These are questions on the readings and lectures from the second half of the course (mostly)
Please answer six (6) of the following questions. Each answer to a question is worth up to 5 points, plus bibliography for a total of 35 points (you will NOT receive extra credit if you answer more than six questions).
In total, for all the questions (excluding bibliography) your reply should be at least 750 words long (3 pages).
Use direct quotes sparingly (do not fill your responses with long quotes. instead paraphrase and/or summarize as we want to hear your voice and understanding of the materials).
DO NOT REPEAT THE QUESTION, just put the number you are answering (do put the number so I know what you are answering)
Do not put the title of the article or book you are citing in the essay, only do that in the bibliography. For example, for your in-text citation use (Author’s last name, page), such as (Anzaldúa, 34). Or you can say: Anzaldúa explains that something something something was something (34).
Again, avoid filling your responses with titles or other needless fillers such as the title of the work (leave it for the bibliography at the end of the paper).
Questions
These are the questions for you to answer. Only choose six (6)! Write in a formal, concise, and engage with the course’s materials (you can use what we have learned in the book chapters, articles, movies and other sources we have covered in class). Please use the materials from the class, and cite it properly!! (Author, page)
In Anzuldúa’s “The Homeland, Aztlán / El otro México” what does she mean by the border being an “unnatural boundary”? (Expand on the concept of the border as being more than just “a line on a map” and see what she says about what the border means to those who live along it).
What are some historic examples of assimilation or resistance to assimilation in Mexican and Mexican American communities since the 1840s after the U.S. annexation of the Southwest territories? (Think of political participation, organizations, labor organizing, education, etc.)
Describe the roles women have played at different times in Latinx communities we have been learning about. (Think of the different communities and historic periods). (Weeks 4, 5)
What is the historic and economic relationship between Cuba and the U.S., and how it has changed overtime? (Think of the different waves of Cuban migrants, what drove them to leave, and how were they received in the U.S?) (Week 9)
How did U.S. military presence and economic interests expand U.S. imperialism in the Caribbean? What are the similarities and differences between Puerto Rico, Cuba, and the Dominican Republic with respect to its relationship with the U.S? (Weeks 6, 7 and 9)
What can Puerto Ricans do on the mainland that they cannot do while residing in Puerto Rico? If there are differences, why would that be? (Week 6)
What are some of the reasons and periods that have driven Puerto Ricans to leave the island, and what have been some of the consequences? (Think of different historic periods we have discussed). (Week 6)
What role did slavery play in the Mexican American War and in the relationship with the U.S. and Cuba? You can also think about the efforts of the U.S. to aid France in attacking Haiti (think of Ortiz’ readings and the various mentions of this on Weeks 3, 7 and 9)
What has been the long lasting impacts of the U.S.-Mexico war? What have been the relationships between violence, land, and citizenship since then?
What was the relationship between the Trujillo dictatorship and the United States? Why did Dominicans migrate to the United States? And have the reasons to migrate changed overtime? (Week 7)
What has been the relationship between the Dominican Republic and Puerto Rico? (think of relationships at different historical periods). (Weeks 6 and 7)
What gave rise to organizations like Brown Berets, Young Turks in the 1960s and 70s? (Weeks 4, 5 and 6)
From what we have read so far about the relationship between the U.S. and other nations in the Americas, what role has race played? (Did it help or hinder the emerging independent nations to have a coequal relationship with the U.S?)
In Chapter 13 “Free Trade:” (and other Week 11 readings) what does Gonzalez say about the impacts of maquila employment on accelerating migration to the U.S.?
According to Oxfam’s “Corn Crisis” report, and the “Mexico bans GMO corn” videos, what impacts have U.S. corn subsidies had on the lives of Mexican farmers? How has it impacted migration from rural areas to cities in Mexico and to the U.S.? (Week 11)
From what we read and discussed on Week 10 & 11, what are some of the factors that have propelled migration from the Northern Triangle countries (Guatemala, El Salvador, and Honduras), to the U.S.? When did this migration increase and have the reasons remained the same over time? (also think of the Nevins’ article from Week 11)
From what we have read in Gonzalez, Ch. 12, articles about “mock Spanish”, “Latinos Beyond Reel” documentary, and other materials from Week 12 & 13. What are some issues regarding Latinx representation in the media?
What is language discrimination? How does language inform identity? How has language discrimination affected Latinx communities? (Week 12 and 13)
What are some of the health impacts that Latinx communities face that can be attributed to the where they live and work? Think of the communities that were talked about on Week 11.
What are some of the characteristics of Latinx communities in Minnesota? Where do we come from? How long have we been here? What parts of the state do we live in? What are some of the factors that attracted us to the state? (Week 13 and 14)
Evaluation Criteria
Each question will be graded separately by the following criteria:
I will send the rubric to you due to it not fitting in here.
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