| (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.
|
