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
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
EWS 2020 – Chicana/o and Latina/o Historical Experience 3
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
EWS 2020 – Chicana/o and Latina/o Historical Experience 4
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
EWS 2020 – Chicana/o and Latina/o Historical Experience 5
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.
EWS 2020 – Chicana/o and Latina/o Historical Experience 6
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
EWS 2020 – Chicana/o and Latina/o Historical Experience 7
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.
EWS 2020 – Chicana/o and Latina/o Historical Experience 8
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.
EWS 2020 – Chicana/o and Latina/o Historical Experience 9
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.
EWS 2020 – Chicana/o and Latina/o Historical Experience 10
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.
EWS 2020 – Chicana/o and Latina/o Historical Experience 11
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.
EWS 2020 – Chicana/o and Latina/o Historical Experience 12
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.
EWS 2020 – Chicana/o and Latina/o Historical Experience 13
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
EWS 2020 – Chicana/o and Latina/o Historical Experience 14
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
EWS 2020 – Chicana/o and Latina/o Historical Experience 15
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.
EWS 2020 – Chicana/o and Latina/o Historical Experience 16
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.
EWS 2020 – Chicana/o and Latina/o Historical Experience 17
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