Goals 2000 - Partnerships for
Educating Colorado Students
In Partnership with the Denver Public Schools
and the Metropolitan State College of Denver
El Alma de la Raza Project
The Mexican American
War and Its Impact on
the Mexican American
of the Southwest
By Mathis López
Grades 9-12
Implementation Time
for Unit of Study: 2-4 weeks
Goals 2000 - Partnerships for
Educating Colorado Students
El Alma de la Raza Curriculum
and Teacher Training Project
Loyola A. Martinez, Project Director
El Alma de la Raza Series
The Mexican American War and Its
Impact on the Mexican American
of the Southwest
The Mexican American War and Its Impact on the
Mexican American of the Southwest
Unit Concepts
•
•
•
•
Conflict during the colonization of Texas and after the Texas revolution
The Mexican American War and its impact on the Mexican American
Mexican American historical figures after the war with the U.S.
Oral history
Standards Addressed by this Unit
History
Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
(H1)
Students know how to use the processes and resources of historical inquiry. (H2)
Students understand that societies are diverse and have changed over time. (H3)
Students understand political institutions and theories that have developed and changed
over time. (H5)
Students use appropriate technologies to obtain historical information; to access, process, and communicate information related to the study of history. (H7)
Geography
Students understand how economic, political, cultural, and social processes interact to
shape patterns of human populations, interdependence, cooperation, and conflict. (G4)
Reading and Writing
Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
(RW4)
Students use appropriate technologies to extend comprehension, improve written
communication, and apply language skills to real-world situations. (RW7)
Visual Art
Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts. (A2)
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Introduction
After Mexico got its independence in 1821 a conflict evolved between the Mexicans and the
Anglos. There was a clash of religions, languages, governments, and cultures. The conquest and
appropriation of Mexican lands further aggravated the clash of the two cultures.
The unit covers this conflict and its repercussions from the colonization of Texas, its independence and statehood in 1836, through the Mexican American War of 1845 and beyond.
The Treaty of Guadalupe Hidalgo did not end the conflict and it has persisted to the present.
Mexican American resistance to cultural change can be seen in corridos, poems and popular
songs transmitted orally that provide an oral history of cultural experiences.
Implementation Guidelines
It is recommended that this unit be taught in a high school social studies class. It is geared to a
bilingual social studies or Hispanic-American history class, taught either in Spanish or sheltered
English. However, it can also be used as a unit in a general social studies class to teach history
from a Mexican-American perspective. This unit can lead into other related units, such as the
Mexican immigrants of the 1930s, the Civil Rights Movement, and the Chicano Movement.
Although this unit is not written for the purpose of teaching grammar, reading, and writing
skills, reading and writing strategies are included in the lesson in order to teach skills that
students can utilize for note-taking in other classes. Also included is the incorporation of technology to further enhance student learning and comprehension and add to their computer
literacy. If the strategies incorporated here are unfamiliar to students, the teacher should do
some pre-teaching before attempting the lesson, especially on the various forms of note-taking
and computer literacy skills.
Instructional Materials and Resources
La Historia de Los Estados Unidos by Doctora Maria Viramontes de Marin y Profesor Reymundo
Marin
The Mexican American Heritage by Carlos M. Jiménez
Ciencias Sociales Integradas by Maria Isabel Noreña
Mexican American Literature by Charles Tatum
Hispanic American Literature: An Anthology by Rodolfo Cortina
Introduccion a la Historia de America by José H. Díaz Cubero
Historia del pueblo de los Estados Unidos de América by José H. Díaz Cubero
Videos:
The Mission (prelude to previous conflict, in this case between the Spaniard/Portuguese and the
indigenous people)
The Legend of Gregorio Cortez (after studying the corridos)
To teach about the social conflict between the Anglo and the Mexican American:
The Milagro Beanfield War
Fighting for Political Power - Chicano
Quest for a Homeland - Chicano
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Instructional Materials and Resources (cont.)
The Struggle in the Fields - Chicano
Taking Back the Schools - Chicano
In addition, the following may be useful for extended lessons.
Hispanos en el Valle
La Cultura de San Luis
Lesson Summary
Lesson 1
El Norte de México
Historical information on Los Mexico Americanos from 1492 to 1848.
Lesson 2
La Sucesión de Texas
Texans seek independence and form a republic.
