Acuna Manual Binder Essay Example for Free

Acuna Manual Binder Es orderOccupied Ameri scarcet endister is a schoolbook book, and buncosequently is a survey of the muniment of the Chicana/o people in in the joined kingdoms, which acknowledges in general people of Mexican railway line in the joined States. However, I often use the fussatic condition Latino when referring to the family of Latin the Statesns in the United States. Statistics ar so co-mingled by academicians that it is often difficult to burst the disparate assorts. With this said, Latin Americans sh are a hi fiction of colonialism organism occupied by Spain and variant more or less other European nations after 1492 when the occupation of the Americas began. Mexico has had the longest contact with the Euro-American nation teleph wized the United States, sharing a move up 2000 mile border with the U. S. The occupation of Mexico began in 1519 a hundred years before the British land on Plymouth Rock (1620). This survey history begins in Pre-Co lumbian times with the history of the Native Americans with whose history Mexicans are stamped genetic alto get hold ofhery and culturally. After 500 years of occupation, ninety percent of Mexicans carry Indian deoxyribonucleic acid contrast this to Euro-Americans, of whom fewer than one percent shit Indian blood The World Fact Book, Mexico, https//www.cia. gov/ subroutine library/publications/the-world-factbook/geos/mx. html.The Mexican cuisine also pays homage to the Indian old as do m well-nigh(prenominal) tramp names. The textbook uses timelines to make sense of what happened and why it happened. I tell my students that to be effective they have to elate how to organize. One of the problems with many of us is that our pa take ons never taught us to organize the first step should have been to describe how to organize our highboy clothes are not randomly thrown into a drawer. The timeline is our highboy, it ordain friend us make sense out of time and put together a stor y.This is why I tell students to learn how to use story boards to fill in the timeline. You can pull up a number of good sites for story boards (e. g. , http//www. storyboardthat. com/). It is the same technique that is used in writing a depiction script. The storyboard lets you know where you were and where you are going. Chapters in books serve the same function. Footnotes verify the veracity of the story as wholesome as build the story. Your critical thinking skills help you interpret it. This mini book includes eleven modules to accompaniment the chapters in the book.It is a guide that can easily be converted into an online class. Whereas the book chapters provide a macro story, the modules provide added materials. I have included internet articles with visuals as well as YouTube presentations and events. These are designed to further support those of you who are taking the class online. It also provides support to instructors and reduces the need for high-ticket(prenominal) readers. excogitate of caution the sites often change tie addresses so if one goes down, email us and we entrust correct it. The entire purpose of this manual is for you to better understand history.As mentioned, each module corresponds to a chapter or chapters in Occupied America. They are divided into Assigned Readings in Chapter(s), an Introduction, Internet articles, You Tube Lectures, and suggested intervention minds. The appendices have recommended websites, suggested programs in the American Experience/PBS, Music of the 1960s, and a list of four year institutions that have Bachelor of Arts programs in Chicana/o Studies. I also include a tour of a Chicana/o Research Site. I begin this endeavor with a short tour of the Arizona State University Chicana/o Collection. I plan to add other sites on a monthly basis.We must record that history is a study of documents that is what footnotes are all a number. My Facebook account is under https//www. facebook. com/rudy. acuna. 