSI.T4(1)[USHistoryI;Topic4;Element1]DescribeimportantreligiousandsocialtrendsthatshapedAmericainthe18thand19thcenturies(e.g.,theFirstandSecondGreatAwakenings;theincreaseinthenumberofProtestantdenominations;theconceptof“RepublicanMotherhood;”hostilitytoCatholicimmigrationandtheriseoftheNativeAmericanParty,alsoknownasthe“Know-Nothing”Party).USI.T6(5)[USHistoryI;Topic6;Element5]AnalyzetheconsequencesofthecontinuingwestwardexpansionoftheAmericanpeopleaftertheCivilWar.USII.T2(1f)[USHistoryII;Topic2;Element1(f)]1.Analyzetheimpactoftheeugenicsmovementonsegregation,immigration,andthelegalizationofinvoluntarysterilizationinsomestates.RCA-H(1)[ReadingStandardsforLiteracyintheContentAreas;Element1]Citespecifictextualevidencetosupportanalysisofprimaryandsecondarysources,connectinginsightsgainedfromspecificdetailstoanunderstandingofthetextasawhole.RCA-H(2)[ReadingStandardsforLiteracyintheContentAreas;Element2]Determinethecentralideasorinformationofaprimaryorsecondarysource;provideanaccuratesummarythatmakescleartherelationshipsamongthekeydetailsandideas.RCA-H(3)[ReadingStandardsforLiteracyintheContentAreas;Element3]Evaluatevariousexplanationsforactionsoreventsanddeterminewhichexplanationbestaccordswithtextualevidence,acknowledgingwhereatextleavesmattersuncertain.RCA-H(7)[ReadingStandardsforLiteracyintheContentAreas;Element7]Integrateandevaluatemultiplesourcesofinformationpresentedindiverseformatsandmedia(e.g.,visually,quantitatively,aswellasinwords)inordertoaddressaquestionorsolveaproblem.RCA-H(1)[ReadingStandardsforLiteracyintheContentAreas;Element8]Evaluateanauthor’spremises,claims,andevidencebycorroboratingorchallengingthemwithotherinformation

RCA-H(1)[ReadingStandardsforLiteracyintheContentAreas;Element9]Integrateinformationfromdiversesources,bothprimaryandsecondary,intoacoherentunderstandingofanideaorevent,notingdiscrepanciesamongsources.Materials:

• Copiesofninephotographs[insertlinktofolderwithphotographs](onepacketofninephotographspertableofstudentsisappropriate)

• Copiesofstudentworksheetforeachstudent[insertlinktostudentworksheetwithteachercomments]

• CopiesoflightlyredactedexcerptfromRingsideSeattoaRevolution[insertlinktoredactedexcerpt]AdditionalResources:

• ChapterfromRingsideSeattoaRevolutionbyDavidDoradoRomo:http://borderlandsnarratives.utep.edu/images/Readings/Ringside-to-a-Revolution.pdf

• NationalPublicRadiostoryontheBathRiots:https://www.npr.org/templates/story/story.php?storyId=5176177

• TheLineBetweenUs:TeachingAbouttheBorderandMexicanImmigration:https://www.zinnedproject.org/materials/line-between-us/

• CodeSwitchpodcast(NationalPublicRadio)episode“IsRaceScienceMakingaComeback?”:https://www.npr.org/sections/codeswitch/2019/07/10/416496218/is-race-science-making-a-comeback

• FacingHistoryandOurselves(FHAO)resourcesoneugenics:https://www.facinghistory.org/books-borrowing/race-and-membership-american-history-eugenics-movement

WorksCited:Romo,DavidDorado.RingsideSeattoaRevolution:AnUndergroundCulturalHistoryofElPasoandJuárez:

1893-1923.ElPaso,Texas,CincoPuntosPress,2005.

“TheBathRiots:IndignityAlongtheMexicanBorder.”WeekendEditionSaturday.NationalPublicRadio,Washington,DC,28Jan.2006.