Lesson 3
La Guerra México Americana (The Mexican American War)
The invasion of Mexico by U.S forces, historical figures on both sides of the
conflict, dissension by American writers.
Lesson 4
Los Mexicanos Americanos
The occupation of the American Southwest and its impact on the Mexican.
Lesson 5
La Resistencia y El Corrido
El Corrido, Juan Cortina, Gregorio Cortez, Tiburcio Vasquez, Joaquin
Murrieta, and Las Gorras Blanca.
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Lesson 1: El Norte de México
What will students be learning?
STANDARDS
Students understand the chronological organization of history and know how to organize
events and people into major eras to identify and explain historical relationships. (H1)
Students understand that societies are diverse and have changed over time. (H3)
Students understand political institutions and theories that have developed and changed over
time. (H5)
Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4)
BENCH MARKS
Students use chronology to organize historical events and people.
Students know how various societies have been affected by contacts and exchanges among
diverse peoples.
Students know how political power has been acquired, maintained, used, and/or lost throughout history.
Students use reading, writing, listening, articulate speaking, and viewing data to solve problem,
and apply problem-solving skills.
OBJECTIVES
Students will demonstrate their ability in one method of note taking.
Students will demonstrate their understanding of the lives of Mexican Americans in the Southwest after the war with the U.S.
SPECIFICS
Prior to the Mexican American war, Mexican citizens living on the outskirts of Mexico debated
about the best way to populate the areas north of Mexico and retain control. Anglos who settled
in Texas came with their own ideas of freedom, and their own language and religion. Once
admitted, the new Anglo citizens resented the control of their lives by a government unsympathetic to their ideas. After the war with the U.S., the Mexican people living in this area found
themselves citizens of another country. The conflict between two different cultures began and
continued long after the Mexican American War.
What will be done to help students learn this?
INSTRUCTIONAL STRATEGIES
Shared reading
Independent reading
Read alouds
Meaningful vocabulary instruction
Reading and writing in the content area
Discussions
Drawing conclusions
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Lesson 1 (cont.)
Main ideas/supporting details
Note taking
Analysis, knowledge, and evaluation
PRELIMINARY LESSON PREPARATION
The teacher will need to explain and model note taking in the forms of free writing, journal
writing, webbing or clustering, three-column note taking, and outlining. (See sample web and
outline.) It is also possible to model each method while reading the assignment Use one of the
handouts provided for note taking. The clustering or web handout may be most appropriate for
Lesson 1, since it is the easiest for students to master.
ACTIVITIES
Read La Historia de Los Estados Unidos by Dra. Maria Viramontes, pp. 309-316 or The Mexican
American Heritage by Carlos M. Jiménez and take notes on the main ideas and supporting
details. Use one of four methods of note taking: web, outline, free writing, or three-column
notes. Write definitions for each of the vocabulary words presented by the teacher. Watch the
video Expansion and Growth: The Conquest of New Spain and Manifest Destiny to the Pacific.
VOCABULARY
interaction
cultural contribution
immigration
imperialism
social disruptions
demographic changes
To have an effect on each other or something else
Of or related to cultures and their contributions to society
Act of coming into a country from another country to make a home
Gaining of political and trade advantages over poorer nations by
powerful countries that rule them
Disruptions as a result of or concerning human society or its organization
Changes in the characteristics of a population especially as classified
by income, ethnicity, etc.
RESOURCES/MATERIALS
La Historia de Los Estados Unidos by Dra. Maria Viramontes
The Mexican American Heritage by Carlos M. Jiménez
Historia del Pueblo de los Estados Unidos de América by José H. Díaz Cubero (optional)
Introducción a la Historia de America by José H. Díaz Cubero (optional)
Sample Web and Sample Outline
Note Taking Assessment form
Video:
Expansion and Growth: The Conquest of New Spain and Manifest Destiny to the Pacific
ASSESSMENT
Quiz based on the reading material and/or vocabulary. Use the Note Taking Assessment form
to evaluate student note taking.
