Part 1
Script Instructions:
You will compose a script for a 4-10 minute YouTube or TikTok video. The script should contain an Introduction, Analysis, and Conclusion

Description:
Compose a script for a multimedia research project presentation on any topic of your choice relevant to the history of either race, gender, class, imperialism, sexuality or globalization in Chicanx History, U.S. History, or Latin American History. The research topic must be informed, at minimum, by four primary sources and five scholarly peer-reviewed secondary sources (For scholarly peer-reviewed sources, I will only allow academic journal articles, books, book chapters, dissertations, or theses). Reflect on how the topic can help us reflect on (or challenge) contemporary problems such as racism, sexism, homophobia, racism, classism, or xenophobia today.
I recommend starting FIRST by identifying at least four primary sources of interest and creating a research topic related to these sources (Sometimes students identify a good research topic but do not have the necessary primary sources to write about them). Demonstrate how your sources give insights into any topics we have covered in class. To provide historical context to your sources, include and cite examples from your scholarly secondary sources. For this project, you may also choose assigned materials from our course that count as scholarly secondary or primary sources.
(Documents I will have attached will be primary sources further explained, secondary sources further explained, as well as some topics you could use.)

Outline:
Introduction:
(1) Tell us about your topic, your argument, and the sources you will use to talk to us about your topic.
(2) You should provide historical background to your topic with examples from your scholarly, peer-reviewed secondary sources. Just mentioning the name of the author, the title or description of their work, and the type of work (e.g., is it a book? Book chapter? Article? Etc.) suffices. You can state, for example:
According to Historian Erika Lees book, America for Americans, Chapter 8?
The Chicano historian Oscar Martinezs dissertation on the El Paso Borderlands community shows us?
The legal scholar Richard Delgados article on Latino lynching in the U.S. Southwest exposes how?
In the article published by historians of medicine, Markel and Stern, titled, ?The Foreignness of Germs: The Persistent Association of Immigrants and Disease in American Society they tell us how?
(3) When introducing your primary sources, tell us (in no particular order):
What type of primary sources are they? Where did you find them?
Who originally produced the source (or who is believed to have produced the source?)
When (or approximately when) was the source produced? (Year, specific date, or time period)
What historical event(s) does the source relate to? Or what do other researchers think the source relates to?
For what purpose were these sources produced (or are believed to have been produced)?
Examples:
o For example, lets look at the interview of Mr. Lopez which was recorded in the Civil Rights in Black and Brown Oral History Project, recorded in 2017. He tells us about the racial discrimination Latinx people faced in public schools during the 1960s.
o In this photograph taken in 1976, found in the University of Oregons Chicano Movement in Oregon Digital Collection, we see an image of Chicano students hosting a protest in front of the university administration building. They were protesting to establish a Chicano Studies program on their university campus.
o The following is an excerpt from the Indigenous chief named Pontiac written in 1763, which I found on the American Yawp Reader. According to the American Yawp Reader, it was originally published in the Collections of the Pioneer Society of the State of Michigan. Here Pontiac declares war against the Europeans and discusses why the leader Neolin said it was important for them to stop adopting English customs.

Analysis of your sources:
Analyze the sources, dont just summarize them. What do they tell us about histories of race, gender, class, sexuality, xenophobia, imperialism, colonialism, or globalization? What makes them interesting? For written sources, ensure to include paraphrased examples and quotes from the source. For artworks, describe the sources and how they relate to your topic.
Conclusion:
Offer concluding reflections on the sources you are studying. Suggestions (You do not have to answer all these questions): Why are these sources important today? How can these sources help us reflect on (or resolve) issues in the present? What does your source tell us about histories of race, class, gender, empire, sexuality, colonialism, or globalization?

Include a Works Cited section where you list the sources referenced in MLA, APA, or Chicago Style Bibliographic Citations (select the format most appropriate to your discipline. There should be a separate section for your Primary Sources and Secondary Sources (assigned textbook chapters cited in your video).
Works Cited
Primary Sources:
1. (Primary Source 1):
2. (Primary Source 2):
3. (Primary Source 3):
4. (Primary Source 4):
Scholarly, Peer-Reviewed Secondary Sources:
1. (Secondary Source 1):
2. (Secondary Source 2):
3. (Secondary Source 3):
4. (Secondary Source 4):
5. (Secondary Source 5):
.
Part 2
Describe the tentative topic for your digital research project. What historical event(s) does it cover? How does it relate to Chicanx-Latinx history or U.S.-Latin American history?
What is your working thesis statement or argument for this project?
What theme from this class will your project touch on: gender, race, class, sexuality, globalization, colonization, homophobia, or xenophobia?
