HIS 246 History of Mexico
Instructor: BT Huntley
Phone/Voice Mail: 970-204-8271
Email address: bt.huntley@frontrange.edu *(please do not turn in any work to this address)
Office: CP 206
Office hours:
Class Meets:
Important dates: No-show reporting date: (must attend by this date or be dropped):
Last day to drop with a refund:
Last day to withdraw and receive a “W”:
Graduation Application deadline for Fall/Spring degree/certificate:
Fall/Spring Break:
Required Text: Michael C. Myer, William L. Sherman, Susan M. Deeds, “The Course of Mexican History”, Oxford University
Press, 2013, 10th ed.
Course description:
Focuses on the major political, economic, social, and cultural developments of Mexico from Pre-Columbian times to the
present.
Course overview:
Explores the political, economic, social and cultural development of Mexico from Pre-Columbian times to the present. Focuses
upon the influences of Catholicism and Western ideas, colonialism, and economic involvement upon institutions and ideas of
modern Mexican society, while exploring the perspectives of gender, class, race, and ethnicity. Also focuses upon developing,
practicing, and strengthening the skills historians use while constructing knowledge in this discipline.
Statewide SBS course standards:
State-wide standards for Social & Behavioral Sciences courses require that they meet the following objectives:
1. Provide content knowledge in one of the following areas: History, Economic or Political Systems, Geography, or Human
Behavior.
2. Ability to use the social sciences to analyze and interpret issues.
3. Understand diverse perspectives and groups.
4. Competency in critical thinking
5. Competency in written communication or technology.
In addition to the requirements of the Written Communication Competency, writing in a course in the social and behavioral
sciences must also meet the following requirements:
a. It must be graded work.
b. Short answer questions do not fulfill the requirement. In-class assignments need to be of a scale at least as large as one
has in an essay exam.
c. Writing assignments have to include writing done outside the classroom. In-class assignments are not enough; a piece
of polished writing prepared by students outside of class has to be included.
d. Twenty to twenty-five percent of the final grade must be based on writing assignments.
Standard Competencies:
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
Identify theories of the origins of Indian cultures, including especially the Maya and Aztecs, their geographic regions, artifacts, written
language, abandonment of cities, religions, imperialism, human sacrifice, and family life.
Estimate the impact of the Spanish presence and caste systems, examining the routes of the explorers, the behavior of Cortez and his
crew, the elements of Aztec culture that remained after the Spanish conquest, racism, and the encomienda system.
Discuss the religious thrust of Roman Catholics, the political organization of New Spain, the impact of the new political structures,
how the cultures mixed, the conditions of the Indians and Africans who were enslaved, the tax structure, and the expansion of the
military.
Review the impact of the American Revolution, and the importance of the Inquisition on Mexico`s independence movement.
Discuss the fall of the First Empire, Santa Anna’s role in Mexican history, the loss of Texas, the Mexican War with America, the
psychological impact of the loss of territory with the Treaty of Guadalupe Hidalgo.
Discuss Juarez and the importance of the Constitution of 1857, nationalization of church property.
Describe Mexico`s Second Republic, the role of Diaz, the importance of American money in Mexico`s economy, the overthrow of
Diaz.
Review how Madero becomes president, comparing the governing styles of Madero and Zapata, the effects of Huerta’s provisional
presidency, the ideas of Pancho Villa, and Carranza’s ascent to power.
Discuss the importance of Lazaro Cardenas` presidency, the impact of World War II and industrialization and population growth on
Mexico.
Assess the most important issues facing Mexico today.
Four general goals integrate history with workplace skills:
A. Acquire information from many sources
B. Break complex and multiple sources of information down into parts to create
clearer understanding
C. Understand the impact of time and space on perspective
D. Develop narrative structures and arguments based on evidence
Throughout the course, students should be introduced to course content, practice using course content, and demonstrate they can:
A. Describe how peoples, groups, cultures, and institutions covered in this course
change over time
B. Analyze the events covered in the course in historical context and recognize
how social, cultural, gender, race, religion, nationality and other identities affect
historical perspective
C. Communicate orally and in writing about the subject of the course and select
and apply contemporary forms of technology to solve problems and compile
information
D. Use different resources for historical research, including libraries, databases,
bibliographies and archives
E. Analyze secondary sources and recognize differences in historical interpretation
F. Identify types of primary sources, the point of view and purpose of their author
or creator
G. Create substantive writing samples which employ critical analysis of primary
and secondary sources, and document those sources correctly
H. Construct knowledge in the discipline and synthesize historical narratives and
timelines from primary and secondary sources, maps, and/or artifacts and
critically analyze, interpret and evaluate many different points of view
Learning Outcomes:
This course is additionally designed to fulfill Learning Outcomes identified by the college Student Learning Committee
as critical skills that FRCC students need to learn before they graduate, focusing specifically upon these four areas:
1. Higher-order thinking
2. Information and transmedia fluency
3. Reading comprehension
4. Effective communication
Course-specific Student Outcomes:
a. Analyze how various religions and European colonialism have shaped institutions and ideologies of modern
Mexican society.
