Midterm Exam Study Guide
Dr. Esparza
1. Discuss Mexican American History as a discipline. Highlight its origins, goal,
evolution, and current status. Be able to talk about the different terms and labels used by
Mexican Americans to identify themselves. Discuss also the approaches to Mexican
American history (interpretive frameworks) and their origins. Lastly, close with a small
explanation on the newest directions in Chicano (Mexican American) History and what
that promises to do for the discipline. Include the following terms.
Mexican American History i.e. Goal, Locations/Regions; Terms &
Definitions i.e. Mexican, Mexicano, Mexican American, Latin, Latin
American, Spanish Speaker, Chicano, Hispanic, Hispano, Latino,
La
Raza, Tejano, Californio; Latinos i.e. Mexican Americans,
Southwest/West, South, El Nuevo New South; Approaches to Chicano
History; New Approaches to Chicano History i.e. Diversity and
Complexity of Mex. Ams.; Interpretive Frameworks i.e. Exploitation
Thesis (Rudy Acuna, Occupied America , 1972), Assimilationist Thesis
(Matt S. Miere & Feliciano Rivera, Chicanos, 1972), Resistance Thesis
i.e. Violent (Robert Rosenbaum, Mexicano Resistance Throughout out the
Southwest, 1981), Non-violent (Guadalupe San Miguel, Let All Them Take
Heed, 1987); Adaptation Thesis (Matt Garcia, A World of Its Own, 2001);
New Directions i.e. 1. Chicanas / Latinas / Women, 2. Immigration, 3.
Expansion (Dionicio Nodin Valdes. Barrios Nortenos: St. Paul and
Midwestern Mexican Communities in the Twentieth Century. 2000), 4.
Comparative Approach (Nicholas De Genova, Ana Y. Ramos-Zayas.
Latino Crossings: Mexicans, Puerto Ricans, and the Politics of Race and
Citizenship. 2003), 5. Chicanos as Oppressor, 6. Gay / Lesbian / Bisexual
(Queer Studies), 7. Surveys / Texts (North to Aztlan, Richard Griswold del
Castillo & Crucible of Struggle, Zaragosa Vargas)
2. Describe early Mesoamerica culture and society from the Pre-Colonial period to the
1500s. Be sure to describe each group covered making note of where they settled, how
they developed, and how they collapsed. Mention also some specific characteristics of
each group i.e. art, math, the written language, the role of women, religion, and trade &
technology. Be able to list both similarities and differences between each group. Include
a small discussion on Mesoamericans in the far northern frontiers. Be specific, list
examples, and include the following terms:
The Bering Strait; maize; the Olmec i.e. “mother culture of Mexico”,
origins, Veracruz, Tabasco, Northern Central America, Colossal Stone
Heads, number zero, calendar, and decline i.e. Epi-Olmec Period; The
Maya i.e. Yucatán, Campeche, Quintana Ro, Chiapas, Tabasco,
Guatemala, Beliz, Honduras, and El Salvador, hieroglyphs, codices, ball
game rituals, number zero, society & commoners, nobles, priests, women
such as Lady Kanal-Ikal, Lady Zac-Kuk, and human sacrifice;
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Teotihuacan i.e. “city of the gods”, mega-city, trade, and decline; Zapotec
& Mixtec i.e. Oaxaca, cities, trade, society, technology, and decline;
Toltec i.e. Tula, Temple of Quetzalcoatl, and decline; Tarasco i.e.
Michoacán, and Chichimecas; Aztecs i.e. Mexica, Tenochtitlan, Lake
Texcoco, Chichimecas, Aztlan, schools, women and class systems,
division of labor, human sacrifices, Huitzilopochtli, and Quinto Sol;
Northern Frontier Mesoamericans i.e. New Mexico, Arizona, Utah,
Colorado, Hohokan, Anasazi, Pueblo Indians, and Mogollon
3. Describe the invasion and occupation of Mesoamerica by Europeans between 1480 and
1821. Discuss the background to the Spanish conquest of Middle America by looking at
events taking place in Spain. Discuss the impact of the European slave trade on the
occupation of Mexico. List the earliest Europeans to make contact with Mesoamerica.
