|9/28/2023 6:13:26 PM||
|Discipline and Nbr:
History of Chicanos and Latinos from 1848 to Present
|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||17.5 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
Title 5 Category:
AA Degree Applicable
Grade or P/NP
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
| ||Total Out of Class Hours: 105.00||Total Student Learning Hours: 157.50||
An introductory survey of Chicano and Latino history in the United States (U.S.), this course will examine the political, economic, social, and cultural aspects influencing these groups' advances, their contributions, and adaptations to the U.S. society. After a brief overview of early Latin American history, the course will focus on the period from 1848 to the present.
Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Schedule of Classes Information
An introductory survey of Chicano and Latino history in the U.S., this course will examine the political, economic, social, and cultural aspects influencing these groups' advances, contributions, and adaptations to U.S. society. After a brief overivew of early Latin America history the course will focus on the period from 1848 to the present.
(Grade or P/NP)
Recommended:Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Major Applicable Course
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
|Associate Degree:||Effective:||Fall 2007||Inactive:||Fall 2022
|Social and Behavioral Sciences
American Cultures/Ethnic Studies
Social and Behavioral Sciences
American Cultures/Ethnic Studies
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
| ||D||Social Science||Fall 2007||
| ||D3||Ethnic Studies|| ||
| ||D6||History|| ||
|IGETC:||Transfer Area|| ||Effective:||Inactive:
| ||4||Social and Behavioral Science||Fall 2007||
| ||4C||Ethnic Studies|| ||
| ||4F||History|| ||
|CSU Transfer:||Transferable||Effective:||Fall 2007||Inactive:||
|UC Transfer:||Transferable||Effective:||Fall 2007||Inactive:||
Upon completion of this course, students will be able to:
1. Demonstrate critical thinking and analytical skills by utilizing
methods of inquiry used by historians and other social and behavioral
2. Utilize critical thinking skills to assess and distinguish between
factual and interpretive sources of information in the analysis of
contemporary issues facing Chicanos and Latinos.
3. Assess the present position of Chicanos and Latinos in U.S. society
in comparison to the past.
4. Integrate geographic knowledge with cultural and historical
knowledge as to how the Chicano and Latino 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 Chicano
and Latino culture.
6. Examine, evaluate, and discuss the experiences, roles, achievements,
and contributions of Chicanos and Latinos in the U.S. from the
1840s to present.
7. Evaluate U.S. social, political and economic policies
in the shaping of the marginalization, exploitation, and oppression
of Chicanos and Latinos in the United States.
8. Analyze the historical roots of racism, and its impact on
contemporary issues related to Chicanos and Latinos 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
Topics and Scope
I. Historical background
A. Introduction to the Indigenous societies - Mexica (Aztec),
Mayan, and Quechua (Inca) - prior to the Spanish invasion into
B. Overview of the Spanish colonial system in Latin America:
II. Fusion of Indigenous, European, and African cultures
A. Spanish explorations and the mission system in the Southwest
B. Indigenous and African experience under European colonial rule
in Latin America
III. Latin America independence movements: 1810-1898
A. National self-determination for Criollos and Mestizos
B. Social and territorial conflicts in Latin America
IV. The Monroe Doctrine, Manifest Destiny, and U.S. expansion
A. Mexican/American War: 1846-1848
B. Mexican cultural, social, political, and economic displacement
V. Spanish/American War, 1898
A. U.S. colonization of Cuba and Puerto Rico
B. Cuban movement for independence from the U.S.
C. Puerto Rico as a colony of the U.S.
VI. Mexican participation in World War I
A. Mexican-American union organizing
B. The roaring 20's and the Nativitst reactions to Mexican migration
VII. Great Depression - 1930s
A. Repatriation program of Mexicans and Mexican-Americans
VIII. Mexican-American Patriotism, and Chicano cultural awareness and
identity in World War II
A. Zoot Suit Riots
B. WWII and the Bracero Program
C. Operation Wetback
IX. Cuban Revolution, 1959
A. Changes in U.S. immigration policies
B. Cuban migration, push and pull factors
C. Cuban participation in U.S. politics and economy
X. Civil Rights movements and political awareness of racism in U.S.
A. Chicano struggle for social and economic equality - 1960s-1980s
B. Cultural identification of Chicanos and Latinos
XI. Revolutionary movements of Central America - 1960s-1980s
A. Immigration patterns of Nicaraguans, Salvadorians, and
Guatemalans into the U.S.
XII. Latino contributions to contemporary U.S. society
B. Arts: literature, film, music, entertainment, etc.
XIII. Contemporary issues affecting Latinos - 1990s-2000s
C. History of U.S. immigration policies in relation to Mexican
XIV. Contributions of Chicanas and Latinas in the U.S. and Latin America
A. Chicana and Latina participation in revolutionary movements in
B. Chicana and Latina participation in the U.S. civil rights
1. Regular attendance and extensive note taking in classes expected and
2. Weekly text reading assignments approximately 80 pgs, or 1-2 chapters
in text and anthologies.
3. Analysis of text readings, lectures, films, and in-class writing
4. Participate in discussions as directed by the instructor.
5. Two in-class essay exams and one final examination.
6. An assigned book review of 4-6 pages.
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
30 - 50%
|Analytical, expository, or research papers||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
0 - 0%
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
0 - 0%
|Exams: All forms of formal testing, other than skill performance exams.||Exams
40 - 60%
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
0 - 15%
|Attendance and Participation||
Harvest of Empire: A History of Latinos in America. Gonzalez, Juan. Penguin Books: 2001.
Las Obreras: Chicana Politics of Work and Family. Ruiz, Vicki L. UCLA: 2000.
Occupied America. Acuna, Rodolfo. Longman: 2007.