Order 895504: Was the Chicano Movement successful?

January 4, 2018

This will provide an overview and survey of Chicano Latinx history beginning with pre-Columbian origins, with emphasis on the period since 1848 in the United States Southwest to the present. Students will survey the social, political, economic, and cultural history of the Mexican American and Latino/a experience within the context of U.S. history. Students will also critically analyze the roles and contributions that Mexican Americans and Latina/os have played in the development of the United States with comparisons to other groups. 

Students will be able to: •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 the Southwest.

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Course Description

Student

Learning

Objectives

ICS32: Chicanx and Latinx History Course Information: CRN 35058, Section 2

Meetings: Monday 6:30pm-10:20pm, Location: MLC113 Chicanx Latinx Studies Department, De Anza College, Winter 2018

Instructor: Juan A. Gamboa Jr. Contact: [email protected] (408)-864-8973

Office: Multicultural Center (MCC) 14B Office Hours: Mon /Wed 1:30-2:30pm and Tu/Th Morning by Appt

January 4, 2018

1.James Diego Vigil. From Indians to Chicanos, 3rd Edition. Waveland Press, Inc, 2012.

2. Elizabeth “Betita” Martinez. 500 Years of Chicana Women’s History. 5th Printing, Rutgers University Press, 2010.

3.Ilan Stavans and Lalo Alcaraz. Latino U.S.A. A C a r t o o n H i s t o r y, 1 5 t h Anniversary Edition. Basic Books Press, 2012.

Assignment Points (Mas o menos) • PTEAAA 25 Total /5 Each • Midterm Essay 15 • Historical Artifact 10 • Participation 20 • Final Exam Essay&Project 30

100 Total

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Textbooks

Grade Criteria

and Assessments

January 4, 2018

93-100=A, 90-92=A-, 86-89=B+, 83-85=B, 80-82=B-, 76-79=C+, 70-75=C, 0-69=no pass

You are expected to complete assigned readings and engage in class discussion. In order to guide your understanding of the readings for deeper comprehension and richer class discussion, you will complete PTEAAA Reading Reflections. You will complete the worksheet (available on Canvas) based on ONE of the assigned readings for the week. Due at the beginning of class and must be uploaded to Canvas by start of class.

During the quarter you will be submitting a critical thinking essay (minimum 3 pages). This essays must reflect assigned readings, notes from lecture, class discussion, guest speakers and/or films in class. These are more than just summaries, and require you to demonstrate thoughtful reflection and critical assessment of the literature as it relates to your experiences. An “Grading Sheet” must be attached which provides central questions and a detailed list of criteria that will be emailed.

This assignment is an opportunity for you to do some research or share a part of your own family history. There are TWO PARTS to this assignment. FIRST is to bring something to class such as a photo, a song, musical instr ument, sculpture, ima ge, newspaper clipping, magazine, an object or even a print-out of a website that reflects Chicanx Latinx history. SECOND, you will attach a short paper about what you chose to bring in, how and where you came across it and what you find interesting about it. More details coming.

You will be expected to ACTIVELY participate in class discussions and activities. We learn from each other as well as from the instructor. You will also be expected to take notes, engage in class discussion, activities, writing exercises and journals. Your presence and participation in class is directly correlated to your participation grade. It is VERY important for you to show up on time and be engaged.

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Grading Scale

PTEAAA

Midterm Essay

Historical Artifact

Participation

January 4, 2018

Office Hour Meeting (5 points) with Instructor or Mentors

Visit 1 Due Date by Week 4, Monday, 1/29

Visit 2 Due Date by Week 8, Monday, 2/26

Meeting with me or your peer mentor for a one-on-one meeting is an important part of helping you to achieve your best in this course. You should see this as an opportunity to check in on your performance, clarify any questions you may have on assignments, readings or class. Your Peer Mentor will host office hours meetings where she/he can provide you with feedback on your writing and clear up any questions you may have from lecture week to week. When you meet with him/her/they, he/she/they can help you assess your reading, writing and study skills and point you to other campus resources, enabling you to do your very best in this course.

The Final Exam consists of a two parts. FIRST, you will be submitting a critical thinking essay (minimum 3 pages) that must reflect assigned readings, notes from lecture, class discussion, guest speakers and/or films in class as you did for the mid-term.An “Grading Sheet” must be attached which provides central questions and a detailed list of criteria that will be emailed. SECOND, you will choose your team (up to 3 people max) to make a creative histor y posterboard that reflect ONE significant event in Chicanx Latinx history, more details coming soon. You will be required to give a presentation on the day of the final exam:

Communicate with me. If you have any questions or concerns about this class, please let me know. This is particularly important if you experience a family or medical emergency that interferes with your performance in the course.

Cell Phones/Laptops: I ask that you respect the learning experience of others: L a p to p s , ce l l p h o n e s a n d o t h e r electronic devices MUST BE TURNED OFF and stowed away for the duration of our meeting. Do not study for another class, read the newspaper, take a nap, play games on your phone or laptop, or send text messages during class time. You will be asked to put away distractive devices the first time. Repeated offense will result negatively on your participation and points will be deducted.

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Peer Mentors and

Office Hour Meetings

Final Exam and Creative Project

Course Policies

January 4, 2018

Late Policy: All assignments must be submitted during class and on Canvas on the due date unless stated in class. Every class meeting the assignment is late, I will reduce your grade by 5% for up to 2 weeks. Any assignment submitted after two weeks can only earn a maximum of 50% of the assignment points. This expectation also applies to students who are absent. For classroom presentation, there are no makeups.

