HISTORY OF MEXICAN AMERICANS IN THE UNITED STATES
Spring 2010
Emilio Zamora
Garrison 2.104B, 475-8706 (office), 739-0168 (cell)
E.zamora@mail.utexas.edu
Office Hours: Tues: 9-10, 1-2, and by appointment
Course Description
The reading and lecture course examines the historical development of the
Mexican community in the United States since 1848, with an emphasis on the period
between 1900 and the present. The primary purpose of the course is to address time and
place specific variations in the incorporation of the Mexican community as a national
minority and bottom segment of the U.S. working class. One of my central concerns is to
explain two inter-related historical trends in this incorporation, steady upward mobility
and unrelenting social marginalization. I emphasize work experiences, race thinking,
social relations, trans-border relations, social causes and larger themes in U.S. history
such as wars, sectional differences, industrialization, reform, labor and civil rights
struggles, and the development of a modern urbanized society. Also, I incorporate
relevant aspects of the history of Latinos, African Americans, and Mexico.
Course materials, including a copy of my resume, this syllabus, lecture notes, and
notes on interviewing techniques, will be available on Blackboard, UT’s course
management site. Call the ITS help desk (475-9400) if you have questions about
Blackboard.
Course Requirements
Your course grade will be based on a mid-term examination (25%), a final
examination (25%), a research paper (30%), two chapter reports (10%) and a film report
(10%). Your final grade will be computed cumulatively. The final examination will
cover the material from the middle to the end of the semester. I will discuss the
requirements more fully in class.
Mid-Term Examination. The examination will be administered on March 10, and
will include identification and essay questions. I will post a review sheet for the
examination and devote most of the class meeting prior to the examination—March 8—to
a discussion of the review sheet.
Final Examination. The final examination will also include identification and
essay questions on the material covered in the course since the mid-term examination. I
will post a review sheet for the final examination and devote part of our last class on May
7 to a discussion of the review sheet.
Research Project. You will be expected to write a 12-page history of your family
based on at least two interviews and two overarching themes (e.g., immigration, work
experiences, identity) spanning three generations or more. The paper is due on April 28.
I will provide instructions on interviewing and the writing of the paper. I am willing to
provide an optional research assignment if students are unable to prepare a family history
paper.
Chapter Reports. Select two assigned chapters (from the following: Gonzales—
Chapters 4, 5, 6, 7; Zamora—Chapters 2, 3, 4, 5) and prepare ¾-page reports for each
that address the following questions: What is the issue or point that the author is
explaining or arguing? How does he go about doing this? How effective is his
explanation or argument? Each report will be worth 5 points and will be due on the
meeting after the chapter is assigned. A report on Gonzalez’ Chapter 4, for instance,
should be submitted on February 3, at the end of the class period.
Film Report. Students can earn a maximum of 10 points by preparing a 2-3-page
report on one of the two films that will be shown in class. The report should minimally
address the following: the overall purpose of the film, the supportive arguments and
techniques that the film maker uses, and the relevance of the film to the course content.
The report will be due on the class meeting after the showing of the film that you will
have selected. For instance, if you select “A Medal for Benny,” submit the report on
March 22.
Extra Credit. On February 26, the Center for Mexican American Studies will be
hosting a conference that will include history presentations. You could earn as many as 3
extra points for your final grade, if you submit a ¾-page report on one of the history
presentations.
Attendance. More than three unexcused absences will result in a five-point
deduction on the final grade, and one more point deduction for every class missed after
the three unexcused absences. Also, you are expected to be on time for class and to
remain in the classroom for the duration of the class. Teaching assistants will be
checking attendance and I will reward students who attend regularly (with an allowance
of two unexcused absence) with one or two points if this can help them reach the next
higher letter grade for the course.
Grading
I will use the following grading scale:
A
AB+
B
BC+
93-100
90-92
87-89
83-86
80-82
77-79
2
2
C
CD+
D
DF
73-76
70-72
67-69
63-66
60-62
59 and Below
Textbooks
Manuel G. Gonzales, Mexicanos, A History of Mexicans in the US (Bloomington: Indiana
University Press, 1999). A copy of the book is available on a two-hour reserve
basis at the PCL.
Hector Tobar, Translation Nation (New York: Riverhead Books, 2005). A copy of the
book is available on a two-hour reserve basis at the PCL.
