• As you know designed primarily to assess the extent to which students have actively engaged the themes raised in the prompts . ability to support his or her argument by using evidence from all relevant sources in the syllabus. Please limit your citations to readings from the syllabus—the use of other sources is not allowed in this.
respond to one of the following prompt. Write an essay in response to prompt number 2 using only readings from the bottom
1. .
2. In their articles from weeks 7 and 8, a number of migration scholars explore the complex transnational processes that have contributed to the explosive growth of the Mexican-origin and pan-Latino populations of the United States in recent decades, suggesting that the ongoing demographic revolution can be explained partially as the result of a combination of: policy-driven regional political and economic integration; massive economic restructuring on both sides of the border; international investment patterns; and labor recruitment practices by employers. Based on what you know about the generally negative attitudes many Americans have exhibited toward people they have historically defined as non-white peoples, and citing evidence from readings, handouts, and film and lecture notes, draft an essay of 10-12 pages in which you assess the strengths and weaknesses of these arguments and explore how and why the nation’s Mexican-origin and Mexican-heritage population was allowed to grow from fewer than six million individuals in 1970 to nearly 35 million today, while the overall Latino population has grown from less than 5 percent of the U.S. population to more than 17 percent today.

THE HISTORY OF MEXICAN AMERICA, 1900-PRESENT
All the require articles are on http://www.jstor.org/ or Article Stable URL
I have provide on the bottom and click on it!
Account is free please log in and read the articles I have provide to response to the prompt . Read it carefully !

• As you know, essay require careful thought and organization. So before you begin drafting your essay, it is important that you develop at least a rough outline of your argument, carefully choose examples in support of your argument, and write clear and direct sentences to develop that argument. Again, since you face significant space limitations, please avoid the use of long block quotes. To cite an article simply use the following format at the end of the sentence in question: (Haney López, pp.12-13).

• As you know, the exam is designed primarily to assess the extent to which students have actively engaged the themes raised in the prompts . ability to support his or her argument by using evidence from all relevant sources in the syllabus. Please limit your citations to readings from the syllabus—the use of other sources is not allowed in this.

respond to one of the following prompt. Write an essay in response to prompt number 2 using only readings from the bottom
1. .
2. In their articles from weeks 7 and 8, a number of migration scholars explore the complex transnational processes that have contributed to the explosive growth of the Mexican-origin and pan-Latino populations of the United States in recent decades, suggesting that the ongoing demographic revolution can be explained partially as the result of a combination of: policy-driven regional political and economic integration; massive economic restructuring on both sides of the border; international investment patterns; and labor recruitment practices by employers. Based on what you know about the generally negative attitudes many Americans have exhibited toward people they have historically defined as non-white peoples, and citing evidence from readings, handouts, and film and lecture notes, draft an essay of 10-12 pages in which you assess the strengths and weaknesses of these arguments and explore how and why the nation’s Mexican-origin and Mexican-heritage population was allowed to grow from fewer than six million individuals in 1970 to nearly 35 million today, while the overall Latino population has grown from less than 5 percent of the U.S. population to more than 17 percent today.

+++++++++++++++++ONLY USE THESE SOURCES:
WEEK SEVEN (Feb. 17, 19): GLOBALIZATION, LABOR MIGRATION, AND THE RISE OF THE NEOLIBERAL ECONOMIC ORDER

READ: Wayne A. Grove, “The Mexican Farm Labor Program, 1942-1964
: Government Administered Labor Market Insurance for Farmers,” Agricultural History 70 (2) (Sept. 1996): 302-20;

http://www.jstor.org/stable/3744539

David Harvey, “Neoliberalism as Creative Destruction,” Annals of the American Academy of Political and Social Science 610 (1) (Mar. 2007): 21-44

http://blog.lib.umn.edu/arras004/socialetymologies/HarveyNeolibCreatDestruc.pdf

; Patricia Fernández-Kelly and Douglas S. Massey, “Borders for Whom? The Role of NAFTA in Mexico-U.S. Migration,” Annals of the American Academy of Political and Social Science 610 (1) (Mar. 2007): 98-118

http://ann.sagepub.com/content/610/1/98.abstract

http://www.jstor.org/stable/25097891

; Donna Chollett, “From Sugar to Blackberries: Restructuring Agro-Export Production in Michoacán, Mexico,” Latin American Perspectives 36 (3) (May 2009): 79-92.

http://lap.sagepub.com/content/36/3/79.full.pdf

WEEK EIGHT (Feb. 24, 26): HEMISPHERIC ECONOMIC RESTRUCTURING AND THE DEMOGRAPHIC REVOLUTION

READ: Douglas Massey and Karen A. Pren, “Unintended Consequences of U.S. Immigration Policy: Explaining the Post-1965 Surge from Latin America,” Population and Development Review 38 (1) (March 2012): 1-29;

http://www.readcube.com/articles/10.1111%2Fj.1728-4457.2012.00470.x?r3_referer=wol&tracking_action=preview_click&show_checkout=1&purchase_referrer=onlinelibrary.wiley.com&purchase_site_license=LICENSE_DENIED_NO_CUSTOMER

Matthew R. Sanderson, “Networks of Capital, Networks for Migration: Political-Economic Integration and the Changing Geography of Mexico-U.S. Immigration,”

http://onlinelibrary.wiley.com/doi/10.1111/glob.12042/abstract?deniedAccessCustomisedMessage=&userIsAuthenticated=false

Global Networks 14 (1) (2014): 23-43;

William Kandel and Camilio A Parrado, “Restructuring of the U.S. Meat Processing Industry and New Hispanic Destinations,” Population and Development Review 31 (3) (Sept. 2005): 447-71.

http://www.jstor.org/stable/3401474

http://migrationfiles.ucdavis.edu/uploads/cf/files/2006-june/kandel-parrado.pdf

USE LECTURE EIGHT OUTLINE
ETHNIC AND CLASS POLITICS IN THE 20TH CENTURY, 2

INTRO:
THE SOCIOECONOMIC CONTEXT OF MEXICAN LABOR ACTIVISM
–Distribution of Wealth in the 1920s
–Top 1 percent controls more than one-fifth of all wealth
–Equal to the Wealth of the Bottom 42% of the Population
BRIEF OVERVIEW OF THE RISE OF THE US LABOR MOVEMENT
–Principles of Labor Organization
–Basic Concern about Who Should Benefit from Wealth Produced by Workers
–What is the Proper Balance between Capital and Labor?
–Committed to the Idea of Collective Bargaining
–Major Tool to Address Power Differential between Labor and Capital
–Significance of the American Federation of Labor (AF of L)
–Confederation of Smaller Unions
–Organized by Trades
–Restricted Membership by Race
THE RISE OF MEXICAN LABOR ACTIVISM
–Form Independent Unions
–Influenced by Politics of the Mexican Revolution
–Especially by the Ethnic Division of Labor in Porfirian Mexico
–Used their own Tradition of Mutualism as a Model for Action
–Mutualistas often Served as Launching Pads for Strikes
–Also Influenced by American Radical Tradition
–Socialist, Communist Organizers
–Significance of the Western Federation of Miners (WFM)
–Established in 1893
–Operated in USA, Mexico, Canada
–Recognized International Composition of Labor Force
–Experimented with Organizing Across Racial Lines
–Experimented with Notion of “Industrial Democracy”
–Served as Model for Congress of Industrial Organizations (CIO)
–Established in 1935
–Organized Entire Industries Rather than Individual Trades
–Took Advantage of New Deal Support of Labor
–Continued Experiment in Cross-Racial Organizing
–Promoted Women in Leadership

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