Use your own words to write this essay. require 2750 words ; only sources are from the reading i have provided
bottom.
THE HISTORY OF MEXICAN AMERICA, 1900-PRESENT
As you know, essay—and especially short essay—require careful thought and organization. So before you begin drafting your essay, it is important that you develop at least a rough outline of your argument, carefully choose examples in support of your argument, and write clear and direct sentences to develop that argument. Again, since you face significant space limitations, please avoid the use of long block quotes. To cite an article simply use the following format at the end of the sentence in question: (Haney López, pp.12-13).
support his or her argument by using evidence from all relevant sources in the READINGS and notes on the bottom. Please limit your citations to readings from the week5678 and notes—the use of other sources is not allowed !!!!!!! do not use other resources.
****** www.Jstor.org has free article and the account is free, get account to log in free and a lot of reading are on there.
Please respond to
1. In their essays from weeks 5 and 6, respectively, Steven H. Wilson and Ian Haney López focus on two very different strategies that Mexican American political activists used in their efforts to achieve equal rights for the people they considered to be members of their community. Using these articles as your primary sources, but drawing on other readings, handouts, and film and lecture notes where appropriate, write an essay of 10-12 pages in which you: 1) assess the different ways Mexican American activists defined their community between the 1930s and the 1970s; and 2) analyze the strengths, limitations, and lasting historical legacies of the two civil rights strategies analyzed by the two authors.
Prompt 1. In their essays from weeks 5 and 6, respectively, Steven H. Wilson and Ian Haney López focus on two very different strategies that Mexican American political activists used in their efforts to achieve equal rights for the people they considered to be members of their community. Using these articles as your primary sources, but drawing on other readings, handouts, and film and lecture notes where appropriate, write an essay of 10-12 pages in which you: 1) assess the different ways Mexican American activists defined their community between the 1930s and the 1970s; and 2) analyze the strengths, limitations, and lasting historical legacies of the two civil rights strategies analyzed by the two authors
ONLY SOURCES:
******www.Jstor.ord has free article and the account is free, get account to log in free and a lot of reading are on there.
WEEK FIVE (Feb. 3, 5): ETHNIC AND CLASS POLITICS, CONT. (NOTE: TAKEHOME MIDTERM DISTRIBUTED IN CLASS, FEB. 5).
READ: Ruben Donato and Jarrod S. Hanson, “Legally White, Socially ‘Mexican’: The Politics of De Jure and De Facto School Desegregation in the American Southwest,” Harvard Education Review 82 (2) (Summer 2012): 202-25; (http://her.hepg.org/content/a562315u72355106/?p=ed50558a92d24e29adb31855c4c10295&pi=1)
(http://hepg.org/her-home/issues/harvard-educational-review-volume-82-number-2/herarticle/the-politics-of-de-jure-and-de-facto-school-segreg )
Carlos Blanton, “George I. Sánchez, Ideology, and Whiteness in the Making of the Mexican American Civil Rights Movement, 1930-1960,”
(http://www.jstor.org/discover/10.2307/27649149?sid=21105672102301&uid=70&uid=60&uid=2&uid=3739256&uid=2134&uid=2487762163&uid=3&uid=2487762173 )
Journal of Southern History 72 (Aug. 2006): 569-64; Steven H. Wilson, “Brown Over `Other White’: Mexican Americans’ Legal Arguments and Litigation Strategy in School Desegregation Lawsuits,”
(http://www.jstor.org/discover/10.2307/3595071?sid=21105672102301&uid=70&uid=3739256&uid=3&uid=2487762163&uid=2&uid=2487762173&uid=60&uid=2134 )
Law and History Review 21 (1) (Spring 2003): 145-94; Steven Rosales, “Fighting the Peace at Home: Mexican American Veterans and the 1944 G.I. Bill of Rights,” Pacific Historical Review 80 (4) (Nov. 2011): 597-627. (http://www.jstor.org/discover/10.1525/phr.2011.80.4.597?uid=2134&uid=2487762173&uid=3739256&uid=2&uid=70&uid=3&uid=2487762163&uid=60&sid=21105672142451 )
See also: Shana Bernstein, “Interracial Activism in the Los Angeles Community Service Organization: Linking the World War II and the Civil Rights Era; Pacific Historical Review 80 (2) (May 2011): 231-67;
(http://www.jstor.org/discover/10.1525/phr.2011.80.2.231?uid=2134&uid=2487762173&uid=3739256&uid=2&uid=70&uid=3&uid=2487762163&uid=60&sid=21105672142451 )
WEEK SIX: THE POLITICIZATION OF IDENTITY IN THE 1960S AND 1970S
READ: Ian F. Haney-López, “Protest, Repression, and Race: Legal Violence and the Chicano Movement,” University of Pennsylvania Law Review 150 (1) (Nov. 2001): 205-44;
( http://scholarship.law.berkeley.edu/cgi/viewcontent.cgi?article=2818&context=facpubs )
Lauren Araiza, “In Common Struggle Against A Common Oppression: The United Farm Workers and the Black Panther Party, 1968-1973,” Journal of African American History 94 (2) (Spring 2009): 105-118;
(http://www.jstor.org/stable/25610076)
( http://connection.ebscohost.com/c/articles/44079334/common-struggle-against-common-oppression-united-farm-workers-black-panther-party-1968-1973 )
Frank Bardacke, “The UFW and the Undocumented,” International Labor and Working Class History 83 (March 2013): 162-69;
(http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8961850&fileId=S0147547913000045 )
Alma García, “The Development of Chicana Feminist Discourse, 1970-1980,” Gender and Society 3 (2) (June 1989): 217-38.