94 06 Mini Course staff I IDENTITY Required Text Rodolfo F. Acuna, Occupied America A History of Chicanos ( spick-and-span York Pearson, 2014). Reader Rodolfo F. Acuna, ed. , Guadalupe Compean ed. , Voices of the U. S. Latino Experience Three Volumes (Santa Barbara ABC CLIO Books, 2008). Do not grease ones palms the book ( to a fault expensive) access the E-Book by dint of your university library. I. Definitions Identity a) Rodolfo F. Acuna, The Word Chicana/o.Words have misbegottenings, meanings that are supposed to be linked to reality. In creating a diachronic narrative, the meanings should be clear and trounce describe the reality of the times. Meanings can be obscured for political purposes we often call this doublespeak we say one thing and mean another(prenominal). The Chicana/o Public Scholar argues that the leger Chicana/o best describes the area of studies called Chicana/o Studies, and it expresses the idealism that we as a community should be striving for. The Mexican American generation proactively fought for our civil rights, demanding equality under the virtue as Americans.The Chicano Movement demanded equality as merciful beings and asserted the right to call themselves what they pleased. It was under the Chicano watch that entitlements were dramatically broadened and larger numbers of peo ple of Mexican melody entered colleges and universities. They demanded their rights and did not see training as a privilege. just calling yourself a Chicano or any other news is not enough. You can call yourself a Christian but that does not needs make you a good person. Words have meanings, meanings are supposed to be linked to reality. The word Chicano in Spanish is gender neutral. console, many Chicana/o scholars felt that words should be transformative. Sexism was a problem that was tearing the movement apart. Chicano Studies became Chicana/o Studies to denote the equality of the sexes and underscore that gender discrimination damages our piec e as much as racism does. The redefinition of the word led to an examination of homophobia. Thus, the meaning of the word Chicana/o expanded reality. The 1970s and 1980s saw large numbers of Mexican and Latin American immigrants. We failed to link the meaning of the word Chicana/o to the reality of the immigrant population that now rivaled the second generation in numbers.The Mexican American and Chicano Generations had widened the entitlements of all immigrants. However, many of these immigrants held on to old definitions, such as equating the word Chicano to guile or low class. Many continued to link their struggle for equality to their home countries rather than linking it to their unsanded reality. At the same time, the arrival of millions of Mexicans and Latin Americans dramatically expanded the Latino market. Government agencies and commercial enterprises looked upon the Mexican American and Latino as commodities and linked these new definitions to illusions.To broaden the dis melody, we are including articles by the martyred Ruben Salazar, Frank del Olmo, and Cheech Marin. Ruben Salazar, Who Is a Chicano? And What Is It the Chicanos Want? , Los Angeles Times, Feb 6, 1970 pg. B7 http//forchicanachicanostudies. wikispaces. com/file/ imagine/Ruben%20Salazar. pdf/61339512/ Ruben%20Salazar. pdf Frank del Olmo, Latinos by Any another(prenominal) Name Are Latinos, Los Angeles Times, whitethorn 1, 1981 ) pg. D11 http//forchicanachicanostudies. wikispaces. com/file/view/Frank%20del%20Olmo. pdf/61343630/ Frank%20del%20Olmo. pdf Cheech Marin, What is a Chicano Who the hell knows? May 3, 2012 http//cheechmarin.com/2012/05/03/what-is-a-chicano/ Cheech To me, you have to declare yourself a Chicano in order to be a Chicano. That makes a Chicano a Mexican-American with a defiant political position that centers on his or her right to self-definition. Im a Chicano because I say I am. But no Chicano will agree with me because one of the characteristics of being Chic ano is you dont agree with anybody, or anything. And for certain not another Chicano. We are the only tribe that has all chiefs and no Indians. But dont ever insult a Chicano about being a Chicano because past all the other Chicanos will be on you with a vengeance.They will even fight each to be first in line to support you. Its not a house that appears on any U. S. Census survey. You can check White, AfricanAmerican, Native-American, Asian, Pacific Islander and even Latino (which Chicanos hate). But there is no little recession you can check that says Chicano. However, you can get a Ph. D. in Chicano Studies from Harvard and a multitude of other universities. You can cash retirement checks from those same prestigious universities after having taught Chicano Studies for 20 years, but there still no official recognition from the government. No wonder Chicanos are confused.So where did the word Chicano come from? Again, no devil Chicanos can agree, so here is my definition what I think. In true Chicano fashion, this should be the official version. The word Chicano was originally a derisive term from Mexicans to other Mexicans victuals in the United States. The concept was that those Mexicans animateness in the U. S. were no longer truly Mexicanos because they had given up their country by living in Houston, Los Angeles, Guada La Habra, or some other city. They were now something