History 142: History of Mexico
University of California-Merced
Spring 2016
Mon., Wed., & Fri.: 9:30 -10:20 am
Kollig 396
Instructor: Dr. Christina Ramos
Email: cramos48@ucmerced.edu
Office Hours: Fri., 10:30-12:30, & by appt.
Office: COB 394-15; Phone: 228-3018
“Poor Mexico, so far from God and so close to the United States!”
– A popular Mexican saying attributed to the Mexican president and dictator, Porfirio Diaz.
“I would rather die standing than live on my knees.”
– Emiliano Zapata, leader during the Mexican Revolution.
Course Description: Most (North) Americans know little about Mexico’s history. This is
surprising given the country’s geographical proximity to the United States, not to mention its
political, economic, and cultural relevance. This course provides a general, critical introduction to
the history of Mexico from its Pre-Hispanic origins to the present. Alongside examining major
historical events such as the Conquest, Independence, and the Revolution, we will also consider
issues such as marriage, religion, gender, sexuality, race, and class. Likewise, not only will we
examine prominent historical heroes and villains like Hernán Cortés, Porfirio Díaz, and Emiliano
Zapata, but we will also explore (to the degree that it is possible) the lives of ordinary people,
including natives, peasants, and women.
HIST 142: History of Mexico
Required Texts:
Camilla Townsend, Malintzin’s Choices: An Indian Woman in the Conquest of Mexico (University of New
Mexico Press, 2006).
Laura Lewis, Hall of Mirrors: Power, Witchcraft, and Caste in Colonial Mexico (Duke University Press,
2003).
Mark Wasserman, Everyday Life and Politics in Nineteenth-Century Mexico: Men, Women, and War
(University of New Mexico Press, 2000).
Mariano Azuela, The Underdogs: A Novel of the Mexican Revolution (Hackett Publishing Co., 2006).
Ioan Grillo, El Narco: Inside Mexico’s Criminal Insurgency (Bloomsbury Press, 2012).
Canvas: See weekly schedule for articles and primary source selections posted on the class website.
*** In addition to the required texts, we will be screening a number of films in class. These films
are not for leisure viewing; they should be taken seriously and treated like any other reading
material.
Course Learning Outcomes (CLOs):
Students who successfully complete this course will be able to:
1. Understand the various social, cultural, political, and economic factors that have shaped
Mexico’s history.
2. Identify key shifts in Mexico’s history as well as meaningful continuities.
3. Understand the different types of sources historians use to write Mexican history and their
attendant strengths and shortcomings.
4. Synthesize material from both lectures and primary and secondary readings to support an
argument/interpretation in both essays and exams.
All History courses tie the CLOs specific to the course to some or all of the encompassing History
Program Learning Outcome for the degree. In that way, we support student success throughout the
major. The CLOs of this course support students in reaching Program Learning Outcomes 1, 2, 3, 4
and 5.
1. Recognize the processes by which societies, cultures, and institutions change over time.
2. Describe particular historical developments and explain their wider context.
3. Critically read, analyze, and synthesize primary and secondary sources.
4. Use methods of narrative and analysis appropriately for communicating historical
phenomena.
5. Identify the various contexts that shape the construction and use of historical sources and
knowledge.
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HIST 142: History of Mexico
Course Requirements:
Attendance and Participation: Regular attendance and active participation are mandatory. The format
for this course is part lecture, part discussion of assigned readings and films. You are expected to
attend every class and to complete the assigned reading prior to the scheduled discussion section as
indicated in the schedule below (exceptions will only be made for legitimate excuses such as serious
illness, personal/family emergency, etc.). Unexcused absences will negatively affect your grade. Of
course, your participation grade is based not only on your attendance, but also on your
contributions to classroom discussion; this includes vocal contributions as well as active listening.
In addition, there will be a number of short response papers written in reaction to the assigned
reading and films that will contribute to your participation grade.
Short paper: There will be one short essay assignment (4-5 pp., double-spaced) due on 2/17. For
this paper, you will be asked to critically reconsider the myth of La Malinche in light of Camilla
Townsend’s book, Malintzin’s Choices.
Final Research paper: There will be no final exam for this course. Instead, students will produce a
final research paper (8-10 pp.) on a topic of choice related to Mexican history. To guide you
through this assignment, I have scheduled a library tutorial in week 11 to help you locate primary
and secondary sources. In addition, you will meet individually with me in week 13, during which
time you will also be required to submit a short prospectus. More details to come.
Short response papers: As mentioned above, your participation grade includes several short (1-2 pp.)
response papers. These consist of general reactions to the films and summaries/analyses of the
assigned readings. There will be a total of 7 assigned response papers; you are required to
submit 6. These should be uploaded to canvas on the specific dates identified in the schedule
below. N.B. You must be present in class on the day we discuss the reading in order to receive
credit for your response paper.
