Description
Chicana/o Studies 10 Winter 2024 Final
Instructions: Respond to the prompt and follow these directions carefully.
This is a take home final exam. The exam consists of one C-L-I Chart and one essay. Both must use quotations from, and properly cite, the corresponding readings with page numbers. Use spell check and edit for grammar as they will count in the grading of your paper.
The final is due to be uploaded to Canvas no later than 3:30 pm Thursday March 21st. Your paper should be uploaded as a Microsoft Word Document or PDF (no Pages) and submitted in the Canvas Assignment Portal. Save your document with the following title: full name-CHI10 Final.
The papers will engage deeply with the course readings to develop and support your thesis. Outside sources will not be needed or accepted for this paper. All sources must be included in the bibliography.
The papers will be concise and thoughtful. It will have a solid thesis with thoughtful analysis and proper citation of sources and a bibliography that follows MLA format.
The papers should stay within the page limit, excluding your bibliography.
The papers will be double-spaced, 12-point font, Times New Roman (1″ margins).
If you do not know MLA or do not own an MLA style guide you can view the style guide at the following website: https://owl.english.purdue.edu/owl/resource/747/01…
The final asks that you engage the readings through the method by which we are learning about Chicana/os and other people of color: the historical interaction between Capital, Law, & Ideology and explain how they work together. Therefore, the final exam will be in two parts. The first is a detailed CLI chart that you have used this quarter to track the readings, lectures, and visual texts. The second is an explicative essay explaining how a racial subject is produced in/through history utilizing your specific chart.
PART ONE
Provide a detailed C-L-I chart in which you specifically name the relevant forms of Capital (economic goods/conditions), Law (legislation, enforcement, etc.), and Ideology (ideas/language/images) that were used to racialize Chicanos in the 20th, and 21st century.
Each complete row should contain connected forms of C-L-I per racial subject. Each complete column should contain a total of four full citations per category. You should address 4 of these racial subjects- zoot suitor, chicano soldier, interned Japanese, bracero, brown berets, chicano students, undocumented migrants.
Remember, each input should have the author, page number of article, a quote, and its relevance. For example: (Harris, pg. 1734, “A key decision defending the right of conquest was Johnson’s and Graham’s Lessee vs McIntosh” This law providing a legal defense of conquest and colonization, which meant force could be used to uphold taking land from Native people.)
PART TWO
Complete a minimum 5 Paragraph essay with an Introduction and Conclusion & at least 3 Body Paragraphs. Your introduction should have a clear thesis statement, and your conclusion should reinforce that thesis statement after you present your evidence in your body paragraphs.
The central concern of this course is to better understand racial difference and production of a racial subject in the US as emerging out of the afterlives of conquest. Throughout the course we have discussed, (via Harris), that racial difference is constructed through law and capital and (via Zinn) that capital and ideology are related in the prevailing construction of history that has been taught in the US to obscure or deny racial violence and dispossession in its understanding of itself. For the second half, we have been interested in how 20th century racialization built on racial projects of the 19th century, and how our contemporary conditions have been shaped by the 20th century.
Therefore, explain how and why did Chicanas/os continue to be produced as racial subjects in the emergence of the American West (California in particular) through the relationship between capital, law, and ideology. Consider the historical accounts of acts of legal and extra-legal violence, capitalist transformations of the California economy and landscapes, and racial panics that took place across the twentieth century. Your essay should therefore flow chronologically, with a paragraph dedicated to tracing Chicano/a racialization in the 1930/40s (Zoot Suitors/Interned Japanese), 1950/60s (Braceros/Brown Berets, LA Students), and 90s/00s (Undocumented Migrants/Transnational Border Communities).
