El Plan Espiritual de Aztlan sets the theme that the Chicanos (La Raza de Bronze ) must use their nationalism as the key or common denominator for mass. El Plan Espiritual de Aztlan, drafted at the Denver Youth Conference of , was perhaps the single most important philosophical document. El Plan Espiritual de Aztlan [The Spiritual Plan of Aztlan] calls on Chicanos to assert their nationalism by mobilizing the masses and realizing a free, independent.

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Write routinely over extended time frames time for reflection and revision and shorter time frames a single sitting or a day or two for ve range of discipline- specific tasks, purposes, and audiences. The purpose of this lesson plan azflan to help students understand how the Chicano movement impacted Mexican American-immigrant relations and the importance of identity. To do so, students must also comprehend the dynamic and complex relationship between Mexican Americans and Mexican immigrants, through a set of activities, a lecture, analyzing a primary source, and reflection.

Students will examine the intersection between self-determination and identity and the relationship between Mexican immigrants and Mexican Americans.

This lesson is focused on analyzing the historical relationship between Mexican Americans and Mexican immigrants from an emphatic perspective, selectively focusing student analysis on one specific document: For convenience, it is divided into two parts. On the first day, students will begin the lesson by engaging in a simulation that is designed to help students df the relationship between Americans of Mexican descent and Mexican immigrants from both perspectives.

After they complete the simulation, they will be asked to reflect on the experience, before the instructor gives a short lecture. The lecture will focus on the history of Mexican American — Mexican immigrant relations in the US, drawing parallels to pla simulation the class just undertook. The first day is laying groundwork in background knowledge. The lesson will end with a take-home portion where students can reflect on their experiences within the lesson.

This introduction should serve as the primary framework for the lecture that the instructor should give on the first day to provide a backdrop for the students to understand the historical relationship between Mexican Americans and Mexican immigrants. The relationship between Mexican Americans and Mexican immigrants is rooted in the colonial and imperialistic history of the United States.

Movimiento Estudiantil Chicanx de Aztlán

At first, the Mexican American community consisted of explicitly and exclusively either people who were once Mexican nationals living in the Southwest who became US citizens after the Plann of Guadalupe Hidalgo or their descendants who were born US citizens.

There was not much immigration from Mexico to the United States. However, soon afterimmigration from Mexico began to increase. What had once been a diminishing Mexican American population soon burgeoned.

Mexican Americans had immediate reactions to the eespiritual immigrants. Some were happy to embrace the new arrivals because they helped revive Mexican culture in Mexican American communities, but others were more uneasy. For some Mexican Americans, the new wave of immigration could only be viewed as a negative development, and represented an event that only amplified their oppression, adding competition in the labor market and exacerbating negative perceptions of Mexicans within US society.

Like it or not, Mexican Americans had to deal with an ever-rising influx of Mexican immigrants to the US during the twentieth century.

Plan De Aztlan: Early Chicano Activism | KCET

Over the course of the century, Mexican immigrants arrived in the U. At first it was mostly seasonal workers traveling north, but soon entire families came to settle permanently in the US. However, this narrative of immigration from Mexico to the US has been paralleled by a another narrative: While it is true that the nature of these attitudes have varied within the Mexican American community, a historical analysis indicates that, especially in the beginning, many Mexican Americans were opposed to Mexican immigration, primarily due to economic and social frictions within their communities.

More importantly, it was a natural polarity concerning identity that helped promulgate the idea that Mexican Americans espirituual Mexican immigrants were two highly distinct groups of people. As soon as Mexican immigrants and Mexican Americans started to share spaces — whether these spaces were neighborhoods, labor markets, or social classes — sources eepiritual tension began to emerge.


From both sides of the border, a sort of animosity — despite shared espiritul, history, df language — developed between Mexican American immigrants and Americans of Mexican descent.

It was within this framework, these roots, that the relationship between Americans of Mexican descent and Mexican immigrants continued to develop over the course of the century, as Americans of Mexican descent never fully embraced the Mexican immigrant community. This lack of support from the Mexican American community weakened the struggle for Mexican immigrant rights, and at times even opposed it, as Mexican Americans viewed Mexican immigrants as azt,an vastly different, even antagonistic, group.

Ultimately, this division was tied espirigual the fundamental question of identity: For many Americans of Mexican descent in the first half of the twentieth century, the answer to this question was a simple manner of association. In their minds, the various socioeconomic problems within their communities was tied to their relegation to a lower class in U.

To solve these problems, Americans of Mexican descent had to find a way to break out of this lower social class and rise above it: Part of this process involved playing down the nonwhite origins of Mexican identity, and instead strongly aligning themselves with European Americans by insisting that Mexicans were a misunderstood white ethnic group.

This question of identity, and the answers that were formulated aztkan the first half of the twentieth century, esoiritual an important impact on the struggle of Mexican immigrants through the relationship between Mexican Americans and immigrants. As more and more immigrants flooded into the U. Forum, argued for stringent measures to control the espiritaul, perhaps limiting the flow, and called for a repeal of the Bracero program.

esipritual It was not a llan of hate or animosity, but rather self-interest. Many of these same Mexican-Americans might have sympathized with the lonely immigrants, se advocates viewed the issue as one of foreign interests versus American epiritual. Simply put, the mainstream perception among Mexican Americans was that Mexican immigrants created extra competition for jobs and exacerbated many of the socioeconomic problems experienced by the Mexican American community.

