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) Goals 2000 Partnership for Educating Colorado Students 1 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 Goals 2000 Partnership for Educating Colorado Students 2 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. Goals 2000 Partnership for Educating Colorado Students 3 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 Goals 2000 Partnership for Educating Colorado Students 4 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. Goals 2000 Partnership for Educating Colorado Students 5 Sample Web Mexican Americans (1836–1848) Goals 2000 Partnership for Educating Colorado Students 6 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 Goals 2000 Partnership for Educating Colorado Students 7 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.________________________________________ Goals 2000 Partnership for Educating Colorado Students 8 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._______________________________________ Goals 2000 Partnership for Educating Colorado Students 9 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. Goals 2000 Partnership for Educating Colorado Students 10 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 Goals 2000 Partnership for Educating Colorado Students 11 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. Goals 2000 Partnership for Educating Colorado Students 12 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. Goals 2000 Partnership for Educating Colorado Students 13 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. Goals 2000 Partnership for Educating Colorado Students 14 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. Goals 2000 Partnership for Educating Colorado Students 15 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. Goals 2000 Partnership for Educating Colorado Students 16 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. Goals 2000 Partnership for Educating Colorado Students 17 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. Goals 2000 Partnership for Educating Colorado Students 18 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. Goals 2000 Partnership for Educating Colorado Students 19 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. Goals 2000 Partnership for Educating Colorado Students 20 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 Goals 2000 Partnership for Educating Colorado Students 21 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 22