ࡱ> y{xm ,bjbj .pdbdb$dBE.$^]f$DDDDDDD$pF&ID]]DD7776D7D7746{1BQ5DE0BEk5^JsJ466PJ8 7DDUBEJB : History 149: Americas Latinos Professor Ruben Flores ruben.flores@rochester.edu, (510) 205-6505 M and W 3:25-4:40 am Bausch and Lomb 270 SYLLABUS, FALL 2024 Latinos now number more than 60 million people and represent one of the quickest population surges in the history of the American republic. But they include a diverse collection of nationalities and ethnic groups whose variety poses analytical challenges to historians and other scholars. Using a variety of monographs and primary sources, we will analyze the variety of strategies through which recent scholars have interpreted the relationship of Latinos to American society. We will ask whether it makes a difference to understand Latinos as immigrants with unique histories, products of empire resulting from American economic expansion, or sojourners with ongoing ties to Latin America. We will consider national differences between Mexico, Central and South America, and the Caribbean. And we will examine the ways in which scholars have interpreted the relationship of Latinos to Americas other myriad peoples. Our ultimate concern will be to prepare students for further research and writing in the field. AMERICAS LATINOS INTRODUCTION August 26 First day of classes. Self-introductions and the complexity of Latino identity Syllabus, goals, approaches. What is a Latino? August 28 Introduction to the Latinx Migration Search Engine ONE OR MANY? Sept 2 Labor Day, no class Sept 4 Samuel Huntington Who Are We? Cristina Beltran The Trouble with Unity Sept 9 open THE ROLE OF EMPIRE September 11 Land versus Markets Walter LaFeber The New Empire William Seward, The Whale Fishery, and American Commerce in the Pacific Ocean September 16 Juan Gonzalez Harvest of Empire: A History of Latinos in America Ch. 3 (pp. 58-78) Walter LaFeber Inevitable Revolutions, Tinkering with the System, (pp. 59-83) Watch Chiquita Banana, Journey to Bananaland September 18 Central America and the Caribbean : Commerce and Violence in Latin America Juan Gonzalez Harvest of Empire: A History of Latinos in America Ch. 4 (pp. 81-95) Documents of the Puerto Rican Migration Watch video: Living in America: A Hundred Years of Ybor City Virginia Sanchez Korrol The Star in My Compass September 23 The Dominican Republic Reader, Chapter VI Julia Alvarez, Daughter of Invention FEDERAL POLICY and IDENTITY September 25, 30 Labor Rights Rebecca Dixon: From Excluded to Essential: Tracing the Racist Exclusion of Farmworkers, Domestic Workers, and Tipped Workers from the Fair Labor Standards Act National Labor Relations Act of 1935 Fair Labor Standards Act of 1938 Farhang and Katznelson, The Southern Imposition: Congress and Labor in the New Deal and Fair Deal For review in class: Census 1950 General Characteristics Census 1950: Employment and Income Oct 2, 7 Citizenship and Exclusion: The Immigration Act of 1965 Watch movie: Salt of the Earth Mae Ngai Impossible Subjects Intro and Chapters 1, 2, and 4 Pierette Hondagnue-Sotelo Domestica, Chapter 1 HOMELANDS Oct 19 Lectures: The Mexican Revolution and its Legacy Part I: Consolidating the Nation Assignment 1 due October 11 Oct 14 Fall break, no class October 16 Lectures: The Mexican Revolution and its Legacy Part II: Global Flows and Class Divisions Oct 21 Mexico: Tlatelolco and the Collapse of 1994 Argentina: Dictatorship and Migration in the 1980s Oct 23 Victor Espinosa Martin Ramirez: Framing His Life and Art Oct 28 Francisco Cant, The Line Becomes a River Oct 30 Individual Zoom sessions to discuss your individual projects NEWLANDS: DIASPORA, RACE, AND NATION November 4 Individual projects Assignment 2 Individual projects) Nov 6 Individual projects Assignment 2 (Individual projects) Nov 11, 13 The Jewish Foundations of Latino Belonging Cultural pluralism versus cosmopolitanism Randolph Bourne and Horace Kallen Gloria Anzalda and Jos Vasconcelos Ilan Stavans Life