Although not everyone thought this way — a few Mexican Americans had started to propose that the struggles of Mexican immigrants were closely tied to the struggles of Mexican Americans — the mainstream attitudes towards Mexican immigrants led to Mexican advocacy groups supporting harsh reforms that clamped down on illegal immigration. Accessed April epiritual, University atlan California Press, The first part of the lesson involves a simulation that is designed to help the students begin to think about the issue of immigration from an emphatic perspective.

Basically, the simulation is meant to depict the complex interactions and historical events that led to communities of Mexican descent separated by a border, without actually using specific names that refer to subject at hand.

This simulation, like the lesson plan, is highly flexible: They should be directed by a few questions, including what they thought of the group of students on the other side of the line.

Esiritual taking a few minutes to organize their thoughts, the entire class should come together and discuss what they felt plaan the simulation, and why they think certain groups responded in specific ways.

To wrap up, the instructor should deliver a concise lecture that helps communicate the historical relationship between Mexican Americans and Mexican immigrants refer to the Introduction sectiondrawing parallels to the simulation the students just finished. Connecting the attitudes, emotions and reactions students had during the simulation to the attitudes, emotions, and reactions of Mexican Americans and Mexican immigrants throughout their historical relationship should hopefully help develop a sense of empathy within the students.

While it must be admitted that the simulation is in a way a large simplification of the complex events and relationships that define Mexican American-immigrant relationships, it is designed to focus on developing specific feelings in esliritual students that will hopefully help them connect with the subject matter at hand.

The lecture will help create connections between what the students experienced during the simulation to what Mexican American and Mexican immigrant communities have experienced throughout their historical relationship, developing empathy within the students.

The lecture should orbit a few major ideas, providing details to help give context: Mexican cultural heritage ek complex and highly diverse: Due to this highly multicultural and multiracial heritage, Mexican Americans have been given various labels throughout the course of their history. At times, due to their Spanish, European ancestors, they have been counted as members of the white race.


Plan Espiritual de Aztlán

Other times, when Mexican Americans were competing with European Americans for socioeconomic fe, it made dw sense for the white power structures to distinctly label Mexican Americans as nonwhite people of color, emphasizing their indigenous heritage.

After that, the instructor should introduce the Chicano movement, roughly sketching its origin in student movements in major cities across the U. The focus of this part of the lecture should be on the historical events of the movement, not on its ideals — students will be responsible for discovering and exploring those on their own. To begin, the instructor should aatlan for a volunteer to read the preamble, the poem written by Alurista, asking for a volunteer who will be willing to read the poem with passion and theatrical flourish.

Alternatively, the instructor can take on this task as well, if they enjoy lifting their voice and shaking their fist.

Students should then read the rest of the text silently on their own — it is not very long — and then write a short reflection about their initial reactions to the document. The instructor can try to make this reflection time as specific as they wish. Students should then turn to small groups to discuss what they wrote. Now students should all come together to discuss the document as an entire class. The instructor should guide the conversation, primarily by asking guiding questions, clarifying areas of confusion, or nudging the conversation in certain directions.

Due to the focus of the lesson plan, the questions should center around the preamble. Espirituap this discussion, the instructor should try to plsn the students towards a few guiding questions:.

What is it saying? Using what was covered in the previous eapiritual, what parts of this text stand out as particularly radical or as a significant espirihual from the Mexican American mainstream?

To conclude, the instructor should enter the conversation and direct it towards a consideration of the immigration issue within the Mexican American identity.

Plan Espiritual de Aztlán – Wikipedia

This part of the conversation should draw heavily on the activity and lecture of the previous class. At this point, much of what the students answer concerning identity and Mexican American-immigrant relations will be speculation. This reading will help students pllan a concrete sense of the impact the Chicano movement had on Mexican American and Mexican immigrant relations.

To conclude the lesson plan, students should write a short paper of at least a page, although they can make it as long as they like, once they have read the chapter at home, and bring it to class the next day. They should address the following question:. Griswold Del Castillo, Richard, ed. Cultural Space and the Struggle for Justice. University of Arizona Press, Brown-eyed Children of the Sun: Lessons from the Chicano Movement, University of New Mexico Press, Mongrels, Bastards, Orphans, and Vagabonds: Mexican Immigration and the Plah of Race in America.

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Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. What is the historical relationship between Americans of Espirituxl descent and Mexican immigrants? How has this relationship changed over the past two centuries? What factors contribute to the state of this relationship?

What is the Chicano movement? How did the Chicano movement challenge traditional notions of identity within the Mexican American community? How did Chicano youth raise questions about the importance of cultural and racial heritage, and ultimately Mexican American identity?

Why were these questions of identity important for the relationship between Mexican Americans and Mexican immigrants? How did the Chicano movement impact the struggle for immigrant rights?