1) Read and summarize Falcon and Fregoso’s articles. 1 page Be s.docx

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1) Read and summarize Falcon and Fregoso’s articles. 1 page Be sure to address: How are they linking gender violence to the border? How do they think capitalism and national security contribute to gender violence? What do they think is the importance of transnational activism (and what is transnational activism?) 2) Read the other articles that outline different perspectives on immigration reform: pages a) Donald Trump b) Republicans for immigration reform (note, there are two blogs cut and paste into the document, read both) c) Indigenous critiques of immigration reform d) Escobar: Critiques of anti-Blackness in immigration rights organizing 1-1/2 What are the different assumptions and perspectives behind these debates? Is there any room for common ground? What is your analysis and why? .

Textbook: Chapter 2, 4 Lesson Minimum of 1 scholarly source (in addition to the textbook) See additional required resources within the option instructions. Instructions For this assignment, select one of the following options: Option 1: Imperialism The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples. Read the poem at the following link: Link (website): White Man's Burden (Links to an external site.) (Rudyard Kipling) After reading the poem, address the following in a case study analysis: Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own: Belgium & Africa Britain & India Germany & Africa France & Africa Apply social Darwinism to this specific case. Analyze the motivations of the invading country? How did ethnocentrism manifest in their interactions? How does Kipling's poem apply to your specific example? You can quote lines for comparison. Option 2: The Armenian Genocide Ethnic hatred is not new to the human race and ethnic hatred also goes hand in hand with some of the causes of World War 1 that we have discussed this week, namely nationalism and imperialism. In nationalism, the people not only believe their countrymen (those who look, talk, sound, and believe like them) are not only "better" than people of certain other countries but they also have the right and possibly even the responsibility to conquer areas with those inferior to them and take whatever resources they feel they need. Add to this the need for the leader of a country to be able to blame a certain ethnic group within that country for their problems. Such was the case in the Ottoman Empire. The Ottoman Turks launched a winter offensive into the mountains of southern Russia early in the war and suffered a severe defeat, both at the hands of the Russian army and the terrible weather they encountered. The Sultan needed a scapegoat to blame the loss on, so he picked an unpopular ethnic minority, the Armenians. Since the people seemed to believe the story, the Ottoman military rounded up as many Armenians as they could and marched them away to their fate. Watch the following videos on the Armenian genocide: Link (video): Armenian Diaspora (Links to an external site.) (32: 43) Link (video): Battle over History (Links to an external .

Written assignment threeA Citizens Guide To American Ideology by M.docx

bernadettexrb

Written assignment three A Citizens Guide To American Ideology by Morgan Marietta Due 5 to 6 pages Answer the Following questions: !. On Conservatism discuss: a) Premise foundations: Fragility, Human Nature, The anti-Utopian Impulse. b) The meaning of ordered liberty. c) The branches of conservatism: National Defense, Social, Economic, Cultural. 2. On Liberalism discuss: a) Premise Foundations: Perfectionism, Human Nature, Anti-Foundationalism. b) Why social justice is the core value of liberalism. c) The branches of liberalism: Class, race, gender, sexual orientation, ethnicity and immigration status, environmentalism. 3. Pave 115 in the text gives a summary of both the conservative and liberal ideologies: Discuss which you favor. make sure all the information from the book : A Citizens Guide To American Ideology by Morgan Marietta .

They should be about two pages typed minimum for each question. Make.docx

meagantobias

They should be about two pages typed minimum for each question. Make sure you answer each of the questions you have chosen fulling, using examples from the texts, Creating Black Americans and Major Problems in African American History. 1. Discuss the change in African American society created by the Great Migration. How did black people's lives change socially, politically, economically and artistically (including the Harlem Renaissance)? Explain the difference between life in the North and the South for African Americans and the difficulties each group faced. What did each group do to improve their situation? 2. During the 20th century, two of the major strains of civil rights for African Americans included black separatism (Marcus Garvey, Malcolm X, Black Panther Party) and racial integration (WEB DuBois, NAACP, Martin Luther King Jr., SCLC, SNCC). Describe these two strains, including the major arguments for each. Which do you feel has been more successful? Were both ideas necessary in order to accomplish the goal of equal rights for African Americans? 3. How have African Americans used art, music and literature to express themselves in the 20th and 21st centuries? Using examples from our texts what periods have spawned the most artistic creativity? Why? What periods do not seem to be as represented by artistic movements and why? Does art and music inspire political action or reflect it? .

