ACADEMIC SENATE Executive Committee REFERRAL …academic.cpp.edu/senate/docs/ge137156ref.pdf · ACADEMIC SENATE Executive Committee REFERRAL FORM CALIFORNIA STATE POLYTECHNIC UNIVERSITY,

ACADEMIC SENATE Executive Committee

REFERRAL FORM

CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA

Date: 7/5/2016

To: General Education Committee

From: Academic Senate Executive Committee

Subject: Academic Senate Referral

Classification GE-137-156

Title of Referral: EWS 2020 – Chicana/o and Latina/o Historical Experience (GE Area D3)

Background:

See attached referral request form. Additional background provided by the Executive Committee:

Recommended resources:

See attached referral request form and supporting documentation. Additional resources recommended by the Executive Committee: Faculty ([email protected])

Department Chairs ([email protected])

Associate Deans ([email protected])

Deans ([email protected])

For the Committee’s Report on this referral, please list in separate sections, the resources recommended and resources actually consulted. If a resource was not consulted, briefly state why.

Review and recommend: Review and recommend as appropriate.

Date required for presenting committee report to the Executive Committee:

8/17/2016

mailto:[email protected]




EWS 2020 – Chicana/o and Latina/o Historical Experience 2

EWS - 2020 - Chicana/o and Latina/o Historical Experience C. Course - New General Education* Updated

To view C/S Classification Long Description click: http://www.cpp.edu/~academic-

programs/scheduling/Documents/Curriculum%20Guide/Appendix_C_CS_Classification.pdf

General Catalog Information

College/DepartmentEthnic and Women's Studies

Semester Subject Area

Semester Catalog 2020 Number

Quarter Subject Area

Quarter Catalog 202 Number

Units*

C/S Classification *

Component*

Instruction Mode* Asynchronous Local

Fully Asynchronous

Fully Synchronous

http://www.cpp.edu/~academic-


To view the General Education SubArea definitions, click http://www.cpp.edu/~academic-

programs/scheduling/Documents/Ch.3-GeneralEducationProposals.pdf.

I. Catalog Description

Hybrid w/Asynchronous Component

Hybrid w/Synchronous Component

Synchronous Local

Web-Assisted

Grading Basis*

Repeat Basis*

If it may be taken

multiple times,

limit on number of enrollments

1

Cross Listed

Course Subject

Area and Catalog

Nbr (if offered

with another

department)

Dual Listed

Course Subject

Area and Catalog

number (If

offered as

lower/upper

division or

ugrd/grad)

Choose

appropriate type (s) of course(s)*

General Education Area / Subarea*

Catalog Description

This course is designed to provide a historical overview of the experiences of

Chicanas/os and Latinas/os in the United States. Grounded in ethnic studies, we

study key historical moments in the formation of the United States, covering

political, economic, social and geographical shifts and continuities. This

introductory course covers Chicana/o and Latina/o roots in the Americas. Topics

include the conquest and colonization of the Americas and the U.S.-Mexico

War, education, their racial and labor experiences, gender roles and family




II. Required Coursework and Background

formations, migration and urban settlements, political movements, citizenship,

contributions in the arts, literature, and sports, and their community and identity

formations.

Prerequisite(s)

Corequisite(s)

Pre or Corequisite (s)

Concurrent


III. Expected Outcomes

List the knowledge, skills,

or abilities which

students should

possess upon

completing the course.*

Expected skills, knowledge and outcomes:

Upon completion of this course, students will be able to achieve the following:

1) Critically examine key concepts such as race and ethnicity, and show how

these concepts are socially and politically constituted.

2) Demonstrate knowledge of the history, socio-cultural features and

contributions of Latinos/Chicanos in the U.S.

3) Identify and examine the relationships of power and interaction between

institutional contexts of Chicano/Latino life such as the state, the economy,

family, media, and education.

4) Demonstrate an understanding of the effects of family, class, education,

religion and social exclusion on identity development.

5) Make comparisons and identify differences (based on class, gender,

national origin and color) within the Latino/Chicano population in particular, and

across the populations of Latin America and Caribbean.

6) Evaluate the diverse responses of Latinos/Chicanos, both women and men,

to their experiences of oppression.

7) Demonstrate an understanding of cultural forms and artistic expressions

developed by Latino/Chicano communities in the U.S.


If this is a course

for the major,

describe how

these outcomes

relate to the

mission, goals and

objectives of the

major program.

Relationship of Course Learning Outcomes to Dept.'s Program

Outcomes

s

s

Course

Learning

Outcome

PO#1: Apply

interdisciplinary

concepts,

theories, and

methods in the

fields of Ethnic

and Gender

Studies

PO#2:

Analyze

hist&

contemp.