else and something less. Little satellite Mexicans living in a foreign country. They were something small.They were chicos. They were now Chicanos. If you lived near the U. S. -Mexican border, the term was more or less an insult, but always some kind of insult. In the primal days, the connotation of calling someone a Chicano was that they were poor, illiterate, destitute people living in tin shacks along the border. As soon as they could get a car give and could move farther away from the border, the term became less of an insult over the years. But the resentment still lingere d. Some ask wherefore cant you people just all be Hispanic? Same reason that all white people cant just be called English.Just because you speak English or Spanish does not mean that you are one group. Hispanic is a census term that some dildo in a government office make up to include all Spanish-speaking brown people. It is especially annoying to Chicanos because it is a catch-all term that includes the Spanish conqueror. By definition, it favors European cultural invasion, not endemic roots. It also includes all Latino groups, which brings us together because Hispanic annoys all Latino groups. Why? Because theyre Latino and its part of their nature. (Arent you glad you asked? ) So what is a Latino? (Its bid opening Pandoras box, huh? ) Latino is refers to all Spanishspeaking people in the New World South Americans, interchange Americans, Mexicans, and Brazilians (even though they speak Portuguese). All those groups and their descendants living in the United States fate to b e called Latinos to recognize their Indian roots. Mexicans call it having the Nopal in their face, that prickly pear cactus with huge flat leaves that Mexicans eat, revere, and think they look like. When you go to Mexico and walk down the street in Mexico City, its like walking through a Nopal cactus garden. Nopal is everywhere.For Latinos who dont want to be so Nopalese, theres always Mexican-American. Or the dreaded Hispanic that should only be used when go about with complete befuddlement from the person asking what you are. Because I am the only official version of what being Chicano is, I say Mexican-American is the politically correct middle ground between Hispanic and Chicano. Like in the song I wrote to be sung by a Chicano hard to be P. C. Mexican-Americans dont like to just get into gang fights they like flowers and music and white girls named Debbie too. All those names made it confusing for me growing up.I lived in an all-black neighborhood, followed by an all-white one, and other kids in the always called me Mexican in both neighborhoods. It never bothered me until one day I thought to myself Hey, wait a minute, Im not Mexican. Ive never even been to Mexico and I dont speak Spanish. Sure, I eat Mexican food at family gatherings where all of the adults speak Spanish, but I eat Cheerios and pizza pie and hamburgers more. No, Im definitely not a Mexican. Maybe I was Mexican-ish, just like some people were Jew-ish. These thoughts all ran through my mind when I chased down an alley by quint young AfricanAmerican kids.Yo, Messican they called out in their patois. I stopped in my tracks and spun around. Im not a Mexican I shouted defiantly. They stopped too, then stared at me. The leader spoke, Fool What you talking bout? You Mexican as a taco. Look at you. No,, I said. To be a Mexican, you have to be from Mexico. Youre African-American. Are you from Africa? N. You crazy. Im from South-Central, just like you. Thats exactly what Im talking about I said. Did anybody knock on your door and ask you did you want to be African-American? Hell noThe kind workers dont even knock on our door, they too scared, he said, cracking everyone up. Then why you letting people call you whatever they want? What do you want to be called? I asked. He looked at the others, thought about it for a few seconds and then said proudly, Im a Blood. Ooo-kay, I said making it up as I went along. Then youre a Blood-American. That seemed to go over well. They all nodded. Yeah, we Blood-American. Well, then go out and be the best Blood-Americans that you can be. Peace, brothers, I got to blow. I walked away and so did they. Self-identification saved the day.Yet, I still was displease with what I wanted to call myself. When I got home, there was a party going on. A bunch up of relatives had come over for dinner and everybody was sitting around gabbing and drinking beer. My Uncle Rudy was in the middle of a story So, I took the car into the dea ler and he said, Yeah, the repairs gonna run you about $250. Two-fifty? Estas loco? Hell, just give me a pair of pliers and some