GEOG 354. 01: Lands and Peoples of Mexico
Syllabus
Men are so
inclined to content themselves with what is commonest; the spirit and the
senses so easily grow dead to the
impressions
of the beautiful and perfect, that every one should study, by all methods, to
nourish in his mind the faculty of feeling
these
things. ...For this reason, one ought every day at least, to hear a little
song, read a good poem, see a fine picture, and, if it
were
possible, to speak a few reasonable words.
Goethe, Wilhelm Meister's Apprenticeship. Bk. v, ch. 1 (Carlyle, tr.) [source:
Stevenson]
Fall
2009
Dr. Scott Brady
MWF:
2-2:50
Office: 523 Butte Hall
Location:
Butte 103
Phone:898-5588
Office Hours:
MWF 9:00-10:30, Th 1:30-2:00
mailto:sbrady@csuchico.edu
Geography
Computer Lab: Butte 501
Hours: ?
Writing
Center http://online.csuchico.edu/public/Writing_Center/
General
Education:
Underlying
all the universityÕs programs is the conviction that an educated person is one
who knows that which is important for all people to know. Courses required for
your major may prepare you for your vocation; the General Education program
provides you the integrative intellectual experience common to all Chico
graduates.
General
Education (GE) will help you to see your majorÕs place in your total education
by showing you that knowledge is not isolated, that what you know of one
subject is related to what you know of another, that there is always more to
know, and that what you know affects the way you live. By suggesting the
essential unity and wholeness of knowledge, GE counteracts the sense of
fragmentation you may feel while studying bits and pieces of issues and
information through the various colleges, schools, and departments of the
university.
You, like
many new students, may be uncertain about your choice of a major or career
field. Thus, in addition to the primary goal of broadening your awareness and
understanding, an early focus on GE may help you become better acquainted with
yourself and discover and deepen your interests and abilities in various
academic disciplines and programs. If you are undeclared or uncertain about
your major, carefully review programs you are considering, taking note of
required GE courses and modifications. The Evaluations or Advising and
Orientation Offices can help you plan your GE program in such a way that you
take full advantage of GE as a powerful career exploration tool.
THEME I: MEXICO AND
CENTRAL AMERICA
Theme Coordinator:
William Loker, THMA 213.
This theme is designed
to provide you with a well-integrated set of courses which will enrich your
understanding of our unique and complex southern neighbors in Mexico and
Central America. We will examine social and political institutions, as well as
development of the areaÕs natural resources to learn to understand the future
and how the United States, particularly California, can interrelate. The
history, politics, diverse social structure, and rich artistic traditions of
Mexico and Central America are all expressions of a region that the United
States, and particularly California, needs to understand and appreciate.
Students who select this
theme have the option of spending the last six weeks of the semester on an
"experiential-living" program in Mexico or Costa Rica. Please see the
Latin American Studies Coordinator for more information.
1 course selected
from:
LAST 351 Nat Hist/Ecology
Middle Amer 3.0 FS *NW
Prerequisites: Completion of the lower-division GE Breadth Area B requirement
or faculty permission.
LAST 351M Nat
Hist/Ecology Middle Amer 2.0 FA *NW
1 course selected
from:
LAST 352 Mexico: Art/Literature/Music
3.0 FS *NW
LAST 352M Mexico:
Art/Literature/Music 2.0 FA *NW
1 course selected
from:
GEOG 354 Mexico: Land
and People 3.0 FA *NW
This course is also
offered as LAST 354.
GEOG 355 Cent
Amer/Carib: Land/People 3.0 SP *NW
This course is also
offered as LAST 355.
HIST 382 Mexico:
History and Politics 3.0 FS *NW
This course is also
offered as LAST 350.
LAST 350 Mexico:
History and Politics 3.0 FS *NW
This course is also
offered as HIST 382.
LAST 350M Mexico: History
and Politics 2.0 FA *NW
LAST 354 Mexico: Land
and People 3.0 FA *NW
This course is also
offered as GEOG 354.
LAST 321 Central Amer:
History/Politics 3.0 SP *NW
This course is also
offered as POLS 321.
LAST 355 Cent
Amer/Carib: Land/People 3.0 SP *NW
This course is also
offered as GEOG 355.
POLS 321 Central Amer:
History/Politics 3.0 SP *NW
This course is also
offered as LAST 321.
Seven
Principles of Good Practice in Undergraduate Education
1.