in the Hyphen Nov 18 Saviors of the Urban Landscape Andrew Sandoval Strauss Barrio America INCREASING GROWTH AND FUTURE TRENDS Nov 20 Lorgia Garca Pea The Borders of Dominicanidad (or) Robert Lovato Unforgetting Nov 25 Trends in Latino Demography In-class lecture: Contemporary migration and demographics Nov 27 Thanksgiving break, no class, begins at 12 noon CONCLUSION December 2 The New Latinos PBS, 2013 Dec 4 Latinos and the case of Donald Trump Geraldo Cadava The Hispanic Republican Dec 9 Last day of classes Assignment 3 due Dec 12 December 10-12 READING DAYS December 13-18 FINAL EXAMS Final rewrites due Course objectives To study the historical migration of people from Latin America to the United States after 1850, including the moments of heaviest migration. To understand whether Latinos are migrants; sojourners between countries; or ethnic minorities. To understand the political and economic pressures that have resulted in Latin American migration to the USA. To understand the role of federal policy in the creation of Latino identity. To analyze the understanding that Latinos have of themselves. Prerequisite. None. This is an entry-level course taught in the History Department. Credit Hours. 4.0 Required course materials Course policies Academic honesty Academic honesty: All assignments and activities associated with this course must be performed in accordance with the 91̳'s HYPERLINK "http://www.rochester.edu/college/honesty/policy/index.html" Academic Honesty Policy. A link is provided for your review. DO NOT USE CHATGPT on any assignment. Disability resources The 91̳ respects and welcomes students of all backgrounds and abilities. In the event you encounter any barrier(s) to full participation in this course due to the impact of a disability, please contact the Office of Disability Resources. The access coordinators in the Office of Disability Resources can meet with you to discuss the barriers you are experiencing and explain the eligibility process for establishing academic accommodations. You can reach the Office of Disability Resources at: HYPERLINK "mailto:disability@rochester.edu;" disability@rochester.edu;(585) 276-5075; Taylor Hall; HYPERLINK "https://www.rochester.edu/college/disability/index.html" www.rochester.edu/college/disability. Final exam None Attendance policy You are required to attend all class sessions. Occasionsal absences due to sickness, time conflicts, or religious observances are understandable. But routine absences from our class meetings hampers class discussions and prevents you from fully analyzing the course readings. Contact the instructor when you will be away from class. Grading The instructor requires three assignments to be submitted to receive credit for the course. All assignments will be posted to Blackboard with instructions and guidance. Final grades will be based according to the following scale: 45% per assignment and 10% class attendance. Missed assignments, resubmission of work, regrading The instructor allows you to resubmit your written assignments for a higher grade. You are expected to review the instructors comments and revise your work accordingly. Resubmission of work is not required but is recommended to learn more about the craft of writing and to sharpen the themes and topics of the course. You are expected to submit your work at the assigned deadlines, whether it is complete or not. The instructor will provide guidance for work that is not complete. Use of technology You may use personal laptops, tablets, and cell phones in class for instructional reasons. Abuse of such technology or evidence that you are not participating in the class discussion are reasons why the instructor may limit your use of such equipment during class. Inclusion statement The 91̳ and the instructor are committed to inclusion, and welcome students of all backgrounds and abilities. Services and reasonable accommodations are available to students with temporary and