Explain the fall of Tenochtitlan and give reasons as to why the Spanish were victorious.
Discuss the role European disease played in the conquest of Mesoamerica and list the
various institutions developed in New Spain for controlling the indigenous populations.
Lastly, look at the role of women, the family structure, and indigenous religious creativity
and resiliency in New Spain. Give examples and include the following terms:
Background to Spanish Conquest i.e. Muslims of North Africa, Year 711,
Northern Christian Kingdoms & La Reconquista, Moors, Queen Isabel &
King Fernando marriage, Year 1479, Aragon & Castile Kingdoms,
Granada, Year 1492, and the Christian Reconquista; Christopher
Columbus, 1492 i.e. West Indies, the Caribbean, the Portuguese &
European Slave Trade, Western Coast of Africa, Antonio de Montesinos,
and Bartolome de las Casas; the invasion of Tenochtitlan i.e. Hernan
Cortez, Conquistadores, God, gold, & glory, Veracruz, Year 1519,
Tenochtitlan, Moctezuma, Cuahtemoc, legend of Sun God’s return, New
Spain; Reasons why the Spanish were victorious i.e. superior weaponry,
European disease, military alliances such as the Tlaxcalans, attacking
surrounding groups like the Tarasco, the Maya, the role of La Malinche
aka Malinalli & Marina; Quiche & Nahuatli; Cotez’s baby, marriage,
death, meanings & status; New Spain i.e. disease, scorched-earth strategy,
labor, viceroy, encomiendas, encomenderos, protection laws, Bartolome
de las Casas; Controlling Natives i.e. municipios & Catholic Church;
Caste System i.e. Peninsular, Criollo, Indio, Negro; Subcategories i.e.
Mestizo, Mulatto, Zambo, and passing or moving up in social status/class;
Women in Colonial Mesoamerica i.e. during Pre-Colonial times, under
Spanish rule, hyper-patriarchal, marriage under Spanish rule, and family
structure under Spanish rule; Assimilating Native Women i.e. missions
and the Church; Women Workers i.e. during the Pre-Colonial period,
during the colonial period; Native women, mix-bloods, Spanish &
Criollas, and the type of work women did; La Virgen de Guadalupe i.e.
Juan Diego, Tepeyac, Tonantzin, and Mother of Gods
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4. Discuss the reasons for expansion and exploration of Northern Frontier by the Spanish
between 1500 and 1821. List some of the earliest expeditions and evaluate their relative
successes and failures. Discuss the objectives in the Northern Frontier. Explain the
various transformations that took place in the north such as the formation of permanent
settlements, pueblos, haciendas, and military fortifications. Describe the effects these
transformations had on the indigenous population along the northern frontier. Include the
following terms:
Alvar Núñez Cabeza de Vaca i.e. Arizona & New México, Florida, mouth
of the Mississippi River, Galveston Island, eight year journey, Shamans,
disease & conflict, survivors such as Cabeza de Vaca, Alonso del Castillo,
Andrés Dornates, & Estevanico, post-journey, and Gov. of Paraguay;
Diego de Guzmán i.e. Yaqui Valley, Sonora, México; Friar Marcos de
Niza, 1539 in New Mexico Regions; Francisco Vásquez de Coronado i.e.
Cibola, “City of Gold”, the Grand Canyon, Kansas, New México, Texas;
Bonanzas; Spanish Heritage in American Southwest i.e. Florida,
Southwest, Deep South, lower Midwest, Memphis, Tennessee &
Vicksburg, Mississippi; objectives in the Northern Frontier i.e. gold, land,
conversion, buffer zone; transformations of Northern Frontier i.e.
formation of permanent settlements, missions, presidios, pueblos, the
decline of the indigenous populations the emergence of haciendas, and the
developments of main roads such as the Camino Real, and forced labor
5. Discuss additional colonial developments (Colonies and Towns) along the Northern
Frontier between 1600s and 1821 specifically within the New Mexico, Texas, and
California regions. Explain the role of Indians in the formation of these developments
and mention also examples of indigenous resistance. Discuss how the French came to
influence Spanish colonial developments along the northern frontier in Texas especially.