Grading breakdown:
Short paper (4-5pp.)
Final research paper (8-10pp.)
Classroom participation (including short response papers)
20%
40%
40%
Note: Failure to complete any assignment will result in a failing grade for the entire course.
Policies and Expectations:
• Attendance: Students should be prepared to attend all lectures and discussions. Poor attendance
will not only negatively affect your participation grade, but will impede your ability to do well on
the exams.
• Late papers. Late papers will be accepted but will be downgraded one level (e.g. from A- to B+)
for every two days they are late. The only exceptions are documented cases of illness or family
emergency.
• Laptop use. You are welcome to use laptops to take notes during class, but I ask that you refrain
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HIST 142: History of Mexico
from checking email, going on social media, etc. Please do me the courtesy of abiding by this rule.
It is plainly obvious to me when you are online, not to mention disrespectful.
• Cell phones: please make sure these are silenced before coming to class and do not pull them out
to text, check email or social media, etc.!
***** N.B. Inappropriate use of laptops and cellphones will negatively impact your
participation grade.
• Email etiquette: I am happy to answer your questions via email and I do my best to respond in a
timely fashion. However, I ask that you use discretion. Some questions are best asked in person
during office hours; so if you have a complicated question that requires a long-winded response,
please come talk to me in person. Also, please make sure to email me from your UCM account.
I cannot guarantee that I will receive your email if it comes from another account. Finally, don’t
forget to include a proper subject heading in your email (e.g. question about HIST 142).
Academic Honesty:
Each student is expected to abide by the University of California-Merced’s Academic Honesty
Policy. The relevant section on plagiarism states that:
Plagiarism refers to the use of another’s ideas or words without proper attribution or
credit. This includes, but is not limited to: copying from the writings or works of
others into one's academic assignment without attribution, or submitting such work
as if it were one's own; using the views, opinions, or insights of another without
acknowledgment; or paraphrasing the ideas of another without proper attribution.
Credit must be given: for every direct quotation; when a work is paraphrased or
summarized, in whole or in part (even if only brief passages), in your own words; and
for information which is not common knowledge. The requirement to give credit
applies to published sources, information obtained from electronic searches, and
unpublished sources
The penalty for violation of this policy may include failure of the course and disciplinary action by
the university. Please see the entire policy at: http://studentlife.ucmerced.edu or
http://studentlife.campuscms.ucmerced.edu/files/page/documents/academichonestypolicy.pdf
Accommodations for Students with Disabilities:
The University of California Merced is committed to ensuring equal academic opportunities and
inclusion for students with disabilities based on the principles of independent living, accessible
universal design and diversity. I am available to discuss appropriate academic accommodations that
may be required for students with disabilities. Requests for academic accommodations are to be
made during the first three weeks of semester, except for unusual circumstances. Students are
encouraged to register with Disability Services Center to verify their eligibility for appropriate
accommodations.
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HIST 142: History of Mexico
SCHEDULE
PART I: Pre-Hispanic Mexico and the Spanish Conquest
Week 1: Introduction and the Pre-Columbian Legacy
W 1/20: Introduction to the course; short lecture, “Who is La Malinche?”
F 1/22: Pre-Columbian Mexico
Reading:
- Gregory Rodriguez, “Where did Mexicans Come From?,” LA Times article (canvas)
- Octavio Paz, “The Sons of La Malinche,” in The Mexico History Reader, ed. Gilbert M. Joseph
et. al. (Duke University Press, 2002), pp. 20-27. (canvas)
- Begin next week’s readings.
Week 2: The Pre-Columbian Legacy, cont’d.
M 1/25: NO CLASS
W 1/27: The Aztecs and their Empire
F 1/29: Discussion
Reading:
- Inga Clendinnen, “The Cost of Courage in Aztec Society,” Past & Present 107 (1985): 44-89.
(canvas)
- Louise Burkhart, “Mexica Women on the Homefront: Housework and Religion in Aztec
Mexico,” in Indian Women in Early Mexico, ed. Susan Schroeder et. al. (University of
Oklahoma Press, 1999), 25-54. (canvas)
- “The Origins of the Nahuas and the Birth of the Fifth Sun (1596),” in Mexican History: A
Primary Source Reader, ed. Nora E. Jaffary et.al (Westview Press, 2010), pp. 24-29. (canvas)
- “The Treasury of the Mexica,” in Mexican History: A Primary Source Reader, ed. Nora E. Jaffary
et.al (Westview Press, 2010), 30-37.
- Optional: Susan Schroeder, “The Mexico that Spain Encountered,” in The Oxford History of
Mexico, ed. Wiliam H. Beezely and Michael C. Meyer (Oxford University Press, 2010), pp.
