HISTORY OF MEXICAN AMERICA, 1900-PRESENT

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Use your own words to write this essay. require 2750 words ; only sources are from the reading i have provided
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THE HISTORY OF MEXICAN AMERICA, 1900-PRESENT

As you know, essay—and especially short essay—require careful thought and organization. So before you begin drafting your essay, it is important that you develop at least a rough outline of your argument, carefully choose examples in support of your argument, and write clear and direct sentences to develop that argument. Again, since you face significant space limitations, please avoid the use of long block quotes. To cite an article simply use the following format at the end of the sentence in question: (Haney López, pp.12-13).

support his or her argument by using evidence from all relevant sources in the READINGS and notes on the bottom. Please limit your citations to readings from the week5678 and notes—the use of other sources is not allowed !!!!!!! do not use other resources.
Please respond to

1. In their essays from weeks 5 and 6, respectively, Steven H. Wilson and Ian Haney López focus on two very different strategies that Mexican American political activists used in their efforts to achieve equal rights for the people they considered to be members of their community. Using these articles as your primary sources, but drawing on other readings, handouts, and film and lecture notes where appropriate, write an essay of 10-12 pages in which you: 1) assess the different ways Mexican American activists defined their community between the 1930s and the 1970s; and 2) analyze the strengths, limitations, and lasting historical legacies of the two civil rights strategies analyzed by the two authors.

Prompt 1. In their essays from weeks 5 and 6, respectively, Steven H. Wilson and Ian Haney López focus on two very different strategies that Mexican American political activists used in their efforts to achieve equal rights for the people they considered to be members of their community. Using these articles as your primary sources, but drawing on other readings, handouts, and film and lecture notes where appropriate, write an essay of 10-12 pages in which you: 1) assess the different ways Mexican American activists defined their community between the 1930s and the 1970s; and 2) analyze the strengths, limitations, and lasting historical legacies of the two civil rights strategies analyzed by the two authors

ONLY SOURCES:

WEEK FIVE (Feb. 3, 5): ETHNIC AND CLASS POLITICS, CONT. (NOTE: TAKEHOME MIDTERM DISTRIBUTED IN CLASS, FEB. 5).

READ: Ruben Donato and Jarrod S. Hanson, “Legally White, Socially ‘Mexican’: The Politics of De Jure and De Facto School Desegregation in the American Southwest,” Harvard Education Review 82 (2) (Summer 2012): 202-25; (http://her.hepg.org/content/a562315u72355106/?p=ed50558a92d24e29adb31855c4c10295&pi=1)
(http://hepg.org/her-home/issues/harvard-educational-review-volume-82-number-2/herarticle/the-politics-of-de-jure-and-de-facto-school-segreg )

Carlos Blanton, “George I. Sánchez, Ideology, and Whiteness in the Making of the Mexican American Civil Rights Movement, 1930-1960,”
(http://www.jstor.org/discover/10.2307/27649149?sid=21105672102301&uid=70&uid=60&uid=2&uid=3739256&uid=2134&uid=2487762163&uid=3&uid=2487762173 )

Journal of Southern History 72 (Aug. 2006): 569-64; Steven H. Wilson, “Brown Over `Other White’: Mexican Americans’ Legal Arguments and Litigation Strategy in School Desegregation Lawsuits,”
(http://www.jstor.org/discover/10.2307/3595071?sid=21105672102301&uid=70&uid=3739256&uid=3&uid=2487762163&uid=2&uid=2487762173&uid=60&uid=2134 )

Law and History Review 21 (1) (Spring 2003): 145-94; Steven Rosales, “Fighting the Peace at Home: Mexican American Veterans and the 1944 G.I. Bill of Rights,” Pacific Historical Review 80 (4) (Nov. 2011): 597-627. (http://www.jstor.org/discover/10.1525/phr.2011.80.4.597?uid=2134&uid=2487762173&uid=3739256&uid=2&uid=70&uid=3&uid=2487762163&uid=60&sid=21105672142451 )

See also: Shana Bernstein, “Interracial Activism in the Los Angeles Community Service Organization: Linking the World War II and the Civil Rights Era; Pacific Historical Review 80 (2) (May 2011): 231-67;
(http://www.jstor.org/discover/10.1525/phr.2011.80.2.231?uid=2134&uid=2487762173&uid=3739256&uid=2&uid=70&uid=3&uid=2487762163&uid=60&sid=21105672142451 )

WEEK SIX: THE POLITICIZATION OF IDENTITY IN THE 1960S AND 1970S

READ: Ian F. Haney-López, “Protest, Repression, and Race: Legal Violence and the Chicano Movement,” University of Pennsylvania Law Review 150 (1) (Nov. 2001): 205-44;
( http://scholarship.law.berkeley.edu/cgi/viewcontent.cgi?article=2818&context=facpubs )

Lauren Araiza, “In Common Struggle Against A Common Oppression: The United Farm Workers and the Black Panther Party, 1968-1973,” Journal of African American History 94 (2) (Spring 2009): 105-118;
(http://www.jstor.org/stable/25610076)
( http://connection.ebscohost.com/c/articles/44079334/common-struggle-against-common-oppression-united-farm-workers-black-panther-party-1968-1973 )
Frank Bardacke, “The UFW and the Undocumented,” International Labor and Working Class History 83 (March 2013): 162-69;
(http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8961850&fileId=S0147547913000045 )

Alma García, “The Development of Chicana Feminist Discourse, 1970-1980,” Gender and Society 3 (2) (June 1989): 217-38.
(http://histofrhet.pbworks.com/f/Development%20of%20Chicana%20Feminist%20Discourse.pdfa

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