HSTAA 282A

The History of Mexico: Culture, Identity, and the Politics of Rule from the Aztecs to
the Present

Tuesdays/Thursdays 10:30-12:20, CMU 120
Required Quiz Sections on FridaysSee Time Schedule


Harvesting agave in late nineteenth-century Mexico

Professor Adam Warren
Smith 218C
Email: awarren2@u.washington.edu
Office Hours: Thursdays 2-4 or by appointment

Teaching Assistant: Katja Schatte
Smith 214
Email: kschatte@u.washington.edu
Office Hours: Tuesdays 12:30-2:30


Course Description:

This course provides a broad overview of the history of Mexico from the late Aztec
period until modern times by examining how groups traditionally seen as powerless or
marginalized within Mexican societywomen, campesinos (peasants), indigenous
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populations, free and enslaved Afro-Mexicans, and the urban poorexperienced,
understood, and shaped the world in which they lived and what it means to be Mexican.
By looking at social history from below rather than political history from above of
the elite or of those in power, readings and lectures in this course will demonstrate how
popular groups negotiated imperial Aztec and colonial Spanish power relations,
challenged, and at times subverted rule. The course will also examine how such
populations defended their interests and fought for a political voice in the newly
emerging nation-state after Independence and during the long nineteenth century,
culminating in the Mexican Revolution. In the final weeks of this course we will
examine the ways in which such populations have continued to play a crucial role in the
political culture of Mexico since the Revolution. We will focus in particular on urban
politics in contemporary Mexico City and rural uprisings in Morelos, Chiapas, and
elsewhere.

While focusing heavily on social history and questions of political culture in the history
of Mexico, this course will also examine a series of other themes, among them religious
and cultural transformations, processes of ethnogenesis (the creation of ideas about ethnic
identity and difference), the colonial economic system, European and US imperialism in
Mexico, liberalism, populism, urban history and the problems of hyperurbanization,
migration, the debt crises of the 1980s and 1990s, NAFTA, the characteristics and
workings of the modern Mexican state, and Mexicos influence within Latin America, the
United States, and the world. Students should come away from the course with a broad
sense of the historical origins of what we understand today as the modern Mexican
nation-state and how the idea of lo mexicano(Mexican-ness) is problematic, multi-
faceted, and complex.


Assignments and Grade Breakdown for the Course:

Papers and exams for this course will draw from the knowledge you have gained from
lectures and readings. If you have not completed the major reading assignments for this
course or have not attended lectures, you should not expect to pass the midterm or final.
While the reading load may be heavy in some weeks, please realize that you will not be
required to do any research or additional reading beyond those books you have been
assigned. The second paper assignment may ask you to draw on several readings at once.
Further instructions for papers will be provided in the coming weeks.

Please note that you MUST complete and pass all assignments to receive a passing
grade for the course!!

The grade breakdown for the course is as follows:

Map quiz (April 11) 5%
Paper 1 (4-5 pp., due April 25) 20%
Midterm (May 6) 20%
Paper 2 (4-5 pp., due May 30) 20%
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Final (J une 9, 10:30-12:20) 20%
Participation in section 15%

Please note that participation in section is a required part of the course. You should
be present in section, participate, and submit required assignments beforehand in
order to pass the course.


Required Texts:

Camilla Townsend, Malintzins Choices: An Indian Woman in the Conquest of Mexico.
Albuquerque: University of New Mexico Press, 2006.
J os J oaqun Fernndez de Lizardi, The Mangy Parrot: The Life and Times of Periquillo
Sarniento Written by Himself for His Family. Indianapolis: Hackett Publishing, 2005.
Mark Overmyer-Velzquez, Visions of the Emerald City: Modernity Tradition, and the
Formation of Porfirian Oaxaca, Mexico. Durham: Duke University Press, 2006.
Mark Wasserman, The Mexican Revolution: A Brief History with Documents. New
York: Bedford/St. Martins, 2012.
Gabriela Soto Laveaga, Jungle Laboratories: Mexican Peasants, National Projects, and
the Making of the Pill. Durham: Duke University Press, 2009.