Mention the new surge of expeditions and renewed efforts to missionize and Christianize
the indigenous populations. Lastly describe the hardening of the class and race lines
along the north. List examples. Include the following terms:
The New Mexico Colony i.e. indigenous slave labor, Santa Fe, Juan de
Oñate, Pueblo Indians, Franciscan Missionaries, Indian cultural resistance
such as the Kivas, the Zuni Pueblo, the Hopi Pueblo, the Taos Pueblo, and
the Pueblo Revolt of 1680 aka the Great Northern Revolt i.e. background,
Tewa Indian, Pope, deaths, results & decline of Native population in New
Mexico; The Texas Colony i.e. El Paso del Norte, Chihuahua & Sonora,
East of El Paso such as La Junta de los Ríos, Nueva Vizcaya, Coastal
Regions between the Nueces River & Rio Bravo (Grande) such as Nuevo
Santander, and Laredo; El Paso del Norte i.e. Rodríguez-Sánchez
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Expedition, Nuestra Señora de Guadalupe Misión, Fray García de San
Francisco, Missionizing in San Lorenzo, Sénecu, Ysleta, Socorro;
Tlaxcalan, San Juan Bautista, and Eagle Pass, TX.; French along the Miss.
River i.e. La Salle; Spanish Settlement in East Texas i.e. San Francisco de
los Tejas, 1719, Los Adaes, 1719, Nacogdoches, 1762; Spanish
Settlements in Central Texas i.e. Misión San Antonio de Valero (Álamo),
Misión San José, acequias, Villa San Antonio, Canary Islanders; Spanish
Settlement in West Texas i.e. San Saba; Spanish Settlement in South
Texas i.e. Laredo, 1755; Franciscans; Presidios; Population Shifts; Death;
Compadrazgo; Govt. & Politics i.e. Cabildo; Economy i.e. Fernando
Veramindi; The California Colony i.e. California Indians, San Joaquín
Valley, Yokut Indians; California Mission Systems i.e. purpose,
agricultural production centers, Franciscans, Indians & Missions i.e. food,
and baptisms; types of work i.e. Vaqueros; forms of punishment;
restrictions & prohibitions; tools for spreading disease i.e. Indian
Population in Calf. in 1769 & Indian Population in Calf. in 1834; Father
Junípero Serra i.e. San Diego, North of San Francisco, lashes, select
feedings, harsh punishments, protector of Indians i.e. offenses against
women, revolt i.e. Mission San Gabriel; The hardening of class lines in the
Northern Frontier i.e. small elite vs. mixed ancestry; gender lines i.e.
women, cast system i.e. elites vs. subjects vs. sub-categories i.e. Afromestizó; Population Figures by 1810 i.e. Indians, Peninsulares, Crillos,
Mestizos, Mulattoes & Zambos, and Blacks
6. Describe the entire Mexican War for Independence (1810-1821) from its earliest
beginnings to its unexpected conclusion. Describe the conditions in Mexico that
prompted the people to launch a revolution. Describe the resistance’ leadership and the
responses by the Spanish crown. Mention also the events in Europe that influenced the
independence movement. List the leaders of the Mexican Army once the movement
turned into an all-out war. Discuss also the Declaration of Independence as well as the
Constitution of Mexico. Describe the final push for independence. Lastly, discuss the
problems associated with creating the Mexican nation as well as other problems
regarding state formation. Stay in chronological order and include the following terms as
examples:
Santa Fe, San Antonio, St. Augustine, & California; Resistance; Napoleón
Bonaparte; Miguel Hidalgo y Costilla, 1810 i.e. “Grito de Dolores”,
Dolores, Guanajuato, México, September 16, 1810, call & response,
Gachupines; Consequences i.e. Anglo immigration, trade, Santa Fe Trail,
presidios; Origins of the Independence Movement i.e. Napoleón invades
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Spain, 1808, Joseph Bonaparte, Criollo class, Peninsular class, Viceroy
José de Iturrigaray, and Pedro Garibay; The Movement Grows: i.e.
Criollos, Father Miguel Hidalgo y Costilla; War Breaks Out i.e.
