This assignment helps students think critically about the geographical and political definition of the U.S.-Mexico boundary and its effect on people living in the borderlands through the analysis of the 1848 Treaty of Guadalupe Hidalgo text and contemporary historical maps.
Identify the common causes for resistance in the revolution by learning about the famous faces behind the Mexican Revolution (Zapata & Villa), as well as the less discussed heroes and heroines (Petra Herrera & Vicente Guerrero).
Through the comparison of photographs and analysis of textual sources, this lesson helps students think though the causes of the revolution that are tied to colonial structures.
Lesson helps students build on prior learning about indigenous civilizations in Mexico to evaluate how the encomienda system connects to the later casta system, and to compare and contrast colonialism of 1490’s with U.S. imperialism in early 1900’s, using a Venn diagram.
This unit aims to critically examine the ways colonization shaped Mexico, particularly in the years leading up to the Mexican Revolution. By analyzing the colonial system of encomienda and its postcolonial manifestation of casta, students will be able to understand the complex and racialized power dynamics contributing to the increased poverty and disenfranchisement of peoples across Mexico.
Students will learn about Mexican Americans’ struggle to keep and create space and place in their community. Students will learn about Juárez-Lincoln University/Cultural Center and its role in local Mexican American history. Students will create a plan for their own community educational/art space including pedagogical strategies, programming, branding, and facilities.
Students will learn about US social movements through the Economy Furniture strike in Austin, Texas. Students will critically engage with movement materials and create their own social justice campaigns and related campaign materials which may include but are not limited to posters, buttons, pamphlets, and protest signs.
Students will learn about the work and life of educational scholar and activist, Dr. George I. Sanchez. Topics for critical exploration include Sanchez’s educational research, legal assistance, Mexican American organizations, Bilingual Education, Pan-Americanism, and Chicano Civil Rights. Students will make either a hand written/drawn zine or a digital zine based on the students’ preference and availability of materials and technology.
Students will learn about Chicano Studies pioneer Américo Paredes through his literature and activism. Students will learn about ethnography as a research method and form of analysis. Students will come away with a historical perspective of the value of oral transmission of heritage such as the corrido, oral histories, and poetry. Students will compose a poem or song and combine it with images to create a digital video or interview a family member or community elder to document local history.
Students will learn about Austin printmaker and arts activist, Sam Z. Coronado. Lessons contextualize and connect Coronado’s work to the history of printmaking and Mexican printmaker José Guadalupe Posada. Students will create their own print based on a social/political issue of their choice and compose an artist statement that describes their work.