b. Explain how independence, nationalist and other reform movements have affected institutions and societies in
the region
c. Describe the impact of Spanish caste systems and institutions upon the economies and political institutions of
Mexico
d. Evaluate the processes and outcomes of the political uprisings that occurred during and after independence.
e. Evaluate the long and short term impacts of the Mexican Revolution on the modern state.
Teaching philosophy/content coverage:
This course is meant to be survey course, and it will be impossible to learn and digest everything about Mexico in 15
weeks. Instead, I will concentrate on communicating broad themes reflected in chapter essay questions, and teaching as many
content details as possible within the time available, while also providing ample instruction in analytical and writing skills. Please
do not expect me to cover the entirety of every chapter. I will “hit the high points,” providing study guides that list key terms and
thematic essay questions, and try to reserve significant time for interactive discussions and a few in-class writing exercises that
should improve your research paper dramatically. It is your responsibility to read and understand each chapter, and complete all
assignments to enhance your understanding of the content. If something remains unclear, feel free to ask questions in class or
contact me outside of class.
Assignments and D2L procedures:
 Exams: Two in-class exams consisting of three to four essays and 5 identifications. I will provide study guides
with detailed directions for preparing for the exams.
o These exams allow students to demonstrate their understanding of complex historical trends, actors,
and institutions, and analyze information through specific lenses, as well as construct and defend
arguments. They also demonstrate written communication proficiency
 Unit theme essay experts: For each unit I will assign you a theme essay question to be an “expert” for. You
will need to prepare notes or an outline (at least 1 paragraph’s worth) for the class session that we begin to cover
that unit. I will check for your preparation in class. As I lecture about the essay theme topics, I will ask my
“experts” to verbally provide the pertinent information to answer the question as well. You will receive 5 points
for preparing information and sharing it in class for your topic on the day that we cover it. You are required to
prepare for 10 of these.
o The theme essay questions are designed to make students analyze information, categorizing it into
specific themes, and develop an argument based upon their analysis. They will formalize that
information when they write the essays on the exams.
 Current events: You must find a current article that concerns an issue related to Mexico, complete a short
analytical write-up and turn it in, and present the article to the class, thereafter leading a short discussion on the
issue by asking at least one substantial follow-up question that elicits a critical thinking response from the class
(otherwise, not just a “yes or no” or one-word answer). There will be a sign-up form posted on D2L with dates
that you may choose to present your article.
o The current events analysis assignment engages reading comprehension skills – they must read the
article, then break it down by linking it to the analytical categories we will stress repeatedly in the
course. Thus, they are analyzing the information, synthesizing it to course themes, and then presenting
their summary and formulating a critical thinking question to ask the class, demonstrating effective oral
communication skills.
 Discussions: There will be discussions to prepare for most weeks (12 out of 15). They will be based upon
chapter readings, online lecture materials, and supplementary online primary sources. You will answer some
analytical preparatory questions beforehand to bring to class, and you must participate verbally during class, as
you will be graded upon both your preparation and your participation. Students will use primary sources to
analyze issues in various time periods, synthesize or compare/contrast particular viewpoints within larger trends,
and evaluate the arguments and motives of the authors of those sources.
o The discussions also engage their reading comprehension skills, while encouraging them to analyze
and synthesize information. They will evaluate historical interpretations or arguments from primary
and secondary sources. They must also communicate their ideas effectively in class.
 Presentation: You will create a multimedia (power point) presentation on an assigned topic, and present it to
the class. Once you have presented and analyzed the topic in a way that meets the format and analytical
requirements, you must ask the class a critical thinking question and facilitate a short discussion about the topic.
o The presentation also encourages students to acquire information by exercising reading comprehension
skills and research skills, demonstrate their knowledge and ability to analyze and synthesize
information, and communicate their ideas orally and visually in an effective manner.
