HISTORY OF MEXICAN AMERICANS IN THE UNITED STATES Fall 2013 HIS 314K / MAS 316 Emilio Zamora Garrison 2.104B, 475-­‐8706 (office), 739-­‐0168 (cell) [email protected] Office Hours: W, 10-­‐12, and by appointment Course Description This lecture, reading, and writing course examines the historical development of the Mexican community in the United States since 1848. Its primary intent is to describe and explain time and place specific variations in the socio-­‐cultural incorporation of the Mexican community as a national minority and bottom segment of the U.S. working class. I will emphasize the themes of social relations, diplomatic relations with Mexico, immigration, civil rights history, identity, and intellectual history. I will also treat Mexican American history within the context of U.S., Latino, and Mexico history. The course meets the cultural diversity requirement in the new core curriculum that calls for at least one-­‐third of its content to address the culture, perspectives, and history of one or more underrepresented groups in the United States. The course meets this requirement with its focus on Mexicans as an underrepresented group and their relations with African Americans and communities in Mexico. The course also provides students opportunities to advance their critical thinking skills and communication skills, as well as a sense of personal and social responsibility. Critical thinking and communication skills will be advanced primarily through reading and writing assignments, class discussions, and oral reports. A sense of personal responsibility will be encouraged by expecting regular attendance and academic honesty. The value of social responsibility will be addressed with numerous examples drawn from history, including the practice of hard work as an act of family responsibility and successful legal cases that extended 14th amendment constitutional rights to Mexican-­‐origin children in our schools. The course accommodates students with special challenges. Notify me if this applies to you. Also, do not use your personal computer while in class, unless you are taking notes with it. Course materials, including a copy of my resume, this syllabus, lecture notes, and guides for conducting interviews and organizing your paper will be posted on Blackboard. I will post my lecture notes at least one day before the assigned date so that you can anticipate what I am going to say and have a record of my remarks for future reference. Call the ITS help desk—475-­‐
9400—if you have problems accessing the Blackboard site. Course Requirements Your course grade will be based on a mid-­‐term examination (20%), a final examination (20%), four chapter reports (20%), one film report (10%), and a family history paper (30%). Mid-­‐Term Examination. This examination will be administered on October 3. I will post a review guide and use part of the class on October 1 for a discussion based on the guide. The review guide will include 4 essay questions and 10 identification items. The examination will include 2 essay question and 4 identification items that will have appeared in the study guide, and you will be required to answer 1 essay question and 2 identification questions. The essay question will be worth 10 points and each of the identification questions will be worth 5 points each. Final Examination. The final examination date will be announced by the Office of the Registrar. The examination will cover the material from the point of the mid-­‐term examination. I will post a review guide and set aside part of the class on December 5 for a discussion based on the guide. The examination will include 2 essay question and 4 identification items that will have appeared in the study guide, and you will be required to answer 1 essay question and 2 identification questions. The essay question will be worth 10 points and each of the identification questions will be worth 5 points each. Chapter Reports. Select four of the assigned chapters from the textbooks and answer each of the following questions with one-­‐sentence responses: What is the issue or point that the author is explaining or arguing? How does he go about doing this? How effective is his explanation or argument? Each report will be worth 5 points and will be due on the meeting after the chapter assignment appears in the syllabus. A report on Gonzalez’ Chapter 4, for instance, should be submitted at the end of the class period on September 10. Select your four chapters from the following ten chapter assignments: Gonzales, Chapters 4, 5, 7 (pp. 163-­‐78), 7 (178-­‐93), 8; Zamora (The World of the Mexican Worker in Texas), Chapter 6; and Zamora (Claiming Rights and Righting Wrongs) Chapters 2, 3, 4, 5. I have assigned brief chapter reports to underscore the importance of clear, focused, and concise writing. Film Reports. Students can earn a maximum of 10 points by preparing a report on one of the two films that will be screened in class. The report should be at least one page long and provide responses to the