Final Project – Graphic Essay (slides) OR a newsletter using Canva: What does it mean to be Mexican in the borderlands?

Overview: Drawing from course readings, videos, films, and documentaries, this assignment asks you to explore major historical and cultural themes related to identity, struggle, survival, and representation in the U.S.-Mexico Borderlands. You’ll synthesize ideas across various sources and express your analysis in a creative format: Graphic Essay (slides) or a Newsletter using Canva. Overarching Question: What does it mean to be Mexican in the Borderlands? Use this question to develop a focused, well-supported response that incorporates historical understanding, critical analysis, and visual storytelling. Consider & Discuss: In what ways have People of Color and their communities been perceived/viewed as and dealt with as “problems”? Consider and discuss some key policies, stereotypes and ideologies that have historically defined Native Americans, Black people and Mestizo’s (mixed raced peoples) as “others”, savages, non-citizens and/or threats to society and why? (Spanish, Mexican, U.S.) In what ways have People and Communities of Color survived, responded to and resisted discriminatory, oppressive and/or marginalizing historical policies, practices and (mis)representations? Consider and discuss, to some extent, the spectrum between assimilation, mestizaje/hybridity and cultural revitalization/reclamation. Consider and discuss, to some extent, the spectrum between compliance/cooperation and defiance/resistance What are some major issues/conditions ethnic Mexicans faced with the annexation of Northern Mexican territories/La Frontera by the U.S.? Consider and discuss, to some extent, ways in which ethnic Mexicans were viewed as “problems”, “others” and “non-Americans”, in the U.S. from the mid-1800s through the 1940s. Consider and discuss, to some extent, what you see were the most pressing issues, conditions, and experiences of ethnic Mexicans in the U.S.? Required Components (All Must Be Included): Component Description 1. Title/Intro — Name, course, and an original title 2. Thesis — A clear, central response to the overarching question 3. Visuals — Relevant images, artwork, or photos throughout 4. Quotes — At least 6 total: 4 from readings and 2 from videos/documentaries 5. Timeline — A visual or written timeline that highlights key historical moments discussed in class 6. Songs — 3 songs linked to historical or cultural themes; include links or embedded audio. Please be creative and do not pick obvious songs. I really want you to provide a good analysis on how you are connecting the songs to the Latinx/Mexican experience. 7. Mestizaje/Hybridity — At least one clear representation (image, quote, video, or song) 8. “Mexican Problem” Representations — At least 3 representations of how ethnic Mexicans were depicted as “problems” 9. Zoot Suit Riots — A slide or section addressing this event and its significance 10. Annotations — Brief notes or captions explaining your choices and interpretations 11. Works Cited — Properly formatted citations in MLA or Chicago style Grading Rubric (100 Points Total): Thesis & Central Argument —- Clearly answers the guiding question with a thoughtful, focused thesis (20pts) Use of Readings (4 sources minimum) —- Includes at least four direct quotes from different course readings. Each quote is PROPERLY cited ( with author name and page number) and followed by thoughtful explanation or analysis that connects it to the project’s overall argument. (20 pts) Use of Videos/Documentaries (2 sources minimum) —- Includes at least two direct quotes or paraphrased moments from course videos/documentaries. Each reference is clearly identified (title of documentary, speaker if applicable) and meaningfully connected to a key idea or theme in the project. (10 pts) Integration and Analysis —- course materials are not just mentioned, they are clearly integrated into the flow of the project and help build or support your main ideas. Quotes are used purposefully and are followed by insightful interpretation (not just summary) (15pts) Visuals & Creative Design —- Purposeful use of images and visual structure that supports the message (10 pts) Songs & Cultural Interpretation Each song earns up to 5 points for relevance and explanation: 15 pts total → Song #1 – Clear connection to course themes or events; thoughtful explanation → Song #2 – Clear connection to course themes or events; thoughtful explanation → Song #3 – Clear connection to course themes or events; thoughtful explanation Zoot Suit Riots Section —- Includes analysis of its causes, meanings, and significance Annotations —- Brief notes clearly explain the intent and meaning behind each section Works Cited —-Complete and correctly formatted list of sources (MLA or Chicago) THE SONGS TO USE ARE: El Muro – Los Tigre’s Del Norte El Inmigrante – Calibre 50 La Casita – Banda MS FOR THE 2 VIDEOS USE: * PBS Zoom Suit Riot (2002) https://www.dropbox.com/scl/fi/loxu4zqmgtw0pt658guoa/The-Zoot-Suit-Riots-2002.mp4?rlkey=720afnzaou77hbwzx21d7h8u1&st=w1tbzkdd&dl=0 * The Dark History of Gasoline Baths at the Border (YouTube uploaded by Vox) https://www.youtube.com/watch?v=tkD6QfeRil8&t=95s