Good practice encourages student-faculty contact.
Frequent
student-faculty contact in and out of classes is the most important factor in
student motivation and involvement. Faculty concern helps students get
through rough times and keep on working. Knowing a few faculty members
well enhances students' intellectual commitment and encourages them to think
about their own values and future plans.
2.
Good practice encourages cooperation among students.
Learning is
enhanced when it is more like a team effort than a solo race. Good
learning, like good work, is collaborative and social, not competitive and
isolated. Working with others often increases involvement in
learning. Sharing one's own ideas and responding to others' reactions
improves thinking and deepens understanding.
3.
Good practice encourages active learning.
Learning is
not a spectator sport. Students do not learn much just sitting in classes
listening to teachers, memorizing pre-packaged assignments, and spitting out
answers. They must talk about what they are learning, write about it,
relate it to past experiences, and apply it to their daily lives. They
must make what they learn part of themselves.
4.
Good practice gives prompt feedback.
Knowing what
you know and don't know focuses learning. Students need appropriate feedback
on performance to benefit from courses. In getting started, students need
help in assessing existing knowledge and competence. In classes, students
need frequent opportunities to perform and receive suggestions for
improvement. At various points during college, and at the end, students
need chances to reflect on what they have learned, what they still need to
know, and how to assess themselves.
5.
Good practice emphasizes time on task.
Time plus
energy equals learning. There is no substitute for time on task.
Learning to use one's time well is critical for students and professionals
alike. Students need help in learning effective time management.
Allocating realistic amounts of time means effective learning for students and
effective teaching for faculty. How an institution defines time
expectations for students, faculty administrators, and other professional staff
can establish the basis for high performance for all.
6.
Good practice communicates high expectations.
Expect more
and you will get it. High expectations are important for everyone-for the
poorly prepared, for those unwilling to exert themselves, and for the bright
and well motivated. Expecting students to perform well becomes a
self-fulfilling prophecy when teachers and institutions hold high expectations
for themselves and make extra efforts.
7.
Good practice respects diverse talents and ways of learning.
There are
many roads to learning. People bring different talents and styles of
learning to college. Brilliant students in the seminar room may be all
thumbs in the lab or art studio. Students rich in hands-on experience may
not do so well with theory. Students need to the opportunity to show
their talents and learn in ways that work for them. Then they can be
pushed to learning in new ways that do not come so easily.
General
Education Course Requirements
All courses
accepted as components of CSU, ChicoÕs General Education (GE) program must also
help students use writing to engage in rigorous study of the body of knowledge
essential to the discipline represented by the course content. Each GE
course section must include the following:
¥
A writing requirement (at least 2500 words, total), or comparable problem or laboratory
set requirement, in the genres and forms appropriate to the discipline.
This requirement is intended to engage students in a rigorous study of the
bodies of knowledge represented in the course, including the ways in which
writing constructs and communicates knowledge.
¥
Multiple writing assignments, at least one of which is graded and returned to
students prior to the due date of the later assignments
¥
Some significant, written work within the first two weeks of the semester.
returned to students with informative feedback as soon as possible. This
requirement is intended to assess entry-level knowledge, attitudes, and skills,
and to provide feedback on coursework expectations.
Course
Description:
Study of the physical
environment, human settlement, development, and modern problems of Mexico. This
course is designed to be a component of the Upper-Division Theme on Mexico and
Central America. This is an approved General Education course. This is an
approved Non-Western course. This course is the same as LAST 102 which may be
substituted.
Course Objectives:
To increase
students understanding of the geographical context of Mexico.
To develop
students' knowledge of the region's connections to, and interdependencies with,
other people and places around the world.
To develop
students' skills in synthesizing and analyzing information, including
Internet-based information.
To develop
students' skills in writing and discussing their ideas.
To help students
read, listen, observe, and reason critically
Required Materials:
Online and Reserve
readings.
http://www.csuchico.edu/library/llo/
Course: GEOG
354
Password: SQJRY
Academic Policies and Regulations
Final grades are
based on % of ~ total points, earned from the categories below.
A=92-100%; B= 80-91%; C=68-79%; D=50-67%; and F= less than 50%.
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Web-site: I will regularly update the course web-site.
Students must visit the site to be aware of changes and additions. Students are
responsible for information included in the Web Resources portion of the site.
This material will covered in examinations.