What medium do you plan to use for this project? (E.g. Tiktok, Canva, PowerPoint, YouTube, etc.)
According to the assignment description for the Digital Research Project, what is the difference between a primary source and a scholarly, peer-reviewed secondary source? What are examples of each?
List at least two primary sources you plan to use for this project. After listing each source, please explain: What makes them primary sources? What type of primary sources are they? (E.g., are they photographs, artworks, speeches, newspaper articles written from the period you are studying, etc.) Where did you find them? If found on the web, please list the weblink for each source:
Primary Source 1 & responses to questions above
Primary Source 2 & responses to questions above
.7. List three scholarly, peer-reviewed secondary sources (peer-reviewed journals, books, book chapters, theses, or dissertations) you found using the CSUN librarys OneSearch database https://library.csun.edu/ that you plan to use for this project (See Digital Research Project, Module 0, pg. 4). Cite them in Works Cited Format–Use either APA, MLA, or Chicago Style format. Remember that news articles, blog posts, opinion pieces, articles from History.com, or anything from a .com website does NOT count as a scholarly, peer-reviewed secondary source (50% reduction in overall final project grade). Next, provide a two-to-three-sentence summary of each source and how they will help inform your research topic. Use the format listed below:
Source 1: (Citation) & 2-3-sentence summary
Source 2: (Citation) & 2-3-sentence summary
Source 3: (Citation) & 2-3-sentence summary
.8. Direct a question to me (the Professor) or one of your classmates regarding the project.
Requirements: script to be enough for a 4-10 minutiae video And questions 1-8
Part1ScriptInstructions:Youwillcomposea4-10minutescriptforaYouTubeorTikTokvideo.YourscriptshouldcontainanIntroduction,Analysis,andConclusionDescription:Composeascriptforamultimediaresearchprojectpresentationonanytopicofyourchoicerelevanttothehistoryofeitherrace,gender,class,imperialism,sexualityorglobalizationinChicanxHistory,U.S.History,orLatinAmericanHistory.Theresearchtopicmustbeinformed,atminimum,byfourprimarysourcesandfivescholarlypeer-reviewedsecondarysources(Forscholarlypeer-reviewedsources,Iwillonlyallowacademicjournalarticles,books,bookchapters,dissertations,ortheses).Reflectonhowthetopiccanhelpusreflecton(orchallenge)contemporaryproblemssuchasracism,sexism,homophobia,racism,classism,orxenophobiatoday.IrecommendstartingFIRSTbyidentifyingatleastfourprimarysourcesofinterestandcreatingaresearchtopicrelatedtothesesources(Sometimesstudentsidentifyagoodresearchtopicbutdonothavethenecessaryprimarysourcestowriteaboutthem).Demonstratehowyoursourcesgiveinsightsintoanytopicswehavecoveredinclass.Toprovidehistoricalcontexttoyoursources,includeandciteexamplesfromyourscholarlysecondarysources.Forthisproject,youmayalsochooseassignedmaterialsfromourcoursethatcountasscholarlysecondaryorprimarysources.(Iwillattachadocumentthatfurtherexplainsthesources)Outline:Introduction:(1)Tellusaboutyourtopic,yourargument,andthesourcesyouwillusetotalktousaboutyourtopic.(2)Youshouldprovidehistoricalbackgroundtoyourtopicwithexamplesfromyourscholarly,peer-reviewedsecondarysources.Justmentioningthenameoftheauthor,thetitleordescriptionoftheirwork,andthetypeofwork(e.g.,isitabook?Bookchapter?Article?Etc.)suffices.Youcanstate,forexample:?AccordingtoHistorianErikaLeesbook,AmericaforAmericans,Chapter8??TheChicanohistorianOscarMartinezsdissertationontheElPasoBorderlandscommunityshowsus??ThelegalscholarRichardDelgadosarticleonLatinolynchingintheU.S.Southwestexposeshow?