Guanajuato, México City, soldiers, Francisco Javier Venegas, Gen. Félix
Maria Calleja, Gov. Manuel Antonio Cordero y Bustamante, Gen. Joaquín
de Arredondo, Loyalist Forces, Ignacio Elizondo, Ignacio Allende, José
Maria Morelos y Pavón, Declaration of Independence & Constitution,
Guadalupe Victoria, Vicente Guerrero, Effects on the Independence
Movement; The Final Push for Independence i.e. Spanish Army mutiny,
King Ferdinand’s Absolute Rule, Constitution of 1812, problems of New
Spain, Augustine de Iturbide, Vicente Guerrero, Plan de Iguala, Juan
O’Donoju, and the Treaty of Córdoba; Creating the Mexican Nation,
1821-1836 i.e. Augustine de Iturbide, Augustine I Emperor, Antonio
López de Santa Anna, Guadalupe Victoria, Plan de Casa Mata, and the
Federalist Republic; Other Problems Regarding State Formation
7. Discuss the Mexican Republic and the Far Northern Frontier between 1821 and 1835.
Talk about the background to foreign distrust on the part of the Spanish and then
Mexican governments but also on the importance of developing the Northern Frontier
region and the contradictions that created for both governments. Discuss also Anglo and
American immigration into Texas and other parts of the Northern Frontier and the
Mexican government's attempt to try to control it. Lastly, explain what eventually
happens in the north that would cause war and forever change the social, political,
economic, and geographical landscape of Mexico's Northern Frontier. Include the
following terms.
Santa Fe Trail & William Becknell; Secularization of the Mission System;
Background to Anglo Distrust i.e. Spanish Govt., 1804, Nemesio Salcedo;
Importance of Tejas i.e. Gov. Manuel Maria de Salcedo, 1811, Bernardo
Gutiérrez de Lara, 1812, Augustus Magee, Natchitoches, Louisiana,
Republican Army of the North, President Protector of the State, Jose
Joaquin Arredondo & Jose Alvarez de Toledo, Battle of Medina, Antonio
Lopez de Santa Anna; Philip Nolan, 1801, Louisiana Territory, Gen.
James Wilkinson, 1806; Dr. James Long, 1819, Filibusters,
Transcontinental Treaty (Adams-Onis Treaty); Anglo Immigration into the
Northern Frontier, 1820-1836: Anglo Cultural Resistance, Mexican
Govt.’s Response, Results; Early Anglo Immigration, Moses Austin, 1820,
Stephen F. Austin, Land Grants, Requirements; American Expansionists,
Three Main Reasons, Defense Immigration, Liable Mission Systems,
Security; Imperial Colonization Law, 1823, Old Three Hundred, Barron de
Bastrop, Stipulations; National Colonization Law, 1824, Powers of
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Congress; State Colonization Law, 1825; Empresario Grants i.e. Stephen
F. Austin & San Felipe de Austin; Green DeWitt & Gonzales; Martin De
Leon & De Leon’s Colony aka Victoria; Robert Leftwich; Haden Edwards
& Nacogdoches; Fredonian Rebellion i.e. Ben Edwards, Republic of
Fredonia, Austin’s Militia, Results; Anglos & the Mexican Government
i.e. according to Mexico, to Anglos, on the other hand, Manuel de Mier y
Teran, 1828 & Reports i.e. Law of April 6, 1830 i.e. Enforced
Emancipation Decree, Pres. Vicente Guerrero, 1829
8. Discuss the Secession of Texas (Texas Revolution) between 1835 and 1836. Discuss
the specific events and controversies that led to secession. Cover the battles, public
opinion, life and career of Anglo and Tejano leaders such as Austin, Houston, Seguin,
and Navarro. Discuss the role of Tejanos and Blacks in the revolution. Discuss also the
different historical interpretations regarding the revolution/secession. Lastly, talk about
the results of the war and its aftermath especially in terms of who is now officially in
control over the region. Include the following terms:
Anglo-Mexican-Tejano Relations & Hostilities i.e. Tejanos, Austin,
Mexico, Customs House, Anahuac, Texas, 1831, George Fisher; Customs
House, Velasco, Texas &
Battle of Velasco, 1832, Domingo de
Ugartecha; Nacogdoches, 1832, Col. Jose de las Piedras, Ayuntamiento,
Battle of Nacogdoches; Centralists Come to Power, 1834-1836: i.e.