U.S. ethnic,

racial, and

gendered

grps from

cross

cultural and

global

perspectives

PO#3:

Engage in

a variety

of

scholarly

and

community

based

social

practices

PO#4:

Demonstrate

mastery of

skills

essential for

career

development

& life-long

learning,

incl. critical

thinking &

problem-

solving skills

PO#5:

Demonst

mastery

skills

essentia

pre-teac

incl. hist

knowled

of ed. is

& divers

pedagog

practice

1

X

X

2

X

3

X

X

4

X

5

X

X

6

X

X

7

X

X

X


Explain how the

course meets the

description of the

GE SubArea(s).

Please select

appropriate

outcomes

according to the

GE Area/SLO

mapping.

Area D1: U.S. History, Constitution and American Ideals

In this GE area, students satisfy part of Title 5 of the California Code of

Regulations, Section 40404. The purpose of these GE Areas is to ensure that

students acquire knowledge and skills that will help them to comprehend the

workings of American democracy and the society in which they live, enabling

them to contribute to society as responsible and constructive citizens.

1. Significant events covering a minimum time span of approximately one

hundred years occurring in the entire area now included in the United States of

America, including the relationships of regions within that area and with external

regions and powers as appropriate to the understanding of those events within

the United States during the period under study.

EWS 2020 will examine significant developments in U.S. history from pre 1519-

1980s. The course looks at Spanish conquest of the U.S. Southwest, Mexican

nationalism, the Mexico/U.S. War of 1848, and historical contributions of

Mexican-Americans and Latina/o peoples in the 20th Century to the U.S.

Southwest and beyond. The examination will necessarily engage interrelated

developments within different regions of the nation. EWS 2020 concludes by

examining the U.S. in relationship to global patterns of colonialism, and People

of Color history.

2. The role of major ethnic and social groups in such events and the contexts in

which the events have occurred.

The roles of ethnic and social groups, such as Chicana/o, Latina/o and

immigrant groups, will be examined especially as their experience was shaped

by colonialism, U.S. foreign policy, and the labor needs of industrialization.

The Ethnic and Women's Studies Department is dedicated to a critical analysis

of society through the lens of race, ethnicity, class, gender, sexuality, and other

forms of marginalization. We examine social inequalities in the U.S. shaped by

historical, political, social, and global economic forces. This course examines

the intersection of gender and sexuality with other social identities: race,

ethnicity, dis/ability, age, religion, etc. in producing and challenging gendered

and sexual identities. The EWS program learning outcomes, students learning

outcomes, and this course's specific learning outcomes all align with the goals

and objectives of the GEMS major.


Describe how

these outcomes

relate to the

associated GE

Learning

Outcomes listed

below.*

These are the SLOs for the selected GE subarea D1

1a) Write effectively for various audiences.

Students will complete various written assignments reflecting on and interpreting

course themes and reading related to the historical experience of Chicanas/os

and Latinas/os in the United States. (Course SLO# 1, 2, 3, 4, PO# 1, 2, 3)

1b) Speak effectively for various audiences.

Students will complete an group project and present finding in classroom

presentation.

(Course SLO#1, 3, 4, 6; PO# 1, 2)

1c) Find, evaluate, use and share information effectively and ethically.

Students will conduct research group projects on a specific topic in Chicana/o

and Latina/o history in the United States, complete an annotated bibliography,

and present their findings to class using various media as appropriate. (Course

SLO# 3, 4, 5, 6, PO# 1, 4)

2b) Analyze major literary, philosophical, historical or artistic works and explain

their significance in society.

Students will read, analyze and evaluate various works by assigned authors (i.e.

Further, the experiences of these groups in connection with other U.S. ethnic

groups will be examined, for example, by how their history is similar and

different.

3. The events presented within a framework which illustrates the continuity of

the American experience and its derivation from other cultures including

consideration of three or more of the following: politics, economics, social

movements, and geography.'

The courses will analyze how historically the politics and economics of

colonialism, expansion, and industrialization gave rise to or impacted various

social movements, such as the labor movement, Chicana/o Movement, and

feminist and queer movements. Further, the courses will examine how the

experience of Chicanas/os mentioned above has contributed to contemporary

Chicana/o Latina/o activism, especially efforts to demand justice in areas of

labor, health, education, politics, and racial justice.


Moraga, Limon, Burciaga) ) and explain their significance in society. (SLO# 6,7;

PO# 2,5)

2c) Analyze concepts, research methods, and theories pertaining to the study of

culture, economics, history, politics, or society.

Student will analyze a variety of concepts, research methods and theories

pertaining to gender and sexuality particularly in the study of culture, society,

and history. They will explore and explain these concepts, methods, and

theories in weekly journal assignments, online activities, social location paper,

exams and group projects. (Course SLO# 1,3, 4; PO# 1)

3a) Analyze the historical development of diverse cultures and the role they play

in shaping core institutions and practices of individuals and societies.