Additional required readings are available for download through the course website:

https://catalyst.uw.edu/workspace/awarren2/29020/

**All required texts are available for check-out on class reserves at Odegaard.**


A soldadera (female soldier) in the Mexican Revolution
4

Weekly Topics and Reading Assignments:

All readings are to be completed in advance of your Friday discussion sections.

Part One: Pre-Columbian Origins

Week One: Thinking Historically about Mexico.

Tuesday, April 1Introduction to the course.

Thursday, April 3 Pre-Colonial Societies of Mesoamerica and the Rise of the
Aztec State.

READINGS:
Camilla Townsend, Malintzins Choices, Chapters 1-3

Week Two: Aztec and Spanish Imperialism Compared

Tuesday, April 8 Politics, Religion, and Ideology in the Aztec Empire.

Thursday April 10 Reconquest Spain and the Invasion of Mexico.

Map quiz Friday, April 11 in quiz sections!

READINGS:
Clendinnen, The Cost of Courage in Aztec Society, Past and Present 107
(1985), 44-89 (available on course website).
Camilla Townsend, Malintzins Choices, Chapters 4-6


Part Two: Forging a Colonial Society

Week Three: Resistance and Accommodation in the Clash of Cultures.

Tuesday, April 15 Mediating Colonial Rule and the Construction of a Colonial
System.

Thursday, April 17 Living in an Empire

READINGS:
Camilla Townsend, Malintzins Choices, Chapters 7-8
J os J oaqun Fernndez de Lizardi, The Mangy Parrot, chapters 1-15

Week Four: The Long Process of Decolonization.

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Tuesday, April 22 Growing Tensions: The Bourbon Reforms in Central Mexico
and Life of the Fringes of Empire

Thursday, April 24 Crisis in the Spanish Empire, Popular Revolt in Mexico,
and the Path to Independence.

Paper 1 due Friday, April 25 in quiz section!

READINGS:
J os J oaqun Fernndez de Lizardi, The Mangy Parrot, chapters 16-39


Part Three: From Independence to Revolution

Week Five: The Predicaments of Independence.

Tuesday, April 29 Constructing a Nation, Imperial Intrusions, and the
Challenges of Rule

Thursday, May 1 The Mexican-American War, the Reforma, and French
Intervention

READING:
Andrs Resndez, Changing National Identities on the Frontier, Chapter 1
(available on course website).
Mark Overmyer-Velzquez, Visions of the Emerald City, Introduction and
Chapters 1 and 2.
Optional: J os J oaqun Fernndez de Lizardi, The Mangy Parrot, chapters 42-52

Week Six: Planting the Seeds of Revolution: Mexicos Liberal Modernizing State.

Tuesday, May 6 Midterm ExamBring Bluebooks!

Thursday, May 8 Liberalism and Modernization from the Reforma to the
Porfiriato.

READING:
Mark Overmyer-Velzquez, Visions of the Emerald City, Chapters 4, 5, and
Conclusion.
Mark Wasserman, The Mexican Revolution, Introduction


Part Four: The Revolution and Beyond

Week Seven: The Mexican Revolution.

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Tuesday, May 13 A Social Revolution or a Civil War?

Thursday, May 15 Implementing the Revolution: Calles, Crdenas, and the
Mexican Countryside

READINGS:
Mark Wasserman, The Mexican Revolution, Chapters 1-6

Week Eight: Modernization and the Postrevolutionary State

Tuesday, May 20 Shifting Interpretations of Revolution from Crdenas to the
1950s

Thursday, May 22 The Postrevolutionary State, the United States, and
Migration / FILM: "Bracero Stories"

No discussion sections on Friday, May 23!