following questions: What is the overall purpose of the film? What supportive arguments and techniques did the film maker use? What is the relevance of the film to the course? The report will be due one class meeting after the showing of the film that you will have selected. For instance, if you select “A Class Apart,” submit the report on October 17. I have assigned a different kind of writing with this assignment, one that calls for sustained focus and clarity on an elaborated statement. Family History. You will be expected to write a 10-­‐page history of your family. The paper should be based on at least two interviews and two overarching themes (e.g., immigration, work experiences, identity) spanning 2-­‐3 generations (beginning with your parents). You can attach an appendix containing records such as family trees, biographical sketches, maps denoting migrating routes, marriage and birth certificates, and photographs. The appendix can count as one of the ten required pages. The paper is due on December 5, during our last class meeting. I can provide an optional research assignment if students are unable to prepare a family history paper. Aside from my remarks on the paper assignment during our first class meeting, I will devote portions of several classes to offer you guidance on conducting the interviews and preparing the papers. This assignment calls for creating a record in the form of an oral narrative, extracting evidence that speaks to selected themes, and constructing a fairly elaborated narrative that reports on the research and interprets findings in a clear and convincing manner. Attendance. You are expected to be on time for class and to remain in the classroom for the duration of the class. I will reward students who attend regularly. More than three unexcused absences will result in a two-­‐point deduction on the final grade, and one more point deduction for every subsequent unexcused absence. Excuses for absences must be presented in written form within one class meeting after the absence. Participation: I encourage student participation in class discussions and will reward students who participate with as many as three points towards their final grade. If you participate, you are responsible for turning in a sheet of paper to the teaching assistant with your name and the date of the class at the end of the class when you participated. We will maintain a record of your participation with these documents. The required and recommended readings and my lectures, but especially the chapter reports, the film report, and the family history paper, provide you ample opportunities for participating. Grading I will use the following grading scale: A 93-­‐100 C 73-­‐76 A-­‐ 90-­‐92 C-­‐ 70-­‐72 B+ 87-­‐89 D+ 67-­‐69 B 83-­‐86 D 63-­‐66 B-­‐ 80-­‐82 D-­‐ 60-­‐62 C+ 77-­‐79 F 59 and Below Required Textbooks (Available at the University Coop Bookstore) Manuel G. Gonzales, Mexicanos, A History of Mexicans in the U.S. (Bloomington: Indiana University Press, 1999). Emilio Zamora, Claiming Rights and Righting Wrongs in Texas, Mexican Workers and Job Politics during WWII (College Station: Texas A&M University Press, 2009). Electronic copy of book is available at the undergraduate library. Films (One film report assignment) A Class Apart (Will be screened on October 17) Taking Back the Schools (Will be screened on November 14) Poems, Essays, and Table (No writing assignments) (These readings are also available in a packet at ATX Books, 2116 Guadalupe St., 512-­‐499-­‐1559) Rodolfo Gonzalez, “I Am Joaquin,” http://history.msu.edu/hst327/files/2009/05/I-­‐Am Joaquin.pdf Ines Hernández, “Para Teresa,” Con Razón Corazón," http://www.napavalley.edu/people/shutton/Documents/HIS%20121%20US%20History
%202/Documents/Doc%2027-­‐8%20Hernandez.pdf Mexican Occupational Table, 1930-­‐1970. I will post a copy of the table. Carmen Tafolla, “The Storykeeper; Instructions from an Historian,” Sonnets and Salsa (San Antonio: Wings Press, 2001), pp. 4-­‐6. Electronic copy of book is available at the undergraduate library. Angela Valenzuela “The Drought of Understanding and the Hummingbird Spirit; A Letter to My Family.” I will post a copy of the essay. David Foster Wallace, “In His Own Words,” http://moreintelligentlife.com/story/david-­‐
foster-­‐wallace-­‐in-­‐his-­‐own-­‐words Emilio Zamora, Chapter Six, “Socialists and Magonistas in the Cotton Belt, 1912,” In Zamora, The World of the Mexican Worker in Texas (College Station: Texas A&M University Press, 1993). Electronic copy of book is available at the undergraduate library. Videos (No writing assignments) Miguel Morado, Voces, University of Texas at Austin, DVD in my possession. I will bring the video to class. Gilberto Rivera, “We Will Always be Here,” http://blip.tv/zgraphix/we-­‐will-­‐always-­‐be-­‐