Writing your research paper 09

MrCPHSTitans

For every question, use one or two paragraphs to answer it. Dont ma.docx

RAJU852744

For every question, use one or two paragraphs to answer it. Don't make this like a float essay. 1. How social movements such as the labor movement, the feminist movement (1 st and 2 nd waves), the civil rights movement, the Chicano movement, the conservative movement, and the gay liberation movement changed the nation. Were they successful? Why? Why not? 2.The history of liberalism and conservatism in the 20 th and early 21 st centuries. What are the similarities/differences in the two ideologies? When/why did they become influential? How have they changed over time? When/why did they lose favor (if ever)? 3.The changing statuses of racial minorities, women, immigrants, members of the LGBTQ community, and other marginalized groups during the 20 th and early 21 st centuries. 4.The role of fear in shaping American politics, culture, and society. 5.The meanings and significance of mass migrations in American history, including migrations from other parts of the world, the two Great Migrations, suburban migrations, etc 6.The changing statuses of workers and the poor during the 20 th and early 21 st centuries. 7.The extent to which social and cultural differences have divided Americans since 1900. 8.The changing boundaries (who is included, who isn’t) and meanings of American citizenship and belonging during the 20 th and early 21 st centuries. How have the definitions and obligations of citizenship changed over time? How have popular American values changed (or not) regarding the boundaries of citizenship? Is the story of American citizenship one of steady progress, regression (moving backward), or some combination of the two? Explain. ...

HUM 2590 – 20th21st Century Humanities .docx

adampcarr67227

HUM 2590 – 20 th /21 st Century Humanities Instruction Sheet for Major Essay Assignment DUE NO LATER THAN WEDNESDAY, MARCH 19 TH LATE PASSES DO NOT PERTAIN!!! Instructions: Choose one of the two choices provided below to write your paper assignment. Your paper should:  Have a title (no cover page necessary)  Essay Format: Contain five paragraphs (introduction, 3 supporting paragraphs, and conclusion)  Have a minimum of 8 sentences in each body paragraph  Be word-processed, double-spaced, size 12 font (hand written papers will not be accepted), to be handed in as a hard copy  Include a word count of 1,250 - 1,500 words at the top corner of the first page of your paper, along with your name, date and course title  Grading Rubric (located on page 3) must be attached to final copy of your paper assignment  THIS IS NOT A RESEARCH PAPER!!!!! 1. Compare and Contrast: Choose two titled works of art (visual art, literature/poetry, architecture, philosophy/religion, and either or performing arts) discussed in our course from the 20 th century that detail the change in the medium influenced by one of historical contexts discussed in our course on Modernism, the Freudian Revolution, World War(s)/Revolution, Depression, Existentialism, Ethnic/Racial Identity or Globalization. Define three distinct similarities and either or contrasts between these two works and reflect on how they each represent the time period from which they emerged. As you write your essay in which you address each of these comparisons, refer specifically to key points in our readings, films, and discussions to help you formulate and justify your arguments. You may use any of the course material uploaded on Blackboard to help develop a more in depth discussion on the two works of art you have chosen. Use the three comparisons and either or contrasts to help organize the content of your essay (Argument1 = Comparison/ Contrast1, Argument2 = Comparison/ Contrast2, and Argument3 = Comparison/ Contrast3). In your conclusion address how these two specific works of art are important to the culture of the 20 th /21 st century. THIS IS NOT A RESEARCH PAPER!!! 2. Social Realism: Choose one titled piece of social realism modern art that is in your textbook. Really try to find something that evokes thought and either or feeling, whether positive or negative. Thoroughly discuss your piece: Be specific and use descriptive language through applying all of the steps of the art critiquing process; Describe, Analyze, Interpret, and Judge. You must address the following questions in depth while you are critiquing your chosen piece of .