READINGS:
Deborah Cohen, Braceros, Chapter 4 (available on course website).
Gabriela Soto Laveaga, Jungle Laboratories, chapters 1 and 2
Eric Zolov, Showcasing the Land of Tomorrow: Mexico and the 1968
Olympics, The Americas 61, no. 2 (2004): 159-188. (available on course
website).

Week Nine: A Fragmented Modernity

Tuesday, May 27 A Disillusioned Citizenry, A Revolution Abandoned:
Mexican Politics from the Massacre of 1968 to the 1980s.

Thursday, May 29 FILM: "Rock 'n' Roll Made in Mexico"

READINGS:
Oscar J Martnez, Migration and the Border, 1965-1985, in Beyond la Frontera:
The History of Mexico-U.S. Migration, ed. Mark Overmyer-Velzquez (available
on course website).
Gabriela Soto Laveaga, Jungle Laboratories, chapters 3-6

Paper 2 due Friday, May 30 in quiz section!

Week Ten: Popular Challenge to the PRI.

Tuesday, J une 3 Reclaiming the Revolution: Chiapas, the EZLN, and State
Violence / FILM: "A Massacre Foretold"

Thursday, J une 5 Mexico, Narcos, and the New Millennium.
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READINGS:
George Collier, The Rebellion in Chiapas and the Legacy of Energy
Development, Mexican Studies/Estudios Mexicanos 10, no. 2 (1994): 371-382.
(available on course website).
Gabriela Soto Laveaga, Jungle Laboratories, chapters 7-9


Week Eleven: Final Exam June 9, 10:30-12:20. Bring bluebooks!!



Zapatas forces celebrating their successes in Sanborns Restaurant, Mexico City




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staff. Please see front office staff to pick up or drop off items for boxes. T.A. mailboxes are not
accessible to non-majors; papers, notes, etc. for T.A.s should instead be delivered to T.A. offices.
Faculty and T.A. office locations and hours are posted on a bulletin board outside of 315 Smith.


Plagiarism and Incompletes

Plagiarism
Plagiarism is defined as the use of creations, ideas or words of publicly available work without formally acknowledging the
author or source through appropriate use of quotation marks, references, and the like. Along with the University of
Washington, the History Department takes plagiarism very seriously. Plagiarism may lead to disciplinary action by the
University against the student who submitted the work. Any student who is uncertain whether his or her use of the work of
others constitutes plagiarism should consult the course instructor for guidance before submitting coursework.

Incompletes
An incomplete is given only when the student has been in attendance and has done satisfactory work until within two
weeks of the end of the quarter and has furnished proof satisfactory to the instructor that the work cannot be completed
because of illness or other circumstances beyond the student's control.

Grading Procedures

Except in case of error, no instructor may change a grade that he or she has turned in to the Registrar. Grades cannot be
changed after a degree has been granted.

Grade Appeal Procedure
A student who believes he or she has been improperly graded must first discuss the matter with the instructor. If the
student is not satisfied with the instructor's explanation, the student, no later than ten days after his or her discussion with
the instructor, may submit a written appeal to the Chair of the History Department with a copy of the appeal also sent to
the instructor. Within 10 calendar days, the Chair consults with the instructor to ensure that the evaluation of the student's
performance has not been arbitrary or capricious. Should the Chair believe the instructor's conduct to be arbitrary or
capricious and the instructor declines to revise the grade, the Chair, with the approval of the voting members of his or her
faculty, shall appoint an appropriate member, or members, of the faculty of the History Department to evaluate the
performance of the student and assign a grade. The Dean and Provost should be informed of this action. Once a student
submits a written appeal, this document and all subsequent actions on this appeal are recorded in written form for deposit
in a History Department file.
Sexual Harassment

Sexual harassment is defined as the use of ones authority or power, either explicitly or implicitly, to coerce another into
unwanted sexual relations or to punish another for his or her refusal to engage in sexual acts. It is also defined as the
creation by a member of the University community of an intimidating, hostile, or offensive working or educational
environment through verbal or physical conduct of a sexual nature.