here-­‐sol-­‐rojo-­‐productions-­‐5502379. I will bring the video to class. Recommended Documentary Readings (No writing assignments) Executive Order 8802, 1941. “Executive Order 8802: Prohibition of Discrimination in the Defense Industry (1941), http://www.ourdocuments.gov/doc.php?flash=true&doc=72 The Fourteenth Amendment of the Constitution, Section 1. “Fourteenth Amendment,” Legal Information Institute, Cornell University Law School, http://www.law.cornell.edu/constitution/amendmentxiv Images, Pecan Shellers of San Antonio, Texas, The Avalon Project, http://newdeal.feri.org/library/h_3s_bt.htm League of United Latin American Citizens. “LULAC History, All for One and One for All,” LULAC Electronic Site, http://lulac.org/about/history/ The Mexicanist Congress of 1911. José E. Limón, “El Primer Congreso Mexicanista de 1911; A Precursor to Contemporary Chicanismo,” Aztlán, Vol. 1, Issue 5 (1974), http://www.metapress.com.ezproxy.lib.utexas.edu/content/n86u142172u6u254
/fulltext.pdf Tenayuca and Brooks, “The Mexican Question in the Southwest.” Emma Tenayuca and Homer Brooks, “The Mexican Question in the Southwest,” The Communist, Vol. 18, No. 3 (March 1939), http://www.scribd.com/doc/101053725/The-­‐Mexican-­‐
Question-­‐in-­‐the-­‐Southwest Treaty of Guadalupe Hidalgo. “The Treaty of Guadalupe Hidalgo,” Hispanic Reading Room, The Library of Congress, http://www.loc.gov/rr/hispanic/ghtreaty/ Schedule Part I. Introduction 8-­‐29 Introduction of Course 9-­‐3 I will explain the course requirements, expectations, and Mexican American History as a relatively new and rapidly developing field of study in U.S. history. Assignment: “David Foster Wallace, In His Own Words.” Assignment: Gilberto Rivera, “We Will Always be Here.” Empathy and Perspective in the Study of History: Comments and Discussion I will address the issues of empathy and perspective as necessary principles in the study of history. I will do this with 1) a commencement address given by David 9-­‐5 Foster Wallace; 2) a short clip of the demolition of a building that once housed a Mexican American college in Austin and 3) a portion of an interview with Mr. Miguel Morado, a WWII veteran. Foster Wallace notes that a liberal education calls on us to place ourselves “in other people’s shoes” and be considerate of them. Mr. Morado’s memory of his military experience makes evident the importance of empathy in building “acercamiento,” or closeness, in the study of others (The video on Miguel Morado will be shown in class). His endearing persona animates feelings of care. The clip by Gilberto Rivera, a community activist from Austin, suggests that we can also come to know others by understanding their perspective, or vantage point (His video will also be shown in class). The narrator of the Rivera clip, Raul Salinas, adds a layer of meaning to the idea of a cause for self-­‐realization and equal rights. My point is that you may not always agree with others, but you should at least acknowledge their humanity by understanding their situation in life, their point of view, and our interconnectedness. My overall intent is to underscore the importance of a mutualist, or socially considerate, approach to understanding others, especially when studying historical materials on communities that may be different from ours. This is helpful in studying Mexican-­‐origin people in the United States. Optional Documentary Reading: Treaty of Guadalupe Hidalgo I will post a Guide to Interviewing and Preparing a Family History Paper Part II. The Conquest Generation, 1848-­‐1900 Pre-­‐20th Century Review: Independent Mexico, U.S. Expansionism, and Wars An expansionist United States reached Mexico’s northern region (the current American Southwest) as Spanish colonial rule was waning (1821-­‐48) and Mexico was achieving its independence (1821). The result included wars (Texas insurrection, 1835-­‐
36; Mexico-­‐U.S. war 1846-­‐48), Mexico’s loss of more than one-­‐half of its national territory, the absorption of the newly acquired region into a politically charged environment in the United States, and the incorporation of Mexicans as a territorial minority. I will also address different interpretations on Western expansionism, the dissolution of Mexico’s claim over its northern territory, and the first stages in the incorporation of Mexicans into a developing socio-­‐economy in the American Southwest. Texas plays an especially important role in national rivalries and conflicts, as American settlers followed the movement of cotton production into the Gulf States and established communities that would entertain ideas of insurrection during the early 1800s. My references will include works by Carey McWilliams (North From Mexico), Juan Gómez-­‐Quiñones (Roots of Chicano Politics), Mario García (Mexican Americans), and Gregg Cantrell (Stephen F. Austin). My use of basic texts on U.S., Mexico, the American Southwest and Mexican Americans is meant to corroborate my observations and to familiarize students with relevant historical literature that they may wish to consult. I will devote at least ten minutes to discuss oral interviewing and the preparation of your papers. I will be using the previously posted guide throughout the semester. 