Gomez Farias, Est. a Centralist Govt.; dissolution of Federalism (Const. of
1824) i.e. Zacatecas, Yucatan, Coahuila y Tejas, Domingo de Ugartecha,
Gen. Martin Perfecto de Cos, William B. Travis & Customs House at
Anahuac, 1835, War Party, Peace Party, To Mexican military & political
figures, Lorenzo de Zavala; Stirring Anglo Fears: i.e. Stephen F. Austin,
1835, Gen. Martin Perfecto de Cos; Gonzales, 1835, Lt. Francisco de
Castaneda, American Rebels, “Come and Take It”; Goliad, 1835; San
Antonio, 1835 i.e.
Ben Milam, Edward Burleson; Consultation of
1835, Sam Houston; Santa Anna, 1836 i.e. Conscripted 1. Reluctant
Draftees, 2. Political opponents of Centralists, 3. Mayan Indians, Gen.
Jose Urrea; Problems for Texan Forces; Washington-on-the-Brazos i.e.
Delegates Lorenzo de Zavala, Jose Antonio Navarro, Jose Francisco Ruiz;
Constitution of 1836, David G. Burnet, Lorenzo de Zavala; Interpreting
the Revolution i.e. liberty-loving Anglos, southern slavocracy,
constitutional conflicts, economic motives, to preserve long-standing
political values, Anglo contempt for Mex. Govt., ethnocentrism & racism
caused the revolt, ethnocentrism & racism was the result of the revolt; The
Alamo, 1836 i.e. William B. Travis, Santa Anna, Resistance, Defenders,
Davy Crocket, Fall of the Alamo, Casualties, No Quarters, Susan
Dickinson, Nine Tejanos, Juan Seguin, Jose Maria Sanchez; Goliad i.e.
Col. James Fannin, Gen. Jose Urrea, Battle of the Prairie; Sam Houston
i.e. Runaway Scrape; San Jacinto i.e. Houston’s Forces, Tejano
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Detachment, Juan Seguin, Battle of San Jacinto, Casualties, Santa Anna &
Treaty of Velasco, 1836, Mexican Congress, What to do with Santa Anna
9. Discuss the Annexation of Texas. Mention the conflict between the Republic of Texas
and Mexico noting the invasions and conflicts that occurred and other events that led to
annexation. Discuss also the debates surrounding annexation. Who supported it and
why? Who opposed it and why? What was the result and what did that eventually lead
to? Include the following terms:
Frictions with Mexico i.e. Cordova Rebellion, 1838, Vicente Cordova &
Manuel Flores; Pres. Mirabeau Lamar, Disputed Territory i.e. Nueces
River & Rio Grande; Santa Fe Expedition, 1841; Pres. Santa Anna, 1842
i.e. Gen. Rafael Vasquez, Gen. Adrian Woll; Sam Houston i.e. Gen.
Alexander Somervell, Mier Expedition, 1843; The Annexation of Texas
i.e. Bankruptcy & Vulnerable to Hostilities; Public Opinion in the US i.e.
Real Estate Speculators & Slave Holders & John C. Calhoun; ProAnnexation Factors i.e. England, Manifest Destiny; Opposition to
Annexation i.e. Northern Abolitionists, Free Soilers; James K. Polk, John
Tyler, US Congress, Texas, Results i.e. For Texans, Anson Jones,
Constitutional Convention, 1845, Texas Admission Act, 1845, James
Pinckney Henderson.
10. Discuss the War with Mexico, 1846-1848. What triggered this war? List the
causes, battles, and effects/results of the war. Explain the treaty that ended the
war and what specifically it meant for Mexican Americans. Include the following
terms:
The War with Mexico i.e. Mexican Minister in Washington, US Pres. Polk
& Gen. Zachary Taylor & Disputed Territory, John Slidell, Declaration of
War, 1846 i.e. Brownsville, Polk’s War Message to Congress, US
Congress; Interpreting the War: i.e. Mexican Irrationality, American
Expansionist Fervor, National Preservation, American Racism; The War:
A Three-Pronged Attack i.e. Gen. Winfield Scott, Treaty of Guadalupe
Hidalgo, 1848 i.e. Mexican Americans & Article IX & Article X; Legacy,
San Patricios
11. Discuss the status of Mexican Americans between 1848 and 1900. How did the
promises of the treaty between the U.S. and Mexico materialize and to what extent?
