The overall objective of this investigation was to explore the views of border history teachers on a wide variety of issues that influence their instructional approaches, curricular content choices, and capacity to teach history more effectively. More specifically, the focus was on identifying factors that affect their ability to utilize…

The document presents a content outline of Mexican and Mexican American culture in seven units. It is adaptable for use at elementary, secondary, and college levels in bilingual and multicultural-oriented classes. Two charts introduce the units: (1) a reverse time line of Mexican culture from 1979 back to 1000 B.C.; and (2) a cause-effect chart…

The curriculum presented here contains three units designed to help Mexican-American migrant students understand and value the richness of their culture, experiences, and family. Unit 1, "My Roots," examines the different components of a culture, and presents aspects of the Aztec civilization and culture. Activities include hearing a…

Examines uses of history writing in the United States, assessing it for Mexican-American stereotyping. Describes development of Chicano history, a rejection of perspectives based on values of dominant Anglo society. Assesses Chicano historians' accounts of colonialism in American Southwest, once Mexico. Describes colonialism as socioeconomic…

The Latin America Project, which developed print and nonprint materials for use in grades 6-12, is described. The two-year effort was conducted in five phases: survey of existing materials; the development of curriculum units; review of curriculum by teachers attending summer institutes; field testing and evaluation; and dissemination. Titles of…

Each year on the eve of September 16, when the President of the Republic of Mexico has rung the church bell that once hung in the belfry at the Church of Our Lady of Sorrows in the small town of Dolores Hidalgo, he has once more proclaimed Independence Day. When Father Miguel Hidalgo y Costilla rang that same bell on September 16, 1810, he rang it…

Applies palimpsest as model for recognizing Chicano cultural diversity. Promotes interdisciplinary approach to Chicano studies. Examines Aztlan (Aztec homeland) as historical place and nationalist symbol obscuring Chicano identity and Mesoamerican diversity. Encourages use of palimpsest as conceptual tool for Chicano studies, cultural identity,…

This unit profiles nine women of La Raza who have contributed to the betterment of humanity and Hispanic culture. It encourages students to learn about them and other Raza women as models of people involved in the Chicano community. The unit, offered in both Spanish and English, also teaches that these representative Raza women had to overcome…

In this book Professor Davis illustrates the often unexpected reach of historical research intended originally to fill a knowledge gap. He found a forgotten figure from the past who as a scholar and teacher had contributed significantly to education. Manuel's story warranted attention, but in reconstructing it Professor Davis discovered leads to a…