tin foil. Ill fix it Im a Chicano mechanic. Two-fifty, mis nalgas. And that was the delimitate epiphany. A Chicano was someone who could do anything. A Chicano was someone who wasnt going to get ripped off.He was Uncle Rudy. He was industrious, inventive, and he wants another beer. So I got my Uncle Rudy another beer because, on that day, he showed me that I was a Chicano. Hispanic my ass, Ive been a Chicano ever since. Cheech Marin, Originally published in the Huffington Post. This is the first article in a three-part series on What is a Chicano by actor, director, and art advocate Cheech Marin. II. The Study of Chicana/o Rodolfo F. Acuna, Chicana/o Studies What are they? , October 2010 It has been forty years since the first Chicano Studies programs were initiated on campuses throughout the United States.This accomplishment is a tribute to the tenac iousness of less than a couple of hundred students who were concerned about the failure of the schools to educate Mexican American students, pointing to the horrendous dropout rate in the public schools. Since then few scholars of any race have examined this historic phenomenon, treating CHS just like any other product of the sixties, forgetting how and why they came about. In many cases it has become the preoccupancy of many Chicana/o faculty members to prove their legitimacy.It is not uncommon for them to claim this legitimacy by statement that Chicana/o studies is a content national distinguishing CHS programs from service departments and pedagogical fields such as education. all wave of scholars for the past forty years has ignored important epistemological questions. Because of this, we have to suffer through a rash of conferences rehashing movement events without transaction with the genesis of individual programs or the nature of CHS. Instead of searching how and why CHS came about, we theorize what it is and avoid an epistemological understanding. Few scholars have attempted to answer why the ontogeny of CHS has been so uneven.They have not dealt with basic questions such as the historical expirations within southwest states themselves. For instance, Texas and calcium are often as diametric as the disparate Central American nationalities. Population and modes of drudgery in these states differ even within the states, there are the distinctions (e. g. , northern and southern California, El Paso, the Rio Grande Valley, and San Antonio). infra the sway of the elitism of the academy, many CHS scholars claim that CHS is a content field. They claim that they are just as hard-and-fast as the other tallys.It is common in academe for the hard sciences to occupy the top of the pyramid, followed by the social sciences, the humanities, and the liberal arts with education occupying the lowest step search rules, not tenet. In academe, rarely are doctrin e methods discussed. Methods more often refer to research methods. inwardly this logic quantitative techniques trump qualitative evidence. Similarly, research institutions trump statement colleges with the state rewarding researchers more generously. The teaching load at research and teaching institutions is distinguished by the actual time devoted to teaching.Professors at research institutions teach lighter loads, get more sabbatical time, and get more grants to fund research. This pecking order has influenced the development of the disparate programs. For instance, it has only been until lately that the Chicana/o studies department at California State University at Northridge has been able to attract Chicanas or Chicanos with doctorates from stage one institutions. I have spoken to Chicanas/os who professed their commitment to the revolution who said they had not gotten a PhD to work the same hours as a high school teacher.This attitude was common to Chicanas/os across the bo ard, regardless of gender or whether they were Marxists, feminists, or nationalists, and it profoundly affected the development of what is today called Chicana/o studies. In considering outcome, it would have been important to define and debate teaching methods. My first proposition is that there is a difference between Chicana/o studies programs that are defined by a curriculum rather than an individual course in the traditional disciplines.For instance, Chicana/o history is not Chicana/o studies, it is a field within the discipline of history where common historical methods are used to research, study, and teach that corpus of knowledge of Mexican American people. In the same vein, Chicana/o literature does not study, research, or teach CHS but it is a field within the discipline of literature. My second proposition is that