Introduction:Thecolorfultapestrythatismyschool--adiverseschoolinBoston,MA--isatestamenttothefailureofWhitesupremacisteugenicistsofthe19thand20thcenturies(andtoday)whoweredeeplycommittedtocreatingandmaintainingtheAnglo-SaxonAmericaoftheirimagination.Ofcourse,aracially-pureAmericaneverwas,andneverwillbe.ResilientresistorsfromtheearliestdaysoftheAmericanprojecthaveworkedtomakesuretheeugenicist’sdreamneverfullycametrue.WhiletheendeavorofWhitesupremacywassuccessfulinthesensethattheinstitutionsbuilttoreinforceWhitepeople’sdominancehavestoodthetestoftime,ithasfailedtoeliminatethespiritofthosewhoenvisionadiverse,equalAmerica.ThestoryofElPaso’spolicyof“disinfecting”Mexicansandtheriotsitgalvanizedteachusaboutthe“dirty”truthofAmerica’sresistancetopluralism—butthestoryalsoinspiresustoresisttheraciststructuresandmechanisms(andpeoplebehindthem)thatcontinuetothreatenthepossibilityofpeace.Reflection:Asastudentandteacherofhistory,Iamalwaysthrilledtolearnstoriesthathadpreviouslybeenunknowntome.Iamindebtedtomycolleague,BeckyVillagrán,andourprofessor,Dr.IgnacioMartínez,whotoldmethestoryofthefieryCarmelitaTorresandherinspirationalfightagainstthedehumanizingpracticeof

“disinfecting”stationsattheElPaso-Juárezborder.Ifoundmyselfsuckedintotheseductivedepthsofresearch:poringoverearly20th-centurynewspaperclippings,pullingmyhairoutoverhistoricalanalysis,andenthusiasticallyreportingmyfindingstoanyonewhowould(orwouldn’t)listen.Thislessonhasreinvigoratedmyownloveoftheexplorationofhistory—alovethatIhopeIwillpassontomystudents.Pleaseseethefollowingpagesforalessonguide,includinglessonactivities,assessments,andpossibleaccommodations/modifications.WARMUPProvidestudentswithoneoftheimages.Hereisonethatworkswell:

Askstudentstoattempttopiecetogetherthestoryofthepicture:What’sgoingonhere?Whoarethesepeople?Howdoyouknow?Whatdoyounoticeintheimagethatgivesyouclues?LAUNCHProvidestudentswithaseriesofotherimagestofillintheirstory.Tellthemthatthephotosarealltakenatthesameplace.Whatdoyounoticeabouttheseimages?What’sgoingonhere?Let’spiecetogetherthestory…

Fillinstudents’knowledge,asinferredfromtheimages,withsomecontext.Studentsshouldknowtheanswerstosomeofthesequestionsbutnotall.Theunderlined,red,boldportionsshouldbeblankonstudents’worksheets.Thisistheteacherversion:

• Thesephotos,takenintheearly1900s,arefromoneofthebridgesovertheRioGrande,ariverwhichdividestheUnitedStatesanditssouthernneighbor,Mexico.

• Thisbridge,theSantaFeInternationalBridge,connectstwo“twinsister”cities:ElPaso,Texas,onthenorthern[northern/southern]sideoftheborder(theUnitedStates),andCiudádJuárez,Chihuahua,onthesouthern[northern/southern]sideoftheborder(Mexico).

• Intheearly1900s,everyday,hundredsofMexicanswouldcrossoverfromJuárezintotheElPasotowork.

Thinkingpause:WhydoyouthinkMexicanswouldbecomingacrosstoworkintheUS?Whatkindsofjobsdoyouthinktheywouldbedoing?Whatmakesyousaythat?Students’responsesshouldincludeanexplanationaboutpowerdynamicsbetweentheUSandMexico.WhydoyouthinkMexicanscommutedacrossthebridge(workinginElPasobutlivinginJuárez)insteadofimmigratingtoElPaso?Whatmakesyousaythat?Students’responsesshouldreflectanunderstandingofatleastoneofanumberoffactors:costoflivingtheUS;institutionalracismintheUS(findinghousing,forexample);interpersonalracismintheUS;desiretoremaininone’sowncountry/homeland/culture/community.