9-­‐10 Westward Expansion and the Incorporation of the Annexed Territories, The Case of Santa Barbara, California. We will continue the discussion from the previous class, paying closer attention to the consequences of the wars to regions and communities in the American Southwest, the regional “home” of Mexican Americans. I will use Albert Camarillo’s study of Santa Barbara (Chicanos in a Changing Society) to illustrate how military occupation, racial conflict, and the arrival of Anglo newcomers introduced important social and political changes. I will use the concepts of proletarianization and barrioization to explain the kind of social marginalization and community building that he uncovers in California. My lecture will incorporate the works of Sara Deutsch (No Separate Refuge) and David Montejano (Anglos and Mexicans in the Making of Texas) to lend support to Camarillo’s claim that his findings in Santa Barbara and southern California are also evident in other parts of the American Southwest. Assignment: Gonzales, Chapter 4 9-­‐12 Discussion on the Pre-­‐1900 period. We will prepare for the following period in Mexican American history by reviewing the ground covered in the previous class meetings. The central theme in the lecture and discussion is the incorporation of Mexicans into the U.S. socio-­‐economy as an ethnic minority and bottom segment of the American working class. Also, students who will have selected Gonzalez’s Chapter 4 for one of their reports will be expected to lead a discussion on his observations of the pre-­‐1900 period. I will devote at least ten minutes to discuss oral interviewing and the preparation of your papers. Submit Gonzales Chapter 4 Report Assignment, Gonzales, Chapter 5 Part III. The Mexicanist Generation, 1900-­‐1940 9-­‐17 Industrialization of the American Southwest; Work, Migration, and Community Building Unequal social relations and racial thinking emerged with the continuing incorporation of the American Southwest. This was part of a larger story of development, involving the development of basic industries (railroads, mining, agriculture and urban-­‐based industries like construction). The industrialization process increased the demand for labor and triggered a massive movement of Mexican workers who joined earlier arrivals and U.S.-­‐born Mexicans in low-­‐wage, low-­‐skilled jobs. The ideas that emerged “naturally” from this racialized form of economic development were reinforced by negative ideas associated with the wars (1835-­‐36, 1846-­‐48) and the undeclared “low intensity” fighting of the late nineteenth century. Studies by Montejano (Anglos and Mexicans in the Making of Texas), Anoldo De León (They Called Them Greasers), Carey McWilliams (North From Mexico) and Emilio Zamora (The World of the Mexican Worker in Texas) help us understand these racial ideas and the way Mexicans adjusted to life and work in the United States. Submit Gonzales, Chapter 5 Report Optional Documentary Reading: The Mexicanist Congress of 1911 9-­‐19 Moralist and Mexicanist Expressions of Emerging US Working Class Political Culture The history of Mexican Americans involved more than their socially marginalized position in the developing socio-­‐economy. My lecture will present Mexican Americans as “architects of their own world.” Mexicans, in other words, also acted on their own behalf by promoting cultural principles and values that defined their culture and gave meaning to their lives. Organizations, especially mutual aid societies, reflected and reinforced popular “Mexicanist” collectivist values of self-­‐help and mutualism in communities attached culturally to Mexico and a Mexican way of life, but functioning within “Americanist” cultural and political settings. Sara Estela Ramirez, a teacher, poet, and early supporter of an anarchist-­‐syndicalist exiled group, was a major exponent of these cultural values and her writings illustrate how intellectuals promoted mutualism, reciprocity, and even altruism to sustain different social causes. The speakers at the Mexicanist Congress of 1911 strongly suggests the Ramirez was not alone in her pronouncements on mutualism. Works by Gómez-­‐Quiñones (Sembradores) and Zamora (The World of the Mexican Worker in Texas) will serve as points of reference. Assignment: Zamora (The World of the Mexican Worker in Texas), Chapter Six Optional Documentary Reading: League of United Latin American Citizens 9-­‐24 Americanization, Political Divisions and a New Ethnic Ethos Increasing acculturation (or Americanization) in the 1910s and 1920, often associated with Mexicans born in the United States and experiencing some upward mobility, accentuated differences and even contributed to political divisions in a growing and geographically expanding Mexican population. I will refer to three important political leaders—Clemente Idar, Emilio Flores, and José de la Luz Sáenz—to illustrate how class and political differences led to divisions over identity, immigration, and political ideas during the first three decades of the twentieth century. The