45-72. (canvas)
Response paper #1: Discuss the role of violence in Aztec society and culture. How do we make sense
of the Aztecs’ affinity for human sacrifice on a mass scale? How did war and violence shape
religious beliefs? Gender relations? Consider articles by Clendinnen and Burkhart especially.
(due Fri. 1/29)
Week 3: Two Worlds Collide
M 2/1: The Iberian Background
W 2/3: Spanish Invasion and the Fall of Tenochtitlán
F 2/5: Discussion
Readings:
- Townsend, Malintzin’s Choices, pp. 1-109.
- “Omens Foretelling the Conquest,” in The Mexico History Reader, ed. Gilbert M. Joseph et. al.
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HIST 142: History of Mexico
(Duke University Press, 2002), pp. 92-94. (canvas)
Week 4: Representing the Conquest
M 2/8: Screen film, La Otra Conquista (The Other Conquest)
W 2/10: Screen film, La Otra Conquista
F 2/12: Discussion
Reading:
- Townsend, Malintzin’s Choices, pp. 109-end.
- Bernal Diaz del Castillo and Hernán Cortés, “The Spaniards’ Entry into Tenochtitlán,” in The
Mexico History Reader, (Duke University Press, 2002), pp. 97-104. (canvas)
Response paper #2: Write a short response to the film addressing some of the questions listed in the
handout (due Fri., 2/12).
PART II: Colonial Rule and Resistance
Week 5: The Birth of New Spain
M 2/15: HOLIDAY—NO CLASS
W 2/17: The Colonial Administration and Economy ***Paper #1 due in class
F 2/19: Discussion
Reading:
- Alonso de Zorta, “Why Indians are Dying,” in The Mexico History Reader, ed. Gilbert M. Joseph
et. al. (Duke University Press, 2002), pp. 122- 130. (canvas)
- “Ordinances Regarding the Good Treatment that Must Be Given to Blacks for their
Preservation,” in Mexican History, (Westview Pres, 2010), pp. 128-131. (canvas)
- Laura Lewis, Hall of Mirrors, pp. 1-95.
Week 6: Colonial Society and Culture
M 2/22: Spiritual Conquest? The Role of the Church
W 2/24: Social Ordering: Race, Gender, and Class
F 2/26: Discussion
Reading:
- Fray Pedro de Gante’s Letter to Charles V, Mexico City (1552),” in Colonial Spanish America: A
Documentary History, eds. Kenneth Mills and William B. Taylor (Scholarly Resources, Inc.,
1998), pp. 81-89. (canvas)
- Lewis, Hall of Mirrors, pp. 95-end.
Response paper #3: Summary and analysis of Lewis’s book. Some questions to consider: What is
Lewis’ argument? What are the “sanctioned” and “unsanctioned” domains? How did the casta
system operate in social practice? What are the strengths and pitfalls of using inquisition cases as
historical documents? (due Fri., 2/26)
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HIST 142: History of Mexico
Week 7: The Road to Independence
M 2/29: Late Colonial Transformations
W 3/2: Popular Protest and Elite Reaction
F 3/4: Discussion
Reading:
- Eric Van Young, "Millennium on the Northern Marches: The Mad Messiah of Durango and
Popular Rebellion in Mexico, 1800-1815," Comparative Studies in Society and History, 28 (1986):
385-413. (canvas)
- Eric Van Young, “Agrarian Rebellion and Defense of Community: Meaning and Collective
Violence in Late Colonial and Independence-Era Mexico,” Journal of Social History 27 (1993):
245- 269. (canvas)
- José María Morelos, “Sentiments of the Nation,” in The Mexico History Reader, ed. Gilbert M.
Joseph et. al. (Duke University Press, 2002), pp. 189-191. (canvas)
- Augustin de Iturbide, “Plan of Iguala,” in The Mexico History Reader, pp. 192-195 (canvas)
Response paper #4: Drawing on the articles by Van Young, discuss the popular elements of Mexican
Independence. Why did poor, often illiterate, and non-white peasants rebel? Whom were they
rebelling against? What did they want? How did their agenda differ from that of the creole elite?
Stated differently, what role did race and class play in shaping the events that ultimately led to
Mexico’s break from Spain? (due Fri., 3/4)
PART III: 19th century Mexico and the Porfiato
Week 8: Instability, Invasions, & Dismemberment (1821-1870s)
M 3/7: The Trials of a Young Nation
W 3/9: La Reforma, Juarez, and the French Intervention
F 3/11: Discussion
Reading:
- Wasserman, Everyday Life and Politics, pp. 1-158.
