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AP Spanish Study Sheet: Literature Reading What does Chicano mean? The word Chicano is not necessarily new, but has only been popularly used since the 1960s and refers to people of Mexican ancestry, either immigrants from Mexico or native-born citizens of the United States with Mexican ancestors. Some say the term Chicano means Mexican-American, but that definition is problematic. Some Mexicans come to the States in order to start a new life. They can be called Mexican-Americans. Many Mexicans, however, do not come to make the States their new life but are temporarily seeking relief from the devastating poverty and political turmoil of their country. Some immigrate alone and work for years to bring the rest of their family members. Some send money home and eventually return to their families in Mexico. Their goal is not necessarily to become American but to help their families economically. The term Mexican-American doesn’t seem to fit as well. And then there is a third group, the children of those who immigrated. The immigrant parents maintain strong cultural ties to Mexico, their fatherland. But what of their children who have not been to Mexico? They do not have the same feeling of being Mexican. These are those, the people with no patria (fatherland), neither Mexico nor the United States, who make up the bulk of who we call Chicanos. The original inhabitants of Mexico, the Aztecs, were also called Mexicas. They pronounced the word “mesheecas.” Perhaps it is from this pronunciation that we get the word chicano. (Mesheeca – Mesheecano – Sheecano – Chicano) What language would you expect to find in Chicano literature? If you guessed Spanish you were partially right. Chicano literature is not written in Spanish only. Sometimes it is in Spanish, sometimes in English, sometimes in a language that has evolved from a mixing of the two called caló, pocho or pachuco, and sometimes in Náhua, the language of the Aztecs. More often you find a combination of all these languages in one single poem. How old is Chicano literature? Chicano poetry is divided into several periods. Four of these periods will be considered here. The first period cannot truly be designated Chicano or even Hispanic because it is the period of time before the Spanish arrived. On this continent thrived innumerable Indian nations. Some were extremely advanced not only in law and engineering, but also in literature. All had strong oral traditions, memorizing epic poetry, legendary feats of great warriors and emperors, creation stories, genealogies, free verse poetry about friendship and springtime, theater and religious histories and passing them on from one generation to the next. Many Indian cultures had books of paper, almost all of which were burned by the Spanish and Portuguese in their efforts to Christianize them. When Cortés arrived in Mexico in 1519 new themes and a new language emerged and the second period began. You are probably familiar with the devastating matanza of the indigenous people at the hands of the Spanish. Those 300 years of Spanish rule greatly affected the literature of the natives.

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AP Spanish Study Sheet: Literature Reading Their epic poems began to include laments for their dead, songs of betrayal and oppression, and yearnings for Aztlán, the mythical place of origin of the Aztecs. As the years passed and the cultures mixed odes to Catholic saints and pleadings to and praises of the Virgin Mary became common. In 1821 Mexico gained its independence from Spain. After three centuries of tyranny the Indian was still at the bottom of the social order. That theme is an element of Chicano literature that has endured from the first Spaniard in Mexico to the present day. The third period begins with the Treaty of Guadalupe Hidalgo signed by the U.S. and Mexico, ending the Mexican War in 1848. (Many scholars point to this date as the birth date of Chicano literature.) Its provisions called for Mexico to cede 55% of its territory (presentday Arizona, California, New Mexico, Texas, and parts of Colorado, Nevada and Utah) in exchange for fifteen million dollars in compensation for war-related damage to Mexican property. What is the significance of this? In one instant, in the stroke of a pen, thousands of Mexicans became Americans. The next element added to the literature was English. New themes included equity and justice vs. racism, Mexico and Aztlán (again) vs. the United States, and the concept of home and belonging. Another important poetic form developed during this time, that also had its roots in the rich oral tradition of the Indians before Columbus, is the corrido, or folk ballad. Corridos were used to teach and inform people of heroic deeds, wars, catastrophes, every-day events and at the same time entertain. They were sung and most often accompanied by a guitar. Most of the corridos were Mexican and served to keep the peoples’ ties to Mexico strong. Corridos generated by Mexican-Americans included subjects from the death of Billy the Kid to Chicano participation in the Civil War and everything in between. The most famous corrido dates back to 1901 and comes from Texas, the corrido of Gregorio Cortez. A version was written down and published by Américo Paredes in 1958, With his Pistol in his Hands, and made a motion picture in 1982, The Ballad of Gregorio Cortez. And now the last period of our discussion, the Chicano Renaissance. In the last few decades Chicano literature of all genres has flourished. There are more Chicanos reading and writing short stories, poetry, novels and plays now than at any other time. Universities now not only offer courses in Chicano literature, but entire majors for undergraduates and graduate programs in Chicano studies. What also sets this period apart from the others is that the literature became a reflection of a social and political movement striving to establish Mexican-American cultural identity within the United States and its larger societal framework. The literary selection for this assignment is a portion of a poem from the last period of Chicano literature, I am Joaquín, written by Rodolfo “Corky” Gonzales. It’s author founded and has served as director of the Crusade for Justice, a Denver-based Chicano civil rights organization. He was born in 1928, son of a migrant worker and has been a professional boxer, a lumberjack, a farm worker, publisher of a newspaper, a playwright, a poet and a businessman. He founded and served as president of the Escuela Tlatelolco, the first allChicano school in America (preschool to college). The poem in its entirety is epic and booklength.