Please do not use any outside sources, and I want this essay focused on Zoot Suitors, Braceros, and you can choose whatever is easer for the last one. As for the CLI chart, that can be done first in order to assist you in the essay. I would need 4 examples instead of three. I will give you an example of my midterm. Please try and keep the style the same. There is a chart in the slides that I gave that gives an example of the things that are considered for the CLI chart in the time period that my final is on. I will be sending more reading after since it doesnt allow me to post any more. I would also like this to be 4-5 pages double spaced. Thank you!
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1
Capital
Law
Ideology
“The land that lay common, left
“wholly to nature,” was the proper
subject of appropriation by one’s
labor because these “great tracts of
ground…[that] lie waste…are more
than the people who dwell on it do,
or can make use of.” (Harris, 1722)
(John Locke, TWO TREATISES
OF GOVERNMENT 137, 139)
The conquest and occupation of
Indian Land was wrapped in the
rule of law. The law provided not
only a defense of conquest and
colonization, but also a naturalized
regime of rights and disabilities,
power and disadvantage that flowed
from it, so that no further
justifications or rationalizations
were required.” (Harris, 1723)
“Although the Indians were the first
occupants and possessors of the
land of the New World their racial
and cultural otherness allowed this
fact to be reinterpreted and
ultimately erased as a basis for
asserting rights in land. Because the
land had been left in its natural
state, untilled and unmarked by
human hands, it was “waste” and,
therefore, the appropriate object of
settlement and appropriation”
(Harris, 1722)
This Ideology clearly states the
thought process of land and
property ownership. This also
connects with Law in which Indians
were killed constantly and forced
off of their land. “Asserting” here
shows the connection to Law and
how they differed from AngloAmericans left it to where the land
was of “use” in their hands instead.
“Blacks were easier to enslave than
whites or Indians” (Zinn, 32)
“This unequal treatment, this
developing combination of
contempt and oppression, feeling
and action, which we call
“racism”— was this the result of a
“natural” antipathy of white against
black?”(Zinn, 30)
The first quote shows ideology of
slavery and how Black people were
chosen. I didn’t put Jefferson in
here, but he also states in a
“scientific” perspective, in which
Indians were lazy and Black people
were more willing to work. The
question that Zinn asks here is
pretty representative of the
Ideology of “racism” within that
time era. It shows the Ideology of
white supremacy and how the
unequal treatment was due to this
thinking of dominancy due to a
certain skin color.
This quote directly connects with
the ideology where they see it to be
more useful in the hands of
Americans where the land could be
used for profit.
“Slavery was immensely profitable
to some masters. James Madison
told a British visitor shortly after
the American Revolution that he
could make $257 on every Negro in
a year, and spend only $12 or $13
on his keep.” (Zinn 33)
“In the form adopted in the United
States, slavery made human beings
market-alienable and in so doing,
subjected human life and
personhood – to the ultimate
devaluation.” (Harris, 1720)
Furthermore, we see that many
thought slavery was very profitable
and provided a sense of capital.
Going back to property, we can see
that slavery of Black people
devalued their skin color
completely to something that can be
owned.
Based on the forceful Ideology, the
two parts of Law in which there is
necessary force, and here where
now it is “written.” In court where
this law is represented, and
protected from a moral standpoint.
“Slavery was distinguished from
other forms of labor to the status of
the slave. Slavery as a legal
institution treated slaves as property
that could be transferred, assigned,
inherited, or posted as collateral.”
(Harris, 1720)
“By the 1660s, the especially
degraded status of Blacks as chattel
slaves was recognized by law.
Between 1680 and 1682, the first
slave codes appeared, codifying the
extreme deprivations of liberty
already existing in social practice”
(Harris, 1718)
Based on the Ideology of White
supremacy, slavery was not only
used as profit but a form of Law,
where it was written within the
books. It labeled them as not
humans but as property. Slave
codes allowed for slaves to not be
treated as humans.
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“By the 1840s there was a sizable
number of American businessmen
in the cities of Taos and Santa Fe,
whose economic activities were
paralleled by their efforts to
increases their political influence.