- Mariano Otero, “Considerations Relating to the Political and Social Situation of the Mexican
Republic in the Year 1847,” in Mexico: A Reader, pp. 226-238. (canvas)
Week 9: Order, Progress, and the Preconditions for Revolution (1876-1910)
M 3/14: The Age of Porfirio Díaz and the Costs of Modernization I
W 3/16: The Age of Porfirio Díaz and the Costs of Modernization II
F 3/18: Discussion
Readings:
- Wasserman, Everyday Life and Politics, pp. 159- end.
- Channing Arnold and Frederick J. Tabor Frost, “Porfirio Díaz Visits Yucatán,” in Mexico: A
Reader, pp. 273-278. (canvas)
- James Creelman, “Porfirio Diaz, Hero of the Americas,” in Mexico: A Reader, pp. 285-291.
(canvas)
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HIST 142: History of Mexico
Response paper #5: Based on your reading of Wasserman, analyze one of the key political figures of
the nineteenth century—Antonio Lopez de Santa Anna, Benito Juarez, or Porfirio Díaz. What was
their political agenda? What challenges did they face? What were the strengths and drawbacks of
their presidency? How did their policies affect ordinary men and women? (due Fri. 3/18).
Week 10: SPRING BREAK
M 3/21: SPRING BREAK
W 3/23: SPRING BREAK
F 3/25: SPRING BREAK
PART IV: The Mexican Revolution
Week 11: The Military Phase, 1910-1920
M 3/28: Library tutorial—learning to find primary and secondary sources
W 3/30: Overview of the Mexican Revolution: film, The Storm that Swept Mexico, excerpts
F 4/1: NO CLASS (instructor at conference)
Reading:
- Begin readings for week 12.
Week 12: The Military Phase, cont’d.
M 4/4: The Course of Revolution I
W 4/6: The Course of Revolution II
F 4/8: Discussion
Reading:
- Mariano Azuela, The Underdogs, all.
- Andres Resendez, “Battleground Women: ‘Soldaderas’ and the Female Soldiers in the Mexican
Revolution,” The Americas 51 (1995): 525-553. (canvas)
Response paper #6: Critically analyze Azuela’s portrayal of the Mexican Revolution. Some questions
to consider: What do you think was Azuela’s intended message? Was the revolution
“revolutionary”? How is violence represented? The role of women? Caudillismo? Is there a
disconnect between the ideals of the Revolution and its social practice or reality? (due Fri., 4/8)
Week 13: Individual Meetings
M 4/11: NO CLASS—individual meetings to discuss research project*
W 4/13: NO CLASS—individual meetings to discuss research project*
F 4/15: NO CLASS—individual meetings to discuss research project*
****Bring your short prospectus to the meeting!
Week 14: The Constructive Phase, 1920-1940
M 4/18: Building a Revolutionary State
W 4/20: Post Revolutionary Nationalism
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HIST 142: History of Mexico
F 4/22: Discussion
Reading:
- Rick Lopez, “The India Bonita Contest of 1921 and the Ethnicization of Mexican National
Culture,” Hispanic American Historical Review 82.2 (2002): 291-328.
- Stephen E. Lewis, “The Nation, Education, and the ‘Indian Problem’ in Mexico, 1920-1940,”
in The Eagle and the Virgin: Nation and Cultural Revolution in Mexico, 1920-1940 (Duke
University Press, 2006), pp. 176-195.
- Samuel Brunk, “Forging a National Zapata, 1920-1934,” The Posthumous Career of Emiliano
Zapata: Myth, Memory, and Mexico’s Twentieth Century (University of Texas Press, 2008), pp. 5987. (canvas)
- Jose Vasconcelos, “The Cosmic Race,” in Mexico: A Reader, pp. 15-19. (canvas)
Response paper #7: Drawing on at least two of the articles assigned, discuss nation formation in postrevolutionary Mexico. How were national identities formed? What was the place of the “Indian”
and “Indianness” in these national constructions? Likewise, how did mestizos and mestizaje figure
into post-revolutionary nationalism? To what extent was the Revolution a myth constructed in the
post-revolutionary period? (due Fri. 4/22)
PART V: Modern Mexico—Problems and Possibilities
Week 15: Things Fall Apart
M 4/25: A Frozen Revolution? Mexico Under the PRI
W 4/27: NAFTA, Border Crossings, Drugs
F 4/29: NO CLASS (instructor at conference)
Reading:
- Grillo, El Narco, pp. 1-109
Week 16: Corruption, Narcos, & Satire
M 5/2: Screen film: La Ley de Herodes
W 5/4: Screen film: La Ley de Herodes
F 5/6: Discussion
Reading:
- Grillo, El Narco, pp. 109-end.
***Final paper due no later than Friday May, 13***
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