w008cxkText BoxFeagin, Joe R. 2000. Racist America Root.docx

jessiehampson

w008cxk Text Box Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. New York: Routledge. Notice: The material may be protected by copyright law (Title 17 U.S. Code ). 't I) Z) 3) Lf) 'C~) Q~ ....-~,··· 6 ................. • ••• •••••,, ......... '-.''I' what were painful racially conflicted chapters in its national history; (Others think that race and ethnicity are unrelated to their own lives and should be the concern of those in barrios, ghettos, and ethnic studies pro- grams. Wome worry about race and ethnicity but avoid talking about them for fear of being thought racist.IYet others think that even noticing race and ethnicity is wrong and that these concepts should not be taken into account when someone is deciding how to interact with another person.{Still others believe that U.S. Americans have not begun to talk seriously about these topics and that no one can understand society with- out analyzing how race and ethnicity are linked and deeply intertwined with wealth, status, life chances, and well-being in general. Given the wide range of possible reactions, we might ask, Why are race and ethnicity so central to our lives and at the same time so difficult and taboo? In this essay, the authors propose an understanding of race and ethnicity that, at first, may be hard to accept.tC~ntrary to what most people believe, race and ethnicity are not things that people have or are. Rather, they are actions that people do. 1l'R;ce and ethnicity are social, historical,. and philosophical processes that people have done for hundreds of years and are still doing. IThey emerge through the social ·transactions that take place among different kinds of people, in a variety of institutional structures (e.g., schools, workplaces, government offices, courts, media), over time, across space, and in all kinds of situations. Our framework for understanding them draws on the work of scholars of race and ethnicity around the world, including professors associated with the Center for Comparative Studies in Race and Ethnicity (CCSRE) at Stanford University. Over the past several decades, the topics ofrace and ethnicity have become increasingly central to the research and theorizing of sociologists, psychologists, and h~rians as well as scholars in the humanities, the law, and education.lPsychologists most often focus on why people stereotype others and on the multiple negative out- comes for those who are the target of these stereotypes (e.g., Baron and Banaji 2006; Dovidio, Glick, and Rudman 2005; Eberhardt and Fiske 1998; Jones 1997; Steele 1992), while sociologists often concentrate on racism as a system of beliefs that justifies the privilege of the dominant I Although the term doing race has yet to gain wide currency either. within or outside the academy, several ,race scholars have previously used ...

From the lecture: " 2)Political revolutions which involve one or a combination of both of the following: (1) LIBERALISM , meaning the drive to achieve equality of opportunity which motivated the revolutionary leadership in the English, American, and French Revolutions. ( 2) NATIONALISM , meaning the drive to achieve national unity, replacing systems of the old regime, based exclusively upon the aristocracy, with systems of government based on mass support by people from all classes of the society. The ruler/subject relationship was to be replaced by the citizen relationship. For this post, I want you to think about these concepts (of course email me if you are unclear) and then CORRELATE one or both (one is fine for full credit) of these terms to ANYTHING on the political scene today in the world. Is one of these USED, DEMONSTRATED, EXPLOITED, EMBRACED, DENIED....etc. and by what groups or individuals for what end GOAL. ?? Post your explanation of such an instance and decide if you think it is NEGATIVE or POSITIVE for the development of the world today. Opinions of course should be respectful in nature and not inflammatory if possible. 2-3 paragraphs, 3-4 sentences a paragraph. By now, you folks know what to do! Your posts have been stellar! .

