19 Tex. Admin. Code § 113.50 - Ethnic Studies: Mexican American Studies (One Credit)
(a) General requirements. Students shall be
awarded one credit for successful completion of this course. This course is
recommended for students in Grades 10-12.
(b) Introduction.
(1) In Ethnic Studies: Mexican American
Studies, an elective course, students learn about the history and cultural
contributions of Mexican Americans. Students explore history and culture from
an interdisciplinary perspective. The course emphasizes events in the 20th and
21st centuries, but students will also engage with events prior to the 20th
century.
(2) To support the
teaching of the essential knowledge and skills, the use of a variety of rich
primary and secondary source material such as biographies, autobiographies,
landmark cases of the U.S. Supreme Court, novels, speeches, letters, diaries,
poetry, songs, and artwork is encouraged. Motivating resources are available
from museums, historical sites, presidential libraries, and local and state
preservation societies.
(3) The
eight strands of the essential knowledge and skills for social studies are
intended to be integrated for instructional purposes. Skills listed in the
social studies skills strand in subsection (c) of this section should be
incorporated into the teaching of all essential knowledge and skills for social
studies. A greater depth of understanding of complex content material can be
attained when integrated social studies content from the various disciplines
and critical-thinking skills are taught together.
(4) Students identify the role of the U.S.
free enterprise system within the parameters of this course and understand that
this system may also be referenced as capitalism or the free market system.
(5) Throughout social studies in
Kindergarten-Grade 12, students build a foundation in history; geography;
economics; government; citizenship; culture; science, technology, and society;
and social studies skills. The content, as appropriate for the grade level or
course, enables students to understand the importance of patriotism, function
in a free enterprise society, and appreciate the basic democratic values of our
state and nation as referenced in the Texas Education Code (TEC),
§28.002(h).
(6) Students understand
that a constitutional republic is a representative form of government whose
representatives derive their authority from the consent of the governed, serve
for an established tenure, and are sworn to uphold the constitution.
(7) State and federal laws mandate a variety
of celebrations and observances, including Celebrate Freedom Week.
(A) Each social studies class shall include,
during Celebrate Freedom Week as provided under the TEC, §
29.907, or during
another full school week as determined by the board of trustees of a school
district, appropriate instruction concerning the intent, meaning, and
importance of the Declaration of Independence and the U.S. Constitution,
including the Bill of Rights, in their historical contexts. The study of the
Declaration of Independence must include the study of the relationship of the
ideas expressed in that document to subsequent American history, including the
relationship of its ideas to the rich diversity of our people as a nation of
immigrants, the American Revolution, the formulation of the U.S. Constitution,
and the abolitionist movement, which led to the Emancipation Proclamation and
the women's suffrage movement.
(B)
Each school district shall require that, during Celebrate Freedom Week or other
week of instruction prescribed under subparagraph (A) of this paragraph,
students in Grades 3-12 study and recite the following text: "We hold these
Truths to be self-evident, that all Men are created equal, that they are
endowed by their Creator with certain unalienable Rights, that among these are
Life, Liberty and the Pursuit of Happiness--That to secure these Rights,
Governments are instituted among Men, deriving their just Powers from the
Consent of the Governed."
(8) Students identify and discuss how the
actions of U.S. citizens and the local, state, and federal governments have
either met or failed to meet the ideals espoused in the founding
documents.
(9) Statements that
contain the word "including" reference content that must be mastered, while
those containing the phrase "such as" are intended as possible illustrative
examples.
(c) Knowledge
and skills.
(1) History. The student
understands historical points of reference in Mexican American history. The
student is expected to apply absolute and relative chronology through the
sequencing of significant individuals, events, and time periods.
