HISTORY 465S: History of the U.S./Mexico Border

Reader requirements: Personal or professional interest in issues of U.S./Mexico border

  1. Course Information
  2. Schedule
  3. Giving Feedback

Course Information

Instructor: Prof. Sarah Deutsch

Explores the creation and perpetual remaking of the border between the U.S. and Mexico from the 1780s to the current day. Topics explored include nation formation, citizenship and migration, public policy, border incursions, and national identity. Students will examine works of history and autobiography as well as government hearings and other primary sources.

Student Writing Assignment

What are students writing? Research article.
For whom? Readers who have at least an undergrad degree and personal or professional interest in issues of the U.S./Mexico border.
Where would such writing typically be found? A venue for non-experts such as Smithsonian or American Heritage.
Why would someone usually read it? To get a better understanding of the border in U.S/ Mexico relations.

See examples of bios of possible readers for this course


Student – Reader Interactions

This course is a independent study this term, so all interactions are up to the discretion of the readers’ and students’ schedules. We will check in!

Link to full Syllabus:

Hist 465 History of the US-Mex syll 2013

Giving Feedback

Giving feedback is the activity around which the entire project is designed. You may have considerable professional experience giving feedback on writing — whether to colleagues, employees, or other contexts — or perhaps this is an fairly novel experience. Given the aims and nature of the Reader Project, we are hoping that our volunteers engage with student writing in a particular way–one that is quite different from what is conventionally done in other contexts.

The primary aim of the project is to help students really understand what it means to write for readers, rather than as a school assignment. Think about the following when you give feedback, whether in writing or in real time:

  • Respond as a reader rather than as an editor. (They can get basic editorial help from others.) Focus on sharing your reactions to the draft as a user of such writing. What are you thinking as you read? More

Instructor’s suggestions:

Please look through the assignment instructions for the appropriate section to get a sense of what items would be most helpful to address with the student (the Term Paper assignment descriptions start on page 3):