Chicana/o studies are not defined by content, but rather they are bound together by a pedagogy that defines their purpose. It is the foundation used to spark and teach Latina/o students.The content is an important motivational tool to inspire students to learn and to correct the invalidating self-images that have come about through the process of colonialism. This is not unique to Mexican Americans. The national question raged in Europe during the latter part of the 19th and beginning of the 20th centuries. Hence, content fields poring over CHS should have developed within the context of a pedagogy, which should have given it a sense of purpose. Other than perhaps at California State Northridge, the focus has been on the development of content fields. Little consolidation has taken place.There has been an artificial pursuit of finding a common research methodology which is around impossible. It is not enough to say that a multidiscipline approach is part of its course of study. A more indispensable linking is pedagogy. In struggling toward an identity for Chicana/o studies, I have tried to convey this particular view to colleagues. However, they often ignore me and I am certain that they write it off as cada loco con su tema (every madman to his own opinion). I did not find much of an audience until I came into contact with La Raza Studies program at the Tucson Unified schooldays District.Today Chicana/o studies is under attack by conservatives and neo-Nazis who say that it is unpatriotic because it teaches about Mexicans and emphasizes teaching methodology using the principles of Paulo Freire, John Dewey, and Edwin Fenton rejecting the model that students should be warehoused. This flies in the face of the goal of educating students. The Tucson outcome has been more than encouraging. Currently, Latino and African American males have the lowest tercet grade reading test scores in the nation.The Latino high school dropout rate comprehensive hovers around 56 percent, higher if the dropout from middle school to high school is included. Only about 24 percent of graduating Latinos go on to college, mostly to co mmunity colleges. Tucsons Unified School Districts social Studies and Mexican American Studies programs has reversed these trends. The dropout rate in this program is 2. 5 percent. Students in the program significantly outdo their peers on the states standardized AIMS tests and 66 percent of these students go on to college.This semester the program is offering 43 sections and serves 1500 students in six TUSD high schools, with similar programs at the middle and elementary school levels. The classes are designed to be culturally relevant to help the students see themselves in the curriculum and make them see why education is important for them. If they see themselves in the educational literature, they find more reasons to read and write, to research and draw conclusions. Central to La Raza Studies is the use of critical theory which essentially means that they use the Socratic Method, a powerful, teaching tactic for fostering critical thinking.It focuses on giving students quest ions, not answers. It has been used in the better law schools to prepare American law students for Socratic questioning. Apparently, critical thinking threatens many white Americans who do not want Mexicans questioning their version of the truth. In the late 1960s, California Superintendent of Schools Max Rafferty called a mitigate movement advocating a similar inquiry method of teaching social science subversive because it taught students to question. Logically, Americans should be elated that Mexicans are learning and are motivated to go to college. So why are they trying to eliminate it?The truth be told, they dont want Mexicans to succeed. They want them to live up to the stamp and to be subservient. They dont want competition for higher paying jobs they dont want to endanger their poorly paid reserve labor pool. People in La Raza Studies are in effect(p) about their pedagogy. This past July they held the 12th Annual Institute for Transformative Education in partnership with the University Of Arizona School Of Education. The institutes feature educators from across the United States. http//www. tusd. k12. az. us/contents/depart/mexicanam/index. asp .The presenters and the participants are multiracial, (e.g. , scholars such as Pedro A. Noguera, Executive Director, Metropolitan Center for Urban Education New York University, and Angela Valenzuela, University of Texas Austin). Their focus is to improve teaching effectiveness. For the past forty years, every reform measure that involves better teaching has been shot