VOCES Oral History Project

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Photo, Albert Jose Angel, VOCES Oral History Project
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VOCES (Spanish for "voices") began as the project of a University of Texas professor of journalism. Rivas-Rodriguez sought to record the stories of Latinas and Latinos who served during World War II. However, since 2010 the archives have expanded in scope, with funding from the Institute of Museum and Library Services, to also include experiences from the Korean War and Vietnam War.

The majority of the interviews found on the site focus on veterans. However, civilian experiences are included as well. The "Stories" section can be browsed by name, war, city of birth, state of birth, and branch of service. A rather easy to overlook bar at the bottom of the page also permits you to find stories based on thematic content such as "citizenship" and "racism/discrimination." Each individual name is connected to a short narrative based on the individual's interview. These include direct quotations from the man or woman in question, but there is no transcript of the entire interview itself. You may also find photographs accompanying each story.

Maybe you would like your students to conduct similar interviews, particularly if no names are available from your home town. If so, be sure to visit "Learn to Interview." Here you can find a series of short videos describing the process of preparing for, conducting, and processing oral interviews. If you would like to provide an interview for the site, a downloadable PDF kit is available describing guidelines and containing the questionnaires used by the project.

Additional sections include "Resources" and "Publications." The former includes external links and an 85-page downloadable educator's guide, while the latter offers links to past VOCES newsletters and newspapers.

Chicano/a Movement in Washington State History Project

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Photo, Carving at El Centro, November 4, 2008, litinemo, Flickr
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This website traces the history of the Chicano/a movement in Washington State, which had its roots in the early 1960s when campaigns surrounding farm workers' rights in eastern Washington and community and educational rights in western Washington united and student activism grew at the University of Washington, continued through the 1970s, fractured in the 1980s, and recently reemerged as a younger generation of activists have mobilized around affirmative action, globalization, the Afghanistan and Iraq wars, and immigrant rights.

This website presents a wealth of primary sources documenting this rich history, including 17 oral history interviews with prominent members of activist groups; 73 images of demonstrations, prominent leaders in the movement, and Seattle-area murals; 42 documents, including copies of the "Boycott Bulletins" that keep students informed of the proceedings of the 1969 grape boycott at the University of Washington and documents surrounding the University of Washington's Chicano/a activist group; as well as more than 300 newspaper articles from the University of Washington Daily, the Seattle Times, and the Seattle Post-Intelligencer dating from between 1968 and 1979 and covering topics such as farmworkers and the grape boycott, arts and culture, and the community activist group El Centro de La Raza.

A slideshow providing historical background and highlighting some of these materials is a good place to begin for those unfamiliar with the Chicano/a movement history, as is an extensive timeline and several historical background essays.

This website is part of the larger Seattle Civil Rights and Labor History Project, which provides materials that can serve as larger historical context, such as a guide to civil rights groups from the 1910s to the 1970s, and 14 2,000-word essays on the ethnic press in Seattle.

Little Cowpuncher: Rural School Newspaper of Southern Arizona

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Drawing, Ciara, From Little Cowpuncher, Redington School, November 20, 1932
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A work in progress, this site presents the southern Arizona school newspaper, Little Cowpuncher. Created by Anglo and Mexican American ranch children, from kindergarten through 8th grade, between 1932 and 1943 at five neighboring Arizona schools (Redington, Baboquivari, Sasco, San Fernando, and Sopori), the newspapers present the original and unedited stories, poems, and illustrations of students about their community and school life. The site includes a map that identifies the location of the five schools and users may select which newspaper they wish to examine by school and by year.

The newspapers include many stories about holiday celebrations, especially Halloween and Christmas. Also frequently featured are tales of rodeo activities and issues dedicated to graduating classmates. Other local events, such as an outbreak of chicken pox and droughts offer a unique perspective on the students' isolated rural lives.

Although the site is simply designed, middle and high school students and teachers will find that the newspapers present an opportunity to study pioneer Mexican and American ranch families and understand the bilingual and bicultural communities they created in Southern Arizona.