Enslavement SystemDr. G. J. Giddings.docx

khanpaulita

Enslavement System Dr. G. J. Giddings Characteristics forced, resisted, Codified/legal, Contradictory … (Evolving/evolutionary) (indentured servitude; post-bellum …) Key Concepts (M. Karenga, 1980) Culture collective, self-conscious means by which a people (re-)create, celebrate and introduce themselves to the world. History struggle and record of a people … humanizing the world, i.e., shaping it in their own image … Forced … Chattel slavery 4 Forced … by the numbers Capitalism 12.5 (10.7)million U.S.: 388,000; Brazil: 5 million ~90% enslaved 50% enslaved, plantations 88% enslavers, owned <20 25% of enslaved, lived on plantations of >50 ~52% of free, Southern “Slave Community” Enslavers; overseers; head-slaves (house, field, freshwater, creoles. Forced …by the numbers Legal… Mass Bay Colony, 1641 “Slave Code” 244 years enslaved; 155 years free Virginia Code, 1670 Child followed mother’s status U.S. Constitution, 1787 3/5 compromise clause End of slave trade clause (1808) “fugitive slave” clause Fugitive Slave law of 1793 South Carolina, 1822 Black sailors imprisoned while ships were docked After Denmark Vesey revolt conspiracy Death penalty 73 death penalty laws: for crimes of arson, rape, revolts … Resisted … Day-to-day Small daily acts of defiance Cultural Remaining one’s self; holding on to African traditions … (“Sankofa” by Haile Gerima) Escape 1810-’50: 100,000 Revolutionary War: 30, 000 in Virginia; 75% enslaved in Georgia War of 1812(-1815) Blacks (Alan Taylor’s The Internal Enemy: Slavery & War in VA, 1772-1832) Revolt 1/10 mutinied (i.e., Amistad, 1839) Gabriel P., 1800; D. Vesey, 1822; N. Turner, 1831 Creole Case, 1841: Revolt; British freed 128 in Bahamas Contradictory … Crispus Attucks, 1723-1770 “Boston Massacre” martyr, 1790 Phillis Wheatley, 1753-1784 poet … “Brains & Beauty as well as Brawn” Rice cultivation in South Carolina; metallurgists; carpenters … Thomas Jefferson & Sally Hemings’ relationship; “Internal enemy” (A. Taylor) Ethnology Polygenesis theory of human development “One drop rule” 5,000 Black Revolutionary War veterans Emigration American Colonization Society, 1816 Segregation started at Puberty Contradictory … Crispus Attucks 1723-1770 Narragansett mother 1750 Advertisement Boston Massacre, 1770 5 casualties “Blackness” … “Normative behavioral system; a way of looking at the world, deciding how one aught to behave, and then acting accordingly” -Rhett Jones (1997) 3 ingredients Slavery experience Lack of ethnicity One drop rule .

Topics for DiscussionTopic 1What were the contributing factors.docx

edwardmarivel

Topics for Discussion Topic 1 What were the contributing factors that led to the Dust Bowl of the 1930s? What did various factions blame the disaster on? Take both sides of the debate and make an argument for each. Topic 2 What type of work was Bam White looking for when he and his family traveled to the Texas Panhandle? Why were his hopes for a good job dashed, and what did he attribute it to? How did his son feel about the region many years after the family first arrived? Topic 3 What was the XIT Ranch and what role did a Chicago syndicate have in its creation? What was the fate of the ranch, and what part did the syndicate have in the decline of the region? Topic 4 Why did Hazel take no pay for her teaching job in Boise City? What did her baby die of, and why was she conflicted about leaving Boise City after she had another child? Topic 5 What was John McCarty’s stance on the debate over the blame for the decline of the High Plains? What did he do to push his view onto the people of the area? What was the name of the club he established and what impact did it require of its members? Topic 6 What was Hugh Bennett’s area of expertise and what opinion did he have on the cause of the conditions leading to the Dust Bowl? What position did he hold with the government and what was his plan for renewal of the land? Topic 7 Contrast the difference between the approaches that Hoover and Roosevelt each had toward the crisis in the High Plains. What was Roosevelt’s fundamental belief about man and the challenges of nature? What specific idea did Roosevelt have for helping to fix the High Plains, and how was it implemented? Topic 8 What was the most devastating dust storm to hit the plains, and when did it hit? Describe its origin and its trajectory, the damage and misery left in its wake, and how it was different than other dust storms. Topic 9 What was the importance of Don Hartwell’s diary? What larger meaning did they have than just the words of one man? Reading between the lines, go through his entries and describe the deeper meaning they held. Topic 10 What was the importance of the documentary made by Pare Lorentz, and how was it received by the people of the Dust Bowl? What impact did it have the rest of the country? Why McCarty was angry over the documentary and the paintings about the region and what steps did he take to diminish their impact? You will choose and read 3 or more books (fiction or non-fiction) related to U. S. history post-civil war (totaling 750+ pages). For EACH book you will turn in an analysis of the historical content and come up with a potential research topic ( Steps 1 & 2 below). For one book you will also investigate a related question or topic; you will turn in a description and evaluation of the sources you consulted and a reflection on the what you found along the course of your research including how your questions may have changed (Steps 3 & 4). A book and the historical analysis must be completed in eac ...