(2) History. The student understands
developments related to pre-colonial settlements and Spanish colonization of
Mesoamerica and North America. The student is expected to:
(A) explain the significance of the following
events as turning points relevant to Mexican American history: Aztec arrival in
Mexico's central valley, establishment of the Aztec Empire, Hernán Cortés's
first encounter with the Aztecs, Spanish conquest of the Aztecs, creation of
the New Laws, and Jesuit expulsion from the Americas; and
(B) examine the contributions of significant
individuals from the Spanish colonial era, including Moctezuma, Hernán
Cortés's, La Malinche, Bartolomé de las Casas, and Sor Juana Inés de la
Cruz.
(3) History. The
student understands developments related to Mexican independence and Mexico's
relationship with the United States from 1800-1930. The student is expected to:
(A) explain the significance of the following
events as turning points relevant to Mexican American history: the Grito de
Dolores, Mexico's acquisition of independence, Texas's declaration of
independence from Mexico, Mexican-American War, Treaty of Guadalupe Hidalgo,
Mexican Revolution, creation of the U.S. Border Patrol, and Mexican
repatriation of the 1930s; and
(B)
examine the contributions of significant individuals from this period such as
Father Miguel Hidalgo, José María Morelos, Augustín de Iturbide, Emiliano
Zapata, Francisco (Pancho) Villa, Francisco I. Madero, Porfirio Díaz, and
álvaro Obregón.
(4)
History. The student understands the causes and impact of the Mexican American
civil rights movement from the 1930s to 1975. The student is expected to:
(A) explain the significance of the following
events as turning points relevant to Mexican American history: U.S. entry into
World War II, Bracero Program, Longoria Affair, Operation Wetback, Hernández v.
Texas, Brown v. Board of Education, Civil Rights Act of 1964, Voting Rights Act
of 1965, Farmworkers strike and boycott, and establishment of La Raza Unida
Party; and
(B) identify the
contributions of significant individuals from the civil rights era such as
César Chávez, Dolores Huerta, Reies López Tijerina, José
ángel Gutiérrez, Rubén
Salazar, Emma Tenayuca, Rodolfo "Corky" Gonzales, Marcario García, Hector P.
García, Raul "Roy" Perez Benavidez, Martha P. Cotera, Jovita Idár, Jovita
González de Mireles, Sara Estela Ramírez, Leonor Villegas de Magnon, Adela
Sloss Vento, María L. de Hernández, and Alicia "Alice" Dickerson
Montemayor.
(5) History.
The student understands the development of voting rights and ideas related to
citizenship for Mexican Americans from 1975 to the present. The student is
expected to:
(A) explain the significance of
the following events as turning points relevant to Mexican American history:
the Immigration Reform and Control Act, Illegal Immigration Reform and
Immigration Responsibility Act; and H.R. 4437 passed by the U.S. House of
Representatives in 2006; and
(B)
identify the contributions of significant individuals such as Raul Yzaguirre,
William "Willie" Velásquez, Gloria Evangelina Anzaldúa, Henry Cisneros,
Cherrí-e L. Moraga, and Bill Richardson.
(6) Geography. The student understands the
impact of geographic factors on major events related to Mexican Americans. The
student is expected to:
(A) locate places and
regions of cultural and historical significance in Mexican American
history;
(B) identify physical and
human geographic factors related to the settlement of American Indian
societies;
(C) explain how issues
of land use related to Mexican Independence, Texas Independence, and the
Mexican Revolution;
(D) analyze
physical and human geographic factors related to Mexican migration from the
1910s to the 1930s;
(E) identify
physical and human geographic factors related to the migration of Mexican
laborers as part of the 1940s Bracero Program; and
(F) analyze the physical and human geographic
factors related to contemporary Mexican migration to and Mexican American
migration within the United States.
(7) Economics. The student understands
domestic issues related to Mexican American population growth, labor force
participation, and the struggle to satisfy wants and needs given scarce
resources. The student is expected to:
(A)
analyze the economic impact of Mexican repatriation of the 1930s;
(B) evaluate the contributions of the Bracero
Program to the U.S. war effort and the development of the agricultural economy
in the American Southwest;
(C)
explain the struggle to create a farmworkers union and the union's efforts to
fight for better wages;
(D)
analyze the economic contributions of the Mexican American labor
force;
(E) analyze the purchasing
power of the Mexican American population as it relates to U.S. household
consumption and gross domestic product (GDP); and
(F) discuss current issues related to the
Mexican American labor force.
