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A Public Service Message from the American Income Life Insurance Company-Executive offices, Waco, Texas-Bernard Rapoport, Pres. Gamio, Manuel. The Mexican Immigrant, His Life Story: Autobiographic Documents Collected by Manuel Gamio. Samora, Julian. Los Mojados: The Wetback Story. Notre Dame, Sanchez, George I. Forgotten People: A Study of New Mexicans. Albuquerque: University of New Mexico, Siegel, Stanley. A Political History of the Texas Republic: 1836-1845. Ruiz, Ramon E. The Mexican War: Was it Manifest Destiny. Sociology Azuela, Mariano. Los de Abajo. Cockcroft, James D. Intellectual Pre-Cursors of the Mexican Revolution: 1900-1913. Austin: University of Texas Press, 1968. Goas, Jose. 1952-1953. Folktales of Mexico. Chicago: University of Chicago Press, 1970. Ramos, Samuel. Perfil del Hombre y la Cultura en Mexico. Mexico: Imprenta Mundial, 1934. Romanell, Patrick. The Making of the Mexican Mind. \(Notre Rulfo, Juan. Pedro Paramo. Mexico: Fondo de Cultura Economica, 1968. Non-Fiction Carranza, Eliu. “Pensamientos on Los Chicanos: A Cultural Revolution.” Berkeley: California Book Company, Ltd., 1969. Contreras, Hilario H. “The Chicano’s Search for Identity.” Con Safos. Vol. II, Galarza, Ernesto. Barrio Boy Steiner, Stan. La Raza: The Mexican American. New York: Vaca, Nick C. “The Sociology of Being a Mexican Russian.” El Grito. Vol. I., Black Subcommittee Report OBJECTIVES 1.To emphasize the cultural and historical heritage of Black Americans and the contribution of Black people to both Afro-American and world civilizations. 2.To provide courses which will critically and objectively as possible examine the sociological, psychological, economic, and political aspects of the black community as it exists in the United States. 3.To provide a program which will be relevant to the needs of the Black community and courses which will relate to the problems of the community. 4.To develop scholars who are able to analyze and synthesize the Black experience. INSTITUTE OF ETHNIC STUDIES History 1.The Afro-American in United States History. Survey history of the role of Blacks in United States to the present. 2.History of Black Protest. Analysis of Black, protest in America with, consideration given to such personalities as Frederick Douglas, Marcus Garvey, Dr. W.E.B. DuBois, Malcolm X, and Martin Luther King, Jr. 3.History of Sub-Saharan Africa. A survey history of SubSaharan Africa. Government 1.Black in Politics. Focus attention upon the impact Black Americans have had upon the political processes in the United States, covering benefits and deprivations. 2.African Politics. The governments and political process carried on among the African nations. It will contain the new independent nations states of Africa, provide an outlook for the future, and show the true nature of political strength. Sociology 1. Black Americans. The purpose of the course is to provide students exposure to selected books and articles that deal temporary soci-economic and demographic characteristics of nature and types of institutional resistance met by Blacks in their efforts to enter the mainstream of society, and by Black intellectuals and leaders. Music 1. Black Music. Past to Present. A survey of Black music and its development. Contains jazz, blues, soul and spirituals. Consist of motivations and emotions that these artists have in their various styles. Educational Psychology 1. Problems of Social Deprivation. This course examines closely the psychosis of white racism and its attempts in a real way to show how this pervasive, national illness manifests itself largely through the various institutions within our society. English 1.Introduction to Literature I-Black Literature. A special section of Sophomore English devoted to Afro-American authors. 2.African Literature in English. Readings and analysis emphasizing novels by sub-Saharan writers. RECOMMENDATIONS: 1.The institute of Ethnic Studies should be an aggregation of undergraduate courses that constitute an academic minor in an interdisciplinary program. 2.The academic standards of the institute must be as rigorous as other University departments. 3.A significant number of the courses should be offered at the Freshman and Sophomore level. 4.We strongly urge that Education and Criminology majors be required to take some of these courses. 5.Most importantly we feel that a director should be employed to coordinate, evaluate, and advocate the proposed Institute.