down by the American electoratebilingual education, affirmative action, racial integration, smaller class sizes, etc. Even though programs such as La Raza Studies prove that programs work when they are properly thought out and supported, a pretext is roughly always found to eliminate them.Americans want to continue the same old blame game. In the mid-twenties they satanic Mexican culture and sought to Americanize Mexican American youth. In th e sixties they blamed the parents, the Mexican family. Today they are blaming the teachers. The bottom line is that the United States has effectively saved trillions of dollars in chapiter by draining professionals trained from other countries at the same time, it outsources well-paying technical jobs and production to poor countries. The United States does not need an educated workforce.It goes back to why educate Mexicans, whos going to pick our crops? sort of than educating Latinos, the solution is to not educate them, but to build more prisons. Keep them south of the border, and if we need them, rent them, like we do U-hauls. III. They speak. What is a Chicano? http//www. youtube. com/watch? v=v8npwn61ZXk I Am Joaquin part one of cardinal http//www. youtube. com/watch? v=U6M6qOG2O-o Read the followers articles on identity Finding Identity Within the Chicano Movement http//voices. yahoo. com/finding-identity-within-chicano-movement-6695464.html Chicano Identity in Literature http//www. enotes. com/chicano-identity-literature-93-salem/chicano-identity-literature Dr. David Sanchez Moderator, The Word Latino excludes the Native American, Mexican American University (December 9, 2005) http//www. mexicanamericanuniversity. com/forum/view. php? site=mexicanamericanunive rsitycombn=mexicanamericanuniversitycom_mauforum2key=1126577705 What does the author say about identity? Do you agree, why or why not? IV. Where Latinos Live A map of Americas Hispanic population, county by county.By prick McClellanPosted Monday, July 9, 2012, at 636 AM ET http//www. slate. com/articles/news_and_politics/map_of_the_week/2012/07/map_of_america_s _hispanic_population_county_by_county. html circle Motel and Eileen Patten, Characteristics of the 60 Largest Metropolitan Areas by Hispanic Population, church bench Hispanic Center, September 19, 2012 http//www. pewhispanic. org/2012/09/19/characteristics-of-the-60-largest-metropolitan-areas-byhispanic-population/ Jeffrey Passel and DVera Cohn, Unauthorized Immigrants 11. 1 Million in 2011, Pew Hispanic Center, December 6, 2012,http//www. pewhispanic. org/2012/12/06/unauthorized-immigrants-11-1-million-in- 2011/ Jeffrey Passel and DVera Cohn, How Many Hispanics? Comparing Census Counts and Census Estimates, Pew Hispanic Center, March 15, 2011 http//www. pewhispanic. org/2011/03/15/how-many-hispanics-comparing-census-counts-andcensus-estimates/ Jeffrey Passel, DVera Cohn and Mark Hugo Lopez, Hispanics Account for More than Half of Nations Growth in Past DecadeCensus 2010 50 Million Latinos, Pew Hispanic Center, March 24, 2011 http//www. pewhispanic.org/2011/03/24/hispanics-account-for-more-than-half-of-nationsgrowth-in-past-decade/ Seth Motel and Eileen Patten, The 10 Largest Hispanic Origin Groups Characteristics, Rankings, Top Counties, Pew Hispanic Center, July 12, 2012 http//www. pewhispanic. org/2012/06/27/the-10-largest-hispanic-origin-groups-characteristicsrankings-top-counties/ Seth Motel and Eileen Pat ten, Statistical Profile, Hispanics of Mexican Origin in the United States, 2010, Pew Hispanic Center, June 27, 2012 http//www. pewhispanic. org/2012/06/27/hispanics-of-mexican-origin-in-the-united-states-2010/V. Art and the Chicana/o How do the arts express identity? See Art and Ethnic Politics, http//www. youtube. com/watch? v=ejymct6ipMQfeature=related Exploration with painter Malaquias Montoya, http//www. youtube. com/watch? v=3zRxSnDVKVgNR=1 http//www. youtube. com /watch? v=NGuD8wD2Bl8feature=relmfu Latino art Latino artist videos and articles at Latinopia. com http//latinopia. com/category/latino-art/ JUDY BACA IN HER OWN WORDS http//latinopia. com/latino-art/judy-baca/ HARRY GAMBOA, JR. IN HIS OWN WORDS http//latinopia. com/category/latino-history/latinopia-event/VI.Epistemology Students always ask why scholars differ in their interpretations of history. The answer is that they often arrive at different conclusions from how they derived their knowledge. For example, the debate over creation A person basing his or her knowledge on faith whitethorn reach a different conclusion than one basing it on science. A recent article in the Smithsonian Magazine demonstrates this. In Simon Baatz, Leopold and Loebs Criminal