• In1917,somethingchanged:Americanofficialsatthebordercreated“______________”stationson

thebridge,requiringMexicanswhowerecomingintotheUnitedStatestobe“fumigated”beforeenteringintoAmericanterritory.

Predict:WhydoyouthinkAmericanofficialsdidthis?Whatmakesyousaythat?

Thisisthequestionstudentswillbeinvestigatingfortheday.Theywillrevisethisanswerattheendofthelesson,withevidence.

Thisisthestudentversion:

• Thesephotos,takenintheearly1900s,arefromoneofthebridgesoverthe_________________,ariverwhichdividestheUnitedStatesanditssouthernneighbor,____________.

• Thisbridge,theSantaFeInternationalBridge,connectstwo“twinsister”cities:ElPaso,Texas,onthe___________[northern/southern]sideoftheborder(____________________),andCiudádJuárez,Chihuahua,onthe___________[northern/southern]sideoftheborder(_____________).

• Intheearly1900s,everyday,hundredsof______________wouldcrossoverfromJuárezintotheElPasotowork.

Thinkingpause:WhydoyouthinkMexicanswouldbecomingacrosstoworkintheUS?Whatkindsofjobsdoyouthinktheywouldbedoing?Whatmakesyousaythat?

WhydoyouthinkMexicanscommutedacrossthebridge(workinginElPasobutlivinginJuárez)insteadofimmigratingtoElPaso?Whatmakesyousaythat?

• In1917,somethingchanged:Americanofficialsatthebordercreated“______________”stationsonthebridge,requiringMexicanswhowerecomingintotheUnitedStatestobe“fumigated”beforeenteringintoAmericanterritory.

Thinkingpause:WhydoyouthinkAmericanofficialsdidthis?Whatmakesyousaythat?

TRANSITIONFrametheday’slearningforstudents:Todayandtomorrow*wearegoingtobecontinuingourlearningaboutAmerica’simmigrationstory.We’vealreadybeenexploringcurrentimmigrationpolicyonthesouthernborder,sonowit’stimetodiveintothehistory.Thatway,wecanseewherewe’vecomefrom.We’llseewhatthepastcanteachusaboutthepresent—andaboutthefuture.We’llbeexploringthese“disinfecting”stations,specificallythatquestionof“why”thatyoujustwroteyourinitialthoughtsabout.Tomorrowwe’llbeinvestigatingpeople’sreactionstothese“disinfecting”stations.*Note:Thewordinghereisreferringtothislessonaspairedwithasecondlessononresistancetothe“disinfecting”stations,calledtheBathRiots.Sharetoday’squestionswithstudents:

• Ourguidingquestions:TowhatextentisAmericanhistoryastoryofembracingthe“meltingpot”?

• Todayandtomorrow:Whatdoesthestoryof“disinfecting”stationsandthe1917BathRiotsteachusaboutAmerica’simmigrationstory?Aboutresistanceandresilience?

• Today’sinvestigation:WhydidElPasoofficialscreate“disinfectingstations”attheborderin1917?INVESTIGATIONThisisthe“meat”ofthelesson.Inthispartofclass,studentswillinvestigateanumberofsourcesthattellthemsomethingaboutwhyElPaso’sofficialsinstitutedthe“disinfecting”policy.Thereareanumberofwaystotacklethesedocuments.Threeoptionsinclude:

1. Providealldocumentstoallstudents.Encouragestudentstoworkcollaborativelytodeconstructthesources.Thisislikeacollaborative“Document-BasedQuestion”(DBQ).• Itisrecommendedtousethisoptionifyouareworkingonbuildingindependenceinstudentwork.

Thisoptionhasminimalscaffolding.Itrequiresstudentstomakemeaningwithoutexplicitteacherguidance.Italsorequiresthatstudentsengagewithallthesources,whichincreasestheindividualworkloadoneachstudent.

• Thisoptionmayrequiremoretime,asstudentsarerequiredtoreadallthedocuments.