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Sample Web
Mexican Americans (1836–1848)
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Sample Outline
Comparación Entre los Continentes
I. Extensión
A. El Continente Americano comprende el 28% de tierrras emergidas del planeta
B. Los oceanos
1. el Pacífico separa América de Asia y Oceanía
2. el Alántico pone en contacto a América con Europa y Africa
C. el continente Eurasiático-Africano representa más de la mitad de todas las
tierras
D. Europa se puede considerar como una península de Asia
E. Africa estuvo unida con Asia por la península del Sinaí
F. Oceanía - no es continente sino una área formada de islas
G. La Antártica
1. continente de forma circular
2. se encuentra cubierto de hielo y nieve en el 95% de su territorio
II. Crecimiento de la población mundial
A. Factores que influen en el crecimiento de la población
1. condiciones de salud
2. el impulso dado a las actividades económicas
3. El avance científico
4. factoares físicos
B. En Europa existen áreas donde la densidad de población se eleva a más de 00 h/
km cuadrado
C. En Asia los mayores densidades de población son:
1. India
2. China
3. Japón
4. Indonesia
D. América del Norte presenta mayores densidades en el noroeste
E. En América del Sur, la población se agrupa en las mesetas andiana y en las
áreas costeras del Atlántico, en Argentina, Uruguay y Brasil.
III Actividades Productivas y Recurso Naturales
A. Cereales
B. Trigo - se cultiva y se desarrolla en un clima mediterráneo
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Sample Outline (cont.)
1. se localizan en porciones del norte de E.U. y sur de Canadá
2. las estepas de Hungría, Rumania y Polonia, Argentina y a las estepas de
Australia y Nueva Zelandia
C. Arroz
1._______________________________________
2._______________________________________
D. Maíz
1._______________________________________
2._______________________________________
E. Fibras textiles_____________________________
F. Algodon_________________________________
G. Lana_____________________________________
IV. cutivos azucareros
A. Caña de azúcar___________________________
B. Reolacha
V. Productos mediterráneos
A. Vid______________________________________
B. Olivo____________________________________
VI. Productos tropicales
A. Café_____________________________________
B. Té_______________________________________
C. Cacao____________________________________
D. Tabaco___________________________________
E. Plátano___________________________________
VII. Ganadería
A.___________________________________________
B.___________________________________________
VIII.Principales especies ganadera
A.___________________________________________
1.________________________________________
2.________________________________________
3.________________________________________
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Sample Outline (cont.)
B. Ganado ovino_____________________________
C. Gandado Porcino__________________________
D. Ganado cabrío_____________________________
E. Ganado Caballar___________________________
IX. Productos forestales
________________________________________________
________________________________________________
A. Distribución de los bosques
1._________________________________________
2._________________________________________
3._________________________________________
X. Actividades pesqueras
_________________________________________________
_________________________________________________
A. Principales zonas pesqueras
1. Zona del Atlántico del Norte
a._______________________________________
b._______________________________________
2. Zona del Pacífico del Norte
a._______________________________________
b._______________________________________
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Note Taking Assessment
______ pts. The student included vocabulary and concepts pertinent to the lesson
______ pts. The student used one of the types of writing demonstrated by the teacher
to take notes.
______ pts. The student covered the who, what, when, and where in his/her note
taking.
______ pts. The student demonstrated an understanding of chronology in his/her
note taking.
______ pts. The lesson’s meaning is evident in his/her note taking.
______ pts. Explanation and support are shown.
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Lesson 2: La Sucesión de Texas
What will students be learning?
STANDARDS
Students understand the chronological organization of history and know how to organize
events and people into major eras to identify and explain historical relationships. (H1)
Students understand political institutions and theories that have changed over time. (H3)
Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4)
Students understand how economic, political, cultural, and social processes interact to shape
patterns of human populations, interdependence, cooperation, and conflict. (G4)
BENCH MARKS
Students use chronology to organize historical events and people.
Students know how various societies have been affected by contacts and exchanges among
diverse peoples.
Students use reading, writing, listening, and viewing, to gather data, define the problem, and
apply problem-solving skills.
Students know how cooperation and conflict among people influence the division and control
of Earth’s surface.
OBJECTIVES
Students will use one of the four methods of note taking to demonstrate an understanding of
main ideas and supporting details about the Texas Revolution.
Students will compare and contrast information received from multiple sources. +
SPECIFICS
“Remember the Alamo” rallies the Texans to seek independence and to stand alone as a republic. Sam Houston becomes its first President and Lorenzo de Zavala, its Vice President. The
republic struggles and begins to form an identity—part Anglo, part Mexican.