Emilio Zamora, Claiming Rights and Righting Wrongs in Texas, Mexican Workers and
Job Politics during WWII (College Station: Texas A&M University Press, 2009).
A copy of the book is available on a two-hour reserve basis at the PCL.
Films
“A Medal for Benny,” 1945. Paramount Pictures.
“Taking Back the Schools,” Part 3 of Chicano! History of the Mexican American Civil
Rights Movement, 1996.
Schedule
I will initiate the classes with general remarks or lectures that address the
statements and questions that I have noted for each class meeting. Outlined notes
corresponding to each class meeting will be posted on Blackboard. The reading
assignments require that you come to the next class meeting prepared to discuss them.
The assignment that I note for February 1 (Chapter 4 from Gonzales’ book), for instance,
means that you should have done the reading by the subsequent class meeting, on
February 3.
Part I. Introduction
1-20
Introduction
I will discuss the texts, course schedule, requirements, expectations, terms, and
concepts in our study of Mexican American history. Special attention will be
given to the assigned family history paper.
1-22
Mexican American History I
My general introductory comments on the history of Mexicans in the United
States will focus on the subject as both a recent (since the late 1960s) area of
study as well as a long-standing experience of a people (since pre-Colombian
times) that reflects succeeding phases of social development.
3
3
1-25
Mexican American History II
I will discuss the primary purpose of the course, that is, to examine the way
Mexicans have been incorporated into American society and the consequences of
this social incorporation. My primary concern will be to explain how Mexicans
have undergone upward occupational and social mobility at the same time that
they have remained marginalized since the middle 1800s.
Part II. The Conquest Generation, 1848-1900
1-27
Pre-20th Century Review: Independent Mexico, U.S. Expansionism, and Wars, I
An expansionist United States reached the current Southwest as Spanish colonial
rule was waning (1821-48) and Mexico was achieving its independence (1921).
The result included wars (Texas insurrection, 1835-36; Mexico-U.S. war 184648), Mexico’s loss of more than one-half of its territory, the absorption of the
“Mexican cession” into a politically charged environment in the United States,
and the incorporation of Mexicans as a territorial minority. I will also address
different interpretations in Mexican American history with reference to works by
Carey McWilliams (North From Mexico), Juan Gómez-Quiñones (Roots of
Chicano Politics), and Mario García (Mexican Americans).
1-29
Pre-20th Century Review: Independent Mexico, U.S. Expansionism, and Wars, II
2-1
The Territorial, Political, and Economic Incorporation of the Annexed Territories
Assignment: Gonzales, Chapter 4, The American Southwest, 1848-1900
We will continue the discussion initiated during the previous class meetings,
paying closer attention to the consequences of the wars to selected regions and
communities. I will use Albert Camarillo’s study of Santa Barbara (Chicanos in a
Changing Society) to illustrate how military occupation, racial conflict, and the
arrival of Anglo newcomers introduced important social and political changes. I
will use his concepts of proletarianization and barrioization to explain social
marginalization and community building.
2-3
The Mexican Social Structure Collapses
We will discuss Gonzales’ treatment of the last half of the nineteenth century and
expand Camarillo’s local and regional analysis into New Mexico and Texas with
studies by Sara Deutsch (No Separate Refuge) and David Montejano (Anglos and
Mexicans in the Making of Texas).
Part III. The Mexicanist Generation, 1900-1930s
2-5
New Social Relations Emerge at the Turn of the Century
Assignment: Gonzales, Chapter 5
Unequal and racialized social relations emerged with the more advanced
economic incorporation of the Southwest. The industrialization of the
southwestern economy included the development of railroads, mining, agriculture
(ranching and farming), urban based industries like construction, and a demand
for low-wage Mexican labor. The racial ideas that emerged “naturally” from this
4
4
unique form of economic development joined with imported antipathies directed
against the “other” as well as negative ideas associated with the wars (1835-36,
1846-48) and the undeclared “low intensity” fighting of the late nineteenth
century. Studies by Montejano (Anglos and Mexicans in the Making of Texas)
and Anoldo De León (They Called Them Greasers) will help us understand the
role that racial ideas played in justifying and reinforcing inequality.
