Field: Latin America
Reseach Interests: Latin America and Globalization in the
1. Impact of Technology & communications to foster the rise of civil society;
2. Rise of free trade blocks to break the negative heritage unmanageable state power;
3. Measurement of economic and social change in the 20 countries of Latin America;
4. Oral history of leaders;
5. Analyis of Elitelore at all levels of society (e.g. presidents, governors, mayors, peasant leaders)
--oral memories of leaders in Mexico, Bolivia, Costa Rica & Venezuela
Special Methods: oral history and historical statistics.
West Los Angeles College
History 44, June 20-July
Dr. Olga M. Lazin
Office (310) 488 0061
The Mexican-American in U.S. History Since 1863
T, W. Th, 10:20-12:30 `
Location: CE 203 (UC:CSU -
3 UNITS - same as Chicano
This course introduces students to the
background of the political, social, economic and cultural development of the United
States from Reconstruction to the present, with particular emphasis on the
contributions of the Mexican-American to the development of the modern United
States, as seen by scholars in the USA, Mexico, and the world. At appropriate
points, we analyze key events in the history and development of Mexico.
Course Objectives are to examine:
1. concepts of class, ethnicity, gender,
indigenismo, nationalism, racialization, sexuality and transnationalism to
understanding social interaction and social change among Chicanas/os and
between Chicanas/os and other Americans.
2. formation and transformation of Chicano
3. dynamics of individual and group identity
4. interaction and outcome of the many
strategies put forth by Mexican-Americans to determine what place Mexicans and
their descendants should occupy in U.S. society and economy.
(Hispanic in U.S. Census) Mecha
Required Readings. Selected
Manuel G., A History of Mexicans in
the United States
Bookstore: Building A-8, tel (310) 287-4560
- In-class hand-outs
- On-line readings
- 30% - 300 pts - Paper: A paper is required on the Gonzales book.
Directions on how to write the papers
will be distributed in class.
The paper will receive two grades:
one for content and one for form. The grade for content will dominate, but the
grade for form will determine whether the paper will receive a “plus” or
“minus”. Each paper must be typed, double-spaced, and contain no less than five
full pages of text.
50% - 400 pts: Oral Participation In Class and Weekly Individual
must bring to each class a list of 5 questions about the required reading,
From which some of the questions will
discussed by the class or in small groups.
Please type the questions and don’t
forget to include your name.
On Thursdays, while small groups are
meeting, the instructor will meet individually with each student for 5-10 minutes to discuss/quiz about knowledge
of lectures, required readings, and video presentations.
- 20% - 100 – Bring in weekly one article and one title of
film or video pertaining to the subject matter. Include under your name a
paragraph on each why each is important.
Attendance will be taken at each class. Poor
attendance will affect your grade, as described above. But -- if you are in any
way ill, please do not attend class. Telephone and let me know why you are
missing class, and your absence will be excused. Obtain lecture notes from one
of your classmates. AND: do not assume you are going to be/have been dropped
and simply stop coming to class--please contact me to see what may be done.
The coursework is equal to 1000
points, with each assignment worth a specific number of points directly equal
to that percentage of the grade.
Guide to Historical “Chronologies”
Historical themes co-exist and juxtapose with
one and another, often in “parallel” or “virtual” realities.
is imposed artificially by historians on themes that are “disorderly” by
nature. Students must maintain a
flexible mind, as if playing a video game of images that do not easily make
is not simply an orderly chronology of facts but rather a series of
interpretations about what the facts mean, and it is important to be able to
jump backwards and forwards in time in order to follow themes. Students in this
course must make their own interpretation to understand reality.
Course Schedule for Reading
and Some Examples of Themes
Introduction: Dec. 8, 1863 (Reconstruction Period).
Origins of Patriarchy and Women’s Place in History; Role of Machismo in
Mexican Culture; Mexican-American War;
of Guadalupe Hidalgo.
“A Latin Power Surge”, Newsweek, May 27, 2005.
READ for week 2: Gonzales,
Speaker José Molina (Chair, Advisory Board, UCLA Program on Mexico): “Case History of Migrant from Mexico to
Film: The Mexican Americans
READ for week 3:
“The Hispanic Challenge” by Samuel
Huntington, handout, and Gonzales, Chpts. 3,4,5
Cultural Expectations & Machismo Changing National Identities at the “Frontier”: Texas, New Mexico, Arizona, California
READ for week 4: Gonzales, Chpts. 6,7
July 4th is a national holiday, NO CLASS.
Portrayal of the Mexican/Mexican-American in Cinema.
READ for week 5: Article by Huntington on
"The Hispanic Challenge”
READ Gonzales, Chpts. 8 and 9
Visiting Lecture: Dr. James Wilkie (Chair,
UCLA Program on Mexico): “Los
Angeles: Second Largest City of Mexico”
Changing Face of Racism in USA Since Late 19th-Century.
Movement in the 1960s-70s.
READ for week 6: Gonzalez, Chpts. 10,11,12.