(http://histofrhet.pbworks.com/f/Development%20of%20Chicana%20Feminist%20Discourse.pdf )
NOTES:
LECTURE FOUR:
THE SOCIAL BASES OF MEXICAN IMMIGRATION IN THE EARLY
TWENTIETH CENTURY
RECAP:
THE USE OF RACIAL STEREOTYPES AS A JUSTIFICATION FOR MEXICAN LABOR RECRUITMENT
–PROXIMITY TO MEXICO
–“TEMPORARY WORKERS”
–LIKELIHOOD OF RETURN TO MEXICO
–NO THREAT TO US CULTURE, ECONOMY, POLITICAL SYSTEM
–WOULD NOT ADD TO THE US “RACE PROBLEM”
–ULTIMATELY DEPORTABLE BECAUSE OF LACK OF CITIZENSHIP
–MEXICAN IMMIGRANT POPULATION GROWS AS RESULT
–REACHES 100,000 IN 1900
–220,000 IN 1910
–NEARLY ONE-HALF MILLION IN 1920
–BETWEEN 600,000 AND 700,000 BY 1929-30
–TOTAL MEXICAN-ORIGIN/HERITAGE POPULATION IN 1930: AT LEAST 1.5 MILLION
SOCIAL ORIGINS, BASES OF MEXICAN LABOR MIGRATION
–MAIN SENDING REGION: SOUTH-CENTRAL MEXICO
–JALISCO, MICHOACAN, GUANAJUATO, ZACATECAS, NAYARIT
–SOCIAL CHARACTERISTICS
–MAINLY PEASANT FARMERS, RANCHERS, CRAFTSMEN
–LOW EDUCATION LEVELS, LOW SKILL LEVELS
–MESTIZO (“MIXED-RACE” PEOPLE) COMBINATION OF EUROPEAN AND INDIGENOUS PEOPLES
SOCIAL CONDITIONS IN MEXICO
–HIGHLY UNSTABLE AFTER WARS OF INDEPENDENCE IN 1820S
–MEXICAN PRESIDENCY EVEN MORE UNSTABLE
–CHANGES HANDS MORE THAN 50 TIMES BETWEEN 1822 AND 1876
–SITUATION CHANGES WHEN PORFIRIO DIAZ BECOMES PRESIDENT
–DIAZ LEADS MEXICO FROM 1876 TO 1911
–PERIOD KNOWN AS “THE PORFIRIATO” BRINGS STABILITY
–REORGANIZES, PROFESSIONALIZES MEXICAN MILITARY
–PACIFIES HOSTILE INDIEGENOUS PEOPLES, ESPECIALLY IN NORTH
–ENCOURAGES MASSIVE FOREIGN INVESTMENT
–BILLIONS FROM USA, GERMANY, FRANCE, GREAT BRITAIN
–FUNDS MASSIVE INFRASTRUCTURAL IMPROVEMENTS
–DAMS AND IRRIGATION SYSTEMS
–ELECTRIFICATION, COMMUNICATION
–ROADS
–AND ESPECIALLY, NATIONAL RAIL SYSTEM
–GROWS FROM LESS THAN 400 MILES IN 1876
–TO MORE THAN 15,000 MILES IN 1910
–MEXICAN RAIL LINKED TO US SYSTEM AT KEY POINTS ON BORDER
ECONOMIC EFFECTS
–EXPLOSIVE ECONOMIC GROWTH, CREATION OF WEALTH
–GROSS DOMESTIC PRODUCT (GDP), 1870: $6 MILLION
–IN 1900: $26 MILLION
–RAPID URBANIZATION
–CREATION OF A WEALTHY ELITE, MANY TIED TO DIAZ PERSONALLY
SOCIAL COSTS OF GROWTH
–REORGANIZATION OF LAND DISPLACES MILLIONS
–ENGROSSMENT OF SMALL FARMS AND EJIDO (COMMON) LANDS
–HUGE PROPERTIES ALLOW EXPANSION OF ECONOMIES OF SCALE
–FOOD PRODUCTION DROPS AS CULTIVATION OF CASH CROPS RISES
–AS A RESULT, PRODUCTION OF CORN, BEANS, CHILE, DROPS
–PRODUCTION OF COFFEE, COTTON, HEMP OTHER EXPORT CROPS RISES
–COMBINATION OF FORCES DRIVES WORKING POPULATION FURTHER INTO POVERTY
–WAGES REMAIN FLAT FOR 100 YEARS
–FOOD PRICES SKYROCKET
–98% OF ALL MEXICANS OWN NO LAND AT ALL BY 1900
–DAILY CALORIC INTAKE DROPS DURING PERIOD
–INFANT MORTALITY REACHES 35% BY 1900
–LIFE EXPECTANCY FOR MOST MEXICANS LESS THAN 30 YEARS
DYNAMICS OF LABOR MIGRATION
–COMBINATION OF ECONOMC DEVELOPMENT IN US WEST AND ERODING CONDITIONS IN MEXICO STMULATES MASSIVE OUT-MIGRATION
–LANDLESSNESS STIMULATES INTERNAL MIGRATION WITHIN MEXICO
–RAIL LINKS BETWEEN MEXICAN POPULATION CENTERS AND BORDER SERVE AS CATALYST FOR MOVEMENT NORTH
–RAIL LINKS AT BORDER (ESPECIALLY EL PASO) OPEN VAST AREA TO MEXICAN IMMIGRANTS:
–AGRICULTURAL AND INDUSTRIAL MIDWEST
–MOUNTAIN WEST INCLUDING NM, CO, AND MINING REGIONS