2-8
Work, Migration, and Community Building
Immigration is a central theme during the early 1900s because it explains
concepts like the reserve army of Mexican labor, labor controls, and workers’
struggles as transnational social movements. The subject of immigration also
allows us to understand the unequal relations between Mexico and the United
States and the emerging differences and divisions in the Mexican community. I
will use works by Carey McWilliams (North From Mexico) and Emilio Zamora
(The World of the Mexican Worker in Texas).
2-10
Mexico, Self-organizing, and a Moralist Mexican Political Culture, I
Organizations, especially mutual aid societies, reflected and reinforced the
popular collectivist value of mutualism. Sara Estela Ramirez, a teacher, poet, and
early supporter of an anarchist-syndicalist exiled group, was a major exponent of
the cultural value and her writings explain how intellectuals like her promoted
mutualism, reciprocity, and even altruism to sustain different social causes.
Works by Gómez-Quiñones (Sembradores) and Zamora (The World of the
Mexican Worker in Texas) will serve as points of reference.
2-12
Mexico, Self-organizing, and a Moralist Mexican Political Culture, II
2-15
Americanization, Political Divisions and a New Ethnic Ethos
Assignment: Gonzalez, Chapter 6
I will refer to three important political leaders—Clemente Idar, Emilio Flores, and
José de la Luz Saenz—to illustrate how class and political differences led to
divisions over identity, immigration, and radical political ideas during the first
three decades of the twentieth century. The armed revolt of 1915 in South Texas
and the emergence of the moderate League of United Latin American Citizens
(LULAC) in 1929 reflect the political distance between Mexican activists. I will
use Zamora’s study of Mexican workers in Texas to address the subject of
political divisions.
2-17
The Depression Years: Hard Times, Survival, and Activism
Mexicans were especially hard hit during the Depression. Hard times, however,
also reinforced mutualism and unity, and energized the Mexican social
movement, especially the cause for workers’ rights. The recent study by Zaragosa
Vargas (Labor Rights and Civil Rights) will help us address the hard times of the
Depression.
2-19
Our class will not meet today. I will be attending a history faculty retreat.
5
5
2-22
Summary Discussion
Assignment: Gonzales, Chapter 7; Zamora, Chapter 2
Part IV. The Mexican Americanist Generation, 1940s-1960s
2-24
War, Recovery, and Unequal Opportunities, I
Assignment (on Blackboard): Occupational Table, 1930-70;
Mexicans, like the rest of the nation, recovered from the hard times of the
Depression when the wartime demand on the economy provided them more
better-paying jobs, especially in urban areas. Mexicans, however, they did not
benefit from wartime opportunities to the same extent as Anglos and Blacks. I
will also make reference to works by Walter Fogel (Mexican Americans in
Southwest Labor Markets) and Mario Barrera (Race and Class in the Southwest),
Alonso Perales (Are We Good Neighbors?) and Pauline Kibbe (Latin Americans
in Texas) .
2-26
You are encouraged to attend the 2010 NACCS Tejas Foco Conference, UT
(details of the conference will be made available later) and prepare ¾-page report
on a Mexican American history presentation that answers the following questions:
What was a major point or argument in the presentation; How did the presenter
support his/her argument; and How would you assess his/her effectiveness?
3-1
War, Recovery, and Unequal Opportunities, II
Assignment: Zamora, Chapter 3
3-3
The Cause for Equal Rights and Mexico
Submit conference report
Drawing primarily from the Chapter 3 assignment, I argue that Mexico’s decision
to intervene on behalf of Mexican rights in the United States encouraged the State
Department “to bring the Good Neighbor Policy home” and elevated racial
discrimination to a point of major importance in relations between Mexico and the
United States.
3-5
Our class will not meet today. I will be attending a history conference
3-8
Review for Mid-Term Examination
A review sheet will be posted.
3-10
Mid-Term Examination
3-12
Film: “A Medal for Benny”
Search the internet for information on the film. Aside from the suggested
questions in the requirements section, you may want to ask the following: Why
would Paramount Pictures acknowledge that Mexicans were making important
contributions to the war effort and that Anglos were insensitive to this and other
important aspects of Mexican life? Why would the film caricature Mexicans as
6
6
slow-witted exotics? What memorable moment in the film illustrates an
underlying argument or contention?
3-12
Film: “A Medal for Benny.” A second class meeting is required to finish viewing
the 77-minute film.
