SPAN308-90_SP20:Hist/Cultr Aztlan:SW US
Course description:
Covers the story of indigenous peoples of the southwestern United States: Aztlan, the Spanish colonial period, the Mexican period, and the acquisition and settlement by the United States. Seeks the exposition of indigenous and Hispanic historical and cultural foundations of the region and the confluence with other Asian and European influences. Taught in English with Spanish readings for Spanish majors. Taught online. U.S. Histories and the California and U.S. Constitutions within the context of CSUMB core values, including applied active
and project based learning, multicultural and global perspectives, and ethical reflection and practice.
The class is a fast moving class that surveys specific periods of time, in seminar format.
This course meets MLO 3 and 6
Covers the story of indigenous peoples of the southwestern United States: Aztlan, the Spanish colonial period, the Mexican period, and the acquisition and settlement by the United States. Seeks the exposition of indigenous and Hispanic historical and cultural foundations of the region and the confluence with other Asian and European influences. Taught in English with Spanish readings for Spanish majors. Taught online. U.S. Histories and the California and U.S. Constitutions within the context of CSUMB core values, including applied active
and project based learning, multicultural and global perspectives, and ethical reflection and practice.
The class is a fast moving class that surveys specific periods of time, in seminar format.
This course meets MLO 3 and 6
Course Reflective Narrative:
In SPAN 308 we explored different eras of the United States and Mexico's history. In order to obtain hisotical context among important events that marked the people of both countries, we utilized the book Mexicanos, written by Manuel G. Gonzales. The book and as well, videos such as, songs, animated and historical ones, provided a brief descriptions and at times were only provided in Spanish, fulfilling MLO 3. This course was also very similar to the cultural and language aspects covered in Spanish 304, as we did examinations of articles and used similar aspects to learn from the Hispanic societies. The challenging, yet significant aspect of having almost a bilingual environment in this online class, was that my skills in writing, reading or orally presenting in English or Spanish, improved increasingly as we did more than three essays, presentations and read a whole book. Having had the book as our primary resource to learn from how the United States and Mexico intertwined in certain eras, many topics were covered and all were important in their own way, however, I found great interest in the background information in the lost of Mexico's territory. One of the critical written assignments was dedicated to the outcome of learning: the reasons on why the United States government, had removed many Mexicans from what was once Mexico (Southwest) and the mistreatment they and also Asians and Native Americans, felt during that time. Research skills and the use of technology tools, when using presentation programs were learned. The course was online, however, I did presentations where it required mini-research, then to be presented via the program used by the University to update assignments and post publicly for all classmates to follow along as we prerecorded an audio or notes, for them to follow along (MLO 6). I plan to focus on using those technology skills learned while a presentation and to further explore the topic of how Asian, Native Americans and Mexicans, could have worked together to overcome prejudice.
In SPAN 308 we explored different eras of the United States and Mexico's history. In order to obtain hisotical context among important events that marked the people of both countries, we utilized the book Mexicanos, written by Manuel G. Gonzales. The book and as well, videos such as, songs, animated and historical ones, provided a brief descriptions and at times were only provided in Spanish, fulfilling MLO 3. This course was also very similar to the cultural and language aspects covered in Spanish 304, as we did examinations of articles and used similar aspects to learn from the Hispanic societies. The challenging, yet significant aspect of having almost a bilingual environment in this online class, was that my skills in writing, reading or orally presenting in English or Spanish, improved increasingly as we did more than three essays, presentations and read a whole book. Having had the book as our primary resource to learn from how the United States and Mexico intertwined in certain eras, many topics were covered and all were important in their own way, however, I found great interest in the background information in the lost of Mexico's territory. One of the critical written assignments was dedicated to the outcome of learning: the reasons on why the United States government, had removed many Mexicans from what was once Mexico (Southwest) and the mistreatment they and also Asians and Native Americans, felt during that time. Research skills and the use of technology tools, when using presentation programs were learned. The course was online, however, I did presentations where it required mini-research, then to be presented via the program used by the University to update assignments and post publicly for all classmates to follow along as we prerecorded an audio or notes, for them to follow along (MLO 6). I plan to focus on using those technology skills learned while a presentation and to further explore the topic of how Asian, Native Americans and Mexicans, could have worked together to overcome prejudice.