2. Havestudentsworkingroups.Studentscanworkinpairsorindividuallytoanalyzeoneofthe

documents.Studentsthencometogetherintheirfullgrouptosharefindings.ThisisakintodoingtheDBQinthe“jigsaw”method.• Thisoptionishelpfulifyouhavelimitedtimeyetstillwantstudentstoengagewiththedocuments.• Sincethisoptionmandatesthatthestudentsexplicitly“teach”eachother,itisusefulforpromoting

“pullingone’sownweigh.”Itrequiresstudentstoknowasourcewellenoughtoteachittoothers.• Thisalsoallowsfordifferentiationby“challenge”levelofthesource.

3. GuidestudentsthroughadeepanalysisofSource1(MayorLea’stelegramtotheSurgeonGeneral).

Thisisakeydocument,andoneofthehardesttoanalyze.Thenprovidethenextsetofsources.Studentsmustthendeterminetheextenttowhichthesourcescorroborate,addto,and/orcontradictMayorLea’stelegram.

• Thisishelpfulformodelingandreinforcing/practicingskillsofsourcingandcorroborating.• Ifneededstudentscancompletethecorroboratingpieceforhomework,dependingontheskilllevel

ofyourstudents.

4. Acombinationofoptionsispossible.Onecould,forexample,dothefirstsourcetogetherasaclass(asamodel)andthen“jigsaw”theremainingsources.

Option3/4istheoptionspellingoutbelow.Useanalyzingthefollowingimage/documenttolaunchstudentsintolearningaboutMayorTomLea’s“disinfecting”planinElPaso,Texas.IamcallingthisdocumentSource1foreasyreference.

What’sgoingonhere?Let’sdeconstructitwithour5W’s*:

1. Whowrotethis?Whoistheaudience?Whydoesthe“who”matter?Proficientstudentresponse:TomLea,MayorofElPaso,Texaswrotethis.HewroteittotheSurgeonGeneralinWashington,DC.ThemayorandtheSurgeonGeneralarebothpeopleinpositionsofpower.Notetoteacher:StudentsmayhavedifficultylocatingthatLeawasthemayorofElPaso.Iftheydonotinitiallynoticethelocation,usequestionfivetobuildonquestion1.

2. Whatistheauthorsaying?(Remembertoparaphrasetobesureyouunderstand!)Proficientstudentresponse:MayorLeaissayingthatMexicansareuncleanandmany,manyofthemarecomingtoElPaso.HeissayingthattheMexicansaregoingtobringdiseasetoElPasounlessthereisaquarantinetopreventit.Notetoteacher:Ifneeded,helpstudentswiththewordstyphus/typhusepidemicandquarantine.Thesecanbedefinedonthestudents’worksheetsifneedbe.

3. Whenwasitwritten?Whydoesthatmatter?Proficientstudentresponse:ThiswaswrittenJune17,1916.ThismattersbecausetherewasalotofimmigrationtotheUSduringthistimeandpeoplehadracistideasaboutimmigrants.Notetoteacher:ThetelegramsaysJune17th,butitdoesnotindicatetheyear.Includetheyearonyourcopiesforstudents.Additionally,astudent’sknowledgeofcontextinthisquestionisdependent

onhowmuchteachingandlearninghasoccurredinthecourseuptothispoint.AnadvancedanswertothisquestionmightnameNativismasanpoliticalideologyofthetime.

4. Wherewasitwritten?Whydoesthatmatter?Proficientstudentresponse:Thiswaswrittenin“ElPaso,Tex,”whichI’massumingisElPaso,Texas.ThismattersbecauseTexasusedtobepartofMexico,sotherewerealotofMexicanslivingtherealready.ElPasomightbenearMexico.Notetoteacher:IfthisisbeingtaughtinaUShistorycourseafterlearningabouttheCivilWar,studentsarelikelytonamethatTexaswasintheConfederacy.TheymayalsonametheriseofwhitesupremacistterrorismintheSouthduringtheReconstructionperiod.Usethistocontextualizethesource,butbesuretonamethatthekeypieceofcontextisborderlandshistory.AnadvancedstudentresponsewouldnametheMexican-AmericanWarandUSacquisitionofterritoryfromMexico.

5. Inyourestimation,whydidtheywritethis?Proficientstudentresponse:Itseemslikethey’rewritingthisbecausetheywantaquarantine.IthinkthispersonmayhavesomeracistideasaboutMexicans.