 Research Paper: You will write a 7-10 page research paper on a topic of your choice. In the paper, you must
synthesize information from at least 10 different sources, and explore a specific topic through a variety of
analytical lenses that I will offer as options, evaluating your topic by introducing a central thesis argument and
supporting it in the text of your paper. I will provide a list of suggested topics, as well as detailed directions and
an example of an effective analytical paper as a model. In addition, you will turn in a topic proposal and rough
draft for feedback before you submit your final draft.
o The research paper addresses a broad variety of important skills. Students must employ reading
comprehension strategies to acquire their information, conduct research carefully to identify and utilize
appropriate sources, analyze their topic through specific lenses, synthesize information into a narrative,
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defend a central analytical thesis, and evaluate the arguments in various sources, all within a clear,
well-organized essay format that demonstrates effective communication of their ideas.
Submitting work: ALL PAPER SUBMISSIONS AND ASSIGNMENTS MUST BE TURNED IN THROUGH
THE D2L DROPBOXES, AND WILL BE CHECKED FOR PLAGIARISM USING TURNITIN.COM. THIS
MEANS THEY MUST BE IN .DOC, .DOCX, or .RTF FORMAT. I can track when D2L is actually down, so
that excuse will rarely be a valid one for missing deadlines.
Taking notes: I HIGHLY recommend taking careful class notes. The process of writing will help you learn the
material. You should also take notes from your textbook reading
Reading your textbook: You need to complete required readings before coming to class on the date that they
are listed as due. You should be taking notes as you do the reading – then, if you aren’t clear about anything on
the study guide, ask questions during class.
Student Responsibilities:
 Prepare for class each week by reading or viewing assigned materials.
 Come to class regularly, pay attention, and take detailed notes.
 Bring textbook to class for every meeting
 Prepare for your assigned theme essay for each unit, and share information about it in class.
 Research and write a 7-10 pages paper on an historical topic. For details, please refer to the Research Paper
Instruction page. Turn in your topical outline, draft, and final paper by the stated due dates
 Present a power point presentation on an assigned topic and lead a short discussion.
 Participate in 11 discussions, coming to class prepared to do so on the day of the discussion.
 Complete two in-class exams.
 Write and submit a current events article analysis.
Classroom expectations:
 Students will follow student code of conduct (in the student handbook) at all times: http://www.frontrange.edu/CurrentStudents/Student-Life/Handbook-and-Planner.aspx
 Come to class prepared to learn
 No sleeping, reading of irrelevant materials, texting, or cell phone use in the classroom
 Violation of the above policies can result in loss of participation points (at a minimum), or disciplinary action
Late work policy:
All tests and other assignments must be completed by the listed due dates. Any exceptions will require written
verification of legitimate unavoidable circumstances, such as hospitalization. I will accept late work, but I deduct one letter grade
per day that it is late.
No Show Policy (new policy – VERY important!):
The college now requires that all students, in live and online classes, attend the first few sessions of class, or complete an
academic assignment during the first week (or so) of class. This means you MUST come to class by the no-show date, or I will
have to report you as a “NO SHOW.” THIS WILL RESULT IN YOUR BEING DROPPED FROM THE CLASS.
Grading Procedure:
Theme essay preparation (10 at 5 points each)
Discussion preparation/participation (12 at 10 points each)
Topic presentation
Current events analysis
Exams (2 at 100 points each)
Research Paper
final draft
rough draft
proposal
Peer review activity
50 points (5%)
120 points (12%)
50 points (5%)
30 points (3%)
200 points (30%)
200 points (20%)
100 points (10%)
30 points (3%)
20 points (2%)
-------------800 points
Academic Honesty:
Plagiarism is a violation of the student code of conduct. Academic dishonesty will be dealt with at the instructor’s
discretion. Likely penalties include a failing grade for the course and expulsion from the College. You are expected to do your
own work, and it is quite obvious to me when you have not! All assignments that you submit will be through the D2L dropbox,
and will automatically be checked by Turnitin.com for plagiarism. We will discuss exactly what plagiarism is in class.
Diversity:
The course content and the course environment are dedicated to understanding and tolerance. Inclusive language is
mandatory (i.e. instead of the term “all men” we use “all people”, etc.) Disparaging remarks in relation to other’s ethnic
background, biological make up, gender, sexual preference, age, disability, socioeconomic status, etc. will not be tolerated. In
short, be respectful of everyone!
