LLILAS Benson Curriculum
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Item The 1848 Treaty of Guadalupe Hidalgo and the U.S. Mexico Border: Text and Map Analysis Assignment(2019-08-21) Perez Allison, Alexandrea Noel; Palacios, Albert A.This assignment helps students think critically about the geographical and political definition of the U.S.-Mexico boundary and its effect on people living in the borderlands through the analysis of the 1848 Treaty of Guadalupe Hidalgo text and contemporary historical maps.Item Activism in America: The Economy Furniture Strike(2018) Smith, CassieItem Dr. Américo Paredes: Chicano Studies, Ethnographic Analysis, and Poetic Activism(2018) Smith, CassieItem EAACONE digitization workflow guide(2019-01-25) Bliss, DavidThis document details the digitization workflow for the Equipe de Articulação e Assessorias às Comunidades Negras do Vale do Ribeira (EAACONE) digitization project, launched in 2019 in Eldorado, Brazil. It provides step-by-step instructions for flatbed scanning of loose and bound objects using VueScan scanning software.Item Fondo Real de Cholula digitization equipment & software guide(2018-06-13) Bliss, DavidThis document details the equipment and software used in the Fondo Real de Cholula digitization project, launched in 2018 in Puebla, Mexico. It introduces some key photography concepts and provides step-by-step instructions for configuring the project camera and Adobe Lightroom software.Item Fondo Real de Cholula digitization workflow guide(2018-06-13) Bliss, DavidThis document details the digitization workflow for the Fondo Real de Cholula digitization project, launched in 2018 in Puebla, Mexico. It provides step-by-step instructions for daily setup and photography using a tripod-mounted DSLR camera tethered to a computer running Adobe Lightroom photography software.Item Gender & Class in the Mexican Revolution(2024-01-17) Ferrante, Lia; Fisher, Augustino; Fisher, JacksonStudents will learn about the Mexican Revolution, specifically about the role class and gender played during this time period, through a four-day unit consisting of three lessons and a final day summative activity. The unit will begin with a broad overview of the major historical events, people, and locations that define this period of Mexican history. The second lesson will focus on prescribed gender roles (combatants, mothers, community leaders, and military support) and stereotypes of women in Mexican society, and what women were doing during the Mexican Revolution to challenge these. The third and final lesson of the unit will explore the role of socioeconomic class as an additional perspective in which we can view how women behaved and participated in the Mexican Revolution. The unit will end with a summative assessment in which students will work in groups to create their own “penny press” publication that includes short articles and visual depictions of the major issues discussed in the unit.Item Indigenous Resistance to Spanish Hegemony in Colonial Mexico(2020-05) Cook, Scott; Kirkman, KurtStudents will examine the Spanish colonization of Mexico through the lens of Indigenous ‘resistance’—physical resistance, religious resistance, and socio-cultural resistance—using primary source documents. Students will gain and develop an understanding of the concepts of hegemony and transculturation, ultimately applying that understanding by connecting Indigenous influences on modern Mexican culture.Item Juárez-Lincoln University: Community, Space, and Education(2018) Smith, CassieItem Lesson 1: Physical Resistance of Mexico’s Indigenous Peoples(2020-05) Cook, Scott; Kirkman, KurtStudents will investigate different forms of armed resistance the Aztecs and other Indigenous groups in Mexico put forth during the colonization period to counter Spanish hegemony. Students will examine primary sources created during the 16th century and in retrospect during the early 20th century.Item Lesson 1: The Age of Exploration(2020-05) Salinas, Cinthia S.; Ramirez, Maria JoseIn this lesson, students will identify the causes and consequences of the European Expansion. They will consider the importance of Hernan Cortes and Francisco Pizarro in the Spanish conquest of the Americas.Item Lesson 1: The “History” of the Mexican Revolution(2024-01-17) Ferrante, Lia; Fisher, Augustino; Fisher, JacksonThis lesson provides a basic overview of the Mexican Revolution (1910-1920). Students will be able to identify the causes, course, and results of the Mexican Revolution through the exploration of key events and figures.Item Lesson 2: Malintzin: Indigenous Women Discover Spain(2020-05) Salinas, Cinthia S.; Ramirez, Maria JoseIn this lesson, students will analyze images to compare the role of indigenous women in Mesoamerica before and after the Spanish colonization. They will consider how Malintzin, a Nahua woman from Coatzacoalcos, contributed to this process and how women resisted or adapted to the changes introduced by the Spaniards.Item Lesson 2: Perceptions and Realities of Women during the Mexican Revolution(2024-01-17) Ferrante, Lia; Fisher, Augustino; Fisher, JacksonThis lesson will build on the historical overview of the Mexican Revolution from Lesson 1 and narrow the focus to the experience of women. Through the lesson, students will gain an understanding of gender norms and stereotypes that defined women’s roles during the Mexican Revolution and how they challenged those norms, both in society and in military conflict.Item Lesson 2: Religious Resistance of Mexico’s Indigenous Peoples(2020-05) Cook, Scott; Kirkman, KurtThrough a primary source document-based inquiry, students will examine the beliefs and rituals of some Indigenous groups in Mexico at the time of the Spanish invasion and their resistance to Christianization efforts.Item Lesson 3: Socio-Cultural Resistance of Mexico’s Indigenous Peoples(2020-05) Cook, Scott; Kirkman, KurtStudents will investigate Indigenous peoples’ socio-cultural resistance to Spanish hegemony through the lens of transculturation. Students will gain a working understanding of the concept of transculturation, develop that understanding through an analysis of primary source images, and apply their understanding through a group project connecting modern Mexican culture to Indigenous influences.Item Lesson 3: The Lieutenant Nun: More Than Catalina, More Than Alonso(2020-05) Salinas, Cinthia S.; Ramirez, Maria JoseStudents will learn about the Mapuche, their worldview, lifestyle, and resistance. Through primary sources, they will analyze the day-to-day life of Spanish women in the Araucarian wars, such as Catalina de Erauso, also known as Alonso Diaz. They will find more information to consider how women used the legal and societal conventions to defy gender identity in colonial Latin America.Item Lesson 3: Women and Socioeconomic Class in Early 20th-Century Mexico(2024-01-17) Ferrante, Lia; Fisher, Augustino; Fisher, JacksonThis lesson focuses on how women from different socioeconomic classes experienced the Mexican Revolution.Item Lesson 4: Mexican “Penny Press” Publications(2024-01-17) Ferrante, Lia; Fisher, Augustino; Fisher, JacksonStudents will be introduced to the concept of penny presses and political journals in the context of the Mexican Revolution.