6. Now,let’sputitalltogether:Sowhat?Whatseemstobegoingonhere?Whatquestionsareraisedforyoubythissource?Proficientstudentresponse:ItseemsliketherewerealotofMexicanscomingovertotheUS.Themayormakesitseemliketheyaredirty,butIamnotsureifhe’sright.IknowthatWhitepeoplesaidthingslikethataboutpeoplewhoweren’tWhite,soit’spossibletheywerebeingracist,notaccurate.Notetoteacher:Theideasherewilldependonwherethislessonfallsinacourse,inparticularhowmuchteachingandlearninghasbeendonearoundso-called“racescience,”eugenics,andthehistoryofwhitesupremacistfalsehoodsaboutpeopleofcolorintheUSandelsewhere.

*Thisisaprotocolthatcanbetaughttostudentsandusedregularlyasasource-deconstructiontemplate.Transitiontothenextsetofsources,solicitingstudentanswers:So,whatdowedonow?We’renotsurewhat’sreallygoingonhere,soweneedtocorroboratebylookingatmoresources.Whatkindsofsourceswouldbeusefultousnow?Why?Dependingonhowmuchworkyouhavedonewithsourceinvestigationandcorroboratingsources,youcaneithersolicitstudentresponsesorprovidesomescaffolding.Scaffoldingmightincludeprovidingstudentswithalistofpossiblesourcesandaskingthemtoranktheirutilitytousasresearchersinthismoment.Thentransitiontothesourceswehave:Wehavesomeoftheseverysourcesatourdisposal,plussomeothersfolksdidn’tmention.Wedon’thaveeverythingwewant,butwe’llstilltryourbesttopiecetogetherafullpictureusingcriticalanalysisskills.Source2Dr.B.J.Lloyd,thepublichealthserviceofficialstationedinElPaso,wrotethefollowingtotheUSSurgeonGeneral:“Typhusfeverisnotnow,andprobablyneverwillbe,aseriousmenacetoourcivilianpopulationintheUnitedStates.Weprobablyhavetyphusfeverinmanyofourlargecitiesnow.Iamopposedtotheidea[ofquarantinecamps]forthereasonthatthegameisnotworththecandle.”

Source3InMarch1916,theElPasoCountyMedicalSocietypublishedareportinitsmonthlyjournal,TheBulletin,aboutthelevelofdiseaseinElPaso,specificallytheChihuahuitaneighborhoodwheremanyMexicans/Mexican-Americanslived:“Over5,000roomsintheworstpartofChihuahuitawerevisitedbythemedicalinspectorsoftheHealthDepartmentduringthelastweekofFebruary.[…]Theyfoundtwocasesoftyphus,onecaseofmeasles,onecaseofrheumatism,onecaseoftuberculosisandonecaseofchickenpox.Thatwasallofthesicknessdiscovered.Thisreport,ifexact,wouldindicatethatChihuahuitaisnotthefesteringplaguespotthatitispicturedtobe.”Source4In1908,theElPasoPrintingCompanypublishedabookbyeugenicistC.S.Babbitt.ThebookwascalledTheRemedyfortheDecadenceoftheLatinRace.HebeginshisbookwithadedicationtoamanbythenameofDavidStarrJordan.Jordan,whosupportedeugenics,hadwrittenbooksofhisown,onetitledBloodoftheNation:AStudyoftheDecayoftheRaces,inwhichheadvocatedforthe“purification”of“Anglo-Saxonblood.”HereisanexcerptfromC.S.Babbitt’sbook,publishedinElPaso:“TheSpaniards,andlatertheMexicans,have,bydisregardingtheancientlawsandcustomsofeugenics,becomedegenerate.TheSpaniards,mixedtoanextentwiththeMoorsandintermixedwiththebrownnatives,Indiansandnegroslaves,exhibitanexampleofbreedingdownwardonagiganticscale.[…]ThepeonfromMexicoiscrossingthebordersoffifteenhundredmilesinlength,andassertinghisrightthroughtheTreatyofGuadalupeHidalgotovote.[…]AndsoweseethatAmerica,theabidingplaceofthehighesttypeoftheCaucasianrace,hasbecomeavastcesspoolanddumpinggroundforthemostdegradedclassesofthewholeearth.”Comprehensionandanalysis:Guidestudentsthroughcomprehendingthesource,analyzinghowitmighthavehadanimpactonthecreationofthe“disinfecting”stations,andtheextenttowhichthesourcescorroborate,addto,contradict,and/orcomplicateeachother.The“SourceInvestigationChart”worksheet(linkedseparately)isdesignedtoguidestudentsthroughthisthinking.ASSESSMENTUltimately,studentsshouldanswertheinquiryquestionoftheday:WhydidElPasoofficialscreate“disinfecting”stationsattheborderin1917?Guidestudentsthroughareflectionoftheirprocessusingthefollowing:InitiallyIpredictedthatElPasoofficialscreatedthe“disinfecting”stationsbecause…Afteranalyzingtheavailableevidence,I__________[canconfirm/mustmodify]myinitialprediction.Explainyourconfirmationand/ormodificationsbelow,usingevidencefromtoday’sclass:Whatquestionsremainforyouafterthisinvestigation?Whatareyouleftwonderingorfeeling?

