STANDARD COMPETENCIES:

 

 I. Know and comprehend the Southwest as a definitive region with its own character, cultures, environment, geography, arts, and history.

 II.     Experiment with which states and regions, outside the given area of NM and Arizona, fit the definition of Southwest, and why or why not.

 III.    Model Southwest history as dominated more by cultural groups (especially non-Anglo ones) than by the traditional political/military approach to history.

 IV.     Apply knowledge of the various cultures of the Southwest when addressing any part of its history, including gender.

 V.      Analyze how the Southwest fits within the larger context of patterns in general American history.

 VI.     Trace and evaluate the development of Southwest concepts and images, as to sources, accuracy, and high or low style.

 VII. Four general goals integrate history with workplace skills:

       A.      Acquire information from many sources

       B.      Break complex and multiple sources of information down into parts to create clearer understanding

       C.      Understand the impact of time and space on perspective

       D.      Develop narrative structures and arguments based on evidence

 VIII.     Throughout the course, students should be introduced to course content, practice using course content, and demonstrate they can:

       A.        Describe how peoples, groups, cultures, and institutions covered in this course change over time

       B.        Understand the events covered in the course in historical context and recognize how social, cultural, gender, race, religion, nationality and other identities affect historical perspective

       C.        Communicate orally and in writing about the subject of the course and select and apply contemporary forms of technology to solve problems and compile information

       D.        Use different resources for historical research, including libraries, databases, bibliographies and archives

       E.         Analyze secondary sources and recognize differences in historical interpretation

       F.         Identify types of primary sources, the point of view and purpose of their author or creator

       G.        Create substantive writing samples which employ critical analysis of primary and secondary sources, and document those sources correctly

       H.        Construct knowledge in the discipline and synthesize historical narratives and timelines from primary and secondary sources, maps, and/or artifacts and critically analyze, interpret and evaluate many different points of view to construct historical arguments.

 TOPICAL OUTLINE:

 

 I.      Southwest as Geographic Region

 II.     History Determined by Culture

 III.    The Native (Indian) Southwest

 IV.     The Spanish Southwest

 V.      The Yankee Invasion

 VI.     Chicano Disenfranchisement

 VII.    Indian Policy in the Southwest

 VIII.   Agriculture and Industry in the Southwest

 IX.     Culture of Violence

 X       Cultural Revivalism in the Southwest

 XI.     Current and Future Southwest

 XII.    Southwest Image and Imagery

 XIII.   Marketing the Southwest

 XIV.