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Syllabus
Course title: Humanities 1305 - Introduction to Mexican American/Chicano/a Studies
Instructor: Jesus Cantu Medel, M.Ed.
CRN: N./51920; P./51919 Spring 2015
Office: Room (To be announced)
N./ Sat.9am-1; P./Tues., 2pm-6
Email Address: chano6_@hotmail.com
Office hours: Can meet before class hours; email if want appointment but optional.
Note: This syllabus is meant as a guide and is subject to change at the discretion of the instructor.
CATALOG DESCRIPTION
Prerequisite: Engl. 0310/0349, GUST 0342
Credit: 3 hours
The main goal of this course is to provide students with a basic foundation in the
Mexican-American/Chicano Studies discipline by offering insight into historical, social
sciences, demographics, socio cultural, political, economic, linguistics, educational, and
cultural themes that are relevant to the experience of Mexican Americans in the U.S.
DESCRIPTION OF COURSE CONTENT
Students will gain an understanding of the emergence of Mexican American/Chicano
Studies as a discipline resulting from the Chicano Civil Rights Movement of the 60’s and
70’s in the U.S. Historical, socio-economic, and cultural perspectives which serve to
define this group’s position in American society. Through inquiry into specific social
science, art and literature research, students will gain an understanding of themes that
will encourage them to interpret their life and culture. They will analyze their own
ancestry and find cultural themes that are relevant to their own experience. They will
acquire research and presentation skills as they prepare oral presentations, written
assignments, and personal narratives.
Texts:
Bixler-Marquez, Dennis, Ortega, Carlos, Solorzano Torres, Chicana/o Studies – Survey and
Analysis, 4rd edition, Kendall Hunt Publishing Company: 2011 (Previous editions of book are
acceptable)
Gomez-Cano, Grisel & Nassal-Ross, James, The Spirit of Magnolia Park, 1st edition,
Pearson Publishers: 2013
HUMA 1305 addresses all the competencies stated in the HCCS Core Curriculum:
To incorporate SCANS SKILLS development (workplace skills) in curriculum, classroom
instruction, and applications. These include the following:
Reading - Students are assigned weekly reading assignments.
Writing - Students are required to write a minimum of 3,000 words per semester.
Listening – Students are engaged in daily class lectures and discussion.
Speaking - Oral presentations and class discussions are required.
Critical Thinking - Analysis of reading material and production of analytical papers are
required.
Prof. Jesus Cantu Medel, M.Ed.
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Computer Literacy – Students are assigned computer writing assignments, on-line r
research activities, and Power Point Presentations
STUDENT LEARNING OUTCOMES
1. Describe various themes and developments (including socio-economic) which have
contributed to define the position of Mexican Americans in American societies.
2. Analyze a problem related to the Hispanic Community.
3. Apply current methods in the Humanities to an issue or development in MexicanAmerican studies.
4. Evaluate cultural developments in Mexican-American Studies.
Perspectives in the HCCS Core Curriculum
The objective of the Cross/Multi-cultural component of the core curriculum is to
introduce students to areas of study which enlarge their knowledge and appreciation of
the multi-cultural and multiracial world in which they live. Through the course in the
Cross/Multi-cultural Cluster the student will be able to:
1. Establish broad and multiple perspectives on the individual in relationship to the
larger society and world in which he or she lives and to understand the
responsibilities of living in a culturally and ethnically diversified world.
2. Demonstrate knowledge of those elements and processes that create and define
culture.
3. Understand and analyze the origin and function of values, beliefs, and practices
found in human societies.
4. Develop basic cross/multi-cultural understanding, empathy, and communication.
5. Identify and understand underlying commonalities of diverse cultural practices.
6. Analyze the effects of cultural forces on the area of study.
Humanities 1305 will help students attain the Exemplary Educational Objectives of the
Cross-Multicultural Studies Segment of the HCCS Core Curriculum in the following
ways:
1. By exposing students to different historical, philosophical, and cultural perspectives,
students will establish broad views about Minority Studies which will help them
become sensitive and tolerant of cultural differences.
2. Students will learn cultural concepts and theory that can be applied to the study of
minorities in the U.S.
3. By exploring the history of Mexican American/Chicanos in the U.S., students will
learn to analyze the origin and function of values, beliefs, norms, and practices in any
society.
4. By encouraging collaboration and tolerance of ideas in the classroom and through the
analysis of readings, students will develop basic cross/multicultural understanding,
empathy and communication.
5. Students will understand the manifestations of political activism in U.S. as the basis
for maintaining democratic institutions.
6. Students will understand how resistance to assimilation has strengthened the Mexican
American/Chicano culture in this country.
Prof. Jesus Cantu Medel, M.Ed.