Attendance: It has been my experience as a student and
instructor that there is a strong correlation between attendance and performance.
Students who rarely miss a class and actively participate in classroom
discussions tend to perform well on tests, quizzes, and in class discussions;
students who lack the discipline required for regular attendance tend to
perform poorly. Hence, daily attendance is strongly encouraged. However,
attendance will not affect your final grade.
Make-up Exams: No make-up exams will be given. If a student
misses exam 1 or 2 with an appropriate excuse, then the make-up will be the
comprehensive final exam, which will then be counted as 150 points. Only one
exam can be made up in this fashion. If a student misses a second exam that
exam will be recorded as a 0.
Quizzes: Approximately 10 quizzes will be given throughout
the semester. They will always occur on Fridays and will be announced on the
preceding Monday. There will be no make-up quizzes. Quizzes will cover material
from lecture material.
Question Sets: To ensure that students keep up with
the assigned readings, students must complete question sets that guide them
through assigned readings. Students must submit handwritten answers to these
questions. Question sets and due dates are posted on the course website. I will
not accept question sets after the due date.
Research
Project: Students are required to
complete a research project in this course. Students will write a travelogue in
which they describe and explain the landscapes of Mexico as if they were
traveling through them by bus. Assignment instructions will be at this
link.
Readings and
Participation: A fundamental
element of a liberal education is the development of the ability to read
critically. Hence, your success in this course largely depends on the amount of
time and effort you devote to the assigned readings. To encourage your progress
in this matter, I will grade students on the notes that they take on the
assigned readings. I will also assign particular students to lead
discussions on the required readings. Students will be graded on their
performance. In addition, test questions will not only be drawn from
lecture materials. Rather, a certain number of test questions will
pertain to information found in the assigned readings.
Online
Resources:
Language,
Vocabulary and Esoterica
The Engines of Our Ingenuity: Main
Page
Magazines and
Newspapers
MotherJones.com -- News and Resources for the Skeptical
Citizen
Utne Reader Online: A place in cyberspace where ideas and
community intersect
HCN.ORG: Environmental News in the West
The Christian Science Monitor | Daily Online Newspaper
http://www.miami.com/mld/miamiherald/news/world/americas/
Maps
Population
Welcome to Earth: Population 6
billion
Declining World Mortality Rates Map
Mexico: Useful
links for travelogue assignment.
http://www.inegi.gob.mx/geo/default.asp
http://mexicochannel.net/maps_en.htm
http://www.lib.utexas.edu/maps/atlas_mexico/
http://www.ontheroadin.com/travelinnformation/Mexico
Wal-Mart Locations.htm
http://mexicomike.com/maps_of_mexico/mexican-highway-map.htm
http://atlas.freshlogicstudios.com/
Tentative
Schedule:
Week
1 (8/24-8/28)
Introduction to course and Mexico
8/26 Orientation paper due: Students will turn in a typed, double-spaced,
250-word essay in which they answer the following questions:
1) Why did you enroll in this course?
2) Why did you choose to complete this theme?
3) What experience in Mexico do you have?
4) What do you hope to learn in this course?
5) Which regions of Mexico most interest you?
6) Which issues related to Mexico most interest you?
7) Who are you?
Map. Print out a bunch of these and bring them to
class on Monday, 8/31.
Readings
1. Castaneda,
J. 1995. Ferocious Differences. Atlantic Monthly. July.
More
from Castaneda: http://www.project-syndicate.org/contributor/640
Question Set #1: Due
8/26
2. Hamill, Pete. 2000. How do
Mexico and the US Perceive Each Other?
Question Set #2: Due 8/28
More
about Hamill: http://www.petehamill.com/
http://www.hemisphericinstitute.org/journal/1_1/sb.html
http://edition.cnn.com/WORLD/9707/19/mexico.superhero/
Web Resources:
http://www.mexconnect.com/mex_/michoacan/michoacanindex.html
http://www.bluemexico.com/Resources/Maps/mexican-states.gif
Week
2 (8/31-9/4) Physical Setting
Readings:
No
readings this week. Instead, IÕll
lecture a lot about the physical geography of Mexico. Be sure to bring multiple copies of the Mexico map that I
provided at the link in Week 1.