armed Mexican revolt of 1915 and the emergence of the moderate League of United Latin American Citizens (LULAC) in 1929 reflect these differences and divisions. I will use Zamora’s The World of the Mexican Worker in Texas, “Fighting on Two Fronts: José de la Luz Saenz and the Language of the Mexican American Civil Rights Movement” and Saenz’s Los México-­‐Americanos y La Gran Guerra to support my views on cultural difference, political divisions, and the increasingly complex Mexican cause for equal rights. Submit Report on Zamora, Chapter Six Optional Documentary Reading: Tenayuca and Brooks, “The Mexican Question” Optional Documentary Images: Images, Pecan Shellers of San Antonio, Texas, The Avalon Project 9-­‐26 The Depression Years and the State: Hard Times, Survival, and Activism Mexicans—already poor and, in some cases, destitute—were especially hard hit by the Depression. Hard times reinforced mutualism and unity, and energized the Mexican social movement, especially the cause for workers’ rights. Studies by Zaragosa Vargas (Labor Rights and Civil Rights), Tenayuca and Brooks (“The Mexican Question in the Southwest”), and Zamora/Calderon (“A Tribute to Emma Tenayuca and Manuela Solís Sager”) will help us address the hard times of the Depression and the different kinds of political responses. I will devote at least ten minutes to discuss oral interviewing and the preparation of your papers. Assignment: Gonzales, Chapter 7, pp. 163-­‐78 Assignment: Zamora, Chapter 2 (Chapter 2 and all other assigned Zamora chapters that follow come from Claiming Rights and Righting Wrongs) Assignment: Mexican Occupational Table, 1930-­‐1970 Optional Documentary Reading: Executive Order 8802, 1941 Part IV. Mexican American Generation, 1940s-­‐1960s 10-­‐1 War, Recovery, and Disillusionment, An Unprecedented Turn of Events Mexicans, like others in the American Southwest and the nation, recovered from the hard times of the Depression when the expanding wartime economy provided them better-­‐paying jobs, especially in urban areas. The opportunities, however, varied. I will discuss how Mexicans failed to benefit from wartime opportunities to the same extent as Anglos and Blacks even as the wartime expanded and the federal government intervened on behalf of minority group members and workers. This will allow me to introduce the topic of uneven development in a racialized society with the seemingly inconsistent observation that “Everything was changing while staying the same.” I will use the works of Carlos E. Castañeda (“The Second Rate Citizen and Democracy”), Pauline Kibbe (Latin Americans in Texas), Walter Fogel (Mexican Americans in Southwest Labor Markets), Mario Barrera (Race and Class in the Southwest), and the assigned occupational table to make my point. Submit Gonzales, Chapter 7 Report (pp. 163-­‐78) Submit Zamora, Chapter 2 Report Review for Mid-­‐Term Examination 10-­‐3 Mid-­‐Term Examination Assignment: Zamora, Chapter 3, “Elevating the Mexican Cause to a Hemispheric Level” 10-­‐8 Wartime Unity in the Americas and The Internationalization of the Mexican Cause The war provided Mexican activists new opportunities to register important advances in employment and to challenge inequality and discrimination in education, employment, and public establishments. I will focus on a relatively new strategy that Perales, a co-­‐founder of LULAC, used to capitalize on the growing hemispheric attention to racial ideas and discrimination in the United States. Drawing primarily on the assigned Chapter 3, I argue that Mexico’s decision to intervene on behalf of Mexican rights in the United States encouraged the State Department “to bring the Good Neighbor Policy home” and elevated racial discrimination to a point of major importance in relations between Mexico and the United States. Submit Zamora Chapter 3 Report Assignment: Zamora, Chapter 4 10-­‐10 The Mexican Cause for Civil and Labor Rights in Texas The war, with its language of democracy and justice, and Mexico’s advocacy policy on behalf of Mexicans in the United States energized the Mexican cause for equal rights in places like Texas. This is part of the context within which the work of the Fair Employment Practice Committee (the federal agency responsible for implementing the nation’s first non-­‐discrimination in industrial employment) must be assessed. Submit Zamora, Chapter 4 Report 10-­‐15 The 1950s: Incorporation, Social Differentiation, Biculturation My purpose is to demonstrate the growing social, cultural, and political complexity that becomes evident beginning in the immediate post-­‐war period. The unequal incorporation of Mexicans—characterized by significant social gains and the persistence of segregation—has resulted in marked social differences among them and between Mexicans and the larger society. The internal social differences have often manifested themselves in significant cultural differences and some political divisions. A framework that accounts for upward social mobility alongside inequality helps us