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GRADING:
90-100= A
60-69= D
80-89= B
Below 60= F
70-79= C
MAS 3395 STUDENT LEARNING OBJECTIVES
1.
Describe representative themes and developments in specific Mesoamerican cultures
2.
Interpret representative terms, works, and figures
3.
Compare and contrast representative terms, works, figures and artists
4.
Evaluate cultural creations
INTERNATIONAL STUDENTS: Receiving a W in a course may affect the status of your
student Visa. Once a W is given for the course, it will not be changed to an F because of the visa
consideration. Since January 1, 2003, International Students are restricted in the number of
distance education courses that they may take during each semester. ONLY ONE online/distance
education class may be counted towards the enrollment requirement for International Students per
semester. Please contact the International Student Office at 713-718-8520 if you have any
questions about your visa status and other transfer issues.
Student Course Reinstatement Policy: Students have a responsibility to arrange payment for their
classes when they register, either through cash, credit card, financial aid, or the installment plan.
Faculty members have a responsibility to check their class rolls regularly, especially during the
early weeks of a term, and reconcile the official class roll to ensure that no one is attending class
whose name does not appear on the rolls. Students who are dropped from their courses for nonpayment of tuition and fees, who request reinstatement after the official date of record (OE date),
can be reinstated by making payment in full and paying an additional $75 per course
reinstatement fee. A student requesting reinstatement should present the registrar with a
completed Enrollment Authorization Form with the signature of the instructor, the department
chair, or the dean, who should verify that the student has been regularly attending class. Students
who are reinstated are responsible for all course policies and procedures, including attendance
requirements. A dean may waive the reinstatement fee upon determination that the student was
dropped because of a college error. The dean should note the nature of the error in a memo to the
registrar with the appropriate documentation.
HCC Policy Statements:
ADA: Students with Disabilities - any student with a documented disability, (i.e. physical,
learning, psychiatric, visual, hearing, etc.) who needs to arrange reasonable accommodations
must contact the disability services office at the respective college at the beginning of each
semester. Faculty are authorized to provide only the accommodations requested by the Disability
Services Office. The counselor for Southeast College can be reached at 713 718-7218. Special
Accommodations: Students with disability need to bring a letter from the counseling office to
request special testing time and required accommodations.
3-peaters: HCC Course Withdrawal Policy Beginning fall 2007, the State of Texas imposes penalties on students who drop courses
excessively. Students are limited to no more than SIX total course withdrawals throughout their
educational career at a Texas public college or university.
To help you avoid having to drop/withdraw from any class, contact your DE professor regarding
your academic performance. You may also want to contact your DE counselor to learn about
helpful HCC resources (e.g. online tutoring, child care, financial aid, job placement, etc.). HCC
has instituted an Early Alert process by which your professor may “alert” you and DE counselors
that you might fail a class because of excessive absences and/or poor academic performance.
Students should check HCC’s Academic Calendar by Term for drop/withdrawal dates and
deadlines.
Prof. Jesus Cantu Medel, M.Ed.
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If a student decides to drop or withdraw from a class upon careful review of other options, the
student can drop online prior to the deadline through their HCC Student Service Center:
https://hccsaweb.hccs.edu:8080/psp/csprd/?cmd=login&languageCd=ENG
Classes of other duration (mini-term, flex-entry, 8-weeks, etc.) may have different final
withdrawal deadlines. Please contact the HCC Registrar’s Office at 713.718.8500 to determine
mini-term class withdrawal deadlines.
Withdrawal deadline: It is your responsibility to withdraw officially from a class and prevent an
“F” from appearing on your transcript. When considering withdrawal from a course, remember
that:
• No grade is given and your transcript reflects no record of the course if you withdraw before
the Official Date of Record.
• A “W” (indicating withdrawal) appears on your transcript if you drop a course after the Official
Date of Record and before the final deadline.
•
Beware of the final deadline to drop the course.
Attendance:
Good attendance is a condition to do well in your courses. Assignments are explained in class. If
a student is absent, it is his/her responsibility to get information from other classmates about the
class lecture. Only absences, which are the result of medical or catastrophic conditions, will be
excused. Students with more than 3 hours of unexcused absences will be recommended for
withdrawal
Academic Honesty: Academic dishonesty includes plagiarism, which means using research
papers that are not written by the students, copying from sources without referencing them, etc.
Please refer to the Student Handbook 2003-2004, p. 9-11. A grade of F will be given to students
who plagiarize or cheat.
The teacher deserves the right to modify this syllabus during the semester.
ASSIGNMENTS:
Genealogy Assignment (10%)
Tests 1 and 2 (60%, informative essays, in-class)
Chapter presentation (15%)
Book Report – PowerPoint format, Gomez-Cano, Grisel & Nassal-Ross, James, The Spirit of
Magnolia Park, 1st edition, Pearson Publishers: 2013 (15%)
Optional, Practicums: Extra-credit assignments, 1 letter-grade increase, applicable when above
assignments met.
