| 12/3/2024 9:42:11 AM |
| Changed Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
HIST 26 | Title:
CHICANX/LATINX HISTORY |
|
| Full Title:
History of Chicanx and Latinx from 1400 to the Present |
| Last Reviewed:5/13/2024 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 3.00 | Lecture Scheduled | 3.00 | 17.5 max. | Lecture Scheduled | 52.50 |
| Minimum | 3.00 | Lab Scheduled | 0 | 6 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 3.00 | | Contact Total | 52.50 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 105.00 | Total Student Learning Hours: 157.50 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
Catalog Description:
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In this course, students will examine Mexican, Chicanx, and Latinx experiences in the U.S. and their political, economic, social, and cultural contributions and adaptations from pre-Columbian times to the present United States.
Prerequisites/Corequisites:
Recommended Preparation:
Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Schedule of Classes Information
Description:
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In this course, students will examine Mexican, Chicanx, and Latinx experiences in the U.S. and their political, economic, social, and cultural contributions and adaptations from pre-Columbian times to the present United States.
(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | Fall 2022
| Inactive: | |
| Area: | D
F
G
| Social and Behavioral Sciences
American Institutions
American Cultures/Ethnic Studies
|
| |
| CSU GE: | Transfer Area | | Effective: | Inactive: |
| | D | Social Science | Fall 2024 | |
| | D3 | Ethnic Studies | | |
| | D6 | History | | |
| | X1 | U.S. History | | |
| | D | Social Science | Fall 2007 | Fall 2024 |
| | D3 | Ethnic Studies | | |
| | D6 | History | | |
| |
| IGETC: | Transfer Area | | Effective: | Inactive: |
| | 4 | Social and Behavioral Science | Fall 2024 | |
| | 4C | Ethnic Studies | | |
| | 4F | History | | |
| | XA | U.S. History | | |
| | 4 | Social and Behavioral Science | Fall 2007 | Fall 2024 |
| | 4C | Ethnic Studies | | |
| | 4F | History | | |
| |
| CSU Transfer: | Transferable | Effective: | Fall 2007 | Inactive: | |
| |
| UC Transfer: | Transferable | Effective: | Fall 2007 | Inactive: | |
| |
| C-ID: |
Certificate/Major Applicable:
Major Applicable Course
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Examine the Native American Cultures of Mesoamerica, North America, and South America.
2. Recognize and define the factors leading to the United States war against Mexico in 1846.
3. Evaluate Mexican, Chicanx, and Latinx contributions to society in the United States.
4. Analyze the Chicanx and Latinx civil rights movements and the new economic, political, and social opportunities for Chicanx and Latinx in the United States.
Objectives:
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At the conclusion of this course, the student should be able to:
1. Demonstrate critical thinking and analytical skills by utilizing methods of inquiry used by historians and other social and behavioral scientists.
2. Utilize critical thinking skills to assess and distinguish between factual and interpretive sources of information in the analysis of contemporary issues facing Chicanx and Latinx.
3. Assess the present position of Chicanx and Latinx in U.S. society in comparison to the past.
4. Integrate geographic knowledge with cultural and historical knowledge as to how the Chicanx and Latinx experience moves through both time and space.
5. Identify and employ innovative and non-traditional source materials such as literature, music, cinema, and art to analyze popular Chicanx and Latinx culture.
6. Examine, evaluate, and discuss the Chicanx and Latinx experiences, and their achievements and contributions of to the rich cultures of the United States.
7. Evaluate U.S. social, political and economic policies in the shaping of the marginalization, exploitation, and oppression of Chicanx and Latinx in the United States.
8. Analyze the historical roots of racism, and its impact on contemporary issues related to Chicanx and Latinx in the U.S.
9. Examine the role of Chicanas and Latinas in their struggle for equality and representation in U.S. political, social, and economic systems.