Spring Break, 3-15/3-19
3-22
Discussion of the film and its relation to the course
Assignment: Zamora, Chapter 4
Submit Film Report
3-24
Energizing the Cause for Equal Rights
Assignment: Zamora, Chapter 5
Texas became a key site in testing the importance of discrimination in racialized
politics and in explaining the emergence of LULAC as the principal Mexican civil
rights organization in the country.
3-26
The Mexican Cause for Civil and Labor Rights in Texas
Assignment, Gonzales, Chapter 7
The work of the Fair Employment Practice Committee offers a way to measure
the influence of the Good Neighbor Policy in the cause for equal rights.
3-29
The State at Cross Purposes
The case of the FEPC and the United States Employment Service demonstrates
that the activist state of the 1940s promoted upward mobility and reinforce
inequality. This observation becomes more important during the post-war period
as Mexican American civil rights leaders increasingly turn to government as the
final arbiter in promoting equal rights.
3-31
The 1950s, New Strategies during the Post-War Period
Demographic changes, urbanization, and an optimism that drew inspiration from
the nation’s foundational documents encouraged unionization, electoral politics,
and legal challenges against discrimination and segregation.
4-2
The 1950s:Acculturation and Assimilation
Assignment: Gonzales, Chapter 8
The Mexican community underwent significant social differentiation and pursued
multiple acculturation paths. LULAC and the American G.I. Forum practiced a
form of liberal pluralism while disillusionment with persistent discrimination and
inequality forecast political divisions.
Part V. The Recent Generation, 1960s-Present
4-5
The Chicano Movement, I
Assignment: Gonzales, Chapter 9
7
7
An examination of the major leaders—César Chavez, Reies Lopez Tijerina,
Rodolfo Gonzalez, and José Angel Gutierrez—allows us to examine the major
trends in the Mexican social movement.
4-7
The Chicano Movement, II
4-09
Social Thought and Intellectual Production
The new form of political activism was not limited to organized action against
injustices and inequality. It was also evident in the intellectual activity that
accompanied it and that generated new and reformulated ideas about group
identity, civic culture, social entitlement, and strategies for change found
expression in literature, public performances, and popular culture.
4-14
Film: “Taking Back the Schools,” Part 3 of Chicano, History of the Mexican
American Civil Rights Movement
Search the internet for information on the film. Aside from the suggested
questions in the requirements section, you may want to ask the following: Why
are the school walkouts deserving of our attention? How does the technique of
juxtaposing Does the film address relevant issues?
4-16
Film: “Taking Back the Schools.” A second class meeting is required to finish
viewing the 57-minute film.
4-21
Discussion of film
How does this film help us better understand the Mexican social movement of the
1960s? I will use the book by Rosales (Chicano!) as a reference.
4-23
New Opportunities and Persistent Inequality, I
A framework that accounts for upward social mobility alongside inequality helps
us explain seemingly contradictory trends in education, health, and employment.
For instance, Mexican youth are graduating from high school in record numbers
while their high dropout rates remain significantly high.
4-26
New Opportunities and Persistent Inequality,II
Part VI. Latinos
4-28
The Latino Population
Submit Papers
Assignment: Tobar, Part 1
My principal aim is to provide a demographic profile of the Latino population and
address the challenge of studying them as a community with shared experiences.
I will draw on the anthology by Marcelo Suárez-Orozco, Latinos: Remaking
America. The lecture will serve as preparation for the commentary and
discussions that will begin on April 30. Students should come to class prepared to
explain how each of Tobar’s assigned chapters support his overall argument in the
8
8
book—that Latinos are changing the country as they themselves undergo major
transformations.
4-30
Commentary and Discussion
Assignment: Tobar, Part II
5-3
Commentary and Discussion
Assignment: Tobar, Part III
5-5
Commentary and Discussion
5-7
Final Examination Review
The date for the examination will be announced early in the semester.
9
9
Texas History, 1914 to the Present
Spring 2010
Emilio Zamora
Garrison 1.132, 475-8706 (office)
E.zamora@mail.utexas.edu
Office Hours: Tues: 9-10, 1-2, and by appointment
Course Description
The reading and lecture course surveys change and continuity in the history of
Texas within the context of U.S. history. Special attention is given to politics and social
relations between 1900 and 1970, as well as the home front experience of Texans during
the Second World War. The overriding theme is the incorporation of Texas into the
national socio-economy from the state’s early “colonized” status to its modern position as
a fully integrated part of the nation. The course is organized around our readings. The
De la Teja/Marks/Tyler text provides a synthesis of Texas history while the Green and
Zamora texts provided closer examinations of two central themes—the Second World
War and politics during the last half of the twentieth century.
