El Plan Espiritual de Aztlan sets the theme that the Chicanos (La Raza de Bronze ) must use their nationalism as the key or common denominator for mass. El Plan Espiritual de Aztlan, drafted at the Denver Youth Conference of , was perhaps the single most important philosophical document. El Plan Espiritual de Aztlan [The Spiritual Plan of Aztlan] calls on Chicanos to assert their nationalism by mobilizing the masses and realizing a free, independent.

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Land and realty ownership will be acquired by the community for the people’s welfare. Email required Address never made public. Students should then turn to small groups to discuss what they wrote.

Documents of 20th-century Latin American and Latino Art

Forum, argued for stringent measures to control the tide, perhaps limiting the flow, and called for a repeal of the Bracero program. For convenience, it is divided into two parts. The document was written by the poet and activist, Alurista. Fill in your details below or click an icon to log in: However, soon afterimmigration from Mexico began to increase. Chicano Movement Hispanic and Latino American politics. To wrap up, the instructor should deliver a concise lecture that helps communicate the historical relationship between Mexican Americans and Mexican immigrants refer to the Introduction sectiondrawing parallels to the simulation the students just finished.

The aztlna between Mexican Americans and Mexican immigrants is rooted in the colonial and imperialistic history of the United States.

The purpose of wztlan lesson plan is to help students understand how the Chicano movement impacted Mexican American-immigrant relations and the importance of identity. Now students should all come together to discuss the document as an entire class. Among the goals of the plan was the implementation of a revolutionary and popular art movement as a means of strengthening the cultural identity of the Chicano community.

Plan Espiritual de Aztlán

In a sudden and unexpected move, the instructor should declare to the class that its citizens need more space to live, and have decided to take the land from the country the students represent. Many of these same Mexican-Americans might have sympathized with the lonely immigrants, anti-immigration advocates viewed the issue as one of foreign interests versus American interests. We are a bronze people with a bronze culture.

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Self-Defense against the occupying forces of the oppressors at every school, every available man, woman, and child.

MEChA Plan de Aztlan

We are dedicated to providing you with articles like this one. Why were these questions of identity important for the relationship between Mexican Americans and Lpan immigrants? Before the world, before all of North America, before all our brothers in the bronze continent, we are a nation, we are a union of free pueblos, we are Aztlan.

Those institutions which are fattened by our brothers to provide employment and sspiritual pork barrels for the gringo will do so only as acts of liberation and for La Causa.

Aztlan belongs to those who plant the seeds, water the fields, and gather the crops and not to the foreign Europeans. What is it saying? Community control of our schools, our teachers, our administrators, our counselors, and our programs.

By using this site, you agree to the Terms of Use and Privacy Policy. Nearing the end of the simulation, the instructor should announce to the class that less students from the south will be admitted into the north each round. From Wikipedia, the free encyclopedia. If anyone protests, the instructor should tell the class to trust in them.

Nationalism is the common denominator that all members of La Raza can agree upon. The first day is laying groundwork in background knowledge. Community nationalization and organization of all Chicanos: In this discussion, the instructor should try to push the students towards a few guiding questions:.

After they complete the simulation, they will be asked to reflect on aztlab experience, before the instructor gives a short lecture. This page was last edited on 31 Decemberat After all, public media is meant espiriual the public.

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Another twist is now thrown in: The focus of this part of the lecture should be on the historical events of the movement, not on its ideals — students will be responsible for discovering and exploring those on their own.

Students aztlsn examine the intersection between self-determination and identity and the relationship between Mexican immigrants and Mexican Americans. Their involvement as protectors of their people will be given respect and dignity. Analyze how a text uses structure to emphasize key espiriutal or advance an explanation or analysis. The aztan will help create connections between what the students experienced during the simulation to what Mexican American and Mexican immigrant communities have experienced throughout their historical relationship, developing empathy within the students.

How did Chicano youth raise questions about the importance of cultural and racial heritage, and ultimately Mexican American identity? This introduction should serve as the primary framework for the lecture that the instructor should give on the first day to provide a backdrop for the students to understand the historical relationship between Mexican Americans and Mexican immigrants. Their involvement as protectors of their people will be given respect and dignity.

In the spirit of a new people that is conscious not only of its proud historical heritage but also of the brutal sl gringo ” invasion of our territories, we, the Sepiritual inhabitants and civilizers of the northern land of Aztlan from whence came our forefathers, reclaiming the land of their birth and consecrating the determination of our people of the sun, declare that the call of our blood is our power, our responsibility, and our inevitable destiny.