CHI0 Chicano history

Respond to the final prompt and follow these directions carefully.

• This final should be no longer than four pages long, excluding bibliography.
• Double-space your final with a font similar to Times New Roman (1″ margins).
• Your final should cite at least five sources from the course readings. This final covers all readings from the CHI 10 reader. In selecting your five sources do your best to demonstrate command of course material across the whole quarter. Your final should use the course readings to develop your thesis. Outside sources will not be needed for this final. Documentaries can be used as sources for this final but should not be considered part of the minimum “five” sources required for the assignment. Separate chapters from one book count as one source. All sources should be included in the bibliography.
• An A final will be concise and thoughtful. This final should be answered as one complete essay. Respond to all parts of the questions with a unified thesis. This essay should have one bibliography with support derived from the course readings/content. The essay should properly cite sources using MLA format. The thesis should be a direct response to all parts of each final question, outlining your argument. See attached rubric for scoring breakdown.
• You should utilize course content to support your thesis. An A final will have well founded arguments based upon the course content. Underline your thesis statement.
• Your final should be uploaded as a Microsoft Word Document as an attachment to the Canvas Assignment Portal. Save your document with the following title: full name-final
• This is a take home exam. You should work on this assignment individually. Plagiarism will not be tolerated. Students will be referred to Student Judicial Affairs (http://sja.ucdavis.edu/files/cac.pdf).
• If you do not know MLA or do not own an MLA style guide you can view the style guide at the following website: https://owl.english.purdue.edu/owl/resource/747/01/

Final Prompt:

In the “Roundtable on the State of Chicana/o Studies” Rafael Perez-Torres states that “One result of this drive has been, all along, to question the nature of that community. In the end, one of the greatest benefits of this concern with “community” has been to ask simple but very important questions: Who belongs to a Chicano community? What are the contours of that community?”

What are the contours that define the “Chicano” community and why is it a benefit to have this concern? For this final, answer this question by discussing four distinct course readings that demonstrate how community is imagined, created, and formed. How does “Chicano-to-Xicanx” serve as a sign for community formation that subverts border/boundary making? What method drives this “Chicano-to-Xicanx” community formation?