What will be done to help students learn this?
INSTRUCTIONAL STRATEGIES
Shared reading
Read alouds
Reading and writing in the content area
Teacher guided
Drawing conclusions
Main ideas/supporting details
Note taking
Graphic organizers
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Lesson 2 (cont.)
ACTIVITIES
As a whole class, read independently or out loud La Historia de Los Estados Unidos by Dra. Maria
Viramontes pp. 316-317 or The Mexican American Heritage by Carlos M. Jiménez. Use a new
method of note taking to extrapolate main ideas, concepts, and details. Discuss the Texas Revolution. View a video applicable to this lesson, such as Texas and the Mexican War.
VOCABULARY
succession
revolution
cultural differences
societal interactions
war
republic
Following one after the other
Great social change, especially the changing of a ruler and/or
political system by force
Differences in traditions, values, and other social characteristics
between between two cultures
Interactions as a result of or concerning human society or its
organization
Armed fighting between nations
Nation, usually governed by elected representatives, whose head
of state is a president.
RESOURCES /MATERIALS
La Historia de Los Estados Unidos by Dra. Maria Viramontes
The Mexican American Heritage by Carlos M. Jiménez
Historia del Pueblo de los Estados Unidos de América by José H. Díaz Cubero (optional)
Introducción a la Historia de America by José H. Díaz Cubero (optional)
Video:
Texas and the Mexican War (discusses the Westward Movement, westward expansion, growing
sectional conflict over slavery)
Note Taking Assessment form (Lesson 1)
ASSESSMENT
Ask a series of oral and written questions on the material. Check each student’s notes, using the
Note Taking Assessment form.
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Lesson 3: La Guerra México Americana
What will students be learning?
STANDARDS
Students know how to use the processes and resources of historical inquiry. (H2)
Students understand political institutions and theories that have changed over time. (H5)
Students use appropriate technologies to obtain historical information; to access, process, and
communicate information related to the study of history. (H7)
BENCH MARKS
Students know how to interpret and evaluate primary and secondary sources of historical
information.
Students know how political power has been acquired, maintained, used, and/or lost throughout history.
Students use appropriate technologies to access, process, and communicate information relevant to history.
OBJECTIVES
Students will use the internet to access, process, and communicate information related to the
study of history.
What will be done to help students learn this?
INSTRUCTIONAL STRATEGIES
Shared reading
Independent reading
Meaningful vocabulary instruction
Reading and writing in the content area
Discussions
Drawing conclusions
Main ideas/supporting details
Note taking
Computer assisted instruction
PRELIMINARY LESSON PREPARATION
The teacher should prepare a list of possible web site the student can access for this assignment
and arrange for access to a computer lab with a printer. The teacher should also select an appropriate a video for this lesson.
ACTIVITIES
Working in pairs or groups, use the Internet to gather information on the U.S. War with Mexico.
Read independently pages 317–324 of La Historia de Los Estados Unidos by Dra. Maria
Viramontes or The Mexican American Heritage by Carlos M. Jiménez. Employ a note-taking
method different from those already used. View a video on the War with Mexico or any of the
key concepts.
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Lesson 3 (cont.)
VOCABULARY
slavery
dissension
invasion
injustice
conflict
crisis
annexation
occupation
System of having slaves 2 the condition of being a slave - a person owned
in law by another; servant without personal freedom - the state of being
free; state of not being under control
Disagreement, especially leading to argument
Act of invading; the incoming or spread of something usually harmful
Not being just; unfairness
War; battle; struggle
Turning point in the course of something; moment of great danger or
difficulty
Take control and possession of (land, a small country, etc.) esp. by force
Take possession of
RESOURCES /MATERIALS
La Historia de Los Estados Unidos by Dra. Maria Viramontes
The Mexican American Heritage by Carlos M. Jiménez
Historia del Pueblo de los Estados Unidos de América by José H. Díaz Cubero (optional)
Introducción a la Historia de America by José H. Díaz Cubero (optional)
Internet access
Videos:
Immigration and Cultural Change, U.S. Cultural Change, U.S. History Video Collection, 1996,
Schlessinger (contains old and new immigration and The American Dream)
Mexican People and Culture, Hispanic Culture Series
Note Taking Assessment form (Lesson 1)
ASSESSMENT
Quiz students on reading material and/or vocabulary. Assess student notes using the Note
Taking Assessment form.