(8) Government. The student understands the
significance of political decisions and the struggle for Mexican American
political power throughout U.S. history. The student is expected to:
(A) describe how Mexican Americans have
participated in supporting and changing government;
(B) analyze the impact of Salvatierra v. Del
Rio Independent School District (ISD), Delgado v. Bastrop ISD, and Hernández v.
Texas on Mexican Americans and the end of the biracial paradigm;
(C) analyze the Mexican American struggle for
civil rights as manifested in the Chicano movement;
(D) evaluate the successes and failures of
the Mexican American civil rights movement and the farmworkers
movement;
(E) analyze the
significance of U.S. Supreme Court decisions in Miranda v. Arizona, San Antonio
ISD v. Rodríguez, and Plyler v. Doe; and
(F) discuss the role of various organizations
such as the American G.I. Forum, the League of United Latin American Citizens
(LULAC), the Mexican American Legal Defense and Educational Fund (MALDEF), the
National Association of Latino Elected and Appointed Officials (NALEO), and the
National Council of La Raza (NCLR) that have participated in the Mexican
American struggle for political power.
(9) Citizenship. The student understands the
debates surrounding the nature of respectful expression of different points of
view in a constitutional republic. The student is expected to:
(A) describe the rights and responsibilities
of Mexican American citizens and Mexican immigrants in civic participation
within the United States;
(B)
discuss ways American citizens and immigrants interpret formal citizenship and
cultural citizenship, including membership in one nation and membership in
diverse cultural and national groups;
(C) discuss ways individuals contribute to
the national identity as members of diverse cultural groups; and
(D) analyze the connotations and histories of
identity nomenclature relevant to Mexican Americans such as Mexican, Spanish,
Hispanic, Latina/o, Chicana/o, illegal, undocumented, Mexican American,
American Mexican, or simply American.
(10) Culture. The student understands the
relationship between Mexican American artistic expression and the times during
which the art was created. The student is expected to:
(A) describe how the characteristics and
issues of Mexican American history have been reflected in various genres of
art, music, film, and literature;
(B) analyze the significance of selected
works of Mexican American literature such as "I am Joaquín" (1967) by Rodolfo
"Corky" Gonzales and "Pensamiento Serpentino" (1971) by Luis Valdez;
(C) describe the role of artistic expression
in mobilizing Mexican Americans and others toward civic participation and
action such as the role of "Teatro Campesino" during the farmworkers
movement;
(D) identify the
contributions of women such as Sandra Cisneros and Norma Alarcón; and
(E) identify the impact of Mexican American
popular culture on the United States and the world over
time.
(11) Science,
technology, and society. The student understands the impact of Mexican American
individuals and groups on the development of science and technology in American
society and on a global scale. The student is expected to:
(A) explain the major ideas in astronomy,
mathematics, and architectural engineering that developed in the Maya and Aztec
civilizations; and
(B) identify
contributions to science and technology in the United States and the world made
by Mexican Americans such as Albert Baez, Martha E. Bernal, Ellen Ochoa, Linda
Garcia Cubero, and Mario José Molina.
(12) Social studies skills. The student
applies critical-thinking skills to organize and use information acquired from
a variety of valid sources, including electronic technology. The student is
expected to:
(A) use social studies
terminology correctly;
(B) analyze
diverse points of view related to contemporary Mexican American issues;
(C) create a written and/or oral
presentation on a contemporary issue or topic relevant to Mexican Americans
using critical methods of inquiry; and
(D) analyze information by sequencing,
categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and
predictions, and drawing inferences and conclusions.
Notes
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