EXTENSION/CONNECTIONTOLESSON2Thefollowingtextisintendedtoprovidenecessarycontextforfullyunderstandingkeycontext/lead-uptothe“disinfecting”stationsandthefundamentallyunhealthyanddehumanizingnatureoffumigationprocess.ThisinformationisnecessaryforLesson2.Studentscanreadthisinclassorforhomework.Alternatively,thistextcouldbebrokenupintomultipletextsthatstudentscanjigsaw.Thefollowingisexcerptedwithlightmodifications/redactionsforstudentunderstandingfromRingsideSeattoaRevolutionbyDavidDoradoRomo.

Despiteallfindingstothecontrary,MayorTomLearemainedveryconcernedaboutdiseaseinElPaso.HebeganbysendingcityhealthinspectorstoChihuahuita,the“Mexicanquarter”oftown.“Wherelicearefound,”theElPasoHeraldwroteonMarch2,1916,“theoccupantsareforcedtotakethevinegarandkerosenebath,havetheirheadsshavedandtheirclothingburned.”

MayorLeadidnotstopwiththisabuseofElPasoresidents’bodies.Hecontinuedwithevenmore

extrememeasures:MayorLeasawtheentirelyofElPaso’sSegundoBarrio,whichwasmostlyinhabitedbyMexicansandMexican-Americans,as“germ-infested,”eventhoughtherewasveryweakevidencetosupporthisfears.Heordereddemolitionsquadstoentertheneighborhoodanddestroytheadobestructureswherepeoplelived.HewantedtobuildAmerican-stylebrickbuildingsintheirplace.HundredsofMexican-styleadobehomesfacingtheRioGrandeweredestroyed.TheElPasoHeraldstatedmatter-of-factlythat“thoseplaceswerecleanedupanddiseasestampedout.”PhotographsintheElPasoTimesoftheSegundoBarrioin1916showcityblocksthatseemedtohavesufferedbombardmentsofthedevastationofwar.Inasense,theyhad.

WhensnipersfromElPaso’sChihuahuitaneighborhoodbeganshootingatthedemolitionsquads,

MayorLeaorderedthecityhealthofficials(whotraveledwiththedemolitionsquads)tocarryrifleswiththem.SomeofthesnipershidthemselvesacrosstheRioGrande.TheMayor’sorders,accordingtotheElPasoHerald:“shoottokill.”

The“JailHolocaust”

Violencedidn’tstopatthedemolitionofhomes.Fearsaboutuncleanlinessledtoanotherdisasterinthecity,onethatwouldcometobecalledthe“JailHolocaust.”

InMarch1916,theElPasohealthdepartmentdecideditwasnecessaryto“delouse”someoftheinmatesinthecityjail.Todothis,theyfilleduptowtubswithdisinfectionsolution.Agroupofprisoners,mostofthemofMexicanorigin,wereorderedtostripnaked.Theywerefirsttosoaktheirclothesinoneofthetubs.Thetubwasfilledwithamixtureofgasoline,creosote,andformaldehyde.Thentheinmatesthemselveshadtostepinsidetheothertubfilledwith“abucketofgasoline,abucketofcoaloil,andabucketofvinegar.”