permanent disabilities, to students with DACA or undocumented status, to students facing mental health issues, other personal situations, and to students with other kinds of learning needs. Please feel free to let me know if there are circumstances affecting your ability to participate in class or your full participation in this course. Some resources that might be of use include the following: Student care Office of Disability Resources. (disability@rochester.edu; (585) 276-5075; Taylor Hall) Undocumented/DACA Student Support Contacts https://www.rochester.edu/college/ccas/undergraduate/daca/index.html 91̳ CARE Network https://www.rochester.edu/care/ Instructional resources Learning Center resources full listing of support for student learning available on the HYPERLINK "https://www.rochester.edu/college/learningcenter/index.html" Learning Center website University Counseling Center information on resources provided by the center can be found on the HYPERLINK "http://www.rochester.edu/uhs/ucc/" counseling center's website   /256<P`ahioquvw̽{ocWK?3hYjB*CJaJphhqB*CJaJphhzB*CJaJphhmB*CJaJphhy.RB*CJaJphhzRB*CJaJphhiB*CJaJphhVLB*CJaJphhqheBB*CJaJphheBB*CJaJphhvRh.B*CJaJphhvRhVLB*CJaJphhwB*CJaJphhMB*CJaJphhvRh}B*CJaJphhx%B*CJaJph6aw p^pgdIp^pgdK$a$gdVL$a$gdVLgdVLw " @ Ƚ}uummubSDhha{B*CJaJphhhMB*CJaJphhh2CJaJhCJaJha{CJaJhhCJaJhhMCJaJhvRhh$UB*CJ aJ phhy.RB*CJ aJ phhvRhVLB*CJ aJ phhvRhYjB*phhB*phhmB*phhy.Rhy.RB*CJaJphh}B*CJaJphhy.RB*CJaJph * . ? \ ƺwnfw]UME=hpCJaJhvECJaJh CJaJhP72CJaJh^xk5CJaJhAlCJaJh8:5CJaJh 5CJaJh5CJaJh5CJaJhmfb5CJaJ hvRhmfb5B*CJaJphhw5B*CJaJphhvRhVL5CJaJhvRhm5CJaJhI5CJaJhvRh+5CJaJh+B*CJaJphhVLB*CJaJph + ]  gdmn> ^`gdT8&$d%d&d'dNOPQgd[gd8e$a$gdwYgdo3p^pgdK\ ] ¹zrg_WKB:hulCJaJhul5CJaJh#h >*CJaJh CJaJhklCJaJhkjYh J\CJaJhAlCJaJh 5CJaJhAlh J\5CJaJhAlh 5CJaJhAlhAl5CJaJh J\5CJaJhu5CJaJhw5CJaJh:#5CJaJhb5CJaJhmfb5CJaJh hCJaJhmn>CJaJhURCJaJh PCJaJ -/01DEFigdk>p^pgdK&$d%d&d'dNOPQgd[ ^`gd{w{gdulgdT8gd8e&$d%d&d'dNOPQgd J\(,-./014CDEFJPRTi}ƾync[PE=hk>CJaJhU<hk>CJaJhU<hc7CJaJhAlCJaJhU<hQCJaJhU<hCJaJhB$hB$CJaJhK5CJaJhvRhK5CJaJh:#5CJaJha*5CJaJhvRhp! 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But they                    2 xN0 include a diverse collection of nationalities and ethnic groups whose variety                     t2 xF0 poses analytical challenges to historians and other scholars. Using a                 2 i 0 variety of      #2 x0 monographs and p     .2  0 rimary sources, we will       2 0   2  0 analyze the     2 0   +2 "0 variety of strategies      2 0    72 x0 through which recent scholars         2 \0   S2 b00 have interpreted the relationship of Latinos to               z2 xJ0 American society. We will ask whether it makes a difference to understand                 s2 xE0 Latinos as immigrants with unique histories, products of empire resul                2 q 0 ting from     t2 xF0 American economic expansion, or sojourners with ongoing ties to Latin                     v2 xG0 America. 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Our ultimate concern will be to prepare students for further research                   12 px0 and writing in the field.        2 p"0     2 x0     2 x0     2 x0     2 0     2 0     2 0     2 0     2 0     2 10     2 G0     2 \0   @Times New Roman---  2 r0   @Times New Roman---  2 0     2 0     2 0     2 0    "System0 --  00//.. ՜.+,D՜.+,@ hp  "University of KansasB$ FWalter LaFeber The New Empire and Greg Grandin Empire's Workshop Title8 8@ _PID_HLINKSAY "http://www.rochester.edu/uhs/ucc/6} <https://www.rochester.edu/college/learningcenter/index.html>v8https://www.rochester.edu/college/disability/index.htmlY/!mailto:disability@rochester.edu;1';http://www.rochester.edu/college/honesty/policy/index.html  !"#$%&'()*+,-./012345678:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^`abcdefghijklmnoqrstuvwzRoot Entry F0{|1Table9RJWordDocument.pSummaryInformation(_ DocumentSummaryInformation8pCompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q