In addition to trading, Anglos in
New Mexico engaged in land
speculation.” (Barrera, 8)
“Santa Fe trail in 1822, leading to a
lively trade in furs, silver, and other
goods.” (Barrera, 8)
“The Mexican American War
which resulted from these events
lasted from 1846 to 1848, and the
Treaty of Guadalupe Hidalgo,
signed in the latter year, added a
vast territory to the United States.
Mexico lost one-third of its territory
and the United States gained an
area that was to become the states
of California, New Mexico,
Arizona, Nevada, Utah, and part of
Colorado.” (Barrera, 11)
“When it became obvious that the
American and Mexican interests
were incompatible and that the
Mexicans would suffer, innate
weaknesses were found in the
Mexicans. Americans, it was
argued, were not to be blamed for
forcibly taking the northern
provinces of Mexico, for Mexicans,
like Indians, were unable to make
proper use of the land.” (Horsman,
150)
First we must talk about how
Anglo-Americans slowly seized the
Mexican land. They bought land
that had promise within the future.
This connects with the law in which
Mexico started to worry and tried to
stop the Anglo-Americans from
doing this.
The Anglo-Americans had tried to
buy land underneath Mexico’s
nose, but they had found out.
Following that, the War had started,
and based off of the Native
Americans, we see the same pattern
in which they took it by force.
America had seized more land after
the war, and Law had been placed
through the Treaty of Guadalupe
Hidalgo.
“One was the requirements for
proof of ownership under American
law were different and more
stringent than under Mexican Law.
The Land Law of 1851 put the
burden of proof squarely on the
shoulders of the land-grant
claimants.” (Barrera, 20)
Now we transfer to how Chicanos
were produced as racial subjects
where we needed to set the frame
first with Native and Black people.
As you can see, this ideology
clearly connects with the past
ideologies based of how Native
people were to use the land, in this
case Chicano. They weren’t able to
“capitalize” the land, therefore it
was seized.
“Southwest has been couched in
terms of Manifest Destiny…
According to this explanation,
Anglo-Americans were possessed
of a vision of history in which they
were divinely chosen to populate
the North American continent and
to bring the blessings of democracy
and progress to this area.” (Barrera,
12)
The manifest destiny here could
relate to past ideologies of the
Europeans in which there is right to
Anglo-Americans for property.
There is a white supremacy
imbedded within this and defines
the thoughts of land and capital.
“The process of displacing the
Californios from the land was more
rapid in northern than in southern
California. The reason for this is
that the Gold Rush in northern
California attracted large numbers
of Anglos into that area during and
after 1848. With the influx of
Anglos, land values in the northern
California skyrocketed (Gates,
1962, p. 100).” (Barrera, 20)
This form of land seizing allowed
for the Anglos to gain profit off of
the land, specifically the gold rush.
The Anglos learned how to take
gold from Mexican land. This was
done through force in combination
with ideologies of Manifest
Destiny.
This law made it so that Mexicans
had to show proof of ownership,
through law. Since they were the
original land owners, they did not
have the concept of law, in which
they had no paper to legitimize it.
Manifest destiny appropriated this.
3
Roy Simmons
February 19, 2024
CHI 10
A02 Rob
CHI 10 2024 Winter Midterm
Throughout history, there has always been a racialized subject. However, each period
alters its physical representation of race. The formation of the racial identity in Native Americans
and Black individuals is primarily due to the interconnectedness of capital, law, and ideology.
Cheryl Harris and Howard Zinn examine how this process manifests itself historically in
ideology and law via property and slavery. This foundation is essential for understanding the
formation of the Chicano as a racialized subject. Mario Barrera and Reginal Horsman analyze
the Southwest through the idea of Manifest Destiny and its connection to property laws, as well
as how these properties and land are used as capital.
The analysis of the racialized identity of Native Americans must first be examined.
