CCS 141B # 20555
HISTORY OF UNITED STATES (1800 - Present)
Chicana and Chicano Studies Department
Spring 2016
1100-1215 TTH Classroom: P-146
Professor Pantoja
Office: Arts and Letters # 392
Office phone number: 619-594-6641
Office hours: T & TH 12:30 - 1:00 p.m. or by appointment
Email: gregoriopantoja@hotmail.com
Course Description: This course addresses the history of the region that today constitutes Mexico and the
southwestern United States Mexican Americans in US history; US and Mexican national histories compared from 1865 to
the present. : Chicana and Chicano contributions; the multilingual and multicultural Southwest. Emphasis is placed on
social stratification based on class, race, and gender.
This comparative approach to United States and Mexican history examines the impact of both national influences
on the development of the region. The course is designed to introduce you to the Mexican American community within
the context of the American experience. Your active participation in this course will expose you to its history, culture,
society, politics, religion, economics and art of the Mexican, Mexican-American people; it will proceed to examine the
emerging conditions originating with the cultural convergence of the Anglo American and the Native American, Mexican,
and the Mexican-American thru the 19th, 20th and the 21st centuries and the development of social, economic, & political
events that have shaped the Mexican-American experience in the United States.
After taking this class students will:
-Be able to differentiate between primary and secondary sources
-Become familiar with traditional qualitative historical research methods
-Be able to use the internet as a tool in historical research
-Become familiar with major controversies in the field of Mexico & U.S. history
-Be able to critically evaluate different perspectives on the U.S. expansion west and reach their own conclusion
-Describe at least three reasons for the loss of Mexican territory
-Assess the roles of Mexican & Chicana women in Mexico and U.S. history
-Know basic information about U.S and Mexico cultural and political relations, and describe how Manifest Destiny was a
core aspect
-Understand what daily life was life for men and women of different class and racial backgrounds in Mexico, California,
and the U.S.
-Describe how U.S. laws were used against U.S citizens who were of Mexican Ancestry & how the implications can be
seen today
-Describe at least three ways in which contemporary Chicana/o historians draw on nineteenth and twentieth century
Mexican and U.S. history
-Describe at least three ways in which contemporary Mexicans are affected by events that took place between 1800 and
1960’s.
There is one Required Texts:
Prices range from $15 - $45 each
Texts and other materials can be located at Aztec Shops, or https://www.shopaztecs.com/
1. Occupied America: A History of Chicanos (8th Edition)
Acuna, Rodolfo F. Pearson; 8 edition (March 9, 2014)
Assignments:
5 quizzes
1 Film Notes
1 in-class Midterm exam
1 in-class Final exam
(100 points each x 5 quizzes = 500 points)
(100 points)
(200 points)
(200 points)
NOTE: Please keep hard copies of all your papers.
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Quizzes
You will take five multiple choice/ true-false quizzes. Together the quizzes will be worth 50% of your final grade.
SCANTRON 815-E
Film Notes
You will be shown films/documentaries in class during the semester. You are responsible for taking notes
during the film, and later writing a reflective/thought essay on the film. In total you will have written 4 pages.
At the end of the course I will select one of the films, and you will then turn in your work.
How to write the film notes: You are responsible for hand writing at least 2 pages of notes during each
film/documentary, and hand writing at least 2 pages summarizing your thoughts & perspectives as homework.
You should have a total of 4 pages of 8.5”x 11”paper. Please follow the length guidelines. I WILL TAKE
POINTS OFF IF THE ESSAY IS UNDER THE REQUIRED PAGE LENGTH (25 % off for every half
page under the pages required in an assignment). Typed or printed notes/essay will lose 50% of points.