In their reading journal responses, exams and/or research projects, student will

analyze and evaluate the assigned texts and explore Chicana/o and Latina/o

historical experience in the U.S. and specifically the role of race, gender,

ethnicity, culture, class in shaping individual and social practices and embodied

within specific institutions including: the state, economy, family, media, and

education. (Course SLO# 1,4; PO#2 )

To view the mapping, click https://www.cpp.edu/~academic-programs/Documents/GE%20SLO%

20Mapping.pdf

General Education Outcomes*

Ia. Write effectively for various audiences

Ic. Find, evaluate, use, and share information effectively andethically.

IIb. Analyze major literary, philosophical, historical or artistic worksand explain their significance in society.

IIIa. Analyze the historical development of diverse cultures and therole they play in shaping core institutions and pracitces of individuals

and societies.

http://www.cpp.edu/~academic-programs/Documents/GE%20SLO%25

http://www.cpp.edu/~academic-programs/Documents/GE%20SLO%25


IV. Instructional Materials

Provide bibliography that includes texts that may be used as the primary source for instruction,

and other appropriate reference materials to be used in instruction. The reference list should be

current, arranged alphabetically by author and the materials should be listed in accepted

bibliographic form.

Instructional Materials*

There are numerous publications dealing with this topic. Texts will be selected

from the following:

Acuña, R. F. (2014). Occupied America: A History of Chicanos. New York City:

Pearson Press.

Anzaldúa, G. (2012). Borderlands, La Frontera: The New Mestiza. San

Francisco: Aunt Lute Books.

Arredondo, G. F., Hurtado, A., Klahn, N., Najera-Ramirez, O., and Zavella, P.

(Eds.). (2003). Chicana Feminisms: A Critical Reader. Duke: Duke University

Press.

Blackwell, M. (2011). Chicana Power!: Contested Histories of Feminism in the

Chicano Movement. Austin: University of Texas Press.

Burciaga, J. A. (1992). Drink Cultura: Chicanismo. Santa Barbara: Joshua Odell

Editions.

Flores, A. I. (2013). Empanada: A Lesbiana Story en Probaditas. San

Francisco, CA: KórimaPress.

García, A. M. (1997). Chicana Feminist Thought: The Basic Historical

Writings. London: Routledge Press.

García, M. T. (Ed.). (2014). The Chicano Movement: Perspectives from the

Twenty-First Century. London: Routledge Press.


González, J. (2000). Harvest of Empire: A History of Latinos in America.

Penguin Books: New York.

Limon, G. (1996). Song of the Hummingbird. Arte Publico Press: Houston,

Texas.

Martínez, E. (1999). De Colores Means All of Us: Latina Views for a Multi-

Colored Century. Brooklyn: South End Press.

Moraga, Ch. (1999). The Last Generation: Prose and Poetry. Brooklyn: South

End Press.

Moraga, Ch. (2000). Loving in the War Years: Lo Que Nunca Paso Por Sus

Labios. Brooklyn: South End Press.

Noriega, Ch., Avila, E., Davalos, K. M., Sandoval, Ch., Pérez-Torres, R. (Eds.).

(2011). The Chicano Studies Reader: An Anthology of Aztlán, 1970-2010.

Seattle, University of Washington Press.

Ruíz, V. (2008). From Out of the Shadows: Mexican Women in Twentieth

Century America. Oxford University Press: New York.

Suarez, R. (2013). Latino Americans: The 500-Year Legacy That Shaped a

Nation. New York City: Celebra Publishing.

Trujillo, C. (Ed.). (1997). Living Chicana Theory. San Antonio: Third Woman

Press.

Vigil, J. D. (2011). From Indians to Chicanos: The Dynamics of Mexican-

American Culture. Long Grove: Waveland Press Inc.

Villareal, J. A. (1970). Pocho. Norwell: Anchor Press.


Faculty are encouraged to make all materials accessible. Indicate with an asterisk those items

that have had accessibility (ATI/Section 508) reviewed. For more information,

http://www.cpp.edu/~accessibility

V. Minimum Student Material

List any materials, supplies, equipment, etc., which students must provide, such as notebooks,

computers, internet access, special clothing or uniforms, safety equipment, lockers, sports

equipment, etc. Note that materials that require the assessment of a fee may not be included

unless the fee has been approved according to University procedures.

VI. Minimum College Facilities

List the university facilities/equipment that will be required in order to offer this class, such as

gymnastic equipment, special classroom, technological equipment, laboratories, etc.

VII. Course Outline

Describe specifically what will be included in the course content. This should not be a repetition

of the course description but an expansion that provides information on specific material to be

included in the class, e.g. lecture topics, skills to be taught, etc. This should not be a week-by-

week guide unless all instructors are expected to follow that schedule.