http://www.theonion.com/content/video/hurricane_bound_for_texas_slowed
Crazy
about futbol?! Check out this photograph by Ivan Rojas: Oswaldo Sanchez edition Jetta
Web Resources:
Earth-Sun
Relations
http://esminfo.prenhall.com/science/geoanimations/animations/01_EarthSun_E2.html
Maps
related to climate
http://www.boqueteweather.com/images/world_climate_map.jpg
Precipitation
map
Vegetation
map
http://www.uwmc.uwc.edu/geography/100/circulanim/circul_anim.htm
http://www.esys.org/wetter/doldrums6.jpg
http://iri.ldeo.columbia.edu/~bgordon/ITCZ.html
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/hurtrack/index.html
Plate
Tectonics
http://www.fiu.edu/orgs/caribgeol/Caribreconstr.html
http://esminfo.prenhall.com/science/geoanimations/animations/35_VolcanicAct.html
http://earthquake.usgs.gov/eqcenter/recenteqsww/
http://www.inegi.gob.mx/geo/default.asp
http://mexicochannel.net/maps_en.htm
http://www.lib.utexas.edu/maps/atlas_mexico/
Week
3 (9/7-9/11)
Physical Setting continued
Labor Day, 9/7, no class
Plate
Tectonics
http://www.fiu.edu/orgs/caribgeol/Caribreconstr.html
http://esminfo.prenhall.com/science/geoanimations/animations/35_VolcanicAct.html
http://earthquake.usgs.gov/eqcenter/recenteqsww/
Physiography
Natural
Vegetation
Pre-Columbian
Geographies
Readings:
Question
Set #3: Due 9/11
Here's a site with some information about William Denevan: http://www.stetson.edu/artsci/cape/Honors/denevan.htm
Week
4 (9/14-9/18)
Pre-Columbian Geographies
Question Set #4: Due 9/14
Mesoamerican subsistence techniques power point
Web Resources:
Here are three sources about recent changes in Mexico drug laws.
It is interesting how US commentators call the law change ÒdecriminalizationÓ
and the Mexican citizen calls it ÒcriminalizationÓ.
http://www.nytimes.com/2009/08/24/world/americas/24mexico.html?_r=1
http://www.wsu.edu/%7Edee/CIVAMRCA/TIMELINE.HTM
http://news.nationalgeographic.com/news/2006/09/060914-oldest-writing.html
http://www.ancientworlds.net/aw/Article/730226
http://www.latinamericanstudies.org/aztec-society.htm
http://vivasancarlos.com/ind_day.html
http://www.common-place.org/vol-03/no-04/mexico-city/
http://www.ancientmexico.com/content/map/index.html
Week
5 (9/21-9/25) Pre-Columbian Geographies and Discovery and Conquest
Furlough Day on Friday, September 25. No class
Extra Point Opportunity: Report due on Monday, September 28.
Your report will be a double-spaced, typed review in which
you summarize at least 5 things that you learned about Mexico at the event
described below.
Conversations on Diversity: When the
Border Crosses You, Sept. 23
Conversations on Diversity: When the Border Crosses You
Join us for a conversation with Professor Antonio
Arreguin-Bermudez and Professor Sara Cooper as they discuss issues of
immigration, discrimination, hope, HIV/AIDS, and a wide range of human behavior
that emerges in reaction to long-term deprivation and dehumanization.
We will be meeting in BMU 210 from 12pm - 1pm on Sept.
23.
For more information, please contact the Office of Diversity at 530-898-4764.
Pre-Columbian peoples power point
Readings:
5. http://www.mindfully.org/Heritage/2003/Civilization-Collapse-EndJun03.htm
Questions to consider Due 9/21
6.
Foote, T. 1991. Where Columbus Was Coming From. Smithsonian, December 1991: 28-41.
This
article is available at this link: http://www.millersville.edu/~columbus/data/art/FOOTE-01.ART
Questions to consider
Due 9/23
7.
Mee, Charles L. Jr. 1992. That Fateful Moment When Two Civilizations came Face
to Face. Smithsonian 23: 56-69.
This
article is available at this link: http://www.millersville.edu/~columbus/data/his/MEE-01.HIS
Web Resources:
http://www.usatoday.com/tech/science/columnist/vergano/2009-09-19-mayan-collapse_N.htm?se=yahoorefer
http://www.ancientmexico.com/content/timeline/index.html
http://faculty.fullerton.edu/nfitch/nehaha/index.htm
http://www.ancientmexico.com/content/map/tenochtitlan.html
http://faculty.washington.edu/petersen/alfonso/13thcent.jpg
Week
6 (9/28-10/2) Maya Collapse
Monday
Exam review
Exam One on Wednesday, September 30.