Exams
The Exams will consist of 20 questions with multiple choice answers. The questions will be based on
information given in the in class lectures as well as material from your assigned readings covering the first half
and second half of the semester. Your exams will be a multiple choice Scantron exam of 20 questions worth 20
points The Midterm Exam represents 20% of the student’s grade. SCANTRON 882-E
Grade Calculations:
-5 quizzes
-Film Notes
-Midterm Exam
-Final Exam
50% of final grade
10% of final grade
20% of final grade
20% of final grade
GRADE CALCULATIONS IN PERCENTAGE FOR EACH ASSIGNMENT:
93-100= A
90-92 = A88-89 = B+
83-87 = B
80-82 = B78-79 = C+
73-77 = C
70-72 = C68-69 = D+
63-67= D
60-62= D59 and below= F
FINAL GRADE CALCULATIONS:
930-1000= A
900-929 = A880-899 = B+
830-879 = B
800-829 = B780-799 = C+
730-779 = C
700-729 = C680-699 = D+
630-679= D
600-629= D599 and below= F
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SDSU Grading Policy:
A is for outstanding achievement, available only for the highest accomplishments
B is for praiseworthy performance, definitely above average
C is average, awarded for satisfactory performance, the most common undergraduate grade
D is minimally passing, less than the typical undergraduate achievement
F is failing
Extra credit
There is NO opportunity for extra credit.
Plagiarism
Plagiarism is unethical and against school policy. Always cite your sources and place the words of others in quotes. Do
not turn in the same paper for two different classes. Do not recycle a paper from a previous class (do recycle the paper,
just not the words). A plagiarized paper or essay can result in an F for the class. This is the site for the plagiarism
tutorial and certificate.https://www.indiana.edu/~istd/definition.html
Policy for missed assignments and exams
Make up exams and tardy assignments are allowed only in cases of documented emergencies. Please let me know if
you are unable to turn in an assignment on time or if you are unable to take an exam on the scheduled date.
Americans with Disabilities act/ADA Policy
SDSU is committed to providing reasonable accommodations for students with disabilities to permit them to carry out
their educational responsibilities. If you need assistance please contact me or call Disabled Student Services at
619 594-6473, TDD 619 594-2929.
Syllabus change policy
The schedule and procedures in this course are subject to change in the event of extenuating circumstances.
Cell phone policy
Please turn off (or mute) all cell phones and other electronic equipment during class.
Texting policy
If you are in dire need of texting, please do so outside the classroom. If I see you texting during class I will ask you to
step outside to continue texting.
Laptop policy
You are more than welcome to use a laptop in class. I do ask that you please refrain from checking email and surfing the
internet during class. If I see you on the internet during class I will ask you to give an impromptu presentation to your
classmates on the subject you are engaged in.
Blackboard
The syllabus, PowerPoint presentations, and the exam study guides will all be available on blackboard.
http://blackboard.sdsu.edu
Email addresses and email messages
The best addresses are those that have your first and last name only (not your birth date, your nickname, a physical
characteristic, or a special hobby). It is difficult to take unusual email addresses seriously. They are often perceived to
be spam and end up in my spam folder.
I will make an effort to respond to all emails in a timely manner. If the email is only informational, I might not respond at
all (an example is: “I will be late for class on Tuesday”). Do not take that personally. I receive hundreds of work-related
emails every week. If I responded to every single email, I would do nothing else all week. If, on the other hand, the
information you sent me in the email is important, do make sure you get a response. If you do not get a response, it
might mean that I never got your email.
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Phone messages
I do not check the voice messages on my office answering machine. Please do not leave messages on my answering
machine. The best way to contact me is through email at gregoriopantoja@hotmail.com
Proper office hours etiquette
It is commonly understood that students should knock on a professor’s door before entering, whether or not they have an
appointment at that specific time. Please also knock on my door (even if the door is open) if you are waiting to see me
and I am with another student. If you simply wait silently in the corridor I might never know you are waiting to see me.
Graded papers and exams
Please make an effort to pick up your graded essays and exams. I will bring them to class twice. If you are not able to
pick them up then, do stop by my office hours to pick them up.
Attendance
I will take attendance every period in an effort to memorize students’ names. Since this class meets only twice a week,
missing more than one class in the semester will surely have a negative impact on your grade.
Class participation
Class participation is very important. Please do the readings and come prepared to participate in the discussions.
Student Responsibility
Students are responsible for knowing, and being familiar with all of San Diego State Universities’ rules, laws,
rights, penalties, fees, & etc. Not having read through all available information does not exempt you from
culpability. You can find all of S.D.S.U.’s policies online at, http://www.sdsu.edu/ .
