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General Information

Course ID (CB01A and CB01B)
CHLXD012.
Course Title (CB02)
Chicanx and Latinx History
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course examines the history of the Chicanx and Latinx people, surveying pre-Columbian origins, with an emphasis on the period since 1848 in the United States Southwest.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course meets a general education requirement for °®¶¹´«Ã½, CSU GE, and IGETC and is CSU and UC transferable. It belongs on the Intercultural Studies AA degree. It was developed to provide students with an alternative historical perspective of Chicanx and Latinx experience in the U.S.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Formerly Statement
(Formerly ICS D032.)

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
°®¶¹´«Ã½ GEArea(s)StatusDetails
2GDX°®¶¹´«Ã½ GE Area D - Social and Behavioral SciencesApproved
CSU GEArea(s)StatusDetails
CGDYCSU GE Area D - Social SciencesApproved
IGETCArea(s)StatusDetails
IG4XIGETC Area 4 - Social and Behavioral SciencesApproved

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Guest speakers

Collaborative projects

Collaborative learning and small group exercises

Discussion of assigned reading

Discussion and problem solving performed in class

Quiz and examination review performed in class

Ìý

Assignments

  1. Reading
    1. Assigned readings from textbooks, primary and secondary documents, articles from newspaper, magazines and other sources when applicable
    2. Supplemental readings such as diaries, journals, archives and testimonios on the internet
  2. Writing
  3. As part of the midterm examination, student's will write short essays designed to evaluate the students understanding and analysis of the historical importance of the materials presented in the readings and discussed in class.
  4. Analytical writings on assigned readings will be conducted through in class short response, journal and reflection exercises.
  5. Journal writings for observation and participation in approved events related to Chicanx Latinx history
  6. Other writing, including thematic essays, quizzes on readings, and critical reviews of documents will assess student understanding of key concepts, events and ability to interpret historical significance.
  7. Oral presentation
  8. Student will work in groups to organize and prepare thematic presentations on assigned class topics that demonstrates understanding of key events and concepts
    1. Individual and panel presentations on class readings and other assigned materials
  9. Observing, viewing, and listening
    1. Attendance at community meetings and events
    2. Films, videotapes and television programs
    3. Audio recordings and radio program
    4. Interviews of family and community members
    5. Speakers in class
  10. Library research
    1. Review of bibliographies
    2. Searches for primary sources
    3. Review of newspaper and journal articles

Methods of Evaluation

  1. Midterm and Final essay examinations, which require analysis, interpretation, and synthesis of key concepts.
  2. Directed research term paper to analyze and critically appraise a major historical event relative to Chicanx and Latinx experience with supporting research.
  3. Prepare and conduct Oral Presentations to evaluate ability to critically analyze key concepts, events and issues and demonstrate ability to synthesize information.
  4. Review of journal writings, demonstrating ability to analyze and synthesize information from observation and participation in events
  5. Conduct Library research work to evaluate ability to critically analyze key primary and secondary sources on historical events and issues and to demonstrate ability to synthesize information.
  6. Participation and contribution in classroom activities and discussion in which student abilities to interpret, synthesize and demonstrate analysis of historical events will be applied.

Essential Student Materials/Essential College Facilities

Essential Student Materials:Ìý
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Acuna, Rodolfo F. Occupied America: a History of Chicanos, 9th edition. Pearson, 2019.
Gonzalez, Juan. Harvest of Empire: A History of Latinos in America. Penguin Books, 2011
Ruiz, Vicky. From Out of the Shadows: Mexican Women in Twentieth Century America. Oxford University Press. 2008
Vigil, James Diego. From Indians to Chicanos the Dynamics of Mexican-American Culture, 3rd edition. Waveland Press, 2012.

Examples of Supporting Texts and References

AuthorTitlePublisher
Anaya, Rudolfo A., and Franciso Lomeli, eds. Aztlan: Essays on the Chicano Homeland. El Norte Publications, 1989.
Barrera, Mario. Beyond Aztlan: Ethnic Autonomy in Comparative Perspective. Praeger, 1988.
Camarillo, Albert. Chicanos in California. Boyd and Fraser, 1984.
Camarillo, Albert . Latinos in the United States: A Historical Bibliography. Santa Barbara, CA: ABC-Clio, 1986.
Chavez, John R. The Lost Land: The Chicano Image of the Southwest. University of New Mexico Press, 1984.
Coe, Michael D. Mexico: From the Olmecs to the Aztecs. Thames and Hudson, 1994.
Del Castillo, Adelaida R., ed. Between Borders: Essays on Mexican/Chicana History. Floricanto Press, 1990.
Garcia, Mario T. Mexican Americans: Leadership, Ideology, and Identity, 1930-1960. Yale University Press, 1989.
Gomez, Laura E. Manifest Destinies: The Making of the Mexican American Race. New York University Press, 2007.
Gonzalez, Juan. Harvest of Empire: A Hisotry of Latinos in America. Revised Edition, Penguin Books, 2011.
Gutierrez, David G. Walls and Mirrors: Mexican Americans, Mexican Immigrants, and the Politics of Ethnicity. University of California Press, 1995.
Kanellos, Nicolas. Hispanic Firsts: 500 Years of Extraordinary Achievement. Detroit: Gale Research, 1997.
Martin, Patricia Preciado, and Louis C. Bernal. Images and Conversations: Mexican Americans Recall a Southwestern Past. University of Arizona Press, 1983.
Marius, Richard. A Short Guide to Writing About History. Harper Collins, 1995.
Montejano, David. Anglos and Mexicans in the Making of Texas, 1836-1986. University of Texas Press, 1987.
Munoz,Carlos,Jr. Youth,Identity,Power: The Chicano Movement. Verso,1989.
Ornelas, Michael R.. Between The Conquests - The Early Chicano Historical Experience. Dubuque, Iowa. Kendall/Hunt Publishing Co. 2004
Oropeza, Lorena. Raza Si! Guerra No!: Chicano Protest and Patriotism During the Viet Nam War Era. University of California Press, 2005.
Ramirez, Catherine S. The Women in the Zoot Suit: Gender, Nationalism, and the Cultural Politics of Memory. Duke University Press, 2009.
Ruiz, Vicki L. Cannery Women, Cannery Lives: Mexican Women, Unionization and the California Food Processing Industry, 1930-1950. University of New Mexico Press, 1987.
Vargas, Zaragosa. Major Problems in Mexican American History. 2nd edition. NY: Cengage Learning. 2011.