PAPERS DUE July 28
Final individual oral
discussions/quizzes July 28
“Words of the Wise”:
ATTENDANCE IS MANDATORY.
notes from another student if you miss class (your responsibility).
3. You are
responsible for knowing all material presented in class.
the required readings before class as noted below in the "Tentative
5. You are
responsible for knowing the content of all required readings.
6. You are
expected to prepare for class discussions and satisfactorily complete all
your hand so the Instructor may call on you to ask a question or comment on the
8. Let us
listen carefully to one another, discuss the ideas presented, and not comment
on the speaker.
others with respect.
do not engage in side conversations, which can distract class focus.
11. Turn off
all cell phones and pagers.
For Students Who Want to Know More
Now or in the Future:
1. Link for Group Discussion: “Hispanics in L.A.”
2. Further Reading:
Recovering History Constructing Race, The
Indian, black, and White Roots of Mexican Americans, by Martha Menchaca
From Out of the Shadows: Mexican Women in the Twentieth-Century America,
Becoming Mexican American: Ethnicity, Culture and Identity in Chicano Los
Angeles, 1900-1945, by George Sanchez
1 Introduction Lecture Outline Dr. Lazin
Consequences of the U.S. Mexican War; "Mexico Perdido, 1836_1848"
the Nortenos Support Mexico or the United States?"
the Rights of Citizens?: The Treaty of Guadalupe-Hidalgo"
The English-version of the Treaty of Guadalupe-Hidalgo, at The Avalon
Project at Yale University website:
Interactions between Mexicanos and
The Spanish Conquest of the Aztec Empire in 1521 set in motion three hundred
years of colonialism during which the indigenous peoples, the Spanish, and the
Africans mixed, clashed, and created cultures and societies far different than
those in British North America.
From achievement of independence in 1821 until the outbreak of the Mexican
American war in 1846, Mexico initiated important changes in its institutional,
economic, and political realities which had important NEGATIVE consequences for society
and culture as well as the economies of
Mexico’s far northern provinces. For example, the Mexican central government
required that all goods be shipped through Veracruz and Mexico City (and not
direct from the world to Texas or California), thus irrationally driving up the
original cost of imports by 400%.
The imposition of American rule in Texas, then in California, New Mexico, and
Arizona set in motion profound changes for the native Mexican populations,
including the acquisition of United States citizenship, substantial property
losses, political and economic subordination, and ferocious American attacks on
Mexican cultural practices and religious traditions.
As the United States economy expanded greatly after 1880, large numbers of
Mexican immigrants traveled north to labor in the fields, mines, railroads, and
factories. In many cases, immigrants mixed with descendants of the early
pobladores and thereby revitalized Mexican culture in the Southwest. Various
Americans reacted to the changes in the size and distribution of the
Mexican-origin population with racism, nativism, and xenophobia.
Due primarily to ongoing immigration from Mexico, the Mexican-origin population
has grown appreciably from approximately 100,000 at the turn of the twentieth
century to more than twenty million today. We shall therefore pay special
attention to what Mexicans, their offspring, and white Americans have had to
say about Mexican immigration and its effects on Chicano social life and
culture and as well the nation's economy, society, and culture.
We shall also emphasize the struggles of everyday men and women as well as of
political, social, and civil rights movements to achieve equality and
prosperity for Mexicanos in the United States.
Finally, we will consider the possible future of Chicanos and other Latinos in
the United States subject to transnationalism and the global economy.
of Mexicans into the United States, 1863-1900"
In Their Own Land?: Land & Politics"
of Mexicans into the United States, 1836-1900" "Hewers of Wood &
Drawers of Water?:
Citizenship & Culture Did the new Americans Defend?"
& Immigrants in Industrial America, 1900'-1920"
Mexican Americans & Commercial Agriculture"
New Start?: The Making of Mexico de Afuera"-
& Immigrants in Industrial America, 1900-1920"
New Home or Temporary Refuge?: Colonias & Barrios"
with the Color Line, 1920-1940"
We All Just Get Along?: Rural Segregation"
"Mexicans or Americans?: Urban Realities"
At Last, 1936-1960"
We Mexican Americans?: The Roots of Integration"
or Apart: Struggles for Educational Equality".
& Reinforcing the Color Line, 1942-1965"
Workers or Slaves We Rent?: Braceros & Mojados"
Afterall?: Middle-Class Mexican Americans"
Rise of the Chicano Movement, 1960-1970"
Promise Betrayed? Mexican American Youth & America
Aren't You Grateful?: La Huelga, La Tierra, Mexico Perdido
Chicano Movement's Transformations, 1970-1990"
the Movement Die?: Effects of Success & Repression"
Needs the Movement?: Inclusion, Identity & Politics
"The Browning of America, 1965-2000"
Don't The Mexicans Stay Home?: Mexican Immigration"
Guatemalans Mexicans?: Latino Immigration"
Solo Que Mal Acompanado?: Political Visions"
Things Remain The Same, the More They Change?"