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AP Spanish Study Sheet: Literature Reading When you read this poem think about the following questions. Why did “Corky” write this poem? Who is he talking to? What is he saying to them? Is he depressed? Hopeful? Angry? Proud? Why does he mention the people in the poem that he does? Important Terms and People Instructions: Study and learn the following terms and people before reading the Chicano poem. Barrio: community where Chicanos or Mexican-Americans live. Matanza: killing. La Raza: The Race. This term has almost spiritual connotations that join all Spanishspeaking peoples of the Americas (North, Central and South). Cuauhtemoc: The last great ruler of the Aztecs and one of the last great Aztec warriors. He stood against the Cortez and his men for 80 days defending the Aztec capital, Tenochtitlan. When they saw that they were conquered Cuauhtemoc went out in a boat to find out what Cortez wanted for winning the battle. It was customary for the defeated to pay tribute or settle under new rule. Instead Cortez had Cuauhtemoc hung in 1525. Gachupin: a Spanish person settled in America. Cortez: Spanish conquistador responsible for the conquest of a great deal of Mexico and the death of thousands of Indians. Netzahualcoyotl: Leader, governor, religious leader, scholar and poet of Tezcoco, a city North-east of Tenochtitlan. Born in 1402, he died in 1472, before the Spanish arrived. He built palaces, temples, botanical gardens and zoos. The arts flourished under his reign. He worshiped Tloque nahuaque, the Father of all creation, the god of peace. Chichimecas: A strong Indian people who lived North of the Aztecs. The Aztecs had campaigned against a number of other tribes but never conquered the Chichimecas. They were fierce warriors. Mestizo: A person of racially mixed ancestry. In Latin America a person of American Indian and European ancestry, usually Spanish or Portuguese. Hidalgo: (Miguel Hidalgo y Castilla, 1753-1811) A Mexican priest and revolutionary who fought for the emancipation of slaves, the cessation of the tribute tax and the return of the land to the Native Americans. He was a creole intellectual, parish priest of the village of Dolores who aided the natives in accomplishing all sorts of grand projects (olive groves, vineyards, porcelain factory, etc.) that were prohibited by the church. He launched a revolt against Spain with an immense army of natives and was successful until he was betrayed, captured, brought before the Inquisition and killed. Grito de Dolores: Literally = Cry of Dolores (the name of his village, Dolores, also means pain in Spanish). Hidalgo had been secretly planning a revolution when his plot was discovered. He took his revolution public and on September 16, 1810 issued the famous © 2008 powerspeaK12. All rights reserved. This material is intended for the exclusive use of registered users only. No portion of these materials may be reproduced or redistributed in any form without the express permission of powerspeaK12.

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AP Spanish Study Sheet: Literature Reading speech Grito de Dolores launching his attack on Spain. That day is now celebrated as Mexico’s Independence Day and Hidalgo’s speech is read by the President each year on September 16th. La Virgen de Guadalupe: Our Lady of Guadalupe. She is the patroness of Mexico and Hidalgo used her banner to inject religious zeal into his movement. Morelos: (José María Morelos y Pavón, 1765-1815) A national hero, Mexican revolutionary priest who became a great military leader. In 1815, Morelos was captured, brought before the Inquisition, and shot. Matamoros: Now the term refers to a person who brags of his/her own courage. Long ago the term referred to the Spanish. Literally it means one who kills Moorish people (mata = kill, moros = Moors). During the time of the conquistadors, Spain was also involved in the Inquisition, or the Christianizing of the Muslim or Moorish world by force. Matamoros: (Mariano Matamoros died 1814) Mexican revolutionary priest who joined Morelos in 1811 to become a prominent military leader. After the defeat of Morelos's army by Agustín de Iturbide, Matamoros was captured, demoted from priestly office, and shot. Guerrero: Soldier or warrior. Guerrero: (Vicente Guerrero, 1782-1831) Mexican revolutionist and president who fought under Morelos until his execution. Guerrero waged guerrilla warfare and was extremely successful in the battlefield, fighting long after others had been captured and always struggling for freedom. He spent several years in politics, in and out of revolutions and warfare until he was finally captured and killed. Don Benito Juárez: (1806-1872) Mexican national hero. Revered by Mexicans as one of their greatest political figures, Juárez upheld the civil law and opposed the privileges of the clericals and the army. First a lawyer, he later was elected President, a high-minded leader of the liberal revolution, which transferred political power from the creoles to the mestizos and forged Mexico's national consciousness. He constantly fought for reforms amid serious political and military opposition. Zapotec: Indigenous people of Mexico from around 600 B.C. to 1000 A.D. living primarily in Oaxaca. Pancho Villa: (1877-1923) A sort of Robin Hood of Northern Mexico. He was a famous bandit, violent, excellent on a horse, and ruthless in fighting for revolution. In a sense he was a rebel against social abuses. An idol of the masses he has been the subject of innumerable ballads and tales. His real name was Doroteo Arango. Emiliano Zapata: (1879-1919) Born a farmer of nearly pure native descent. He was inspired to take up arms when a rancher took over his lands. He was keenly aware of the injustices his people suffered, meaning the native Indian, rallied other farmers and plantation owners and began to take back land by force crying “land and liberty.” He was illiterate and in charge of illiterate men, but to his followers he was a hero of the revolution. His single purpose was to return land to the Indian. For a time he controlled a considerable part of Mexico. He was killed by an emissary of Carranza who had seized the executive

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AP Spanish Study Sheet: Literature Reading power of Mexico. His grave is revered by people in Southern Mexico and he is also the subject of many ballads and tales.

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