?Inthearticlepublishedbyhistoriansofmedicine,MarkelandStern,titled,?TheForeignnessofGerms:ThePersistentAssociationofImmigrantsandDiseaseinAmericanSocietytheytellushow?(3)Whenintroducingyourprimarysources,tellus(innoparticularorder):?Whattypeofprimarysourcesarethey?Wheredidyoufindthem??Whooriginallyproducedthesource(orwhoisbelievedtohaveproducedthesource?)?When(orapproximatelywhen)wasthesourceproduced?(Year,specificdate,ortimeperiod)?Whathistoricalevent(s)doesthesourcerelateto?Orwhatdootherresearchersthinkthesourcerelatesto??Forwhatpurposewerethesesourcesproduced(orarebelievedtohavebeenproduced)??Examples:oForexample,letslookattheinterviewofMr.LopezwhichwasrecordedintheCivilRightsinBlackandBrownOralHistoryProject,recordedin2017.HetellsusabouttheracialdiscriminationLatinxpeoplefacedinpublicschoolsduringthe1960s.oInthisphotographtakenin1976,foundintheUniversityofOregonsChicanoMovementinOregonDigitalCollection,weseeanimageofChicanostudentshostingaprotestinfrontoftheuniversityadministrationbuilding.TheywereprotestingtoestablishaChicanoStudiesprogramontheiruniversitycampus.oThefollowingisanexcerptfromtheIndigenouschiefnamedPontiacwrittenin1763,whichIfoundontheAmericanYawpReader.AccordingtotheAmericanYawpReader,itwasoriginallypublishedintheCollectionsofthePioneerSocietyoftheStateofMichigan.HerePontiacdeclareswaragainsttheEuropeansanddiscusseswhytheleaderNeolinsaiditwasimportantforthemtostopadoptingEnglishcustoms.Analysisofyoursources:Analyzethesources,dontjustsummarizethem.Whatdotheytellusabouthistoriesofrace,gender,class,sexuality,xenophobia,imperialism,colonialism,orglobalization?Whatmakestheminteresting?Forwrittensources,ensuretoincludeparaphrasedexamplesandquotesfromthesource.Forartworks,describethesourcesandhowtheyrelatetoyourtopic.Conclusion:Offerconcludingreflectionsonthesourcesyouarestudying.Suggestions(Youdonothavetoanswerallthesequestions):Whyarethesesourcesimportanttoday?Howcanthesesourceshelpusreflecton(orresolve)issuesinthepresent?Whatdoesyoursourcetellusabouthistoriesofrace,class,gender,empire,sexuality,colonialism,orglobalization?IncludeaWorksCitedsectionwhereyoulistthesourcesreferencedinMLA,APA,orChicagoStyleBibliographicCitations(selecttheformatmostappropriatetoyourdiscipline.ThereshouldbeaseparatesectionforyourPrimarySourcesandSecondarySources(assignedtextbookchapterscitedinyourvideo).WorksCited
PrimarySources:1.(PrimarySource1):2.(PrimarySource2):3.(PrimarySource3):4.(PrimarySource4):Scholarly,Peer-ReviewedSecondarySources:1.(SecondarySource1):2.(SecondarySource2):3.(SecondarySource3):4.(SecondarySource4):5.(SecondarySource5):Part21.Describethetentativetopicforyourdigitalresearchproject.Whathistoricalevent(s)doesitcover?HowdoesitrelatetoChicanx-LatinxhistoryorU.S.-LatinAmericanhistory?2.Whatisyourworkingthesisstatementorargumentforthisproject?3.Whatthemefromthisclasswillyourprojecttouchon:gender,race,class,sexuality,globalization,colonization,homophobia,orxenophobia?4.Whatmediumdoyouplantouseforthisproject?(E.g.Tiktok,Canva,PowerPoint,YouTube,etc.)5.AccordingtotheassignmentdescriptionfortheDigitalResearchProject,whatisthedifferencebetweenaprimarysourceandascholarly,peer-reviewedsecondarysource?Whatareexamplesofeach?6.Listatleasttwoprimarysourcesyouplantouseforthisproject.Afterlistingeachsource,pleaseexplain:Whatmakesthemprimarysources?Whattypeofprimarysourcesarethey?(E.g.,aretheyphotographs,artworks,speeches,newspaperarticleswrittenfromtheperiodyouarestudying,etc.)Wheredidyoufindthem?Iffoundontheweb,pleaselisttheweblinkforeachsource:??PrimarySource1&responsestoquestionsabove??PrimarySource2&responsestoquestionsabove7.Listthreescholarly,peer-reviewedsecondarysources(peer-reviewedjournals,books,bookchapters,theses,ordissertations)youfoundusingtheCSUNlibrarysOneSearchdatabasehttps://library.csun.edu/thatyouplantouseforthisproject(SeeDigitalResearchProject,Module0,pg.4).CitetheminWorksCitedFormat–UseeitherAPA,MLA,orChicagoStyleformat(refertostyleguidesonDigitalResearchProject,Module0,pg.8).Rememberthatnewsarticles,blog
posts,opinionpieces,articlesfromHistory.com,oranythingfroma.comwebsitedoesNOTcountasascholarly,peer-reviewedsecondarysource(50%reductioninoverallfinalprojectgrade).Next,provideatwo-to-three-sentencesummaryofeachsourceandhowtheywillhelpinformyourresearchtopic.Usetheformatlistedbelow:??Source1:(Citation)&2-3-sentencesummary??Source2:(Citation)&2-3-sentencesummary??Source3:(Citation)&2-3-sentencesummary8.Foryourfollow-upquestionthisweek?youmaydirectaquestiontome(theProfessor)oroneofyourclassmatesregardingtheproject.