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Lesson 4: Los Mexicanos Americanos
What will students be learning?
STANDARDS
Students know how to use the processes and resources of historical inquiry. (H2)
Students understand that societies are diverse and have changed over time. (H3)
Students use appropriate technologies to extend comprehension, improve written communication, and apply language skills to real-world situations. (RW7)
Students understand political institutions and theories that have changed over time. (H5)
BENCHMARKS:
Students know how to interpret and evaluate primary and secondary sources of historical
information.
Students know how various societies have been affected by contacts and exchanges among
diverse peoples.
Students use appropriate technologies to increase literacy through a variety of formats.
OBJECTIVES:
Students will use computer technology to extend comprehension, improve written communication, and apply language skills to real-world situations.
Students will use computer technology to demonstrate literacy in the basic skills of grammar,
punctuation, spelling, and capitalization.
What will be done to help students learn this?
INSTRUCTIONAL STRATEGIES
Shared reading
Independent reading
Meaningful vocabulary instruction
Reading and writing in the content area
Discussions
Outlining
Main Ideas/supporting details
Note taking
PRELIMINARY LESSON PREPARATION
Arrange for use of computer lab with printers for at least two days.
ACTIVITIES
Read and takes notes on La Historia de Los Estados Unidos by Dra. Maria Viramontes pp. 325-329
or The Mexican American Heritage by Carlos M. Jiménez. Using a computer, generate an outline
version of your notes. If you have time, include notes from previous lessons. Print a hardcopy of
your outline.
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Lesson 4 (cont.)
VOCABULARY
loyalty
identity
monarchy
land grants
social conflict
language barriers
foreigners
True to one’s friends, group, country, etc.
Who or what a particular person or thing is
Rule by a king or queen
Land given by some authority
Conflict as a result of human societal interaction or its organization
Difference in languages which impedes or obstructs communication
People who come from or were born in another country
RESOURCES/MATERIALS
La Historia de Los Estados Unidos by Dra. Maria Viramontes pp. 325-329
The Mexican American Heritage by Carlos M. Jiménez
Historia del Pueblo de los Estados Unidos de América by José H. Díaz Cubero (optional)
Introducción a la Historia de America by José H. Díaz Cubero (optional)
ASSESSMENT
Assess student computer-generated outlines.
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Lesson 5: La Resistencia y El Corrido
What will students be learning?
STANDARDS
Students know how to use the processes and resources of historical inquiry. (H2)
Students understand that societies are diverse and have changed over time. (H3)
Students know and apply elements of art, principles of design, and sensory and expressive
features of visual arts. (A2)
BENCHMARKS
Students explain how, throughout history, conflicts among peoples have arisen because of
different ways of knowing and believing.
Students know how to interpret and evaluate primary and secondary sources of information.
Students know how various societies have been affected by contacts and exchanges among
diverse peoples.
OBJECTIVES
The student will demonstrate understanding of La Resistencia, El Corrido, Juan Cortina,
Gregorio Cortez, Tiburcio Vasquez, Joaquin Murrieta, and Las Gorras Blancas.
The student will create drawing of historical figures.
SPECIFICS
La Resistencia means “resistance to conquest” and El Corrido are oral histories in the form of
poems or songs. Juan Cortina, Gregoria Cortez, Tiburcio Vasquez, Joaquin Murrieta are heroic
historical figures and Las Gorras Blancas is a Mexican resistance group of New Mexicans.
What will be done to help students learn this?
INSTRUCTIONAL STRATEGIES
Guided readings
Read alouds
Discussion
Teacher guided investigation
Small group strategies and peer teaching
PRELIMINARY LESSON PREPARATION
Pictures of the historical figures discussed in this lesson can be found in La Historia de Los
Estados Unidos.
ACTIVITIES
Read La Historia de Los Estados Unidos by Dra. Maria Viramontes, pp.329-338 or The Mexican
American Heritage by Carlos M. Jiménez. Use the Internet to research the historical figures. Share
information with classmates. View a video about one of these heroes. Draw pictures of these
heroic historical figures.
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Lesson 5 (cont.)