Hispano Music and Culture from the Northern Rio Grande

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Logo, Hipano Music and Culture of the Northern Rio Grande
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This online presentation of an ethnographic field collection from the Library of Congress American Memory Project documents the religious and secular music of Spanish-speaking people from rural Northern New Mexico and Southern Colorado. It features the audio recordings and transcriptions of over 100 songs that Juan Bautista Rael of Stanford University recorded during a 1940 research trip to the region. Recordings include alabados (hymns), folk dramas, wedding songs, and dance tunes. Descriptive information about the title, performers, genre, instrumentation, location and date of recording, and any other brief (10-25 words) notes about the music accompanies each tune. The collection also includes over 35 pieces of correspondence from Rael about his trip. The site offers a keyword search and is browsable by performers and titles. For persons interested in Spanish American culture, music, and folklife, this site is a good source.

Frontera Collection of Mexican American Music

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Image for Frontera Collection of Mexican American Music
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This collection of commercially produced Mexican American vernacular music is the largest of its kind, with more than 100,000 recordings. The music, originally published between 1905 and the 1990s, is primarily in Spanish. This website presents digitized versions of roughly 30,000 recordings. The music ranges widely in style and includes lyric songs, canciones, boleros, rancheras, sones, instrumental music, and the first recordings of norte and conjunto music, as well as politically motivated speeches and comedy skits.

A browseable list of subjects shows that love (unrequited love, adultery, regrets), war (Korean War, Mexican Revolution, World War I and II), and praise (of country, guitar, mother) are common themes in the collection. Unfortunately, the songs are available to the general public only in 50-second sound clips. Users interested in gaining full access to a select group of songs for research are encouraged to contact the website's administrators.

Spain in the American Revolution

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Bernardo de Galvez
Question

Why didn't Spain fight in the American Revolutionary War? I would have thought that they would have assisted the colonies, and then taken advantage of their post-war weakness to add North America to their empire.

Answer

Spain was not a bystander to the American Revolutionary War, although that fact is rarely mentioned in cursory historical surveys. Spain's motivation to help the American colonists was driven by a desire to regain the land it had lost to Britain and, with other European powers, make incremental gains against British possessions in other parts of the world. Although some dreamers in Spain perhaps envisioned its eventual possession of the entire New World, I have found no evidence that such an idea guided its assistance to the American colonists.

Spain was not a bystander to the American Revolutionary War

France and Spain were at that time both under Bourbon kings, Louis XVI and Carlos III, respectively, whose American possessions had been significantly reduced by the 1763 Treaty of Paris that ended the Seven Years' (the French and Indian) War. At the beginning of the American War of Independence, American commissioners were sent to Europe by the Continental Congress to seek support for their cause. John Jay, American representative in Spain, found success. Americans promised both France and Spain the restoration of much of the land they had lost to the British in America. In April 1779, Spain committed to helping the Americans.

Financial Support

This help did not consist of Spanish troops to fight alongside Americans, but it was extensive nevertheless. The Spanish and French kings provided large loans and outright contributions of money to the Americans. Spain laundered this money, as we would say today, through a fictitious private trading company, Roderique Hortalez and Company, operating out of the Lesser Antilles, which sent both money and war material directly to the Americans. The money helped support the Americans' new currency, the Continental, and also made it possible for the Americans to bring in foreign military officers, such as Augustus von Steuben, Casimir Pulaski, and Thaddeus Kosciuszko, to fight for them.

Land Battles

Spain began a military campaign of its own against the British in Florida and Louisiana. From 1779 through 1782, the Spanish Governor of Louisiana, Don Bernardo de Gàlvez, conducted a series of military actions against the British to retake forts that Spain had earlier lost to the British, succeeding in the Mississippi River Valley, and at Baton Rouge, Natchez, Mobile, and Pensacola. In 1782, Spain also succeeded in wresting back the Bahamas from the British.

Naval Support

A very substantial form of Spain's support for the Americans involved a strategy of joining Britain's other European competitors in tying up British naval resources by engaging them elsewhere than in Britain's American colonies. Spain did this, for example, against Gibraltar and Minorca, and together with France sent a fleet into the English Channel to menace the British coast and tie up more British ships. Most of the European maritime powers, including Spain, united against Britain's effort to interrupt their trade with America. With both France and Spain (and Holland) indirectly in the fray, Britain's navy was outmatched and could not effectively concentrate its military force in America. Spanish ships joined with French ships in the naval blockade of the British army at Yorktown in 1781, preventing General Cornwallis's resupply by the British navy, resulting in his surrender.

