History of Mexico

Course Number:
HST 270
Transcript Title:
History of Mexico
Created:
Aug 11, 2022
Updated:
Jul 12, 2023
Total Credits:
4
Lecture Hours:
40
Lecture / Lab Hours:
0
Lab Hours:
0
Satisfies Cultural Literacy requirement:
Yes
Satisfies General Education requirement:
Yes
Grading Options
A-F, P/NP, Audit
Default Grading Options
A-F
Repeats available for credit:
0
Prerequisites

Placement into MTH 65 or MTH 98

Prerequisite / Concurrent

WR 121 or WR 121Z

Course Description

Surveys Mexican history from pre-Columbian to modern times. Focus on post contact history: the Spanish conquest, colonial Mexico, independence and its aftermath to contemporary times. Emphasizes social, political and cultural developments and contributions by a diversity of Mexico’s peoples. Prerequisites: placement into MTH 65 or MTH 98. Prerequisite/concurrent: WR 121 or WR 121Z. Audit available.

Course Outcomes

After successful completion of this course, students will be able to:

  1. Articulate an understanding of the actions of indigenous people, Europeans and Africans in the course of Mexican history.
  2. Identify the influence of culturally based practices, values, and beliefs to analyze how historically defined meanings of difference affect human behavior.
  3. Communicate effectively using historical analysis.
  4. Identify and investigate historical theses, evaluate information and its sources, and use appropriate reasoning to construct evidence-based arguments on historical issues.
  5. Connect the past with present day events to enhance contemporary understanding and encourage civic activities.
  6. Recognize the historical contributions of different groups (ethnic, national, gender, religious) that interacted in Mexico in order to appreciate the cultural diversity of the Mexican nation.

Alignment with Institutional Learning Outcomes

Major
1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
Major
2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
Not Addressed
3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)
Major
4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)
Major
5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Themes

  • Exploration and conquest
  • Acculturation
  • Changing political and economic structures
  • Cultural development, literature, art
  • Conflict and cooperation
  • Religion and philosophy
  • Ways of Life

Concepts

  • Criollo society
  • Independence
  • Religious pluralism
  • Self-understanding (world view)
  • Mi Patria

Issues

  • Role and status of the Catholic church
  • Ethnicity, gender and social class
  • Inter- and intra-ethnic controversies
  • Central vs. federal government systems
  • Political “plans”
  • Acculturation
  • Constitution making
  • Modernism

Competencies and Skills

  • Critical thinking
  • Evaluate interpretations of historical events
  • Effective communication orally and in writing
  • Analyze the causal relationship between two or more historical events
  • Problem solving
  • Working collaboratively with others
  • Clearly articulate thoughts to a given audience
  • Close reading of primary and secondary sources by drawing on prior knowledge
Considering such factors as:
  • Geography
  • Social hierarchy
  • Institutions
  • Political and economic structures
  • Law
  • Cultural contributions
  • Philosophies and religions
  • Gender
  • Diversity