Concepts of ethinicity.pptx

Josh Maiyo

FINAL_DefenseSlidesHolly Oberle

I need assistance with two papers needed as follows1st Paper.docx

evontdcichon

I need assistance with two papers needed as follows: 1 st Paper . Write a short paper exploring the meaning of what Patricia Hill Collins calls the matrix of domination. Consider how identity politics (civil rights, feminism, the LGBT movement) could be considered a response to domination (forms of power evident in control, exclusion, and discrimination). Resource Watch the following for an inventive overview regarding the matrix of domination (It is a quite useful presentation set to John Lennon’s “Imagine”): Sociology's Matrix of Domination in the U.S. (3:54) For additional details, please refer to the Short Paper Rubric document in the Assignment Guidelines and Rubrics section of the course. 2 nd Paper Explore the question of biological difference and whether the concept of race has any scientific validity. Utilize the following resources. Resources Race: Are We So Different? A Project of the American Anthropological Association American Anthropological Association Statement on “Race” Optional: Race & Genetics FAQ Optional: The Status of the Race Concept in American Anthropology Optional: in The Matrix Reader, read Essay 40: “Excerpts From Race and Ethnic Relations: American and Global Perspectives ” by Martin Marger. For additional details, please refer to the Short Paper Rubric document in the Assignment Guidelines and Rubrics section of the course. Requirements of Submission : Short paper assignments must follow these formatting guidelines: double spacing, 12-point Times New Roman font, 1-inch margins, and APA citations. Page length is 2–3 pages, 600 words minimum. Please let me know if you have any questions. .

Melissa Kabinoff, Sunny Parsons, Zarah Katrina ViñOlaTelling America's Story (TAH)

As the United States became a global power by the early 1900s, i.docx

bob8allen25075

As the United States became a global power by the early 1900s, international and domestic forces pressed upon American society to begin attempting to redefine exactly who an American was. The 14th Amendment to the Constitution during the Reconstruction Era had defined citizenship in national terms and presumably applied to all those living in newly acquired territories around the globe. Coupled with the massive waves of European immigration, the nation grappled with incorporating so many people of incredibly diverse backgrounds and extending the associated rights and privileges that came with American citizenship. These two documents express the evolution of concerns that were generated through perceived threats (both real and imagined) to American society and culture and propose solutions to the critical question of who and what an American was in the early 20th century. Answer the following two questions in an essay with a MINIMUM length of TWO (2) FULL PAGES: 1. What are the major arguments contained within each of these documents? How do they compare to one another? 2. Are there parallels in their arguments to modern debates within American society? If so, in what specific way(s)? Please remember to use specific evidence from these documents to support your arguments. .

1- Identify at least two means of communication used by the ancient .docx

monicafrancis71118

1- Identify at least two means of communication used by the ancient American civilizations. Then, compare and contrast (differences and/or similarities) their functions in their respective societies? Discuss whether there are any features they have in common? Explain. Next, describe how the ancient American means of communication have evolved in the modern society. Please elaborate by writing at least two well-developed paragraphs of at least five sentences each. 2- Answer the following questions in one paragraph of at least five sentences a- How have the lives of the European people improved during the 18th century and what influenced this progress? b- Who were the big European powers and how did they gain their global influence? c- What is the Great War for Empire and where did it occur? d- What is the American Revolution and what events motivated it? c- Which European power first colonized Florida? 3- Explain how the intellectual ideas of the Enlightenment influenced the political and social changes of the 18th century. How did those changes impact our current society? Provide specific examples. Please elaborate by writing at least two well-developed paragraphs of at least five sentences each. .

1950s Lecture: Cold War

DreaTomlinson

Discussion InstructionsThe purpose of the discussions are to giv.docx

elinoraudley582231

Discussion Instructions The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should: 1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to. 2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible. 3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.) Part I Discussion Prompts For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material. 1) What were the major patterns of Native American life in North America before Europeans arrived? 2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore? 3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples. 4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English. 5) What challenges did the early English settlers face in the Chesapeake (Jamestown)? 6) How did Virginia and Maryland develop in their early years? 7) What were the main sources of frustration in New England? Part II Discussion Prompts Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner. 1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument. 2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)? 3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question. 4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.