explain seemingly contradictory trends in education, health, and employment. For instance, Mexican youth graduate from high school in record numbers while their high dropout rates remain significantly high. Assignment: Zamora, Chapter 5 Assignment, Gonzales, Chapter 7, pp. 178-­‐93 Optional Documentary Reading: The 14th Amendment of the Constitution, Section 1 10-­‐17 Film: A Class Apart The film is a recent examination of the Hernández case, a legal challenge that reached the Supreme Court and rendered the monumental decision that the Mexican community was subject to discrimination and deserved to be classified a legally “protected class” in American law. Submit Zamora, Chapter 5 Report Submit Gonzales, Chapter 7 (pp. 178-­‐93) Report 10-­‐22 Discussion of Film After a 30-­‐minute discussion of the film and the importance of the 14th amendment in the litigating for equal rights, I will devote at least twenty minutes to discuss oral interviewing and the preparation of your papers. Submit Film Report 10-­‐24 Socio-­‐Economic Realities and Possibilities, and the Emergence of a New Cause The new cause for respect, dignity, and equal rights dominated public life in the Mexican community. The bold and aggressive style of protest and self-­‐affirmation was due principally to the greater participation by youth. The cause of the farmworkers and other organized Mexican workers gave the movement much of its impetus while the upwardly mobile Mexican Americans who faced obstacles in their lives added an element of righteousness. Assignment: Gonzales, Chapter 8 10-­‐29 General discussion on the family history assignments and the content of the course that has been covered so far. Submit Gonzales, Chapter 8 Report Optional Documentary Reading: Raza Unida Party Platform Part V. Chicano Generation and Beyond, 1960s-­‐2000 10-­‐31 Social Protest: The Chicano Movement An examination of the major leaders—César Chavez, Reies Lopez Tijerina, Rodolfo Gonzalez, and José Angel Gutierrez—will allow us to examine significant trends in the Mexican social movement, including the building of alternative educational institutions and the establishment of a third party challenge in electoral politics. Activism was not limited to organizing against inequality. It was also evident in the intellectual activity that accompanied it and that generated new and reformulated ideas about group identity, civic culture, social entitlement, and strategies for change. The Cultural Renaissance found expression in literature, public performances, and popular culture. 11-­‐5 Cultural Renaissance Cultural activity in the form of academic and popular publications, artist forums, public art, and artistic performances accompanied and gave definition to the social movement of the 1970 and 1980. Assignment: Ines Hernández, “Para Teresa” Assignment: Rodolfo Gonzalez, “I Am Joaquin.” 11-­‐7 A discussion on representative writings on identity and self-­‐consciousness from the 1970s, Hernández and Gonzalez. Assignment: Carmen Tafolla, “The Storykeeper” Assignment: Angela Valenzuela “The Drought of Understanding and the Hummingbird Spirit; A Letter to My Family” 11-­‐12 A discussion on recent writings on the act of “knowing” family history: Carmén Tafolla and Angela Valenzuela. 11-­‐14 Film: Taking Back the Schools The school walkouts by high school students in Los Angeles reflected a larger trend of protest by the increasing number of young people who were making use of court-­‐ordered school desegregation. José Treviño, one of the most prolific Mexican American documentarist, produced the film with extensive footage that he filmed. 11-­‐19 Discussion of Film 11-­‐21 Groups discussions on family history papers. On this day, I will assign small groups of students to discuss their papers in class, in preparation for class discussions on 12-­‐3 and 12-­‐5. Students are to discuss their interviewing experiences and findings, and select a scribe to report on their group discussions. 11-­‐26 Immigration and a Developing Community Immigration continues to be an important overriding issue in relations between Mexico and the United States, between Mexican communities on both sides of the international line, and between Mexicans and the larger American society. As the public discourse focuses on issues emanating from outside the Mexican community (immigration policy, enforcement and public perceptions) Mexicans continue to undergo uneven social development, but managing to maintain pan-­‐Mexican as well as Pan-­‐Latino identities. I will use the work of Marcelo Suárez Orozco (Latinos: Remaking America) and Hector Tobar (Alien Nation) to discuss how Latinos are transforming the country as they themselves undergo major changes. 11-­‐28 Thanksgiving Holiday 12-­‐3 Class discussion of family history papers The discussion will be led by the scribes for each of the groups, however, everyone is welcomed to participate. 12-­‐5 Continuing class discussion of family history papers. Review for final examination. Submit family history papers.