Discuss race relations between whites and Latinos, between blacks and Latinos, between
Native Americans and Latinos. Discuss the experiences of Chinese Immigrants and
Chinese Americans in the American West and how Mexican Americans treated them.
Lastly, describe how Mexican Americans responded to the changing times. Include the
following terms.
Treaty of Guadalupe Hidalgo i.e. 50% of Territory; 1850 Census i.e. 86,000 – 116,000,
New México: 62,000-77,000, California: 9,100-14,300, Texas: 13,900-23,200, Arizona:
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1,000-1,600, Mexican Nationals, Property & Economic Rights, Citizenship, Article VIII,
Article IX; Changing Society, Americanization, head political system, dislocate the
landed elite, displace native merchants, dominion over agriculture, disenfranchise the
masses, proletarianize the masses; The Subjugation of Mexican Americans i.e. Land
Loss, California Gold Rush, 1849, Fraud, Sherriff Sales, Auctions, Santa Fe Ring, Land
Titles, Greedy Squatters, Natural Disasters; Labor i.e. Proletariat, Joblessness /
Unemployment, Unspecialized Workers, Domestics, Women; Segregation i.e.
barrioization, Jacales; Political Subjugation i.e. Disenfranchised, Santa Fe Ring, 18651885, Bossism; Reduced to 2nd Class Citizens i.e. Racial Slurs/Terms, Social Darwinism,
Nativism, Meskins, Greasers, Cholos; Violence i.e. Revenge / Distrust / Comp over Land,
Purpose of Violence, Tame the Frontier, Redeeming the Wilderness; Cart War, 1857 i.e.
Tejano Freighters, Cattle Wars; El Paso Salt Wars, 1877 i.e. Lincoln County Wars, New
Mexico, 1870s, Water sources & grasslands & cattle herds; Lynchings / Whippings /
Mutilations / Hangings i.e. Francisco Gandara, Blackwater, AZ, 1872, Juanita, 1851,
Downieville, California, Francisco Torres, California, 1892; Resistance by Mexican
Americans i.e.
La Raza, Barrios,
Mexican Quarters, Autonomous
Communities; Family i.e. Compadrazgo; Cultural Celebrations, Folklore, & Artistic
Forms i.e. Bodas, Quinceañeras,
Music, Corridos, Oral Tradition, La Llorona,
Teatro, Literature, Poetry, Short stories, Riddles, folktales, jokes; Religion i.e.
Roman
Catholic Church, Mexican Catholicism, Curanderos, Don Pedrito Jaramillo (TX), Santa
Teresa (AZ), Protestant Churches, Presbyterian, Methodist, Baptists; Peace Structure i.e.
