COURSE DESCRIPTION:
Covers the story of indigenous peoples of the southwestern United States: Aztlan, the Spanish colonial period, the Mexican period, and the acquisition and settlement by the United States. Seeks the exposition of indigenous and Hispanic historical and cultural foundations of the region and the confluence with other Asian and European influences. Taught in English with Spanish readings for Spanish majors. Taught online.
Credit to CSUMB Catalogue.
COURSE NARRATIVE:
This course was a fully online course that I took in the Spring semester of 2019 at CSUMB. This course was very fascinating from its open perspective of differentiating from the history that was typically taught in social studies classes in high school nationwide with relation to the events that took place in the SouthWest region of the United States and the other perspectives given by other groups. This brought to the forefront the idea of various truths, and the idea of who gets to author history and how the history that we learn is a singular view.
The text we utilized in this course helped to bring in various political movements, like the Chicano Movement, to help create a panorama of the reality of the events outside of any prejudice or bias. It was blunt in its challenge to bias and sincere with its call of recognizing the various perspectives of history.
This course also taught of notable figures in the history of Aztlan and the Southwestern region of the United States through the text. We were able to bring our research to presentations through the interesting utilization of presenter notes through the PowerPoint presentations that we created and shared through online forums to our online class peers. These forums then served as a research tool to write our essays on the sections while making sure that we viewed various presentations of my classmates. We then had to comment on the notable points of discussion and perhaps questions we had on the presentation a student made, to create a type of open discussion on a vast number of topics.
There were also assignments that allowed us to research, without the use of our textbook, on various terms on online sites, then concisely summarize the meaning and history of the terms. By doing this we were able to find short and easy descriptions on a large number of terms and historical figures while utilizing tools that perhaps may have differed or delved deeper on the perspective of our text.
Although this class was fully online, the dedication to communicate and clarification the professor demonstrated along with the connections we built though the online forums helped to give an easy to follow course that I would highly recommend to others.
This is one example of the short PowerPoint presentations we created and then shared in an online class forum, that we would then later review the presentations of others and comment on the insights that they provided in their presentations and through the presenter's notes.
Covers the story of indigenous peoples of the southwestern United States: Aztlan, the Spanish colonial period, the Mexican period, and the acquisition and settlement by the United States. Seeks the exposition of indigenous and Hispanic historical and cultural foundations of the region and the confluence with other Asian and European influences. Taught in English with Spanish readings for Spanish majors. Taught online.
Credit to CSUMB Catalogue.
COURSE NARRATIVE:
This course was a fully online course that I took in the Spring semester of 2019 at CSUMB. This course was very fascinating from its open perspective of differentiating from the history that was typically taught in social studies classes in high school nationwide with relation to the events that took place in the SouthWest region of the United States and the other perspectives given by other groups. This brought to the forefront the idea of various truths, and the idea of who gets to author history and how the history that we learn is a singular view.
The text we utilized in this course helped to bring in various political movements, like the Chicano Movement, to help create a panorama of the reality of the events outside of any prejudice or bias. It was blunt in its challenge to bias and sincere with its call of recognizing the various perspectives of history.
This course also taught of notable figures in the history of Aztlan and the Southwestern region of the United States through the text. We were able to bring our research to presentations through the interesting utilization of presenter notes through the PowerPoint presentations that we created and shared through online forums to our online class peers. These forums then served as a research tool to write our essays on the sections while making sure that we viewed various presentations of my classmates. We then had to comment on the notable points of discussion and perhaps questions we had on the presentation a student made, to create a type of open discussion on a vast number of topics.
There were also assignments that allowed us to research, without the use of our textbook, on various terms on online sites, then concisely summarize the meaning and history of the terms. By doing this we were able to find short and easy descriptions on a large number of terms and historical figures while utilizing tools that perhaps may have differed or delved deeper on the perspective of our text.
Although this class was fully online, the dedication to communicate and clarification the professor demonstrated along with the connections we built though the online forums helped to give an easy to follow course that I would highly recommend to others.
This is one example of the short PowerPoint presentations we created and then shared in an online class forum, that we would then later review the presentations of others and comment on the insights that they provided in their presentations and through the presenter's notes.
california_indians__1820_-2.pptx | |
File Size: | 1010 kb |
File Type: | pptx |
Photo used under Creative Commons from kinglear55