Three semester hours of Texas history may be substituted for half of the
American history requirement. Course materials, including a copy of my resume, this
syllabus, lecture notes, bibliographies, and notes on interviewing techniques, will be
available on Blackboard (http://courses.utexas.edu), UT’s course management site. Call
the ITS help desk (475-9400) if you have problems accessing the site.
Course Requirements
Your course grade will be based on a mid-term examination (25%), a final
examination (25%), a research paper (30%), two chapter reports (10%) and a film report
(10%). Your final grade will be computed cumulatively. The final examination will
cover the material from the middle to the end of the semester. I will discuss the
requirements more fully in class.
Mid-Term Examination. The examination, administered on March 12, will
include identification and essay questions.
Final Examination. The final examination will also include identification and
essay questions on the material covered in the course since the mid-term examination. I
will announce the date of the final examination once the university administration makes
it available.
Research Paper. The paper should be a 10 to 12-page family history that spans at
least three generations and that is based on interviews with at least two persons in the
family. The paper should address at least two themes addressed in the course (e.g.,
politics, work, immigration, education, identity). The paper is due on April 23. I will
devote four class periods to instructions on conducting the interviews, interpreting the
10
1
0
findings, and writing the paper. I am willing to make an optional research assignment if
you are unable to meet this one.
Chapter Reports. Select two assigned chapters and prepare ¾-page reports for
each that address the following questions: What is the issue or point that the author is
explaining or arguing? How does he go about doing this? How effective is his
explanation or argument? Each report will be worth 5 points and will be due on the
meeting after the chapter is assigned. A report on De la Teja Gonzalez’ Chapter 11
(assigned on January 29), for instance, should be submitted on February 1, at the end of
the class period.
Report. Prepare a two-page report on one of the two films that will be shown in
class. The report should minimally address the following: the overall purpose of the film,
the supportive arguments and techniques that the film maker uses, and the relevance of
the film to the course content. The report will be due on the class meeting after the
showing of the film that you will have selected. For instance, if you select “The Life and
Times of Rosie the Riveter” (to be shown on March 29 and April 2), submit the report on
April 7.
Attendance. More than three unexcused absences will result in a five-point
deduction on the final grade, and one more point deduction for every class missed after
the three unexcused absences. Also, you are expected to be on time for class and to
remain in the classroom for the duration of the class. Teaching assistants will be
checking attendance and I will reward students who attend regularly (with an allowance
of two unexcused absence) with one or two points if this can help them reach a higher
letter grade for the course.
Grading
I will use the following grading scale:
A
AB+
B
BC+
C
CD+
D
DF
93-100
90-92
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
59 and Below
Readings
11
1
1
Randolph B. Campbell, “Modern Texas, 1971-2001,” In Gone To Texas, A
History of the Lone Star State by Randolph B. Campbell (New York: Oxford University
Press, 2003): 438-67. Electronic copy available at library.
Jesús de la Teja, Paula Marks, and Ron Tyler, Texas, Crossroads of North
America (New York: Houghton Mifflin Company, 2004). A copy of the book is
available on a two-hour reserve basis at the PCL.
George Green, The Establishment in Texas Politcs; The Primitive Years, 19381957 (Norman: University of Oklahoma Press, 1979). A copy of the book is available on
a two-hour reserve basis at the PCL.
Emilio Zamora, Claiming Rights and Righting Wrongs in Texas, Mexican
Workers and Job Politics during WWII (College Station: Texas A&M University Press,
2009). A copy of the book is available on a two-hour reserve basis at the PCL.
Films
The Life and Times of Rosie the Riveter, 65 minutes
The Strange Demise of Jim Crow, 57 minutes
Schedule
I will initiate the classes with general remarks or lectures based on outlined notes
that I will post on Blackboard prior to each class meeting. These remarks or lectures are
noted as topics in the schedule. The reading assignments correspond to the remarks or
lectures scheduled for the next class meeting. The topic “Summary Discussion” and the
“Review for Examination” will allow us to take stock of the material that we will have
read and discussed.
Introduction
1-18
Course Introduction
Texts, course schedule, requirements, and expectations in the course.