Bibliography

Thomas E. Chàvez, Spain and the Independence of the United States: An Intrinsic Gift (Albuquerque: University of New Mexico Press, 2002).

Light Townsend Cummins, Spanish Observers and the American Revolution, 1775-1783 (Baton Rouge: Louisiana State University Press, 1991).

Winston De Ville, ed., Yo Solo: The Battle Journal of Bernardo de Gàlvez during the American Revolution (New Orleans: Polyanthos, 1978).

David French, The British Way in Warfare, 1688-2000 (London: Unwin Hyman, 1990).

Images:
"Prise de Pensacola," Illus. in: Recueil d'estampes representant les différents événements de la Guerre qui a procuré l'indépendance aux Etats Unis de l'Amérique ... / Nicolas Ponce. Paris : Ponce et Godefroy, [1784?], Prints and Photographs Division, Library of Congress.

"El Ecsmo Senor Conde De Galves," Museo Nacional de Historia, Castillo de Chapultepec, Mexico.

Detail from A. R. Mengs' 1761 portrait of Carlos III, Museo Nacional del Prado, Madrid.

Spanish Louisiana vs. Great Britain

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John Jay, minister plenipotentiary to Spain
Question

When did the government of Spanish Louisiana begin its involvement in the American revolution?

Answer

Perhaps this question was stimulated by another recent question and answer. Please consider that exchange as preliminary background for what follows here.

After Spain's public acknowledgment in June 1779 that it would join with France to wage war on Britain, the Governor General of Spanish Louisiana, Bernardo de Gálvez, began his successful military campaign against British forces in Florida, Louisiana, and in the Mississippi River Valley.

John Jay's mission to Spain, which began in September of that year resulted in no additional direct aid to the American colonies, although Spain funneled some money to them indirectly, which helped the Colonies stabilize its currency. But Spain had had reasons of its own to harass Britain militarily and it had begun to do just that, conscious that Britain's world-wide military power would be occupied to some extent by the revolt of its colonies in America.

The Catholic monarchy of Spain, however, had little sympathy with the British colonies' budding republican ideals. The U.S. State Department's website, describing Jay's mission to Madrid, says that Carlos III's minister, with whom Jay dealt, "worried about American claims to lands west of the Appalachians and navigation rights on the Mississippi River and feared that the flames of the American revolution might spread to Spanish colonies in the Americas."

Nevertheless, his worry did not hinder Spain's pursuit of its own interests in America against the British and this certainly had the indirect but substantial effect of supporting the American colonists.

For more information

U.S. Department of State, "John Jay in Madrid."

Bibliography

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Detail of ceiling painting in the Salon de Carlos III, Palacio Real, Madrid.

Drawing by Pierre Eugène Du Simitière, "His Excellency John Jay, President of Congress & Minister Plenipotentiary from Congress at Madrid," from Portraits of Generals, Ministers, Magistrates, Members of Congress, and Others, Who Have Rendered Themselves Illustrious in the Revolution of the United States of North America, Vol. 3. London: R. Wilkinson and J. Debrett, 1783.

Texas and Mexico: Centers for Cultural Collision

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Photography, La Capilla de Nuestra Senora de Talpa, 1933, Historic American Buil
Question

What was the impact of American migration to Texas and parts of Mexico on Mexican American relations in the mid-19th century?

Answer

Anglo (meaning non-Hispanic white) migration to Texas began in earnest after Mexico secured its independence from Spain in 1821. In the new republic, Texas was just one part of the state of Coahuila-Texas, a region in Mexico's northern borderlands in which Native communities were powerful. Mexican families lived throughout the northern portion of Coahuila-Texas—the wealthiest of whom were known as Tejanos—and to the Comanche and Lipan Apache they were unwelcome. Viewed from the perspective of the region's Native communities, both Tejano and Anglo settlers were undocumented immigrants.

The Anglo Squatters

Many of the first Anglo immigrants to Texas were squatters, individuals who had no Mexican legal claim to their land. By 1824, however, both Mexican and Tejano officials welcomed Anglo settlers, although for very different reasons. The Mexican government wanted assistance securing the country's northern border against raids by the Comanche and other Native groups; the Tejanos wanted help in raising Texas to the level of Mexican statehood, independent of Coahuila, so that they might govern themselves more effectively. Anglo settlers wanted land, and they were initially willing to accept multiple conditions on their immigration in order to get it. In 1825, Mexico passed the Coahuila-Texas colonization law, which offered men at the head of households 177 acres of farming land, grazing rights, and tax breaks in order to settle the region. In return, settlers had to agree to become Mexican citizens, to practice Catholicism, and to uphold all Mexican laws, including those that prohibited slavery.