Minimum Student Material*

Students will need notebooks, required texts, access to a computer with printing,

and Internet access.

Minimum College Facilities*

Smart Classroom with space for breakout groups, audio-visual equipment,

projector.

http://www.cpp.edu/~accessibility


Course Outline*

1) Pre-Columbian Societies in MesoAmerica

a. Political structures

b. Economic systems

c. Gender & sexuality

d. Culture, language, religion

2) The 1st Conquest

a. Colonialism

b. Racial Caste System

c. Mestizaje

d. Hybridization

3) Mexican Independence

a. Grito de Dolores

b. Afro, Indian, Mesitzo Relations

4) The 2nd Conquest

a. Manifest Destiny

b. Black/White Binary

c. 'Mexican-American' identity development

d. Mexico/U.S. Border

5) Mexican Revolution / Early 20th Century Politics

a. Mexican-American participation in WWI

b. Mexican migration to the U.S.

c. Mexican labor and union participation

d. Americanization


e. Repatriation

f. Sleepy Lagoon Case / Zoot Suit Riots

g. Bracero Program / WWII

6) The Chicana/o Movements

a. The United Farm Workers (UFW)

b. La Raza Unida Party

c. Student Branch

d. Cultural Renaissance

7) Chicana Feminism

a. Intersectionality

b. Machismo – Sexism in Chicana/o communities

c. Three-waves Myth

d. Chicana Liberal Feminism

e. Chicana Insurgent Feminism

f. Chicana Cultural Nationalist Feminism

8) Queer Aztlán

a. Chicana Lesbian identity

b. Chicano Gay identity

c. Chicana/o Queer identity development

d. Chicana/o Trans* identity

9) Central American Civil Wars

a. U.S. Foreign Policy & Imperialism

b. Central American Migration to the U.S.

c. Central American labor

d. Central American cultural formations


VIII. Instructional Methods

Describe the type(s) of method(s) that are required or recommended for the instruction of this

course (lectures, demonstrations, etc.). Include any method that is essential to the course, such

as the use of particular tools or software.

IX. Evaluation of Outcomes

Describe the

methods to be

used to evaluate

students’

learning, i.e.

written exams,

term papers,

projects,

participation, quizzes,

attendance, etc.*

1. Essay Exam (mid-term and final) that demonstrates the students' ability to

understand the required course readings and in-class content.

2. Research Paper paper that demonstrates the student's synthesis and

analysis of topics related to the course.

Instructional Methods*

A variety of instructional methods will be used to support student achievement of

the course outcomes. These methods include:

1. Lecture/discussion and small group discussion. Students are expected to

attend class regularly, and to be prepared to discuss the assigned readings and

course topics in large and small groups.

2. Group Presentations. Students will contribute to the course with classroom

group presentations.

3. Online activities. Students will contribute to the course with online activities

and discussion board.

4. LMS (Blackboard). If a LMS is used, student will be expected to check the

site regularly, contribute to online discussions, get course information and

submit course work through the site.

5. Guest speakers.


Discuss how these

methods may be

used to address

the course and

program

outcomes, as

appropriate.

Include or attach

a matrix to align

the evaluation

methods to the

outcomes.*

Describe the

meaningful

writing

assignments to be

included.*

Students will submit a rough draft of their social location paper for peer editing

and instructor feedback. Student will submit final draft.

Evaluation of

Student

Assessment

Expected Outcomes – Course Outcomes

1

2

3

4

5

6

7

1.

X

X

X

X

2.

X

X

X

3.

X

X

3. Group Project that explores particular themes in the course either within a

U.S. context.

4. Instructor assessment of participation in classroom discussions based on

the assigned readings and course content.


If this is a general

education course,

discuss how these

methods may be

used to address

the associated GE

Learning

Outcomes listed

below. Include or

attach a matrix to

align the

evaluation

methods to the

outcomes.*

These are the SLOs for the selected GE subarea D1:

1a) Write effectively for various audiences.

1b) Speak effectively for various audiences.

1c) Find, evaluate, use and share information effectively and ethically.

2b) Analyze major literary, philosophical, historical or artistic works and explain

their significance in society.

2c) Analyze concepts, research methods, and theories pertaining to the study of

culture, economics, history, politics, or society.

3a) Analyze the historical development of diverse cultures and the role they play

in shaping core institutions and practices of individuals and societies.

Evaluation of

Student

Assessment

GE Learning Outcomes for D1

1a

1b

1c

2b

2b

3a

1.

X

X

X

X

2.

X

X

X

4. X X


3. X X

4.

X

X

X. This OPTIONAL Section is for describing Course/Department/College

specific requirements.

Department/

College Required

ECO Information (Optional)