Accommodation, Economic Interests; Labor Organizing i.e. Unionization, Strikes,
Knights of Labor, American Federation of Labor, New Almaden Mine, Santa Clara
County, California, 1850s, Dismal Wages, Dangerous Circumstance,
Health
Hazards, Overpriced Items at Company Store, work stoppage, law enforcement agencies,
scabs; Political Resurgence i.e. Republican Party, Democratic Party, Populist Party
(Peoples Party), Club Mexicano Republicano, Club Demócrata Mexicano, Partido
Liberal Mexicano (PLM), Mexican Liberal Party, Ricardo Flores Magon, Political Gains
i.e. Amado Chávez, Superintendent of Public Instruction, Miguel Otero, Territorial
Governor, Discrimination, Language Restrictions, Segregation, Limited Justice (Juries),
Bilingual Education; Voting i.e New Mexico, Pattern of Incumbency, Laredo City
Election Riot, 1886; Mutual Aid Societies i.e. Insurance, Self-help, Relief, Health Care,
Funeral Benefits, Fraternal Lodges, Alianza Hispano-Americana, 1894, (Hispanic
American Alliance); Muckraking i.e. Spanish-language Journalism, Expose, Injustice,
Gringos, Francisco Ramirez, El Clamor Publico, (The Public Clamor), La Voz del
Pueblo, (The People’s Voice); Education i.e. Public School Systems, Private Schools,
Escuelitas, Parochial Schools, Catholic Schools, Protestant Schools, Institutions of
Higher Learning i.e. St. Michael’s College, Santa Fe, New Mexico, University of Texas,
University of Michigan, Georgetown University, DC, University of Notre Dame, Indiana;
Violence i.e. Social Banditry, Bandidos, Acts of Banditry, Juan Nepomuceno Cortina,
Cortina War, 1859-1860, Brownsville, Texas, Republic of Rio Grande, Villain vs. Hero;
Tiburcio Vasquez, 1850s & 1860s, Foreign Miners Tax, Cattle Rustler; Joaquin Murieta,
1851 i.e. War of Terror, Gringo, Sexual Assault of his Wife, Avenger of Injustice; Elfego
Baca, 1884 i.e. New Mexico; Group War i.e. Juan Flores, Fugitive, War of Revenge,
Flores Wars, 1857; Cycle of Violence i.e. Nuecestown Raid, 1875, Corpus Christi; Las
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Gorras Blancas, 1889 i.e. White Caps,
Wars
New Mexico, Vs. Ranchers, Fence-cutting
12. Discuss Mexican Americans at the turn of the 20th Century. What were the
conditions of Mexican Americans throughout the US? Discuss their occupations,
settlement patterns, community development, and population figures. Discuss
also the impact of the Mexican Revolution in 1910 on Mexican Americans and
other Americans throughout the U.S. Discuss the details of the Mexican
Revolution. Who were the leaders? Why did this war take place? What was the
U.S.’s position regarding this conflict? Lastly, discuss how this conflict impacted
Mexican and Mexican American communities and how other Americans
responded to this. Include the following terms:
New Industries i.e. Occupations, Entrepreneurs, White Collar Jobs, Mexican
Workers, Mexican Immigrants, Houston, TX, Mexican POWs, Allen Brothers,
Nativism; Mexican American Communities i.e. Midwest, Northeast, Southeast,
Colonias; Population Figures i.e. immigration, natural birth rates, 1910, 1920,
1930; Revolution in Mexico i.e. Campesinos, Porfirio Diaz, Populace, Francisco
Villa, Emiliano Zapata, Mexican Industries, Railroads, Petroleum, Mining; Goal;
U.S. Position i.e. neutral, Columbus, New Mexico, American Imperialism, Cuba
& Spanish American War, Corollary to the Monroe Doctrine, Platt Amendment,
Monroe Doctrine, Mexico in 1821; Results i.e. World War I; Mexican Immigrant
Stereotypes i.e. Partido Liberal Mexicano (PLM), Ricardo Flores Magon,
Regeneracion, Mexican Political Refugees & Exiles, Little Mexicos
13. Discuss the First World War. Include the reasons for war, the Mexican American
experiences during the war, and the effects of the war for the U.S. at home and
worldwide. Discuss also public opinion about the war by Americans. Explain how the
U.S. as part of its war measure attempted to control various communities deemed as
possible dissenters. Discuss race relations at home for Mexican Americans during this
war. Include the following terms.