VOCABULARY
oral histories
Passing down of knowledge of historical events through spoken language
RESOURCES/MATERIALS
La Historia de Los Estados Unidos by Dra. Maria Viramontes
The Mexican American Heritage by Carlos M. Jiménez
Historia del Pueblo de los Estados Unidos de América by José H. Díaz Cubero (optional)
Introducción a la Historia de America by José H. Díaz Cubero (optional)
Internet Sites:
http://www.aclin.org/other/historic/chslg/matrix.html This web page has information of
Hispano history from the early 1500’s to the Chicano Movement.
http://www.tamiu.edu/~jthompson/articles.htm This web site contains a bibliography of
Journal Articles on Mexican American History during the Civil war, including one on Juan
Cortina
http://www.wilpaterson.edu/~irt/courses/eng11020/ho11.htm This web site contains important dates in Mexican and Mexican American History.
http://www.ironhorse.com/~nagual/corridos/J/jmurrie.html Corrido de Juaquín Murrieta
http://www.sp.utexas.edu/jrn/corridopic2.html El Corrido de Gregorio Cortez
http://www.sp.utexas.edu/jrn/texcor.html Good Internet Page on more Corridos especially
Texas. It has good links to other Corridos and things like Los Rinches de Tejas
http://www.cfcsc.dnd.ca/links/milhist/mexus.html shows further links to Mexican American
War and the Treaty of Guadalupe Hidalgo
http://www.latinolink.com/opinion/opinion98/0123ospe.HTM an interesting article on land
grants and the Treaty from a contemporary perspective
Videos:
La Conquista, Hispanic Cultural Series, Pt. II. S.A. and the Caribbean (as a prelude to conflict
between other groups)
Expansion and Growth The Conquest of New Spain and Manifest Destiny to the Pacific , Video Knowledge, Inc.
ASSESSMENT
Assess internet investigation techniques and artwork.
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Unit Assessment
How will the students demonstrate proficiency?
PERFORMANCE TASK
Using a computer, each student will write an essay demonstrating comprehension of the material covered in this unit, including information from readings, the Internet, and any other
appropriate resources. A hardcopy will be generated and submitted to the teacher and peers for
feedback. Students will then revise their essays.
SCORING RUBRIC
4. Information is complete and accurate and writing demonstrates correct grammar,
spelling, punctuation, and capitalization.
3. Information is generally complete and accurate and writing demonstrates generally
coreect grammar, spelling, punctuation, and capitalization.
2. Information is incomplete and has some inaccuracies. Writing demonstrates significant
errors in grammar, spelling, punctuation, and capitalization.
1. Information is incomplete and frequently inaccurate. Writing demonstrates consistent
errors in grammar, spelling, punctuation, and capitalization.
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Bibliography
Cubero, Jose H. Diaz. Introduccion a la Historia de America. Publicaciones Cultural, 1987.
Guerras y antagonismos entre las naciones Americanas - La guerra entre México y
Estados Unidos. 9th and 10th grade reading levels.
Cubero, Jose H. Diaz. Historia del Pueblo de los Estados Unidos de América. Compañia Cultural
Editora y Distribuidora de Textos Americanos, S.A. 1981.
La Guerra Con Mexico. 11th and 12th grade reading levels.
Cortina, Rodolfo. Hispanic American Literature: An Anthology. Contemporary Publishing Co.,
1998.
Includes “The Ballad of Gregorio Cortez” and other good works in Hispanic-American
literature. 10th through 12th grade reading levels.
Jimenez, Carlos M. The Mexican American Heritage. Berkeley Ca.:TQS Publications, 1992.
This text book contains good information on the Mexican-American heritage. It can be
used in a sheltered English, Hispano-American History class or a general history class.
Includes Indian Mexico, the Conquest, the Mexican Revolution, the Zoot Suit years,
Cesar Chavez, and Los Chicanos. 10th through 12th grade reading levels.
Noreña, MariaIsabel. Ciencias Sociales Integradas. Colombia Editorial Voluntad, S.A., 1989.
This text contains lots of information on history and quite a bit on the Spanish exploration, religion, conquest, and colonization. 10th through 12th grade reading levels.
Tatum, Charles. Mexican American Literature. Harcourt Brace Jovanovich, 1990.
