Occupied America
GUIDE TO
Occupied America: A History of Chicanas/os
By
Rodolfo F. Acuña
©
Rodolfo F. Acuña 2013
Teacher and Student for Occupied America 8/e
Table of Contents
Meet the Author………………………………
Methodology…………………………………
Module I: Identity ……………………………
Module II: Mexico Pre-1821 Mesoamerica/Spain
Module III: The American Wars……………..
Module IV. The Colonization: 19th Century Southwest
Module V. Expansion, Immigration, Transformation, Reaction
Module VI. The Great Depression: Reform …………………..
Module VII. World War II and the Aftermath ………………..
Module VIII. The Sixties and the Chicana/o…………………..
Module IX: The Seventies: The Deconstruction of the ‘60s…..
Module X: Becoming a National Minority: 1980–2001………
Module 11 Losing Fear: A Decade of Struggle………………. …show more content…
Every wave of scholars for the past forty years has ignored important epistemological questions.
Because of this, we have to suffer through a rash of conferences rehashing movement events without dealing with the genesis of individual programs or the nature of CHS. Instead of probing how and why CHS came about, we theorize what it is and avoid an epistemological understanding. Few scholars have attempted to answer why the development of CHS has been so uneven. They have not dealt with basic questions such as the historical differences within southwest states themselves. For instance, Texas and California are often as different as the disparate Central
American nationalities. Population and modes of production in these states differ; even within the states, there are the distinctions (e.g., northern and southern California, El Paso, the Rio
Grande Valley, and San Antonio).
Under the sway of the elitism of the academy, many CHS scholars claim that CHS is a content field. They claim that they are just as rigorous as the other disciplines. It is common in
Occupied America: A History of Chicanas/os
By
Rodolfo F. Acuña
©
Rodolfo F. Acuña 2013
Teacher and Student for Occupied America 8/e
Table of Contents
Meet the Author………………………………
Methodology…………………………………
Module I: Identity ……………………………
Module II: Mexico Pre-1821 Mesoamerica/Spain
Module III: The American Wars……………..
Module IV. The Colonization: 19th Century Southwest
Module V. Expansion, Immigration, Transformation, Reaction
Module VI. The Great Depression: Reform …………………..
Module VII. World War II and the Aftermath ………………..
Module VIII. The Sixties and the Chicana/o…………………..
Module IX: The Seventies: The Deconstruction of the ‘60s…..
Module X: Becoming a National Minority: 1980–2001………
Module 11 Losing Fear: A Decade of Struggle………………. …show more content…
Every wave of scholars for the past forty years has ignored important epistemological questions.
Because of this, we have to suffer through a rash of conferences rehashing movement events without dealing with the genesis of individual programs or the nature of CHS. Instead of probing how and why CHS came about, we theorize what it is and avoid an epistemological understanding. Few scholars have attempted to answer why the development of CHS has been so uneven. They have not dealt with basic questions such as the historical differences within southwest states themselves. For instance, Texas and California are often as different as the disparate Central
American nationalities. Population and modes of production in these states differ; even within the states, there are the distinctions (e.g., northern and southern California, El Paso, the Rio
Grande Valley, and San Antonio).
Under the sway of the elitism of the academy, many CHS scholars claim that CHS is a content field. They claim that they are just as rigorous as the other disciplines. It is common in