Atabout3:30pm,someonestruckamatch.Whoexactlydidthis--andwhy--remainsamysterytothisday.Butwhatisveryclearisthatthescenewashorrific:Justtheonematchsetthewholeprisonablaze,withtheprisonerstrappedinside.Theultimatedeathtollwas27men:Most(19ofthem)wereMexican,onewasAfrican-American,andtheremainingsevenwereeitherhomelessAnglosorunidentified.

TheAmericanauthoritiesstatedthatthefirewasanaccident.Themantheyblamedhaddiedinthefire,sohecouldn’tgivehissideofthestory.

Manyonbothsidesoftheborderwereskepticaloftheofficialexplanation.TheLatin-AmericanNewsAssociationpublishedapamphletbyDr.A.Margo,whowrotesarcastically:“ThemayorofthecityofElPasoannouncedthatthewholethingwasanunavoidableaccidentandthatnobodywastoblame.Thesekindsof‘accidents’happenprettyoftentoMexicansinTexas.”

Agrandjurywassummonedtodeterminewhetherthecatastrophewasduetocriminalnegligence.Butthejuryneverreturnedanyindictmentsorevenreportedonanyfindings.Noonewaseverheldtoanyaccount.Borderfumigationbegins

MayorLeahadsentlettersandtelegramstoWashingtonofficialsformonthsaskingforafull

quarantineagainstMexicansattheborder.Hewanteda“quarantinecamp”toholdallMexicanimmigrantsforaperiodof10to14daystomakesurethattheywerefreeoftyphusbeforebeingallowedtocrossintotheUnitedStates.

ThelocalPublicHealthServiceofficialsviewedthemayor’srequestasextremeanddeniedit—buttheywerenotfullyopposedtothisconceptof“disinfecting”immigrantsfromMexico—orevenjustthosewholivedontheborderandwhocommutedtoElPasodailyforwork.They,too,wereseenasuncleanintheWhiteimagination.

Tothatend,insteadofquarantinecamps,Dr.B.J.Lloyd,thepublichealthserviceofficialstationedinElPaso,suggestedsettingup“delousingplants”or“disinfecting”stations.EchoingtheElPasomayor’sracistlanguage,Lloydtoldhissuperiorshewas“cheerfully”willingto“batheanddisinfectallthedirty,lousypeoplewhoarecomingintothiscountryfromMexico.”Lloydaddedpropheticallythat“weshallprobablycontinuetheworkofkillingliceintheeffectsofimmigrationtheMexicanborderformanyyearstocome,certainlynotlessthantenyears,andprobablytwenty-fiveyearsormore.”Ifanything,Lloydunderestimatedthings.Thesterilizationofhumanbeingsontheborderwouldcontinueformorethan40years,notendinguntil1958.

Bymid-1916,theUSCustomsacceptedLloyd’ssuggestionandgranted$6,000fortheconstructionofadisinfectionplantattheSantaFeBridgeinElPaso.Thebuildingwouldincludeahotsteamdryerforkillinglice,bathstallsforbothmenandwomen,separatedressingandundressingrooms,avaccinationarea,a“gaschamber”forfumigationwithcyanide-basedpesticides,andseparaterootsfor“1stand2ndclassprimaryinspection.”

ThedisinfectionplantwasreadyJanuary1917.Fromthenon,everyimmigrantfromtheinteriorofMexicoandevery“2ndclass”Juárezcitizenwastostripcompletely,turnintheirclothesandbaggagetobesteamdriedandfumigatedwithhydrocyanicacidandstandbeforeacustomsinspectorwhowouldchecktheirbody,eventheirmostprivateparts,forsignsofdisease.ThosefoundtohavelicewouldberequiredtoshavetheirheadandbodyhairwithNo.00clippersandapplyamixofkeroseneandvinegaronhisbody.Eachtimethe“sterilizationprocess”wasperformed,theMexicanswouldreceiveaticketcertifyingthattheyhadbeenbathedanddeloused,andhadtheirclothesandbaggagedisinfected.(Someentrepreneurialspiritsfiguredoutawaytomakemoneybytakingrepeatedbathsandsellingtheirticketstothosewhodidn’twanttogothroughthewholeordeal.)ThisdisinfectionritualneededtoberepeatedeveryeightdaysinorderforMexicanworkerstobereadmittedtotheUnitedStates.