1-20
The Family History Paper, I
The major writing assignment in the course requires special attention. I will post
in Blackboard helpful research and writing suggestions and devote this class
period to a discussion of the assignment
1-22
Texas History
Our focus today will be the overall theme of the course, that is, to describe and
explain the history of the incorporation of Texas into the national socio-economy
First Section
1-25
Background to the Twentieth Century, 1836-1900, I
My purpose today and January 27 is to introduce the twentieth century with a
survey of Texas history during the last half of the twentieth century. I will
12
1
2
address the early phase of incorporation with an emphasis on the wars, the cotton
culture, industrialization, demography, social relations, and early reform.
1-27
Background to the Twentieth Century, 1836-1900, II
1-29
Background to the Twentieth Century, 1836-1900, II
Assignment: De la Teja, “Preface” and Chapter 11
2-1
Early Twentieth Century, 1900-1930, I
I will provide a general survey of Texas history during the early 1900s.
2-3
Early Twentieth Century, 1900-1930, II
Our attention will be on social reform, the advent of farming, and labor
organizing as a feature of the emerging urban setting.
2-5
Early Twentieth Century, 1900-1930, III
My focus is on mutuality as a moral basis for many of the social causes of the
early 1900s.
2-8
Summary Discussion
This will be the first in a series of discussions to take stock of the previous
reading assignments and lectures.
2-10
The Family History Paper, II
Assignment: De la Teja, Chapter 12, Green, Chapter 4
2-12
The Great Depression, I
I will offer general observations on the economic crisis, the federal government’s
efforts at relief, recovery and reform, and the political issues that an activist state
generated in Texas.
2-17
The Great Depression, II
Assignment: Green, Chapter 7
2-19
Our class will not meet today. I will be attending a history faculty retreat.
2-22
World War II
I will be primarily concerned with describing in general terms the war and home
front experiences of Texans.
Assignment: Zamora, Chapter 2
2-24
Wartime Recovery, I
I will discuss the expansion of the economy, recovery experiences, and the
government’s role in ameliorating and reinforcing social inequalities.
Assignment: Zamora, Chapter 3
13
1
3
2-26
Wartime Recovery, II
3-1
The Good Neighbor Policy, Mexico, and Texas, I
Drawing on Chapter 3, I will discuss how Mexico influenced the State
Department to promote improved ethnic relations in places like Texas.
3-3
The Good Neighbor Policy, Mexico, and Texas, II
3-5
Our class will not meet today. I will be attending a history conference.
3-8
The Oral History Paper, III
3-10
Summary Review
3-12
Review for the Mid-Term Examination
Spring Break, 3-15/3-19
3-22
Mid-Term Examination
Assignment: Green, Chapter 5
3-24
Politics in the 1940s, I
Assignment: Green, Chapter 7
3-26
Politics in the 1940s, II
I will discuss conservative rule in Texas with a focus on Governor Coke
Stevenson, a state’s rights advocate and proponent of “small government”.
3-29
Film: The Life and Times of Rosie the Riveter
4-2
Film: The Life and Times of Rosie the Riveter. A second class meeting is required
to finish viewing the 65-minute film. The remaining time in the class will be
devoted to a discussion of the film.
Assignment: Zamora, Chapter 5
4-5
Open
4-7
The Family History Paper, IV
Also, discussion of film.
4-9
The FEPC and Workers in Texas
Assignment: Zamora, Chapter 6
The FEPC encouraged interracial unity and triggered the opposition of states’
rights advocates like Coke Stevenson.
4-12
The FEPC and Oil in Texas
14
1
4
Inequality and the fight for equal rights were evident in wartime industries like
the oil refineries.
4-14
Summary Discussion
Assignment: de la Teja, Chapter 13
4-16
Texas Politics, 1940s and 1950s
Assignment: Green, Chapter 8
4-19
The Establishment Still Rules, I
Assignment: Green, Chapter 10
4-21
The Establishment Still Rules, II
4-23
Film: The Strange Demise of Jim Crow, 1997.
Submit Paper
4-26
Film: The Strange Demise of Jim Crow, 1997.
4-28
Economic Growth and Expansion, The Driving Force
Assignment: Green, Chapter 12
Also, discussion of film.
4-30
The Liberal Challenge
Assignment: “Modern Texas, 1971-2001”
5-3
Summary Review
5-5
Discussion of Relevance of Paper to Texas History
5-7
Review for Final Examination
15
1
5