| (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, 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, Cherríe 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
Cont'd... |