Buttheprocesswasnotcompleteforimmigrantsfromtheinterior.TheseMexicanshadtoundergoafurthermedicalandmentalexamination.Theimmigrant’suppereyelidswereevertedtocheckfortrachomaandconjunctivitis.Theirhandswereinspectedforclubbedfingers,incurvednails,and“otherdeformities.”Thelistofabnormalitiesthebridgephysicianscheckedforincludedsomeseeminglyinnocuousones—asthma,

bunions,arthritis,varicoseveins,hernias,andflatfeet.Sometimesthebordercrosserswouldbeaskedtoputtogetherachildren’spuzzle,solveacoupleof“simpleadditionsumsorwriteafewsentencestomakesurethe“alien”wasnotan“idiot,imbecile,orfeeble-minded.”“Pathologicalliars,vagrants,cranksandpersonwithabnormalsexualinstincts”(i.e.homosexuals)whoweremedicallycertifiedas“personswithconstitutionalpsychopathicinferiority”bythehealthofficialscouldbesentbacktoMexico.

Bathsandmentalexaminationswerenotallthebordercrossershadtoendure.Manyofthemweresprayedwithinsecticides.ThesechemicalsincludedgasolineanddilutedsolutionsofZyklonB.Thelattermightringabell:Lessthan15yearslater,itwasZyklonBthatNazisinEuropeusedtomassmurderJewsin“gaschambers.”Indesigningthosekillingfactories,NazisturnedtoElPaso’sfacilityasamodel.WhilethereisnorecordofpersonhavingdiedasadirectresultofexposuretothechemicalsusedinElPaso’s“disinfecting”stations,theconnectiontotheHolocaust’s“gaschambers”providesinsightintohowharshandunhealthytheseso-called“cleaning”facilitiesreallywere.

JoséCruzBurciaga,thefatherofthelateChicanoauthorAntonioBurciaga,recalledthefumigationshe

enduredasayoungman:“Atthecustomsbathbythebridge...theywouldspraysomestuffonyou.Itwaswhiteandwouldrundownyourbody.Howhorrible!AndthenIremembersomethingelseaboutit:theywouldshaveeveryone'shead...men,women,everybody.Theywouldbatheyouagainwithcryolite.Thatwasanextrememeasure.Thesubstancewasverystrong.”

AnotherMexicanbordercrosser,RaúlDelgado,feltsimilarly:“Theyputmeandotherbraceros

[agriculturalworker]inaroomandmadeustakeoffourclothes.Animmigrationagentwithafumigationpumpwouldsprayourwholebodywithinsecticide,especiallyourrearandourpartesnobles[genitals].Someofusranawayfromthesprayandbegantocough.Someevenvomitedfromthestenchofthosechemicalpesticidesbeingsprayedonusandtheagentwouldlaughatthegrimacingfaceswewouldmake.Hehadagasmaskon,butwedidn’t.Supposedlyitwastodisinfectus,butIthinkmorethananything,theydamagedourhealth.”

Ifthisprocesswasnothumiliatingenough,itbecamecommonknowledgethatborderofficialswere

secretlyphotographingMexicanwomenwhiletheywerebeingforcedtoundressandundergothe“disinfecting”protocol.Thephotographswereappearinginlocalcantinas,saloons,andbarsinandaroundElPaso.ConfidentialletterssentbyElPasoPublicHealthServiceofficialstotheirsuperiorsinWashington,DC,revealthatthey,too,knewthiswasoccurring.Theofficialsevenhiredadetectivetoinvestigatethismatter.Thereisnorecordofanyborderofficialsbeingpunishedforthisbehavior.

Itwasonly40yearslaterthattheUSgovernmentfinallyadmittedthatthechemicalsusedinthe

“disinfecting”stationswereharmful,endingthepolicyin1958.