Week
7 (10/5-10/9) Colonial Patterns
No class on on Wednesday, October 7.
Looking at colonial landscapes
Readings: These are all found on JSTOR. Just click on the link.
8.
Sauer, C. O. 1941. The Personality of Mexico. Geographical Review 31:353-364.
Questions to consider
Due 10/5
9. Sluyter, A. 1996. The Ecological Origins and
Consequences of Cattle Ranching in Sixteenth-Century New Spain. Geographical
Review 86:
161-178.
Web Resources:
http://www.tlucretius.net/ArsMagica/MapOfAndalucia.jpg
http://mexicochannel.net/maps/mexico_maps_veracruz_roads_carreteras_sct.jpg
http://mexicochannel.net/maps/mexico_maps_vegetation.gif
http://www.mexconnect.com/mex_/history.html
Week
8 (10/12-10/16)
Regions of Mexico
It is time for you learn all of the states of Mexico.
This site might be helpful. http://www.bluemexico.com/Resources/Maps/mexican-states.gif
Or this site: http://mexico-herps.com/Habitats/Mexico_Political_Map.jpg
States to be covered on FridayÕs quiz: Sonora, Chihuahua,
Coahuila, Nuevo Leon, Tamaulipas, San Luis Potosi, Zacatecas, Durango, Sinaloa
Readings:
Kaplan, R. 1997. History Moving North. Atlantic
Monthly, February.
Casagrande, L. 1987. The Five Nations of Mexico. FOCUS
on Geography: 2-9.
Questions to consider
Due 10/12
Web Resources:
http://www.baja.com/maproom/pegoraro/
http://www.tourism-information.net/mexico.htm
Week
9 (10/19-10/23) Mexico City
States to be covered on FridayÕs quiz: Nayarit,
Aguascalientes, Guanajuato, Jalisco, Queretaro, Hidalgo, Michoacan, Estado de
Mexico, Tlaxcala, Puebla
Readings:
Required
Online Reading:
Guillermoprieto,
Alma. 1990. Letter from Mexico City, The New Yorker, September 17, 1990, p. 93-103.
Hamill,
Pete. 1993. When the Air was Clear. Audubon, January-February, 1993, p.
40-49.
You
will find these articles at our library's online reserve. However, they might not be available
until Saturday: http://www.csuchico.edu/library.
Course:
GEOG 354
Password:
32S95
Web Resources:
http://www.demographia.com/dbx-mxc.htm
http://www.lib.utexas.edu/maps/atlas_mexico/mexico_city_1972.jpg
http://books.nap.edu/books/0309052459/xhtml/images/p2000cd6dg128001.jpg
http://www.lib.utexas.edu/maps/atlas_mexico/
http://news.nationalgeographic.com/news/2006/09/060901-sewer-video.html
http://homepage.mac.com/helipilot/PhotoAlbum31.html
http://rst.gsfc.nasa.gov/Sect6/Sect6_11.html
http://geography.about.com/library/weekly/aa060997.htm
http://www.geohive.com/global/poplink.php?xml=idb&xsl=idb&par1=am
http://geography.about.com/library/weekly/aa092099.htm
http://www.geohive.com/cy/linkcy.php?xml=c_mx&xsl=cy
http://www.cdnn.info/industry/i040710/i040710.html
http://books.nap.edu/books/0309052459/html/29.html#p2000640b9960029001
Week
10 (10/26-10/30) Mexico City and The Core
Required
Online Readings:
Malmstrom,
V. 1995. Geographical Origins of the Tarascans. Geographical Review, 31-39. For article click here
Harner,
J. 2002. Muebles Rusticos in Mexico and the United States. Geographical Review, 92: 354-371. For article click here
http://www.ideainterior.com.mx/
No Class Friday, October 30: Furlough Day
Week
11 (11/2-11/6) The Core
No Class Monday, November 2: Furlough Day
Exam 2 on Friday, November 6.
Web Resources:
http://www.voznet.com.mx/index.html
http://polaris.ccu.umich.mx/mich/volcan-paricutin/volcan-galeria.html
"The
peasant from Central Mexico faces less risk and uncertainty from U.S. migration
than from any other possible income-generating activity. He risks more
with the status quo - relying on an unreliable resource base, a rigid local
social structure, undependable government programs, and uncertain job
opportunities in other Mexican cities - than in seeking work in the United
States." Ambivalent Journey, Jones,
1995.
