This was originally posted on the former blog that I kept for HIST 466.

For me, one of the things that validate Sam Brunk’s interpretations about Zapata’s significance to Mexican political and cultural debates and discourses is his use and critique of the concept of thin vs. thick hegemony. Because that concept forms the backbone of his interpretive framework–even as he challenges it, he is able to utilize historical evidence to support the argument that the story of Zapata’s “posthumous career” is the story of Mexico’s twentieth (and early twenty-first) century.

I’ve enjoyed reading your posts about how the Constitutionalists came to defeat the Conventionists, and how Obregón’s pragmatism facilitated the consolidation of a new, post-revolutionary state in Mexico in the early 1920s.

Obregón, Villa, and Pershing at Fort Bliss, El Paso, August 1914 (Wikimedia Commons)

Pancho Villa was a touchstone in many of your posts, and I’ve emphasized the deep hatred that Obregón held for him in some of my comments on your entries. Villa’s raid on Columbus, New Mexico, on 9 March 1916 was a major point of crisis for the Constitutionalists as they sought to finalize their offensives against Villa in the north and Zapata in the south. Historians, such as…

Porfirio Díaz, image via Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Porfirio_Diaz.jpg

Thanks for your hard work on our class thus far. I hope you’re able to enjoy a little bit of a break this week — in conjunction with the July 4 Holiday, Module 3 spans a longer timeframe than all of the others. The Reading Tweets and Blog post (there isn’t a discussion) are due this Saturday, July 10.

As a reminder — please add your Medium username to our course spreadsheet if you have not yet done so. By joining our course publication here, you’ll be able to post your blog entries here and we’ll all be able to…

Welcome to History 466/566!

Looking northward at the border wall, Nogales, Sonora

Welcome to our course blog page on Medium (Medium calls this a ‘publication’). I’m excited to meet all of you and learn from your insights into the history of the Mexican Revolution this summer!

You’ll add your blog posts here to our course Medium publication; otherwise, we’ll be completing some work on Twitter and the bulk of the course is located inside of Canvas. I’ve added a copy of the syllabus and course schedule here on Medium, but you’ll also find those in Canvas where the Learning Modules are located. …

HIST 466/566 @ WNMU

Pancho Villa Café, Columbus, NM. 2010

Module 1: Course Introduction

June 28-June 30

All Introductions and Module 1 coursework due Wednesday, June 30, by 11:59 pm

To Read:(Historiography) Complete any two of these:
Wasserman, Part One (pp. 1–28)
Joseph and Nugent, Editors’ Introduction to Everyday Forms
Knight, “Patterns and Prescriptions in Mexican Historiography”
Knight, Introduction to The Mexican Revolution: A Very Short Introduction
Ruiz, “Where Have all the Marxists Gone?”

To Do:
Intro to the class on the discussion board; thoughts on revolution; create Twitter and Medium accounts.

All assignments outlined in Module 1 in Canvas.

Module 2: The Porfiriato — Precursors to the Mexican Revolution

July 1-July 3

To Read:
Gonzales, Introduction and Chapter…

Pancho Villa statue, Palomas, Chihuahua

Hist 466/566
Online, Summer 2021

Instructor Brandon Morgan (Brandon, he/him)

Text me at (385) 743–8515

WNMU email: morganb4@wnmu.edu
Other email: bmorgan19@cnm.edu

Virtual office hours: T 9–11, via this Zoom link, or by appointment.

Course Twitter Hashtag: #Hist466

Introduction

As Hans Kellner wrote, “historical events do not represent themselves, they are represented, they do not speak, they are spoken for” (Thomas Benjamin, “La Revolución). Such has especially been the case with the Mexican Revolution, arguably the twentieth century’s first social revolution. The historical literature on the Mexican Revolution is voluminous. In this class, we will narrow our investigation of the Revolution to…

LAS Curriculum Plan

In this Sept. 27, 2017 photo are the cobblestone streets of Freedmen’s Town, an area built by emancipated slaves after the Civil War in Houston. The area is believed to have been connected to the Underground Railroad to Mexico. Across Texas and parts of Louisiana, Alabama, and Arkansas, scholars and preservation advocates are working to piece together a puzzle of a largely forgotten piece of American history: a network that helped thousands of Black slaves escape to Mexico. (AP Photo/ Russell Contreras)

Focus on Mexico, Nicaragua, and Brazil as locations where enslaved people could find freedom and where Confederates (Confederados) sought to escape prosecution following the Civil War and/or to (re)construct a slave society as an extension of the US South. Below is a curated list of resources to support the teaching and learning about the Underground Railroad to Mexico and Confederate efforts to translate their system of human bondage to Latin America.

Unit Readings: American Yawp Chapters 11; 14–15

Guiding Questions:

  • What were the reasons for the U.S. …

LAS Curriculum Plan

US Occupation of Mexico City

Focus on Mexican perspectives on the US-Mexcian War, or the War of the North American invasion (la guerra de la invasión norteamericana), as it’s known south of the border. Below is a curated list of resources to support the teaching and learning about the War of US Invasion.

Unit Readings: American Yawp Chapters 12–13

Guiding Questions:

  • What crises emerged in the 1850s and how did they relate to the U.S.-Mexico War?
  • What was Manifest Destiny and how did it relate to the U.S.-Mexico War?

Instructor Bibliography — [could assign some of these to students and a couple…

LAS Curriculum Plan

Deguello de Moca, Haitian Revolution, 1805. Wikimedia Commons

Focus on the Haitian Revolution as a point of comparison to the American Revolution. The plan below is a curated list of materials on the Haitian Revolution that can be used to supplement teaching on the early years of the US Republic.

Unit Readings: American Yawp Chapters 4–7

Guiding Questions:

  • What were the main political, economic, and social markers of eighteenth-century colonial European societies in North America?
  • What were the causes of the American Revolution and how did it affect various groups of people across ethnic and gender lines?

Instructor Bibliography — [could assign some of these…

LAS Curriculum Plan

Photo by Frederik Trovatten.com on Unsplash

Focus on the cultures of pre- and post-conquest Mesoamerica as a supplement to the study of North America’s indigenous peoples. The plan below is meant to be adapted to fit assignments, activities, and assessments that you might present to students in HIST 1110.

Unit Readings: American Yawp Chapters 1–3

Guiding Questions:

  • What did the Americas look like on the eve of European colonization?
  • What patterns did European colonization follow and what were First Peoples’ responses?

Instructor Bibliography — [could assign some of these to students]

Brandon Morgan

CC History Instructor, father of three, and researcher of the Borderlands, U.S. West, and Modern Mexico. Working on a book about Violence and the rural border.

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