Rules of engagement:
In our pursuit of serious scholarly inquiry we will engage controversial topics, concepts, methodologies, and insights. It
will be our collective responsibility to maintain an intellectually rigorous and respectful environment. Thus, it is imperative
that our interaction in class be thoughtful, courteous, and supportive of the views, experiences, and expertise of others at
all times. In order to maintain a convivial learning environment we must agree:
-to give each person a chance to speak
-to listen to the person who is speaking
-to speak for oneself and one’s own experiences without dismissing the experiences of those who cannot speak for
themselves
-not to diminish, ridicule, or attack other participants, even if we disagree with what they said
-not to treat others differently based on what was said or discussed in class
-not to repeat what someone shares in class discussions outside of class without permission from that person or the
group
-not to diminish, ridicule, or attack the opinions or experiences of those who are in the United States without
government-issued documentation (see below)
-----------------------------------------------------------------------------------------------------------The Universal Declaration of Human Rights (Adopted by the United Nations General Assembly in 1948)
Article 1. All human beings are born free and equal in dignity...
This course does not deal with contemporary issues in the United States. However, the past informs the present, and
the present informs our views of the past. At some point during the semester, there could potentially be a discussion on
the presence of people living in the U.S. without government-issued documentation. In the spirit of the Universal
Declaration of Human Rights, I ask that you avoid referring to people as “illegals” and that we maintain, as a class, the
utmost respect for the human dignity of those who seek a better life for their families by doing tasks many of us would
rather avoid. Those who harvest our food, take care of our children, our sick, and our elderly, landscape our yards, build
our homes, cook the food in the restaurants we eat at, and clean our toilets, usually for very little pay, deserve our
respect, not our contempt. We are all humans, born free and equal in dignity…
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CLASS SCHEDULE: Subject to change pending faculty union strike or other work stoppage this term.
Date
Topics/Assigned Reading
Class Activities/Assignments
Week One: Introduction, Chicana/o Identity
T
1/19
TH
1/21
Class Introduction
Introduction: Syllabus
Discuss: Chicana/o Identity & Perspective
Week Two: Americas Wars
T
1/26
Topic: Mexican American War &
Treaty of Guadalupe
Lecture: Mexican-American War & Treaty of Guadalupe
TH
1/28
Read: Acuna, Rodolfo. Chp10
Mex-Am Communities in the
Making: The Depression years
Lecture: The Great Depression & Deportations
Discuss: American responses to faltering economy, Mexican Nationals &
Immigrants
Week Three: Americas Wars
T
2/2
Read: The American Political
Science Review
QUIZ: Articles: The American Political Science Review
Read: Japanese Internment,
Sections World War II Round Up &
The Camp Experience
TH
2/4
Read: Acuna, Rodolfo. Chp11
World War II: The Betrayal of
Promises
Discuss: Racial tensions during WWII. Discuss major social & political
issues that impacted Mexican Americans in the U.S.
Lecture: Sleepy Lagoon Trial & Zoot Suit
Discuss: Racial tensions during WWII. Discuss major social & political
issues that impacted Mexican Americans in the U.S.
Week Four: Struggle & Identity
T
2/9
Read: UFW/Chavez sections titled
“UFW Chronology” through “Cesar
Chavez Bibliography”
QUIZ: Articles: : UFW/Chavez sections titled “UFW Chronology” through
“Cesar Chavez Bibliography
Lecture: Bracero Program
Read: Students to find & print
second article about Filipino Farm
Workers
TH
2/11
Read: Acuna, Rodolfo. Chp 12
“Happy Days”: Chicano
Communities Under Siege
Discuss: UFW, and Cesar Chavez’s peaceful methods of protests, Compare
experiences of Mexican and Filipino Farm Workers
Lecture: The Struggles in the Fields
Discuss: UFW, and Cesar Chavez’s peaceful methods of protests, Compare
experiences of Mexican and Filipino Farm Workers
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Week Five: Struggle & Identity
T
2/16
TH
2/18
Read: “Yo soy Joaquin/I am
Joaquin”
“El Plan Espirtitual de Atzlan”
QUIZ: Articles: “Yo soy Joaquin/I am Joaquin”
“El Plan Espirtitual de Atzlan”
BRING PRINTED COPY OF “Yo
soy Joaquin”
Lecture: Mexican-American youth, identity, &
foundations of a social & political movement
Lecture: Quest for a Homeland
Discussion: “Yo Soy Joaquin”
Week Six: Separate but Equal
T
2/23
Read: Ferg-Cadima, James A.