Allied Powers, Central Powers, Assassination of Archduke Franz Ferdinand, The
Spark, Treaties and Alliances, domino effect, U.S. Neutrality, U.S. Public
Opinion, Lusitania, 1915, Zimmerman Note, 1917, Backlash/Effects, Economic
Ties, U.S. Bankers – The Trio, JP Morgan, James Baker, Charles Stillman, US
Involvement i.e. Latino Troops, Cubans, Puerto Ricans, Caribbean Latinos,
Central Americans; American Forces; Treaty of Versailles, 1918 i.e. U.S.;
Unexpected Outcomes i.e. Bolshevik Revolution, Vladimir Lennon, Bolshevik
Victory, Communism, Affects the Bolshevik Revolution, Red Scare / Cold War;
U.S. Post-War; Mexican Americans & WWI At Home i.e. Economy, Factory
Jobs, Migration, Great Brown Migration, Great Black Migration, Chicago,
Detroit, New York City, Boston; Immigration; Labor Movement i.e. Demands,
Strikes, Returning Soldiers; Politics i.e. 19th Amendment, Suffrage Movement,
Progressive Ear, Mexican American Women, Poll Tax, Literacy Tests, Property
Qualifications; Communism, Attorney General Mitchell Palmer, Palmer Raids,
Mexican American Vigilante Raids; German-Americans i.e. Anti-German
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Hysteria, Catholic, Musica Tejana (Tejano); Espionage & Sedition Act; Partido
Liberal Mexicano i.e. Ricardo Flores Magon, Father of Chicanismo, Chicano,
Radicalized; El Plan de San Diego i.e. Basilio Ramos, Consequences, MexicanTexan Revolt, Sexualized War, Racialized War, Response, Texas Rangers / Los
Rinches, War of Extermination, With a License to Kill, Shoot First Ask Questions
Later, Origins of the Rangers, Reputation, One Range One Riot, Race
War/Conflict, Ranger Chapa, Ranger Diaz, Ranger Hinojosa, Legislative &
Congressional Investigations i.e. Jovita Idar, Muckraker, Jose T. Canales;
Formation of Civil Rights Organizations i.e. Congresso Mexicanista, Order of
Sons of America, 1920, Agrupacion Protectora Mexicana, 1921, LULAC, 1929
14. Discuss the Roaring Twenties. Describe the consumerism that developed in the U.S.
after WWI. Describe the various kinds of leisure activities that became popular during the
1920s. Discuss the strong reactions among various groups to the changing cultural norms
of the period. Describe also the mounting level of violence that existed during the period
specifically for Mexican and Mexican Americans. Provide examples to illustrate your
argument. Include the following terms.
Economic Upswing i.e. Consumerism, Middle Class, Stock Market, Credit,
Advertising Industry, Media Industry i.e. CBS, NBC, ABC; Artistic Explosion i.e.
Harlem Renaissance, Jazz, Big Band, Flappers; Alcohol & Prohibition i.e.
Progressivism, Temperance Movement, 18th Amendment, 1920, Women, AntiSaloon League, Women’s Christian Temperance Association, Big Industry, Law
Enforcement, Politicians, City Leaders, Clergy, WWI & “Zee Germans”, Pabst,
Miller, Busch, Immigrants, Effect of Prohibition i.e. Death Rates, Other Health
Problems, Bathtub Gin, Bootlegging, Speakeasies, Organized Crime,
Enforcement Problems, Prohibition Repealed, 1933; Ku Klux Klan i.e. The Birth
of a Nation, Membership, Warren G. Harding, David Stevenson; Immigration i.e.
The Sacco & Vanzetti Case, Nicola Sacco & Bartolommeo Vanzetti, Anarchists,
Radicalism, Mexican Revolution & Ricardo Flores Magon & Partido Liberal
Mexicano (PLM); El Plan de San Diego, Immigration Act of 1924, Quotas, U.S.
Border Patrol, KKK, Know Nothing Party, Workingman’s Party of California,
Chinese Exclusion Act, Japanese, Filipino, Indian; Nativism, Eugenicists, Box
Bill Legislation, John C. Box, Mexican Problem; Occupational Segregation,
Racial Segregation, Jim Crow Traditions, Juan Crow, "No Mexicans Allowed",
"No Women, Mexicans, or Dogs", Mexican American Urbanization i.e. San
Antonio's West Side, Phoenix's South Side, Los Angeles' East Side; Living
Conditions i.e. Typhoid Fever, Tuberculosis, Pneumonia, Influenza, Spick-towns;
Endurance & Resiliency; Education i.e. Curriculum, School Buildings,
Justification, Mexican American Parents, Escuelitas, Catholic Schools, Our Lady
of Guadalupe Catholic School, Protestant Schools, Methodist and Episcopalian
Denominations, San Felipe Independent School District, Del Rio, TX., Trinidad
High School, Jesus Salvatierra vs. Del Rio ISD, 1930, The Lemon Grove Incident
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