Columbus mistakenly believed the Native Americans he saw during his initial meetings were
Indians because he miscalculated the distance from Asia. Consequently, he encountered the
Native Americans and their territory. Harris further elaborates that Native Americans possessed
abundant land that was consistently sought. Their land was not considered their own by the
Europeans. “Although the Indians were the first occupants and possessors of the land of the New
World, their racial and cultural otherness allowed this fact to be reinterpreted and ultimately
erased as a basis for asserting rights in land. Because the land had been left in its natural state,
untilled and unmarked by human hands, it was “waste” and, therefore, the appropriate object of
settlement and appropriation” (Harris, 1722). This philosophy demonstrates a lack of respect for
4
Native Americans and their race as a whole. The land owned by the Natives was taken away
through legal means, including massacres and official documents. It is shown here: “The
conquest and occupation of Indian Land was wrapped in the rule of law. The law provided a
defense of conquest and colonization and a naturalized regime of rights and disabilities, power
and disadvantage that flowed from it, so that no further justifications or rationalizations were
required” (Harris, 1723). Conquest demonstrates the power wielded under the law and enables
resistance against racial aggression. The concepts interact with property and demonstrate the
creation of the racial identity of Native Americans. Europeans observed that Native Americans
could not take full advantage of the land; therefore, they decided to take it over for their use.
Europeans perceived it as ignorance and redefined their territory and culture.
Black people followed the narrative of Native Americans, where slavery had emerged.
This notion of using Black people as workers was because, “Blacks were easier to enslave than
whites or Indians” (Zinn 32). Zinn illustrates that Native People consistently resisted and, due to
their superior knowledge of the land, held an advantage in these conflicts. Zinn argues that while
Black people would revolt, the higher numbers of Native people would have a more substantial
impact. Following that, Harris explores the classification of Black individuals in relation to their
role as slaves. “In the form adopted in the United States, slavery made human beings marketalienable and in so doing, subjected human life and personhood – to the ultimate devaluation”
(Harris, 1720). Harris provides an accurate evaluation of the racialized portrayal of Black
individuals. They were deprived of their human rights and treated as possessions in the judicial
system, highlighting the racial disparity between Europeans. Here, we observe how ideology and
law transformed slavery into a legal institution, resulting in the creation of the racial identity of
Black individuals.
5
Barrera and Horsman dive into the connections of property and Manifest Destiny, in which the
racialized subject of the Chicano was born. There is significant overlap in concepts and beliefs
related to property that are essential for understanding. Mexicans, similar to Native Americans,
inhabited the country before Anglo-American colonization. The same philosophy was also
extended to Anglo-Americans. “When it became obvious that the American and Mexican
interests were incompatible and that the Mexicans would suffer, innate weaknesses were found
in the Mexicans. Americans, it was argued, were not to be blamed for forcibly taking the
northern provinces of Mexico, for Mexicans, like Indians, were unable to make proper use of the
land” (Horsman, 150). Horsman’s narrative aligns with the Europeans’ actions of forcibly taking
land from Native Americans for their own gain. The objectives were driven by pure
capitalization, as the Anglo-Americans believed that the Native Mexicans did not utilize the land
for economic gain. Hence, they believed they could acquire the land. The main ideology that
backed their motives for seizing the land was Manifest Destiny, in which “Southwest has been
couched in terms of Manifest Destiny… According to this explanation, Anglo-Americans were
possessed of a vision of history in which they were divinely chosen to populate the North
American continent and to bring the blessings of democracy and progress to this area” (Barrera,
12). This idea was further justified by their strong belief in acquiring property that they did not
rightfully possess. The process involved not only taking over the land but also eradicating the
wealthy Native culture present on that land, which contributed to the formation of the racial
identity of the Chicano. Native Mexicans lost their land because their objectives did not match
those of the Anglo-Americans. Afterward, Anglo-Americans acquired further territory through
violence during the Mexican-American War, ending in the Treaty of Guadalupe Hidalgo. “The
Mexican-American War, which resulted from these events, lasted from 1846 to 1848, and the
6
Treaty of Guadalupe Hidalgo, signed in the latter year, added a vast territory to the United States.