–FAR WEST: AZ, CA, OR, WA AND CANADA AND ALASKA
–SATELLITE COMMUNITIES FORMED IN US WHERE EVER RAIL RUNS
–KANSAS, NEBRASKA, WYOMING, MONTANA, MIDWEST
–EXISTING MEXICAN AMERICAN COMMUNITIES EXPAND, ESPEICALLY THOSE IN TEXAS, ARIZONA, CALIFORNIA
MEXICAN LABOR SLOWLY REPLACES ASIAN WORKERS IN ECONOMY
–AGRICULTURE, ESPECIALLY CORPORATE AG, “AGRIBUSINESS”
–MINING
–CONSTRUCTION
–RAILROAD CONSTRUCTION/MAINTENANCE
–AND IN MIDWEST,
–AUTO WORK
–STEEL AND METAL WORK
–MEAT AND POULTRY PROCESSING
–FOOD PACKING
–MAINTENANCE
–AWARENESS OF MEXICAN POPULATION GROWTH LEADS TO PERCEPTION OF A “MEXICAN PROBLEM” BY THE 1920S
–“ETHNIC INFRASTRUCTURE” GROWS
–RESTAURANTS AND OTHER BUSINESSES CATERING TO MEXICANS BY MEXICANS
–INVESTMENT IN HOUSING
–STARTING FAMILIES
–MORE CHILDREN IN SCHOOL
–RUNS COUNTER TO THOSE WHO WANT TO SEE IMMIGRATION RESTRICTED
–RUNS COUNTER TO THOSE WHO ARGUED THAT MEXICANS WERE TEMPORARY AND THUS NO THREAT TO US INSTITUTIONS, CUSTOMS
LECTURE SIX OUTLINE
CULTURE AND THE DYNAMICS OF CULTURAL RESISTANCE, 2
INTRODUCTION
–James Scott and Weapons of the Weak
–At issue: How do powerless people exert their own human agency against those with power? What is the significance of what Scott calls “everyday forms of resistance?”
–cultural tools, resources provide the key
“CULTURE” defined:
–an integrated pattern of human behavior that includes thought, speech, action, and created artifacts that depends on humans’ capacity for interpretation and the making of meaning, learning, and transmitting knowledge to succeeding generations….
–Examples from Week 3 readings
THE IMPORTANCE OF RELGIOUS BELIEF AND PRACTICE AS ANOTHER EXAMPLE OF WEAPONS OF THE WEAK
–The contours of Mexican Catholicism
–Importance of the Virgin of Guadalupe
–The Importance of the Saints
–Intermediaries between the Divine and Everyday Struggles on Earth
–Creation of a Sense of Community
–With God
–With Each Other
–Creation of a Sense of Empowerment in the Face of Adversity
–The Importance of the Religious Calendar
–Shared Rituals
–Relief from the Daily Grind, Source of Celebration, Achievement
–Source of Dignity, Self-Worth
–Source of Community
–The Significance of the Institution of Compadrazgo (God-parentage)
–A “Fictive Kinship Network”
–Godparents Stand in for Parents, Even When Not Related by Blood
–A Way to Broaden the Social Base of Individual Families
–A Way to Pool Scarce Resources by Sharing
–A Way to Broaden, Deepen a Sense of Community
–A Strategy that Allows Celebration of Life Events “In Style”
THE SIGNIFICANCE OF COMMUNITARIANISM AND MUTUALISM IN THE MEXICAN TRADITION, intro
–Communitarianism Defined:
–a form of social organization based on collective action by individuals toward mutually agreed-to goals and objectives
–Mutualism Defined:
–a practice of mutual dependence and mutual reliance as an important foundation for the promotion of individual and social welfare
–Common among Virtually All Immigrant Groups
–Examples:
–Chinese Surname Associations
–Huiguan (Hometown or Home Region Associations)
–European Jewish Version: landsmanshaftn
–The Form and Function of the Mexican Mutualista (Mutual Aid Association)
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