PrimarySourceResourcesYoumaylookforprimarysourcesusingtheCSUNuniversitylibrarydatabases(https://library.csun.edu/SCA/ResearchTools),theprimarysourceresourceslistedbelow,oranyotherresourcesyoufindontheInternet.Ifyouhavetroublefindingprimarysources,youmayconsultthefollowingdigitizedprimarysourcedatabasesforsupport.Theyhaveprimarysourcesavailableonline.Ifthelinksbelowdonotworkorareoutdated,IsuggesttypingthenameofthecollectionnamedbelowonaGooglesearchtoaccesstheaccuratelink.KindlyletmeknowifanyofthelinksyouconsultedbelowdonotworksothatImayupdatethem.IfyouhappentofindanotherarchiveoftextsontheInternet,pleaseshareitwithmesoIcanlistitforfuturestudents.CampusResources????CSUN:SpecialCollectionsandArchiveshttps://library.csun.edu/SCA/ResearchTools????CSUN:RoldolfoF.AcunaCollection(accessviauniversitylibrary)https://oac.cdlib.org/findaid/ark:/13030/c8zc851j/?query=Acu%C3%B1a+(Rodolfo+F.)+Collection????CSUN:Latina(o)CulturalHeritageArchiveshttps://digital-library.csun.edu/latino-archivesDigitalRepositoriesandCollections(alphabeticalorder)????AContinentDivided:TheU.S.?MexicoWarhttps://library.uta.edu/usmexicowar/index.php????ArtePublicoPress(UniversityofHouston)DigitalHumanitiesProjectshttps://artepublicopress.com/projects/????ArizonaMemoryProject:MexicanHeritageProjecthttps://azmemory.azlibrary.gov/digital/collection/ahsmexican????BexarArchivesOnline(BriscoeCenterforAmericanHistory)https://briscoecenter.org/projects/bexar-archives-online/????BraceroOralHistoryProject(UniversityofTexasatElPaso)https://scholarworks.utep.edu/bracero/????Califas:ChicanoArtandCultureinCaliforniaCollection(UCSB)https://archive.org/details/califas????CaliforniaEthnicandMulticulturalArchives(CEMA)https://www.library.ucsb.edu/special-collections/cema????ChicanaPorMiRaza:DigitalMemoryCollectivehttp://chicanapormiraza.org/
????Chicano&LatinoStudiesOralHistory&VideoProject(UniversityofMinnesota)https://cla.umn.edu/chicano-latino/engagement-collaboration/oral-history-video-project????Chicana/oMovementinWashington(TheSeattleCivilRights&LaborHistoryProject)????Documentshttp://depts.washington.edu/civilr/mecha_documents.htm????VideoOralHistorieshttps://depts.washington.edu/civilr/mecha_interviews.htm????PhotoCollectionshttp://depts.washington.edu/civilr/mecha_photos.htm????Chicana/oMovementinWashingtonStateHistoryProject,ChicanasSpeakOutbyMartaVidal,UnitedFarmWorkersPrimaryDocuments(OLLUSueltenfussLibrary:ChicanoMovement)https://libguides.ollusa.edu/c.php?g=296664&p=1979620????ChicanoTimesNewspaper,SanAntonio(PortaltoTexasHistory)https://texashistory.unt.edu/search/?q=chicano&t=fulltext&fq=untl_collection%3ACHTMS????CivilRightsinBlackandBrownOralHistoryProjecthttps://crbb.tcu.edu/?fbclid=IwAR1kqgWkj5vTVts4u4-H4ljgTZGCuO-ygJod06Byj2AfkFlGEot5P12aDn8????DigitalHistoryhttps://www.digitalhistory.uh.edu/?fbclid=IwAR0pJ_ARi9_z8XTX5lt7K_MJfwoUIgqjEa_7GxdJhNY_8OcypNaJYj7jSyM????DigitalContent,ColoradoStateUniversity-PuebloLibraryhttps://csupueblo.libraryhost.com/?p=digitallibrary/digitallibrary????DocumentsofLatinAmericanandLatinoArt(InternationalCenterfortheArtsoftheAmericasattheMuseumofFineArts,Houston)https://icaa.mfah.org/s/en/item?Search=&property%5B0%5D%5Bproperty%5D=228&property%5B0%5D%5Btype%5D=eq&property%5B0%5D%5Btext%5D=http://icaa.mfah.org/vocabs/en/index.php?tema%3D71????DorisDukeCollectionofAmericanIndianOralHistoryOnline(TheUniversityofOklahomaWesternHistoryCollections)https://digital.libraries.ou.edu/WHC/duke/????Dr.HectorP.GarciaPapers(notesthereisaTAMU-CCRepositoryfordigitizedresourcesfromthiscollection,butthelinkprovidedisbroken)https://www.tamucc.edu/library/find/dev-special-collections/browse-special-collections/hpgarcia/????EastofEast(SouthofEastElMonteArtsPosse)http://semapeastofeast.com/intro????ElTeatroCampesinoArchives(UCSB)https://archive.org/details/teatrocampesino