Disabilities: Reasonable accommodations are available for students with documented disabilities. If you need an accommodation
to participate in this class, contact Disability Support Services in BP 102 or at (970) 204-8112 as soon as possible. A Coordinator
of Disability Support Services will assist you in documenting your disability and requesting needed services.
Stress Management:
Stress management and personal counseling services are available to all Front Range Community College Larimer
Campus students. These services are free and confidential. Services are provided through the Advising, Career and Counseling
Center and include: one on one stress management counseling, group therapy, individual therapy, couples counseling, learning
disability screening, and community referrals. To make an appointment for any of these services call 204-8305.
Writing Center:
Staffed by Front Range Community College instructors, The Writing Center is located in Blanca Peak 102G. Students
may stop in for appointments in order to receive individualized instruction in organizing, development, and mastering usage and
punctuation skills. The Writing Center is not a proof-reading service, but if a student knows of a particular weakness, he or she
may ask the instructor to pay extra attention to that area of concern. The Writing Center is available to all students in the college
community. Writing center email : writing.center@frontrange.edu.
Technology Information:
There will undoubtedly be some problems with technology. Please be patient and flexible. The Desire2Learn site has a
great many tools. Please contact the Online Learning staff at your campus if you are having problems, or use the 24x7 technical
support for D2L, which is available by phone at 888-800-9198 or online at http://help.cccs.edu/. Trained analysts are available
to help you 24 hours a day.
Financial Aid:
The following actions have eligibility implications for financial aid recipients: non-attendance, dropping courses,
repeating courses, academic progress, and the number of credit hours attempted and completed. You are strongly encouraged to
seek financial aid advising throughout the term if you have any questions about eligibility implications.
Evaluation:
Grade Level
A
B
C
D
F
Percentile/Points
90%
721-800
80%
641-720
70%
561-640
60%
481-560
59%
480 and lower
Course Schedule
Please read all textbook assignments listed before coming to class, additional supplementary readings will be assigned as well
Week 1: Introduction
Read Chaps. 1-3 Theories of human origins in the Americas, the Ancient Ones.
The Classic Era and post-Classic Cultures
Week 2: The Aztecs
Read Chaps. 4-5, The Spanish Reconquista
Week 3: Read Chaps. 6-7, The Conquest
Cortes and Malinche, New Spain
Week 4:
Read Chaps. 8-9. Silver Mining
Conversion of two cultures
Week 5: Read Chaps. 10-12. Baroque Era, 17th Century
Church and Native, 18th Century Colonialism
Week 6: Dependency. Read Chaps. 13-14. Bourbon Reforms
Turn in topic proposal for papers
Week 7: Read Chaps. 15-17. Mutiny of the Criollos: Hidalgo & Iturbide’s Plan de Iguala
The Age of Santa Ana, Mexico in Shambles
Week 8: Read Chaps. 18-19, War of 1847: Texas and Pres. Polk
The theft of half a nation.
Test Review/Exam
Week 9: Read Chaps. 20-22. La Reforma.
Crown of Mexico: the invasion of France, Republica Restaurada: Juarez
Week 10: Read Chap. 23-25. Porfirio Diaz and Progress
Pre-Revolutionary Mexico
Week 11: Read Chaps. 26-30. The Revolution
Turn in first draft of papers, complete Peer Review activity
Soldaderas: Women in the Revolution
Week 12: Read Chaps. 31-34. Mural art
Cardenas revives the Revolution, The PRI
Week 12: Read Chaps. 35-36. Conservatives still
The Poor are left behind
Oral Power Point presentations
Week 13: Read Chaps. 37-38. Dependency Redux
Final Research Papers Due
Student Power Point presentations
Week 14: Read Chap. 39: Epilogue
TBA: Special Topics. Test Review
Guest Speaker: Chiapas at War
Week 15: Exam
Fiesta: Feliz Navidad! Mexican holidays
***INSTRUCTOR RESERVES THE RIGHT TO CHANGE THE SYLLABUS SCHEDULE AS NEEDED***
Research Paper Instructions
(brief version – see full directions on content page of D2L)
You are to research and write a 7-10 page essay on an historical topic of your choice. Your topic may stem
from any of the people, artistic, architectural, political, economic, social, diplomatic/military, cultural or intellectual
aspects relevant to the course, and I will distribute a list of suggested topics to help you choose. The paper must be
type written, double-spaced with a 12-point standard font (Times New Roman, etc.), and have a proper bibliography
AND citations of sources (Chicago style footnotes). You may see the following web page for more information on
citation of sources: http://www.chicagomanualofstyle.org/tools_citationguide.html. There is also a content module in
D2L with helpful how-to videos and examples. The general rule is that all information that is not your own must be
cited with a footnote, NOT just direct quotes or statistics. This means that I expect that you will have a footnote for
nearly every paragraph in your paper. If you do not include footnotes AND a separate bibliography, I will not
accept your paper, and you will have to re-submit it, or get an F for the paper.