Topics and Scope
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I. Historical Background
A. Introduction to the Indigenous societies in the Southwest (US), Mesoamerica, and South America-prior to the Spanish invasion into the Americas
B. Overview of the Spanish colonial system in the Southwest (US) and Mexico:1493-1898
II. Fusion of Indigenous, European, and African Cultures
A. Spanish explorations and the mission system in the Southwest 1650-1846
B. Indigenous and African experience under European colonial rule in Latin America
C. Indigenous rebellions in the Southwest and the rest of Mexico
III. Latin America Independence Movements: 1810-1898
A. Indigenous rebellions in the Southwest and the rest of Mexico
B. National self-determination for Criollos and Mestizos
IV. The Monroe Doctrine, Manifest Destiny, and U.S. Expansion
A. U.S. War Against Mexico: 1846-1848
B. Mexican cultural, social, political, and economic displacement
V. Spanish/American War, 1898
A. U.S. colonization of Cuba
B. U.S. colonization of Puerto Rico
VI. Mexican-American Participation in World War I
A. Mexican and American union organizing
B. The roaring 20's and the Nativist reactions to Mexican migration
VII. Great Depression - 1930s: A Repatriation Program of Mexicans and Mexican-Americans
VIII. Mexican-American Patriotism, and Chicanx Cultural Awareness and Identity in World War II
A. Zoot Suit Riots
B. WWII and the Bracero Program
C. Operation Wetback
IX. Civil Rights Movements and Political Awareness of Racism in U.S. Society
A. Chicanx struggle for social and economic equality - 1960s-1980s
B. Cultural identification of Chicanx and Latinx
X. Revolutionary Movements of Central America - 1960s-1980s: Immigration patterns of Nicaraguans, Salvadorians, and Guatemalans into the U.S.
XI. Latinx Contributions to Contemporary U.S. Society
A. Politics
B. Arts
1. Literature
2. Film
3. Music
4. Entertainment
C. Sports
XII. Contemporary Issues Affecting Latinx - 1990s-2000s
A. Education
B. Employment
C. History of U.S. immigration policies in relation to Mexican migration
XIII. Contributions of Chicanas and Latinas in the U.S. and Latin America
A. Chicana and Latina participation in revolutionary movements in Latin America
B. Chicana and Latina participation in the U.S. Civil Rights Movement
Assignments:
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1. Weekly reading assignments of approximately 25-50 pages a week. These assignments will be both primary and secondary sources
2. Analytical Writing assignments (1500-3500 words total) to include at least one of the assignments listed below. An analytical component of primary and secondary sources may be part of these assignments
A. Critical and historical interpretation essays of primary and secondary sources
B. Reaction/response papers
C. Analytical essays
D. Research papers or assignments utilizing primary resources
3. One to two midterm(s) and a final. At least two of these exams will be held in class. Exams must include essays with optional objective questions
4. Participation in discussions
5. Additional assignments as determined by instructor may include: quizzes and oral presentations
6. Written homework
Methods of Evaluation/Basis of Grade.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
30 - 50% |
| Analytical Writing assignments, homework | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
0 - 0% |
| None | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
0 - 0% |
| None | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
40 - 65% |
| Midterm(s) and final exam; objective quizzes (if assigned) | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
5 - 20% |
| Attendance and participation; oral presentations (if assigned) | |
Representative Textbooks and Materials:
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Bless Me Ultima. Anaya, Rudolfo. Warner Books. 1972. (classic).
Caramelo. Cisneros, Sandra. Vintage Contemporaries Edition. 2002. (classic).
Created Equal: A Social and Political History of the United States. 4th ed. Ruiz, Vicki. Longman. 2014. (classic).
Harvest of Empire: A History of Latinos in America. Gonzalez, Juan. Penguin Books. 2011. (classic).
Las Obreras: Chicana Politics of Work and Family. Ruiz, Vicki L. UCLA. 2000. (classic).
Occupied America. Acuna, Rodolfo. Longman. 2010. (classic).
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