????FarmworkerMovementDocumentationProjecthttps://libraries.ucsd.edu/farmworkermovement/????FrankCuellarSr.Collection(PortaltoTexasHistory,UNTLibrariesSpecialCollections)https://texashistory.unt.edu/explore/collections/FRANKCR/????HermanBacaCollection(UCSanDiego)https://library.ucsd.edu/dc/collection/bb03768122????HispanicHeritageMonth(NationalArchivesOnlineExhibits)https://www.archives.gov/news/topics/hispanic-heritage-month????HispanicResearchCollection(UniversityofHoustonLibraries)https://libraries.uh.edu/locations/special-collections/hispanic/????HistoricMexican&MexicanAmericanPress(UniversityofArizona)http://contentdm-landing.library.arizona.edu/contentdm/mmap/?_ga=2.33217278.1537265663.1526134592-1449145720.1526134592????HMRCHispanicDigitalCollections(HoustonPublicLibraryDigitalArchives)https://digital.houstonlibrary.org/hmrc-hispanic????LaRazaNewspaperPublicationRecords(ChicanoStudiesResearchCenter,UCLA)https://oac.cdlib.org/findaid/ark:/13030/c82f7vq1/entire_text/?fbclid=IwAR1tSX5kUyqZNvLXpgonvNWvWbADLdHojs16qaJzfTXv6ZYpdlw0NDLkmSc????LawrenceT.JonesIIITexasPhotographs(SMULibraries)https://digitalcollections.smu.edu/digital/collection/jtx/search????LibraryofCongress?alldigitalcollectionshttps://www.loc.gov/collections/????LibraryofCongress?ChroniclingAmerica:HistoricAmericanNewspapershttps://chroniclingamerica.loc.gov/????LibraryofCongress:MexicanAmericanMigrationsandCommunitieshttps://www.loc.gov/classroom-materials/mexican-american-migrations-and-communities/????LinguisticmaterialfromthetribesofsouthernTexasandnortheasternMexico,JohnReedSwanton(SmithsonianResearchOnline)https://repository.si.edu/handle/10088/15429????LMU:VenegasFamilyPapershttps://digitalcollections.lmu.edu/collections/venegas-family-papers????LorenaM.ParleeCollection(PortaltoTexasHistory,UNTLibrariesSpecialCollections)https://texashistory.unt.edu/explore/collections/LMPC/????LULACNewsletters,1931-2022https://www.lulacnewsletters.com/?fbclid=IwAR3rwRX25Pg69r9CmWhtNW-ycd94jJO2GdoNOs-nX8f96-sbDn_0wYpsbI0????MappingInequality:RedlininginNewDealAmericahttps://dsl.richmond.edu/panorama/redlining/?fbclid=IwAR2kDrmSxZH-xY_kkITh-
kIL9n1T3FZTld_BWYWgbOOH_BepE2P1RABaAgM#loc=12/31.74/-106.468&city=el-paso-tx&text=intro&adviewer=sidebar????MexicanAmericanArtSince1848https://maas1848.umn.edu/s/mexican-american-art-since-1848/page/home?fbclid=IwAR0YlFJTnJkMPwyCbNVXDw-2RPPdXkSoPeMrjJ2vNq1sOFkXcY2J8eBvSQA????MexicanAmericanFamilyandPhotoCollection(PortaltoTexasHistory)https://texashistory.unt.edu/explore/collections/MAFP/browse/?fq=untl_institution:HMRC????MexicanMigrationProject(OPRPrinceton)https://opr.princeton.edu/archive/mmp/????NAACSAnnualConferenceProceedings(SanJoseStateUniversityScholarWorks)https://scholarworks.sjsu.edu/naccs/????OndaLatina:TheMexicanAmericanExperiencehttp://www.laits.utexas.edu/onda_latina/????PasodelNorteEntrepreneurshipOralHistoryProject(UniversityofTexasatElPaso)https://scholarworks.utep.edu/entrepreneur/????RecoveringtheU.S.HispanicLiteraryHeritageDigitalCollectionshttps://usldhrecovery.uh.edu/????RelacionesGeográficas(LLILASBensonDigitalScholarship,UTAustin)https://sites.utexas.edu/llilasbensonds/projects/relaciones-geograficas/????RobertE.LeeMexicanWarMapshttps://digitalcollections.vmi.edu/digital/collection/p15821coll10????RudolfoAnayaDigitalArchive(UniversityofNewMexico)https://anaya.unm.edu/????SantaBarbaraBlackLivesMatterCommunityArchivesProjecthttps://www.library.ucsb.edu/santa-barbara-black-lives-matter-community-archives-project????SantiagoTafollaCollection(TheWittliffCollections,TexasStateUniversityLibraries)https://dc.library.txstate.edu/search?search_api_fulltext=&f[1]=member_of%3A5&f[0]=member_of%3A505????SomosLatinasProjectOralHistories(WisconsinHistoricalSociety)https://content.wisconsinhistory.org/digital/collection/p15932coll15????TexasStateUniversityLibraries:DigitalCollectionshttps://dc.library.txstate.edu/????TheChicanoMovementinColorado:PrimarySourceshttps://simmonslis.libguides.com/c.php?g=895319&p=6457484
????TheDocumentedBorder:AnOpenAccessDigitalArchivehttps://speccoll.library.arizona.edu/online-exhibits/exhibits/show/documented-border/intro????UCLAChicanoStudiesResearchCenterOralHistorySerieshttps://www.chicano.ucla.edu/publications/oral-histories????UCLA:TheStrachwitzFronteraCollectionhttps://frontera.library.ucla.edu/????UnitedFronterasUS-MexicoExhibithttps://unitedfronteras.github.io/ufexhibition_mexusa/????VocesOralHistoryCenter(TheUniversityofTexasatAustin)https://voces.lib.utexas.edu/????UTSanAntonioDigitalSpecialCollectionshttps://digital.utsa.edu/?fbclid=IwAR1V0SdLzO0aVIczvm754GJmuq-WAT5EcSjY6rHlnGc3tHaowjP01usiOaMAdditionalResourcesThefollowinglistcontainsprimarysourceresourceguidesfromotheruniversitylibraries.Pleasenote,notalloftheprimarysourcedatabasestheylistprovidesourcesthataredigitizedandwillthereforebeinaccessibleonline.Also,notalloftheworkstheylistmaybeavailableinEnglish.????Calisphere:UniversityofCaliforniahttps://calisphere.org/????CSUFullerton:TheLawrencedeGraafCenterforOralandPublicHistory:LatinoHistoryCollectionshttps://coph.fullerton.edu/collections/latinohistory.php????DatabaseofBaptism,Marriage,andBurialRecordsfromCaliforniaMissions(TheHuntingtonLibrary)https://www.huntington.org/ecpp????MexicanAmerican/Chicano/LatinoStudiesResearchToolhttp://www.mas-latino.com/????OnlineArchiveofCaliforniahttps://oac.cdlib.org/????OurLadyoftheLakeUniversity:ChicanoMovementOnlineCollectionshttps://libguides.ollusa.edu/c.php?g=296664&p=1979050????TexasArchivalResourcesOnline(TARO)https://txarchives.org/home????TexasTechUniversityLibraries:MexicanAmerican&Latina/oStudiesResourceshttps://guides.library.ttu.edu/c.php?g=936633&p=6750784????TheUniversityofTexasArlington:Mexican,Mexican-American,Chicano,andLatinxHistoryintheArchives:AdditionalResourceshttps://libguides.uta.edu/c.php?g=1006646&p=7292881????TheUniversityofTexasatAustin:BensonLatinAmericanCollectionhttps://www.lib.utexas.edu/about/locations/benson????TheUniversityofTexasatSanAntonioLibraries:Latino/Latina/HispanicStudieshttps://libguides.utsa.edu/latino
????TheUniversityofTexasatSanAntonioLibraries:AmericanIndianHistoryhttps://libguides.utsa.edu/c.php?g=524277&p=3584888????TheUniversityofTexasRioGrandeValley:GloriaAnzalduaResearchGuidehttps://utrgv.libguides.com/SCA/gloria????UniversityofNorthTexas:LatinoandLatinaCollectionshttps://library.unt.edu/special-collections/archives-manuscripts/latino-latina/