I will provide detailed directions for writing the research paper, a rubric I will use to grade it, a list of
suggested topics, and a sample paper that demonstrates effective analysis, as well as some other hopeful tools. I
require you to submit a topic proposal for your paper that is worth 30 points, and that will be covered in a separate
paper directions document as well. I also require you to write a rough draft that is worth 100 points. ***In addition,
you must submit a paper proposal before I will accept your rough draft, and you must submit a rough draft before I
will accept your final draft***
Of course, I encourage you to contact or meet with me as often as you like to get feedback or support for your
paper, but in order to get full credit for you final draft, you MUST use the writing center. In other words, you
MUST submit a draft of your paper to either the online writing center (electronically), or take in a physical copy to
the writing center for feedback. Submit your proof of feedback from the writing center with your final draft. The
writing center will give you suggestions that will inevitably help you improve your paper, and their suggestions will
probably help you write papers better for your other classes in the future, since it will be broader and more crossapplicable to different subjects, whereas my feedback will be more specific for the discipline of history.
Since this is an analytical paper, you must choose one theme in each of the four categories below to address,
or FOUR THEMES TOTAL in your analysis:
1. Category I - Physical factors
a. Theme 1 - Economic production/change
b. Theme 2 - Human/environmental relationship
c. Theme 3 - Technological/scientific development
2. Category 2 - Social factors
a. Theme 1 - Social class relations/roles
b. Theme 2 - Gender relations/roles
c. Theme 3 - Race/ethnic relations
3. Category 3 - Cultural factors
a. Theme 1 - Religious practices/structures/relationships
b. Theme 2 - Arts and literature
c. Theme 3 - Political structures/relationships
4. Category 4 - Global and historiographical factors
a. Theme 1 – Geo-spatial or temporal context
b. Theme 2 – Sources or historiography
Research Paper Final Draft Rubric
CATEGORY
Mechanics
50
40
30
20
Grammar,
spelling, and
punctuation are
perfect or nearly
perfect.
A few noticeable
errors in spelling,
grammar, or
punctuation.
Numerous
noticeable errors
that affect the
readability of the
paper somewhat.
Many
noticeable
errors that
significantly
affect the
readability of
the paper.
Length
At least 7-10 full
pages of text, all
recommended
sub-topics have
been covered
comprehensively.
At least 6-7 full
pages of text,
most
recommended
sub-topics have
been covered
comprehensively
At least 5 full
pages of text, at
least half of the
recommended
sub-topics have
been covered
comprehensively.
At least 4 full
pages of text,
less than half of
the
recommended
sub-topics have
been covered.
Sources/citations 10 sources and
correct Chicago
Style citations, 5
scholarly sources.
8-9 sources
and/or slightly
incorrect
citations, or 4
scholarly sources.
6-7 sources
and/or
significantly
incorrect
citations, or 3
scholarly sources.
5 or less
sources and/or
totally incorrect
citations, or 2
or less
scholarly
sources.
Organization
Paper is very well
organized, clear
introduction and
conclusion, good
paragraph
structure, ideas
flow logically and
support thesis.
Paper is
reasonably well
organized,
introduction and
conclusion,
paragraphs, or
flow of ideas
could be
developed a bit
further to support
thesis.
Paper needs some
restructuring to be
effective, but still
supports thesis
somewhat.
Paper is very
disorganized,
does not
support thesis
very well at all,
or there is no
thesis stated.
Analysis
(points above x4,
maximum 200
points)
Four analytical
categories
significantly
covered, original
and creative
critique, analysis
is at least half of
the text.
Four analytical
categories
covered
insufficiently, or
less than four
categories
covered
comprehensively,
critique could be
more creative
and/or longer.
Three categories
covered
insufficiently, or
two categories
covered
comprehensively,
critique is
unoriginal and/or
significantly less
than half of text.
Two or less
categories
covered
insufficiently,
paper is almost
all summary,
critique is
totally
unoriginal and
way too short.