This text contains “La Llorona” and other good works of literature representing Hispanic culture. Useful for further reading or study. 10th through 12th grade reading
levels.
Viramontes, Maria and Marin Reymundo. La Historia de los Estados Unidos. Marin Publications,
1989.
This is my favorite text to use in a native language bilingual social studies class because
it not only contains histories of Native Americans, women, Anglos, the Spanish, and
Mexican Americans, but also includes some government history. Spanish only. 9th and
10th grade reading levels.
Internet Sites:
http://www.aclin.org/other/historic/chslg/matrix.html
This web page has information on Hispano history from the early 1500s to the Chicano
Movement.
http://www.unimelb.edu.au/infoserv/urban/hma/hurban/1994q4/0399.html
This web site contains reviews of books on Mexican-Americans in the Southwest, particularly on Mexican-Americans living in cities.
http://www.tamiu.edu/~jthompson/articles.html
This web site contains a bibliography of journal articles on Mexican-American history
during the Civil War, including one on Juan Cortina.
http://www.wilpaterson.edu/~irt/courses/eng11020/ho11.html
This web site contains important dates in Mexican and Mexican-American history.
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Bibliography (cont.)
http://cult-fourseasons.com.mx/indep2.html
Arte of the Mexican Independence Period.
http://www.ironhorse.com/~nagual/corridos/J/jmurrie.html
Corrido de Juaquín Murrieta.
http://www.sp.utexas.edu/jrn/corridopic2.html
El Corrido de Gregorio Cortez.
http://www.sp.utexas.edu/jrn/texcor.html
Good Internet page on more corridos, especially Texas. Good links to other corridos and
things like Los Rinches de Tejas.
http://www.cfcsc.dnd.ca/links/milhist/mexus.html
Links to Mexican-American War and Treaty of Guadalupe Hidalgo.
http://www.latinolink.com/opinion/opinion98/0123ospe.HTM
Interesting article on land grants and the Treaty from a contemporary perspective.
http://www.latinolink.com/opinion/hi01283e.html
Link to Texas and the Treaty from a Hispanic woman’s point of view.
http://www.historychannel.com/class/teach/teach.html
Free materials from the History Channel for the classroom.
http://www.historychannel.com/class/teach/hspn1.html
Discussion questions and research projects on Hispanic Heroes (Part I).
http://www.historychannel.com/class/teach/hspn2.html
Discussion questions and research projects on Hispanic Heroes (Part 2).
http://www.historychannel.com/class/teach/hspn3.html
Discussion questions and research projects on Hispanic Heroes (Part 3).
Videos:
La Conquista, Hispanic Cultural Series, Pt. II., S.A. and the Caribbean
Immigration and Cultural Change, U.S. Cultural Change, U.S. History Video Collection, 1996,
Schlessinger
Mexican People and Culture ,Hispanic Culture Series
Expansion and Growth The Conquest of New Spain and Manifest Destiny to the Pacific , Video Knowledge, Inc.
Texas and the Mexican War
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About the Author
Born in a small farming community south of Lubbock, Texas, Mathis López remembers at a
young age picking and hoeing cotton and harvesting sorghum in a rural area of Texas. He also
fondly remembers his childhood in a family of nine sisters and four brothers.
After failing first grade because of language barriers, he took it upon himself to be successful in
life and never fail again because of his language. He went on to graduate from Wilson High
School in Texas and in 1970 attended West Texas State University, now known as West Texas
State A & M University in Canyon, Texas.
After managing a restaurant and then graduating with a Bachelor of Arts Degree with a double
major in Spanish and Social Studies, the author went to work for the Amarillo Independent
School District in 1976. He taught Texas History and Spanish at James Bowie Jr. High School. In
1982 he married and moved to Colorado in 1984. In 1988, a son was born and he landed a
teaching position at Scott Carpenter Middle School in Westminster, Co. He has taught at several
middle schools and a high school in Jefferson County before being employed in his present
position as a bilingual teacher for Denver Public Schools in 1992.
The author considers his highest achievements to be the birth of his son, being included in
Who’s Who in American Colleges and Universities, graduating from college, serving as president of
the Association of Texas Professional Educators, knowing two languages, and having an appreciation of his ancestry.
Goals 2000 Partnership for Educating Colorado Students
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