SecondarySourcesExplained:SincethisisaChicana/o/xhistoryclass,youwillapproachyourresearchtopicusingthetoolsandmethodsusedbyhistorians.Historiansdistinguishoursourcesbetweenprimarysourcesandscholarly,peer-reviewedsecondarysources.Whatareprimarysources?AsbeststatedbyFurmanUniversityLibrary:”Primarysourcesarefirsthand,contemporaryaccountsofeventscreatedbyindividualsduringthatperiodoftimeorseveralyearslater(suchascorrespondence,diaries,memoirsandpersonalhistories).Theseoriginalrecordscanbefoundinseveralmediasuchasprint,artwork,andaudioandvisualrecording.Examplesofprimarysourcesincludemanuscripts,newspapers,speeches,cartoons,photographs,video,andartifacts.Primarysourcescanbedescribedasthosesourcesthatareclosesttotheoriginoftheinformation.Theycontainrawinformationandthus,mustbeinterpretedbyresearchers.https://libguides.furman.edu/special-collections/for-students/primary-secondary-sourcesTypesofprimarysourcesyoumaywanttoconsultmayincludebutarenotlimitedto:??Newspaperarticleswrittenduringthetimeyouarestudying??Politicalcartoons??OralHistoryInterviews(includingthosefoundindocumentaries,interviewsyouconductedyourself)??PublishedSpeechesorinterviews??Photographs??Artworks
??Poetry??Diaries??Letters??Zines??PostersoradvertisementsWhatarescholarlypeer-reviewedsecondarysources?Secondarysourcesarecloselyrelatedtoprimarysourcesandofteninterpretthem.Thesesourcesaredocumentsthatrelatetoinformationthatoriginatedelsewhere.Secondarysourcesoftenusegeneralizations,analysis,interpretation,andsynthesisofprimarysources.Examplesofsecondarysourcesincludetextbooks,articles,andreferencebooks.”https://libguides.furman.edu/special-collections/for-students/primary-secondary-sourcesHowever,pleasenotethatforthisproject,youmustconsultscholarlypeer-reviewedsecondarysources.Thismeansthatyouareexpectedtousejournalarticles,books,orbookchapterswrittenbyacademics.YoucanfindthesebyvisitingtheCSUNlibrarysOneSearchtool(https://library.csun.edu/)andusingsearchtermstofindworksrelatedtoyoursubjectofinterest.YoumayalsotryGoogleScholarorInternetArchiveScholartofindthese.
WhatdoesNOTcountasascholarlypeer-reviewedsecondarysource?Anythingthatiswrittenfornon-academicaudiencesisnotascholarlysource.Thelistbelowincludessourcescommonlymistakenasscholarlypeer-reviewedsources.Thesearenotacceptable:??Newspaperarticles(although,thesecancountasaprimarysourceiftheywerewrittenduringthesamehistoricalperiodyouareresearching.e.g.newspaperarticlesfromthe1800s,1920s,etc.)??Articlespostedona.com,.edu,or.govwebsite??Blogsoropinionpieces
Finalprojectsutilizingnon-scholarlysecondarysourceswillreceivea50%penaltyfortheoverallfinalprojectgrade.Noexceptions.Makesuretoviewtheprimaryvs.secondarysourcelecturehttps://youtu.be/fyYjAQUKfgoalsofoundonCanvas(Module0)ifyouarestillunfamiliarwiththedifferencebetweenthetwosources.Herearesomeadditionaltipsyoumayfindhelpful:

Topicsthatyoumayuse:Topicsmayinclude(butarenotlimitedto):?20th-centuryPseudo-ScientificMexicanHistories(e.g.AncientAliens)?AComparativeHistoryofRevolutionaryMovementsinLatinAmerica(e.g.FMLN,FSLN,EZLN)?Activism:comparisonofaparticularmovement(ortactic)intheU.S.andLatinAmerica?AmericantourisminLatinAmerica(andimpactonraceand/orgenderrelations)?Anti-AsiansentimentanddiscriminationintheU.S.&LatinAmerica?AntI-BlacknessintheU.s..LatinAmerica?BinationalFeministmovementsinU.s.&LatinAmerica?CentralAmericanDiscriminationintheU.S.and/orMexicolorotherpartsofLatinAmerica?ChicanaActivistinfluencesfromMexicanandLatinAmericanfeministmovements?Chicano/aMovement:comparisonsorconnectionstosimilarmovementsinLatinAmericaorsimilarmovementsintheU.S.ChineseDiasporainMexico&U.S.?COINTELPRO’simpactonCivilRightsMovementsinBlack,Latinxcommunities?Colonization:impactsonIndigenousPeoplesinU.S.&LatinAmerica?Colorism/RacismintheU.S.and/orLatinAmerica?ComparativehistoryofpatriarchalpracticesintheU.S.&LatinAmerica?ComparativeRaceRelationsinMexico(E.g.,Afro-Mexicans,IndigenousPeoples,”Whitexicans”)?Controversial,Racistanti-immigrationpoliciesintheU.S.