Mexico lost one-third of its territory and the United States gained an area that was to become the
states of California, New Mexico, Arizona, Nevada, Utah, and part of Colorado” (Barrera, 11).
The opposing side has once again taken control of land through force and legal processes for the
purpose of generating revenue. The expansion was driven by the belief in Manifest Destiny,
leading Anglo-Americans to acquire more land through force and legal means. They denied the
Native Mexicans of their land by the treaty of Guadalupe Hidalgo and established the racial
identity of the Chicano.
The racial identities of individuals have been consistently transformed over time by the
persistent interaction of capital, legislation, and ideologies. The experiences of Native
Americans, African Americans, and Chicanos each reflect the development of racial identities
influenced by these factors. Harris and Zinn analyze the relationship between property rights and
slavery, while Barrera and Horsman expand on this by discussing the concept of Manifest
Destiny and its effects on land and property. The Treaty of Guadalupe Hidalgo demonstrates the
significant transformation of property ownership and identity through legal measures,
emphasizing a trend of control and misuse. The stories of many groups demonstrate a history in
which racial classifications were created by those in authority using laws that often supported
exploitation rather than safeguarding, and through a concept of advancement that frequently
excluded the indigenous people. This final idea emphasizes that while historical figures were
influenced by earlier beliefs about race, our current interpretation of them should be guided by a
dedication to justice and an acknowledgment of our shared human nature.
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References
Barrera, M. (2022). Pg. 1-33. In Race and class in the southwest: A theory of racial inequality.
essay, University of Notre Dame Press.
Harris, C. I. (1993). Whiteness as property. Harvard Law Review, 1707-1791.
Horsman, R. (1998). Anglo-Saxons and Mexicans. The Latino condition: A critical reader, pp.
149–151.
Zinn, H., & Damon, M. (1998). A people’s history of the United States. New York: New Press.
CHI 10 Winter 2023
Professor Ortiz Cuevas
Key Concepts
HISTORY
History is a methodological approach to understand social and human
development that centers the material conditions of a time period
under which people collectively produce the necessities to live. It
focuses on the way people live—legally, morally, religiously, and socially
are formed, shaped and produced in relation to the economy and an
economic base.
COLONIALISM
Colonialism is a term that signifies the domination, political rule and
economic control by a European state over territories and people outside
of Europe. This control and domination of the differentiated local
population is employed to extract resources by emerging modern nation
states.
• Capital-The financial ownership of, or investment in, economic
enterprises such as stocks, shares, money, investments that in the
form of private property—buildings, equipment, inventories and/or
software. Anything that confers value, benefits or material advantage
to its owners. They are usually durable produced goods that are in
turn used as productive inputs of either goods or services that are
used for further production.
• “part of a man’s stock which he expects to afford him revenue”
• Adam Smith
• Law-A system of rules and regulations that are created and enforced
by the state, i.e. governmental institutions. They are made through
legislation and produce statutes, decrees, and regulations and are
identified in contract and policy. This rests on the ideals of natural
and civil law and the law of nations that are accessed through Reason
and made and enforced by man.
LAWS
IDEOLOGY
Ideology-The unconscious system of beliefs belonging to any particular
class or social group. A system of representations in which people live
their relationship to the real condition of their lives—the means
through which experience itself is produced.
“Ideology represents the imaginary relationship of individuals to their
real conditions of existence.” –Louis Althusser
Science & Five Races
Caucasian, Mongolian, Aethiopian, American, Malayn
Self-Determined/Europe/West
Outer-determined/the Other
Civilized, rational, thinking, moral,
controlled, self-governing,
enlightened….
immoral, uncivilized, lazy, ignorant,
unthinking, dangerous, unable to selfgovern, irrational…..
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