320sp16 week2 3

Craig Willse

For part 1 choose ONLY 1 essay question from the list below.docx

lmelaine

For part 1 choose ONLY 1 essay question from the list below, which covers chapters 18 and 19 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count. Part 1 Essay Questions: 1 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms? 2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer. 3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece. 4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement? 5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans. 6 - Explain how Americans used the language of freedom when discussing foreign policy. Look specifically at the foreign policies of Roosevelt, Taft, and Wilson in your answer. Did the meaning of freedom change with each administration or stay constant? 7 - It is April 1917, you are a member of Congress, and President Wilson wants a declaration of war. Justify your vote for or against war with Germany. 8 - Examine the restrictions placed on freedom during World War I. Be sure to analyze Debs’s piece in “Voices of Freedom,” the Committee on Public Information, and “coercive patriotism.” 9 - Compare the political ideas of W. E. B. Du Bois and Marcus Garvey. What were the similarities (if any)? What were the differences? 10 - Examine and analyze Woodrow Wilson’s ideas about foreign policy. To what extent did Wilson put into practice his stated ideas? For part 2 choose ONLY 1 essay question from the list below, which covers chapters 20 and 21 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count. Part 2 Essay Questions: 1 - After World War I and more than twenty years of reform, Americans became much more conservative in the 1920s. In fact, Reinhold Niebuhr stated that America was “rapidly becoming the most conservative nation on earth.” Give examples that defend this perce ...

GrobalRaciality-Preface+Intro.pdfGlobal RacialityG.docx

shericehewat

GrobalRaciality-Preface+Intro.pdf Global Raciality Global Raciality expands our understanding of race, space, and place by exploring forms of racism and anti-racist resistance worldwide. Contributors address neoliberalism; settler colonialism; race, class, and gender inter- sectionality; immigrant rights; Islamophobia; and homonationalism; and investigate the dynamic forces propelling anti-racist solidarity and resistance cultures. Midway through the Trump years and with a rise in nativist fervor across the globe, this expanded approach captures the creativity and variety found in the fight against racism we see the world over. Chapters focus on both the immersive global trajectories of race and racism, and the international variation in contemporary configurations of racialized experience. Race, class, and gender identities may not only be distinctive, they can extend across borders, continents, and oceans with remarkable demonstrations of solidarity happening all over the world. Palestinians, Black Panthers, Dalit, Native Americans, and Indian feminists among others meet and interact in this context. Intersections between race and such forms of power as colonialism and empire, capitalism, gender, sexuality, religion, and class are examined and compared across different national and global contexts. It is in this robust and comparative analytical approach that Global Raciality reframes conventional studies on postcolo- nial regimes and racial identities and expression. Paola Bacchetta is Professor of Gender and Women’s Studies, and affiliated faculty within the Center for Race and Gender; the Center for South Asia Studies; the Center for Middle Eastern Studies; and the Center for the Study of Sexual Cultures at the University of California, Berkeley. Sunaina Maira is Professor of Asian American Studies, and affiliated faculty within the Middle East/South Asia Studies Program and the Cultural Studies Graduate Group at the University of California, Davis. Howard Winant is Distinguished Professor of Sociology at the University of California, Santa Barbara, where he is also affiliated with the Black Studies, Chicana/o Studies, and Asian American Studies departments. He founded and directed the University of California Center for New Racial Studies. New Racial Studies The University of California Center for New Racial Studies This series of research publications focuses on the shifting and contradictory meaning of race in the aftermath of the massive racial upheavals that followed World War II: civil rights, anti-apartheid, major demographic shifts, decolonialization, significant inclusionary reforms and expansions of political rights on the one hand, combined with reinvented but still extremely deep-rooted patterns of structural racism, racial inequality, and “post-” imperial formations on the other hand. Global Raciality (2019) Empire, Postcoloniality, Decoloniality Edited by Paola Bacchetta, S ...

Hist410 n entire course latest all weeks discussions all case study midterm

Yolanda Stacey

PART 1 Please review this chapter and discuss the reprecussions.docx

stirlingvwriters

1. A frequently asked question is Can structured techniques and obj.docx

1) Read and summarize Falcon and Fregoso’s articles. 1 page Be s.docx

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