Policy on Academic Honor Code: Academic dishonesty will not be tolerated. Examples of such dishonesty include cheating on exams, plagiarizing on writing assignments, or violating other codes of academic integrity.

Men of Color Program (MC2) provides a space and resources where men of color can succeed in college and beyond. They provide counseling/advising, mentorship, transfer assistance, scholarships, workshops, transfer assistance and field trips. Located in Seminar 3.

The Writing and Reading Center (WRC), is a place where any enrolled student with a DASB card can come to work with a tutor in writing or reading coursework. The lab is wheelchair accessible and is located in AT 309. For more information visit https://www.deanza.edu/studentsuccess/wrc/

HEFAS Provides resources such as printing ser vices, textbook/calculator rentals, testing material, access to counselors, computers, scholarships and a safe space with an emphasis on AB-540 and Undocumented Students. Located in the Lower Level of the Campus Center. For more information, visit https://www.deanza.edu/vida/hefas.html

EOPS/CARE provides eligible students with support ser vices such as early registration, personal/academic counseling, transfer assistance and may include grants and books. Located in the Lower Level of the Campus Center.

Math, Sciences and Technology Resource Center in S43 Academic Skills Center in AT 302 General Subject Tutoring in AT 305

De Anza College views disability as an important aspect of diversity, and is committed to providing equitable access to learning opportunities for all students. Disability Support Services (DSS) is the campus office that collaborates with

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Course Policies

Late Policy

Student Support Programs and Services

January 4, 2018

students who have disabilities to provide and/or arrange reasonable accommodations • If you have, or think you have, a disability in any area such

as, mental health, attention, learning, chronic health, sensory, or physical, please contact DSS to arrange a confidential discussion regarding equitable access and reasonable accommodations.

• If you are registered with DSS and have accommodations set by a DSS counselor, please be sure that your instructor has received your accommodation letter from Clockwork early in the quarter to review how the accommodations will be applied in the course. 


 Students who need accommodated test proctoring must meet appointment deadlines at the Testing Center.

• Exams must be booked at least five (5) business days in advance of the instructor approved exam date/time.

• Finals exams must be scheduled seven (7) business days/weekdays in advance of the instructor approved exam date/time.

• Failure to meet appointment booking deadlines will result in the forfeit of testing accommodations and you will be required to take your exam in class.

• C o n t a c t t h e D S S i f y o u c a n n o t f i n d o r u t i l i z e your MyPortal Clockwork Portal.

• DSS strives to provide accommodations in a reasonable and timely manner, some accommodations may take additional time to arrange. We encourage you to work with DSS and your faculty as early in the quarter as possible so that we may ensure that your learning experience is accessible and successful.


DSS Location: RSS Building, Suite 141. Phone: 408-864-8753. On the web: http://www.deanza.edu/DSS/
 Email: [email protected]

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Student Support Programs and Services

Disability Services and Accommodations

January 4, 2018

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ICS32 Chican0/a Latino/a History Course Schedule Date Topic What to Read What’s due

Week 1

1/8 Welcome and Introductions Ancient Mesoamerica 1

Review Syllabus Vigil and Martinez Intro.

Week 2

1/15 Dr.MLK Holiday - NO CLASS Vigil Ch. 1-2 Martinez, p.1-9

Week 3

1/22 Ancient Mesoamerica 2, Spanish Colonial Era, Nationalism and Independence

Vigil, p.58-64 & p.73-89 Martinez, p. 10-24 Stavans, p.12-26

PTEAAA 1

Week 4

1/29 Westward Expansion and the U.S. War on Mexico

Vigil, Ch..7 Martinez, p.25-35 Stavans, p.27-43

PTEAAA 2 OH Meeting 1

Week 5

2/5 Industrialization, Imperialism and Immigration

Vigil, Ch. 8 (p.187-204) Martinez, p.36-60 Stavans, p.49-69

Midterm Essay

Week 6

2/12 Americanization and Schools World War 2 Era Part 1

Vigil, Ch.8 (p.204-218) Martinez, p.62-77 Stavans, p.71-86

PTEAAA 3

Week 7

2/19 President’s Holiday - NO CLASS Vigil, Ch.8 (p.219-240) Martinez, p.81-98 Stavans, p.87-92

Week 8

2/26 World War 2 Era Part 2 Searching for Aztlan: Land Rights and Si Se Puede! The Farm Workers Movement

Vigil, Ch.9 (241-252) Martinez, p.100-123 Stavans, p. 110-132

PTEAAA 4 OH Meeting 2

Week 9

3/5 The Chicano Movement: Youth and Political Power

Vigil, Ch.9 (252-260) Martinez, p.125-151

Historical Artifact

Week 10

3/12 Cultural Arts and the Decline of the Movement

Vigil, Ch.9 (261-270) Stavans, p.133-157 Martinez, p.191-240

PTEAAA 5

Week 11

3/19 Legacies and the Quest for Social Justice Today

Vigil, Ch. 10 Stavans, p.158-208 Martinez, p.241-324

Week 12

3/26 Final Exam Monday, 3/27 6:15-8:15 Final Essay Creative Project

Note: This Syllabus is subject to change based on the needs of the class. Notice will be given in advance.

Vigil = From Indians to Chicanos Martinez = 500 Years of Chicano Women’s History Stavans = Latino U.S.A.Cartoon History