Learning Outcomes and Objectives

Course Objectives

  • Examine the perspectives and methods of the social sciences, with an emphasis on the discipline of history.
  • Evaluate the basic concepts and definitions in studying history and the various approaches used in the study of Chicanx and Latinx history.
  • Examine the major periods in the history of the people of Mexican and Latino descent from Pre-Columbian times to the present.
  • Analyze themes, events, and issues of critical importance to the Chicano/a and Latino/a communities throughout its history
  • Assess the role and contributions of organizations, individuals, and institutions in the social, political, and economic history of the Chicanx and Latinx people
  • Analyze and interpret historical documentation
  • Assess, summarize and evaluate the role of Race and Gender and their influence on the Chicano/a and Latino/a experience

CSLOs

  • Actively engage in the complex multicultural pasts by integrating historical understanding within historical thinking skills.

  • Assess the history and culture of people of Mexican and Latin American origins in the United States, specifically within the region of Southwest.

Outline

  1. Examine the perspectives and methods of the social sciences, with an emphasis on the discipline of history.
    1. Traditional approaches to the study of human behavior and society and critique of eurocentrism
    2. Interdisciplinary and multicultural approaches
    3. Various approaches to the study of American history
  2. Evaluate the basic concepts and definitions in studying history and the various approaches used in the study of Chicanx and Latinx history.
    1. Traditionalist theories
    2. Critical approaches to history
    3. The "New History"
    4. The New Western History
    5. Culture-based approach
    6. Economic-factors approach
    7. Economic power and processes approach
  3. Examine the major periods in the history of the people of Mexican and Latino descent from Pre-Columbian times to the present.
    1. Overview of periods in Mexican history
      1. Pre-Columbian
      2. Colonial
      3. Independence
      4. Reform
      5. Revolution
      6. Modern period
    2. History in the U.S., with emphasis on the Southwest
      1. Native American, prior to 1500s
      2. Spanish colonial, 1500s to 1821
      3. Mexican Republic, 1821 to 1848
      4. U.S. Mexican War, 1846-1848
      5. Transition and Resistance, 1848-1890s
      6. Economic Development and Immigration, 1890s to 1920s
      7. Depression and repatriation, 1930s
      8. The Mexican American generation, 1940s and 1950s
      9. The Chicano generation, 1960s and 1970s
      10. Chicanx and Latinx in a multicultural society, 1980s to present
  4. Analyze themes, events, and issues of critical importance to the Chicano/a and Latino/a communities throughout its history
    1. Ethnic and national identity in historical perspective
    2. Migration and immigration
    3. Discrimination and the struggle for civil rights
    4. Educational reform
    5. Political empowerment
    6. Labor organizing
    7. Economic development
    8. Bilingualism
  5. Assess the role and contributions of organizations, individuals, and institutions in the social, political, and economic history of the Chicanx and Latinx people
    1. 1850s to 1900
      1. Mutualista societies
      2. Las Gorras Blancas
      3. La Alianza Hispano-Americana
      4. La Liga Protectora Latina
      5. La Sociedad Hispanoamericana de Beneficio Mutua
    2. 1900 to 1950s
      1. La Union de Jornaleros Unidos
      2. La Liga Femenil Mexicanista
      3. LULAC, League of United Latin American Citizens
      4. MAM, The Mexican American Movement
      5. The Congress of Spanish Speaking Peoples
      6. The G.I. Forum
    3. 1960s to the present
      1. PASSO, Political Association of Spanish Speaking Organizations
      2. MAPA, Mexican American Political Association
      3. UMAS, United Mexican American Students
      4. UFW, United Farm Workers of America
      5. MAYO, Mexican American Youth Organization
      6. La Alianza Federal de Mercedes
      7. The Crusade for Justice
      8. Catolicos por la Raza
      9. La Raza Unida Party
      10. The Brown Berets
      11. MECHA, Movimiento Estudiantil Chicano de Aztlan
      12. MALDEF, Mexican American Legal Defense and Education Fund
  6. Analyze and interpret historical documentation
    1. Thinking about history
      1. Questioning sources
      2. Statistics
    2. Modes of historical writing
      1. Description
      2. Narrative
      3. Exposition
      4. Argument
    3. Gathering information
    4. Documenting sources
    5. Documents from family and community as sources of study
    6. Analysis and creation of local histories through oral history review and collection
  7. Assess, summarize and evaluate the role of Race and Gender and their influence on the Chicano/a and Latino/a experience
    1. Pre-colonial adoption of social and cultural practices
    2. Spanish colonial reorganization of gender roles
    3. Development of male dominated society
    4. Continuity in women roles and activism
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