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MAS Cycle: Texas / Mexico Border Identities
MAS Cycle: Texas / Mexico Border Identities
Table of Contents
Table of Contents
Course Objective
Course Objective
By examining the history of the Texas / Mexico Border alongside literary works of several Mexican-American authors, students will be able to critically reflect on the experience of gender in the Borderlands. The history of border politics Through in-depth analysis of gender norms presented in Mexican-American literature, students will be able to identify the influences of feminismo (femininity) and machismo (masculinity) on their own lives and the broader experience of gender in society.
Cycle 1: History of the Borderlands
Cycle 1: History of the Borderlands
We shall briefly examine the history of the Borderlands and the border region's occurrences in this cycle. Academic literature will be the first to be covered, followed by works produced by those who are personally affected by these events. By doing this, we will be able to raise awareness and better comprehend the lived experiences of the authors from the Borderlands that we study.
Cycle 2: Critical reflection of gender in Mexican-American short stories and Poetry
Cycle 2: Critical reflection of gender in Mexican-American short stories and Poetry
After the first unit’s building of historical context for the Mexico-Texas border, Cycle 2 will journey into literary reflection. This portion of the course will focus on various poems and short stories in Mexican-American literature, providing students an opportunity to explore critical reflection of gender and identity with shorter literary works. Upon completion of this cycle, students will have developed the necessary skills to continue critical literary analysis and reflect upon their inquiry.
Cycle 3: Machismo and Gender Politics on the border
Cycle 3: Machismo and Gender Politics on the border
To best understand power dynamics and politics on the Mexico-Texas border, students will examine the role of gender and the effects of a stagnant traditional view of masculinity. Through looking at the ways in which Paredes writes male characters, the significance of honor in manhood and more modern works on how the community is impacted by this rigidity; students will be able to formulate a research question to take their new knowledge into the world around them.
Cycle 4: How women are presented in Mexican-American literature
Cycle 4: How women are presented in Mexican-American literature
To conclude this course cycle, students will change the focus from men and focus on the implications of machismo on women in the Southern Border. Themes of how identity and sense of belonging differ for women will be explored in comparison to men, as well as the implications of machismo and toxic masculinity on women, in relation to the Southern Mexico-Texan border within Americo Paredes and Sandra Cisneros texts.
Course TEKS
Course TEKS
Rule §110.38 English Language Arts and Reading, English III (One Credit), Adopted 2017
1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
A) engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax
C) give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively
4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts.
E) The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:make connections to personal experiences, ideas in other texts, and society;
9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
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