If you are being harassed, seek helpthe earlier the better. You may speak with your instructor, your teaching assistant,
History Undergraduate Advising, the Departments Director of Academic Services (Smith 206B) or the Chair of the
Department (Smith 308C). In addition, the Office of the Ombudsman for Sexual Harassment 543-6028 is a University
resource for all students, faculty and staff.

Equal Opportunity
The University of Washington reaffirms its policy of equal opportunity regardless of race, color, creed, religion, national
origin, sex, sexual orientation, age, marital status, disability, or status as a disabled veteran or Vietnam-era veteran. This
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and patient and hospital services.



Standards of Conduct and Academic Integrity: (see WAC 478-120-020)

The following abilities and behavioral expectations complement the UW Student Conduct Code. All students need to
demonstrate the following behaviors and abilities: Communication: All students must communicate effectively with other
students, faculty, staff, and other professionals within the Department of History. Students must attempt to express ideas
and feelings clearly and demonstrate a willingness and ability to give and receive feedback. All students must be able to
reason, analyze, integrate, synthesize, and evaluate in the context of the class. Students must be able to evaluate and apply
information and engage in critical thinking in the classroom and professional setting. Behavioral/Emotional: Students must
demonstrate the emotional maturity required for the adequate utilization of intellectual abilities, the exercise of sound
judgment, and the timely completion of responsibilities in the class. Further, students must be able to maintain mature,
sensitive, and effective relationships with students, faculty, staff, and other professionals while engaging in the class and
within the History Department. Students must have the emotional stability to function effectively in the classroom.
Students must be able and willing to examine and change behaviors when they interfere with productive individual or team
relationships. Problematic behavior documented: Problematic behavior will be documented by the Department and if
deemed appropriate forwarded on to Community Standards and Student Conduct. If a pattern of behavior or a single,
serious lapse in the behavioral expectations becomes evident, the steps below will be followed so that the student is
appraised of a warning indicating that the students continuation in the class and/or major is in jeopardy. The students
instructor and/or appropriate program advisor or teaching assistant will document, either verbally or in writing, the
concerning behavior and notify the student that they are receiving a warning. Notification of the warning will be forwarded
on to the Chair of the Department and Student Conduct and Community Standards via email or in hard copy. The warning
identifies what the concerning behavior was and that any further disruptions or concerning incidents will result in the
student being asked to leave the class. When incidents occur that represent a significant impact to the program or its
participants, students may be asked to leave immediately without prior warning.

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The University of Washington is committed to providing access, equal opportunity and reasonable accommodation in its
services, programs, activities, education and employment for individuals with disabilities. To request disability
accommodation contact: Disability Resources for Students at (206) 543-8924/V, (206) 543-8925/TTY, or e-mail at
uwdss@u.washington.edu

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Evacuation routes are posted throughout the building. In case of a fire, please evacuate and go to the evacuation assembly
point, locations of which are posted on building walls. In case of a power outage or earthquake, please stay where you are
and, for the latter, protect your head and neck. Students with disabilities which could impair evacuation should notify the
instructor early in the quarter so accommodations can be made.

Concerns about a course, an instructor, or a teaching assistant
Instructors
If you have any concerns about the course or the instructor in charge of the course, please see the instructor about these
concerns as soon as possible. If you are not comfortable talking with the instructor or not satisfied with the response that
you receive, contact the History Departments Director of Academic Services, Matt Erickson, in Smith 206B. If you are not
satisfied with the response that you receive from Matt Erickson, make an appointment with the Administrator in Smith
308A to speak with the Chair.
TAs
If you have any concerns about the teaching assistant, please see her or him about these concerns as soon as possible. If
you are not comfortable talking with the teaching assistant or not satisfied with the response that you receive, contact the
instructor in charge of the course. If you are not satisfied with the response that you receive, you may follow the
procedure previously outlined, or contact the Graduate School in G-1 Communications.


Rev. August 2013