Week
12 (11/9-11/13)
South Mexico/Mex-Central America
Wednesday, November 18 First leg of travelogue due.
No class Wednesday, November 11: VeteransÕ Day
Required
Online Readings:
Questions to consider
Due 11/9
Tiny
Cobs from 1491 By
Michael Mann. You will find this chapter at our library's online reserve: http://www.csuchico.edu/library.
Course: GEOG 354
Password: 32S95
Questions to consider
Due 11/13
http://www.charlesmann.org/Book-index.htm
Itanoni
Here
is the portion of text that is missing from the reading on reserve. The last sentence on p. 195 should
read, ÉBarbara McClintock called Ògenomic shock,Ó a wholesale reordering of
DNA in which Ònew species can arise quite suddenly.Ó
Oaxaca ppt
Web
Resources:
http://www.ianchadwick.com/tequila/mezcal.html
http://www.jasonarcherpaulbeck.com/frijolero.html
Week
13 (11/16-11/20) Oaxaca and Chiapas
http://www.nytimes.com/2009/11/16/world/americas/16mexico.html?_r=1&hp
Readings:
Vachon,
M. 1993. Onchocerciasis in Chiapas, Mexico. Geographical Review 83: 141-149. Click here
for article.
Questions to consider
Due 11/16
Wednesday, November 18: First leg of travelogue due.
No class Friday, November 20: Furlough Day
Web Resources:
http://www.allchocolate.com/enjoying/map/
http://www.mexicolore.co.uk/index.php?one=azt&two=ask&tab=ans&id=21
http://www.cartercenter.org/countries/mexico.html
http://www.cpt.org/mexico/mexicomap.gif
Week 14 (11/23-11/27) Thanksgiving Break
Week
15 (11/30-12/4) Chiapas and Northwest
Readings
Froehling,
O. 1997. The
Cyberspace "War of Ink and Internet" in Chiapas, Mexico. Geographical
Review 87:
291-307. Click here for article.
Questions to
consider Due 11/30
Dozier,
C. 1963 MexicoÕs Transformed Northwest. Geographical Review 53: 548-571. Click here for article.
Web Resources:
http://www.motherjones.com/news/feature/1995/07/rodriguez.html
Week
16 (12/7-12/11) Northwest
Readings
San
Quintin, a chapter from True Tales From Another
Mexico. University of New Mexico Press: Albuquerque. By Sam Quinones, 2001.
You will find this
chapter at our library's online reserve: http://www.csuchico.edu/library.
Course: GEOG
354
Password: SQJRY
http://www.cdi.gob.mx/index.php?id_seccion=1022
Extra
point assignment. Read the article
at this link: http://www.motherjones.com/news/feature/1995/07/rodriguez.html. I will post questions for it on
Wednesday. Your answers are due on Friday, December ??.
http://thedesertspeaks.org/index.cfm
http://www.grupobatiz.com.mx/gbeng.htm
http://www.grupobatiz.com.mx/grinicial.htm
http://www.cris-p.com/index.html
Week 17
(12/14-12/18)
Final
Exam: Friday, December 18, 12-1:50 p.m.
Week 16 (Dec. 11-15) Borderlands
Readings:
Symanski, R. 2001. When the Lights Go Out. Geographical
Review 91:57-65.
Arreola, D. 1996. Border-City IdŽe Fixe. Geographical
Review 86: 356-369.
Arreola, D. and J. Curtis. 199? Zonas de Tolerancia on the
Northern Mexican Border. Geographical Review ??: 333-345.
Curtis, J. 1993. Central Business District of the Two Laredos.
Geographical Review 83: 54-65.
Griffin, E. and L. Ford. 1976. Tijuana: Landscape of a Culture
Hybrid. Geographical Review 66: 435-447.
Web Resources:
http://www.fep.paho.org/bgmap.asp?esp=off
http://www.pbs.org/kpbs/theborder/history/
Week 16 (Dec. 5-9)
Immigration and
Mexamerica
Readings:
Go North,
Young Man
http://www.basis.wisc.edu/rfc/documents/slides/cs_15a_slides.pdf
Bowe, J. ÒNobodiesÓ The
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