(E.g.,MexicanRepatriation,OperationWetback,theChineseExclusionActs,thePageAct,andothers)?CulturalPersistenceofIndigenouspracticesdespitecolonizationintheU.S.and/orLatinAmerica?DeathSquadsinLatinAmerica:ConnectionstoU.S.militaryintelligence?DiscriminationagainstChicanos-LatinosinHealthcare,Education,orotherIndustries/Occupations?EvolutionofLatinAmericanGhostStoriese.g.LaLiorona,Elcucuy,lachupacabra)?FemicideandorViolenceagainstWomenontheU.S.-MexicoborderorU.S.-LatinAmericaingeneral?FolkloricDanceortraditionsfoundinU.S.&LatAmer(e.g.,Capoeira,BalletFolklorico,AztecDance/DanzadelosConcheros)?FoodhistoryofChicanxorLatinxfoods(e.g.,tacos,tamales,etc.)andtheirpopularityintheU.S.?FreeTradeAgreements:ImpactonCommunitiesofColor?GenderandtheU.S.WarwithMexico,DirtyWars,orothersignificantU.S.-LatinAmericanevent?HistoriesofJapaneseMexicansorJapanesePeruvians?HistoryofConspiracyTheoriesfoundinbothMexico&U.S.?HistoryofcorruptionontheU.S.-MexicoborderorinU.S.-LatinAmericanrelations?HistoryofinternationalsportsinLatinAmerica(e.g.soccer,baseball,Olympicgames)
?HistoryofLesbianMovementsinU.S.LatinAmerica(comparison)?HistoryofMormons,Jehovah’sWitnesses,and/orotherProtestantU.S.-basedsectsinLatinAmerica?HistoryofnovelasinMexico&U.S.?HistoryofSexWorkontheborder?HistoryofthetransnationalDrugWarorDrugTrade(impactongenderand/orracerelations)?HomophobiaintheU.S.-LatinAmericacomparison?HowU.S.HistoryistaughtinLatinAmerica?IdentitiessuchasChicanismo,Mexicanidad,Mexicayotl,and/orindigenismointheU.S.?mpactoftheindian/AfricanDecolonizationMovementsontheU.S.and/orLatinAmerica?IndigenousculturesintheU.S.and/orLatinAmerica?LGBO+ActIvism:HOwLatinAmericanmovementsinfluencedtheU.s.orviceversa?LIberationTheology:InfluenceinU.S.and/orLatinAmerica?MarianismointheU.S.andLatinAmerica?MassShootingsandimpactoncommunitiesofcolorand/ortheChicanx-Latinxcommunity?TransnationalMusicFestivalsintheU.S.andLatinAmerica?OperationCondor?PrisonIndustrialComplexanditsimpactonLatinAmericanImmigrantsintheU.S.?QueerorTwo-SpiritHistoryofU.S.and/orLatinAmerica?RacistPseudoscienceandImpactonLatinAmericans(e.g.forcedsterilizations,eugenics,etc.)?SlaveryorHumanTraffickingandtheU.S.-MexicoBorder?TheColdWaroranti-CommunisminrelationtoU.S.-LatinAmericanrelations?TheFilipinoDiasporainMexico,LatinAmerica,andtheU.S.?TheimmigrationcrisisintheU.S.andhowitisrelatedtoU.S.interventionsinLatinAmerica?TheImpactoftheBlackPowerMovementinBrazil(e.g.,music,activism)TheimpactoftheCubanRevolutioninUS.-latinAmericarelations?ThePoliticsofWhitenessinMexico?TheThirdWorldLiberationActivismintheU.S.?TheUnitedFruitCompanyanditsroleintheGuatemalanDictatorship?Torture,disappearances,andassassinationofactivistsinSouthAmericaduringtheDirtyWar?Transborderortransnationaleconomy(Impactongender,sexuality,and/orracerelations?)?Transnationalmusicmovements(HipHop,Rockenespañol,corridos,etc.)?Transnationalspiritualpractices(e.g.,SantoNinodeAtocha,Malverde,SantaMuerte)?transphobiaintheU.S.-LatinAmerica(comparison)?U.S.RoleinLatinAmericanDirtyWars?U.s.techno,nouse,anaorotherelectronicmusicinLatinAmerica?U.S.’srolealsopromotingJapaneseInternmentinPeruandgreaterLatinAmericaduringWorldWarIl?U.S.-LatinAmericandiplomaticrelations?U.S.-SponsoredmilitarydictatorshipsinLatinAmericaorU.S.-sponsoredcoupd’etatsinLatinAmerica?whitenessandPrivilegeinLatinAmerica?Womenandanti-U.S.imperialismmovements
?Women’sActivismduringMilitaryDictatorships(e.g.Argentina’sMadresdelPlazadeMayo)

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