Black, White and Brown pgs. 6-27
QUIZ: Articles: Black, White and Brown
Lecture: Racial segregation and education
TH
2/25
Read: Ferg-Cadima, James A.
Black, White and Brown pgs. 6-27
Lecture: Lemon Grove Incident
Discuss: Significance of Lemon Grove Incident as an educational
movement and victory for Mexican Americans.
Week Seven: Separate but Equal
T
3/1
Read: Munoz, Carlos. The Militant
Challenge. Pgs. 47-72
Discuss:1968 East Los Angeles Student “Blowouts”
Discuss: Development of Mex-Am Student Activism, & minorities in higher
education.
Lecture: Taking Back the Schools
TH
3/3
Read: Acuna, Rodolfo. Chp13
Goodbye America: The Chicano in
the 1960s
Week Eight: Education & Chicana Feminism
T
3/8
Research: S.D.S.U. history of
student activism past & present:
Print Article for Class
Discuss: Similarities of Mexican-American student’s issues historically and
current/recent issues for S.D.S.U. students; what are the similarities,
differences.
TH
3/10
Reading: Garcia, Alma M. The
Development of Chicana Feminist
Discourse
Lecture: : Mex-Am women’s experiences in the American society
Analyze & Discuss the struggles within The Chicano Movement
Week Nine: Gender, Stereotypes, & Mexican American Women
T
3/15
Read: Acuna, Rodolfo. Chp14 The
1970s and 1980s: Redefining the
1960s
Debate Preparation: Mex-Am women’s independence vs Mex-Am
Machismo & traditional values
TH
Debate Continued
Debate: Mex-Am women’s independence vs Mex-Am Machismo &
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3/17
traditional values
Week Ten: MIDTERM
T
3/22
Pre Midterm
Midterm Exam Review: Office Hours Available by appointment
TH
3/24
Midterm
MIDTERM EXAM: Exam 20 pts
Week Eleven: Cultural Consciousness
T
4/5
TH
4/7
Read: Hagedorn, Jessica. Asian
Women in Film: No Joy, No Luck
pg.32-37
Roman, Ediberto. Who is Exactly
Living the Vida Loca? pg.39-48
Read: continued
Lecture: Creation of “American” social image & the structure of MexicanAmerican & Anglo-American social classes.
Discuss: Narration of cultural & gendered positioning within the American
social structure
QUIZ: No Joy, No Luck, Who is Exactly Living the Vida Loca?
Lecture: Cultural Criticism, and Transformation
Discuss: What are cultural norms and stereotypes of Mexican-Americans &
minorities in film, T.V. and magazines?
Week Twelve: Social Constructs
T
4/12
Read: Acuna, Rodolfo. Chp 15
Becoming a National Minority:
1980—2001
Lecture: Social Constructs of a Minority
Film: Crash
Analyze and Discuss: American Culture & Gender
TH
4/14
Read: Acuna, Rodolfo. Chp 15
Becoming a National Minority:
1980—2001
Lecture: Social Constructs of a Minority
Film: Crash
Analyze and Discuss: Mexican-American Culture and gender
Week Thirteen: Seminar Meetings
T
4/19
Seminar Meeting
Seminar Meeting: Group #1
Discuss: Compare and contrast themes within issues presented.
What is the issue? How is it political, social, economic, etc.? Do
other minority groups experience these issues? What is a possible
solution?
DUE: Film Notes
TH
4/21
Seminar Meeting
Seminar Meeting: Group #2
DUE: Film Notes
Week Fourteen: Decade of Struggle and Hope
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T
4/26
Seminar Meeting
Seminar Meeting: Group #3
DUE: Film Notes
TH
4/28
Read: Acuna, Rodolfo. Chp 16
Losing Fear: Decade of Struggle
and Hope
Lecture: Prelude to 9/11
Debate: Positive & negative effects of 9/11 on American Solidarity, and
Minorities
Week Fifteen: Final Exam Review
T
5/3
No Lecture
Final Exam Review: Office Hours Available by appointment
TH
5/5
No Lecture
Final Exam Review: Office Hours Available by appointment
Week Sixteen: FINAL EXAM
T
5/10
You are responsible for
bringing a blue book that has
no writing in it for your Final
Exam
FINAL EXAM IS Tuesday, May 10
1030-1230
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