Introduction learning objectives: on historical perspective, genealogy, and historical methods

In this section of the book, students will learn the guiding principles, purposes, and methods for the exploration of familial and community history they are reading. These objectives will provide a road map for the book but also for any research they may wish to conduct.

• Historical perspective: Students will be able to understand how factors in a person’s background, context, or experiences can shape the way they think and feel about a historical event.
• Genealogy: Students will gain an understanding of how their genealogy can provide them with a deeper understanding of their identity—​where they came from, who they were, what they did, the challenges they overcame, the accomplishments they achieved, and the dreams they had.
• Historical methods: Students will gain insight into techniques, guidelines, and challenges associated with research and writing about the past.

Chapter 1 learning objectives: on causes of migration from Mexico in the early twentieth century

Students will be provided with an insight into the “push-​pull” factors of Mexican migration to the United States in the early part of the twentieth century. This period led to a large Mexican diaspora to the north and an expansion of what came to be known as Greater Mexico.

Upon completion of this chapter, students will have an insight into the complex array of causes of migration, exile, and displacement of Mexicans from Mexico to the United States in the early twentieth century.

Chapter 2 learning objectives: on challenges faced by first-​generation immigrants

This chapter will provide students with context for understanding a variety of social and cultural challenges faced by first-​generation immigrants in school and in the workplace.

Upon completion of this chapter, students will have a stronger understanding of Americanization programs and processes, personal and communal resilience, and the impact of microaggressions in the workplace.

Chapter 3 learning objectives: the situated memoir as a form of bottom-​up history

This learning objective asks the reader to consider how their own lives are part of a larger narrative, be it in the context of their familial, communal, regional, or national history. The questions below are intended to facilitate an exploration of your story. They are not intended to be comprehensive, but rather ask that you place your life story in relation to the world in which you live.

• How has your relationship to various social institutions shaped or contributed to your worldview?

• How have particular places impacted informed your identity?

• In what ways do neighborhoods either insulate or isolate its residents?

• Do you believe that personal memory is a reliable resource for constructing a story?

• Thinking though your life experience or that of a family member, identify epiphanic moments where one’s place in society becomes clear and has led to social or political resistance or conformity. An epiphany is a visionary moment when someone has a sudden insight or realization that changes their understanding of themselves or their comprehension of the world.

Conclusion learning objectives: on applying learned knowledge about constructing family histories

Through activities and reflection, students will learn to identify the strengths and limitations of various methods for recuperating family history and how they might proceed to use this model to recreate their own family’s story.