Minds, Smithsonian magazine, August 2008, http//www. smithsonianmag. com/history-archaeology/criminalminds.html the author retells the story of the famous Leopold and Loeb trial where two teenage friends killed a 10 year old boy because they wanted to commit the perfect crime. The following from the Baatz article cited above the whole article can be obtained by clicking on to the Smithsonian link above. How do you think this piece pertains to the class? The question of who was to blame for the Mexican Texas and Mexican American Wars involves different interpretations. A majority of Americans and a host of American historians blame Mexico. Because I have taken the opposite view some historians have attacked me.But what it comes down to is Fait h versus the documents. See http//www. tamu. edu/ccbn/dewitt/dewitt. htm for a host of primary documents dealing with both. The question in the Smithsonian article would be how and why did the psychiatrist differ? The answer sheds light on the Mexican American War. Mini Course Module II Mexico Pre-1821 Required Text Rodolfo F. Acuna, Occupied America A History of Chicanos (New York Pearson, 2014), Chapters 1 and 2. Reader Rodolfo F. Acuna, ed. , Guadalupe Compean ed. , Voices of the U. S. Latino Experience Three Volumes (Santa Barbara ABC CLIO Books, 2008).Do not buy the book (too expensive) access the E-Book through your university library. I. The hybridization of Mexico The site of advanced Amerindian civilizations including the Olmec, Toltec, Teotihuacan, Zapotec, Maya, and Aztec Mexico was conquered and colonized by Spain in the early 16th century. Administered as the Viceroyalty of New Spain for three centuries, it achieved its independence early in the 19th century. The glob al monetary crisis beginning in late 2008 caused a massive economic downturn the following year, although growth returned readily in 2010.Ongoing economic and social concerns include low real wages, underemployment for a large divide of the population, inequitable income distribution, and few advancement opportunities for the largely Amerindian population in the impoverished southern states. The elections held in 2000 mark the first time since the 1910 Mexican Revolution that an opposition candidate Vicente FOX of the National Action company (PAN) defeated the party in government, the Institutional Revolutionary Party (PRI). He was succeeded in 2006 by another PAN candidate Felipe CALDERON.National elections, including the presidential election, are scheduled for 1 July 2012. Since 2007, Mexicos powerful drug-trafficking organizations have engage in bloody feuding, resulting in tens of thousands of drug-related homicides. CIA Factbook Modern Day Mexico Ethnic groups mesti zo (Amerindian-Spanish) 60%, Amerindian or preponderantly Amerindian 30%, white 9%, other 1% Languages Spanish only 92. 7%, Spanish and indigenous languages 5. 7%, indigenous only 0. 8%, unspecified 0. 8%. line of work indigenous languages include various Mayan, Nahuatl, and other regional languages (2005).Religions Roman Catholic 76. 5%, Protestant 5. 2% (Pentecostal 1. 4%, other 3. 8%), Jehovahs Witnesses 1. 1%, other 0. 3%, unspecified 13. 8%, none 3. 1% (2000 census) Population 114,975,406 (July 2012 est. ) country parity to the world 11 Source CIA Factbook https//www. cia. gov/library/publications/the-worldfactbook/geos/mx. html The United States In contrast the United States is Ethnic groups white 79. 96%, black 12. 85%, Asian 4. 43%, Amerindian and Alaska native 0. 97%, native Hawaiian and other Pacific islander 0.18%, two or more races 1. 61% (July 2007 estimate) note a separate listing for Hispanic is not included because the US Census Bureau considers Hispanic to mea n persons of Spanish/Hispanic/Latino origin including those of Mexican, Cuban, Puerto Rican, Dominican Republic, Spanish, and Central or South American origin living in the US who may be of any race or ethnic group (white, black, Asian, etc. ) about 15. 1% of the total US population is Hispanic Languages English 82. 1%, Spanish 10. 7%, other Indo-European 3. 8%, Asian and Pacific island 2. 7%, other 0.7% (2000 census) Note Hawaiian is an official language in the state of Hawaii Religions Protestant 51. 3%, Roman Catholic 23. 9%, Mormon 1. 7%, other Christian 1. 6%, Jewish 1. 7%, Buddhist 0. 7%, Muslim 0. 6%, other or unspecified 2. 5%, unaffiliated 12. 1%, none 4% (2007 est. ) Population 313,847,465 (July 2012 est. ) country comparison to the world. 3 Source CIA The World Fact Book, https//www. cia. gov/library/publications/the-world-factbook/geos/us. html Why do they say Mexico is a hybrid nation and not the United States? II. Mesoamerica.