Option #1: Complete 20 hours in situ of volunteer time with one of these organizations: (a)
Chicano Studies Network; (b) American GI Forum; (c) Sociedad Mutualista Obrera Mexicana;
Museo Guadlupe Aztlan; or (d) LULAC. (Internship letters from these organizations may be
possible, and they help with resume-builders). Minimum requirement is to attend monthly
meetings, but you should ask them for a Wish List and prepare a Scope of Internship. See
Professor for details on contacting them.
Option #2: Practicum in Mexican American Studies. Identify four co-students to work with you
and create a Proposal focused on the topic A Student-based Intervention Campaign to Promote
Mexican American Studies at HCC. Your group must prepare a social action model (professor
will provide) and execute a campaign on-campus, dedicating no less than twenty hours in situ.
EXPLANATION OF ASSIGNMENTS
Genealogy Assignment and Family Interviews. Construct a family tree of at least 3
generations. On one half of a poster board, do the mother’s side and on the other half the father’s
side. Then, interview one of the family members whom you find the most interesting and narrate
his/her life in one page. This story will be presented in class.
Prof. Jesus Cantu Medel, M.Ed.
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Test 1 and 2: Two informative essay-type exams will be given during the semester, covering the
chapters read during that period and professor’s lectures and videos recommended.
Book Report: Students will complete a book related to the reading The Spirit of Magnolia Park
and present it at the end of the semester in a PP presentation. You can embellish it with pictures,
clips, or music from Internet.
Assigned Readings Presentations: Make a PowerPoint presentation summarizing the readings
you are assigned during the semester. These will be available to all students. A demonstration
will be given in class.
Special Accommodations: Students with disability need to bring a letter from the counseling
office to request special testing time and required accommodations.
Important Dates: (See HCC’s “Academic Calendar”)
Final Exam dates: (See HCC’s “Academic Calendar”)
WEEK 1 –
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Go over the syllabus – Explain the role of Humanities
Introduction to the Mexican American/Chicano/a Studies and Humanities Field
Student introductions
Explanation of assignments
Social responsibilities – Family, education, health, society, and government –
Issues of Human Rights – Physical and cultural genocide and role of the Humanities
Identity Politics: Chicano, Mexican, Mexican-American, Latino, Hispanic and NativeAmerican identities
Overview of Centers of Mexican American/Chicano-a Studies and related resources (UH;
UT System; UC System; et. al.)
The Mexican American/Chicano-a foundations in Houston, Texas: Yesterday and today
View film on Youtube.com, Taking Back the Schools in Chicano series
Class exercise and/or research assignment
Book readings assigned to students
HW for Week 1-- Begin your Genealogy project assignment
Readings:
Section 1:
“Introduction-Chicano Studies as a Discipline” p. vii
“The Chicano Movement and the Treaty” pp. 23-30
“Confronting America” p. 33
View film in class: Taking Back the Schools in Chicano!, Public Broadcasting Corporation series
WEEK 2 –
Discussion of articles (Professor covers Wk. 1 articles)
“Introduction-Chicano Studies as a Discipline” p. vii
“The Chicano Movement and the Treaty” p. 3
“Confronting America” p. 33
View film in class: Struggle in the Fields in Chicano!, Public Broadcasting Corporation series
Class exercise: Conceptual social action focused theme Promoting Mexican American Studies
HW for Week 3 – Book readings, student assigned___________________________
Section 2:
“Realms of Integration: Family, Education, Work, and Health, p. 87
“Environmental Problems in Ciudad Juarez-El Paso: a Social Constructionist Approach. P. 113
Prof. Jesus Cantu Medel, M.Ed.
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WEEK 3 –
Discussion of:
“Realms of Integration: Family, Education, Work, and Health, p. 87
“Environmental Problems in Cuidad Juarez-El Paso: a Social Constructionist Approach. P. 113
Section 2 cont’d.:
Film: Quest for a Homeland in Chicano!, Public Broadcasting Corporation series
HW for Week 4 – Book readings, student assigned___________________________
“The Latino Health Agenda”, p. 129
“Trabajando: Mexican Americans in the Labor Market”, p. 155
Bring your genealogies and narratives to class. Each presentation is 5 minutes.
WEEK 4 –
Genealogy presentations: First three students present on Genealogy assignment.