The vision of colonization held by Mexican officials was soon upended. By the mid 1820s there were more Anglo settlers in Texas than Tejanos, and Anglo families refused to settle where Mexican officials preferred them to go. Instead, they clustered around the state's eastern borders, which made the Mexican government nervous—it appeared that the United States' borders were encroaching into Mexican territory by default.

Increased Tension: Anglos and Tejanos

The Mexican government had good reason to worry. Not only were Anglos more culturally and politically allied with the United States than Mexico—especially on the subject of slavery—but Tejanos initially allied themselves with leading American settlers like Stephen Austin, believing this would position them to gain sovereignty. Mexico's worries were further compounded by the United States offering $1 million for Texas in 1827, and $5 million in 1829. On both occasions, Mexico declined.

...Anglo settlers believed that their culture was superior to that of Tejanos and Mexicans alike, and racial prejudice was rife.

By 1832, more than 6,000 Anglo settlers, who owned more than 1,000 slaves, lived in Texas. This compared with 3,000 Tejanos. Some relationships between Tejano families and Anglos became strained when settlers refused to recognize Tejano land rights and forced families from their farms. Many wealthy Tejanos still felt their interests were best served by alliance with Anglo leaders, however, and it was their cooperation that helped make Texan independence possible in 1835. Tejanos fought alongside Anglos in the ensuing war with Mexico, but in the face of a wave of new immigration after Texas declared itself independent of any larger nation, their political and cultural influence in the region declined. Most new Anglo settlers believed that their culture was superior to that of Tejanos and Mexicans alike, and racial prejudice was rife.

Post-1830s

The Mexican government never recognized Texas as an independent state. When the United States annexed Texas in 1845 Mexico once again went to war. After three years, the peace Treaty of Guadalupe Hildalgo saw the transfer of millions of acres of Mexican territory to the United States government—modern-day Texas, Arizona, New Mexico, and California, as well as portions of states further north. Anglo settlement, which had once seemed a sound strategic defense against borderland warfare with Indian people, proved the thin edge of a wedge that saw Mexico lose more than half of its territory to the United States.

The Comanche and Lipan Apache continued to defend their territory against immigrants for many more years.

For more information
Bibliography
  • Chasteen, John Charles. Born in Blood and Fire: A Concise History of Latin America. 3rd ed. New York: W. W. Norton & Co., 2011.
  • Kirkwood, Burton. The History of Mexico. Westport, CT: Greenwood Press, 2000.
  • Vargas, Zaragosa. Crucible of Struggle: A History of Mexican Americans from Colonial Times to the Present Era. New York: Oxford University Press, 2011.

Spain, The United States, and The American Frontier: Historias Paralelas

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This collection of primary and secondary sources explores the history of Spanish expansion into North America from Florida, Georgia, and the Carolinas; across the modern-day American West; and north to Alaska. There are more than 200 primary sources, including numerous texts, 118 maps, manuscripts, and first-hand accounts, all written between 1492 and 1898. Some of the highlights include La Florida del Inca, an account of the Hernando de Soto expedition through Florida and the southeastern part of North America, along with the Notes of a Military Reconnaissance from Fort Leavenworth to San Diego, published in 1848 as a special report to the United States Congress. All documents are available in English and many of the documents are available in Spanish, as well. The collection is searchable by keyword and title and can be browsed. These documents are valuable for understanding Spanish-North American interaction.

The Luso-Hispanic World in Maps

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Provides approximately 50 maps and paragraph-long descriptions of more than 1,000 maps in the Library of Congress' collections pertaining to exploration, colonization, and military efforts and concerns by Spain and Portugal from the mid-16th century to 1900. Includes approximately 10 maps of Mexico and southwest U.S. made during the U.S.-Mexican War of 1846-1848; and five pertaining to Spanish claims in North America. An 8,700-word informative guide provides historical background. While the site will be useful to those planning to visit the Library's extensive map collection, online visitors may be frustrated by the lack of search capabilities. Maps included in the site are not indexed, and users can access them only by paging through the entire catalog.