Discussion of:
“The Latino Health Agenda”, p. 129
“Trabajando: Mexican Americans in the Labor Market”, p. 155
HW: for Week 5: Book readings, student assigned___________________________
Section 3:
“Reinterpreting the Chicano Experience”, p.177
“Border Challenges and Ethnic Struggles for Social Justice in Arizona: Hispanic Communities
Under Siege”, p. 193
Film: The Longoria Affair
Professor covers Essay Exam #1 questions
WEEK 5 –
Discussion of:
“Reinterpreting the Chicano Experience”, p.177
“Border Challenges and Ethnic Struggles for Social Justice in Arizona: Hispanic Communities
Under Siege”, p. 193
Film: Fight for Political Power in Chicano series
HW: Week 6: Book readings, student assigned___________________________
Section 3 cont’d.:
“One Nation: Principles on Immigration Reform and Our Commitment to the American Dream”,
p. 221
“More Hispanic Voting Myths: Why the Media’s Emphasis on Race and Ethnicity is Wrong”, p.
239
WEEK 6 –
Essay exam #1
Discussion of:
“One Nation: Principles on Immigration Reform and Our Commitment to the American
Dream”, p. 221
“More Hispanic Voting Myths: Why the Media’s Emphasis on Race and Ethnicity is
Wrong”, p. 239
Film: Chicanos in Vietnam
HW:
Section 3 cont’d.:
Prof. Jesus Cantu Medel, M.Ed.
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Book readings, student assigned___________________________
“The Development of Chicana Feminist Discourse”, p. 231.
“Understanding Latina Political Leadership”, p. 253
WEEK 7 –
Discussion of:
“The Development of Chicana Feminist Discourse”, p. 231.
“Understanding Latina Political Leadership”, p. 253
HW:
Section 4:
“Hispanic Student Enrollments Reach New Heights”, p. 277
“The Fight for Mexican American Studies in Tuscon”, p. 345
WEEK 8 –
Discussion of:
“Hispanic Student Enrollments Reach New Heights”, p. 277
“The Fight for Mexican American Studies in Tuscon”, p. 345
HW:
Section 4 cont’d.:
Readings:
Book readings, student assigned___________________________
“The Librotraficante Behind the Movement to Smuggle “Wetbooks” Back in Arizona”, p.
351
Schol Failure: Explanations and Interventions”, p. 375
Chap. 1: Gomez-Cano & Nassal-Ross, The Spirit of Magnolia Park
WEEK 9 –
Discussion of:
“The Librotraficante Behind the Movement to Smuggle “Wetbooks” Back in Arizona”, p.
351
School Failure: Explanations and Interventions”, p. 375
Film: (To be announced)
HW: Readings
Book readings, student assigned___________________________
“Mexican-American Literature: Reflections and a Critical Guide”, p. 399
“Chicana Literature from a Feminist Perspective”, p. 421
WEEK 10 –
Discussion of:
Section #5
“Mexican-American Literature: Reflections and a Critical Guide”, p. 399
“Chicana Literature from a Feminist Perspective”, p. 421
Coverage of essay questions for Exam #2 – Study Guide
HW: Study for test No. #2
(No readings assigned)
Prof. Jesus Cantu Medel, M.Ed.
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WEEK 11 –
Discussion on Test #2
Library research: Searching for Mexican American Studies-related resources.
HW: Readings:
Book readings, student assigned___________________________
“Adelante! The Progress of Chicano Art: An Overview of Chicano Art History”, p.425
“El Mundo Femenino: Chicano Artist of the Movement—A Commentary on
Development and Production”, p. 435
WEEK 12 –
Discussion of:
“Adelante! The Progress of Chicano Art: An Overview of Chicano Art History”, p.425
“El Mundo Femenino: Chicano Artist of the Movement—A Commentary on
Development and Production”, p. 435
WEEK 13 –
Genealogy assignment presentations
Professor covers readings “On Chicano Music in the US” 405-414 and “Imagined
Borders: Locating Chicano Cinema in America” pp. 415-421
WEEK 14 –
Submit book reports assignment
Final Exam
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Prof. Jesus Cantu Medel, M.Ed.
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Addendum
Film Trailers Viewing List
Senoritas Enstraviadas/Misplaced Women
Lourdes Portillo: 2008
https://www.youtube.com/watch?v=NomqJuAZNYA
Soldados: Chicanos in Vietnam
Charlie Trujillo: 2003
The Last Conquistador
John Valadez: 2008
The Longoria Affair
John Valadez: 2010
Songs of the Homeland
Hector Galan
Accordian Kings
Hector Galan
The Big Squeeze
Hector Galan: 2007
https://www.youtube.com/watch?v=D5rtEZ-kpPE
Tropical America
Jesus Treviño
https://www.youtube.com/watch?v=jp2ZdShEi6w
Precious Knowledge
Eren Isabel McGinnis: 2012
Return to Aztlan
Juan Mora Catlett (Mexico)
https://www.youtube.com/watch?v=1cXkvKetjEA
Prof. Jesus Cantu Medel, M.Ed.
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Prof. Jesus Cantu Medel, M.Ed.