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Hi, below is a detailed information regarding the structure of the paper.I
also
Hi, below is a detailed information regarding the structure of the paper.I also attached a file
with notes for the writing of this paper, please do not use internet or articles as a source
only use the notes provided in the file. Thank youTHE SPANISH COLONIZATION
OFTEXASTopic Questions:Provide a thorough assessment of the SpanishColonization of
Texas. First, provide a detailed elaboration of the Iberian Background of Spanish Texas,
focusing on the major historical experiences that helped shape Spanish society and culture
which, in turn, influenced the development of the Spanish colonial institutions in
Texas.Second, provide a thorough assessment of the historical factors that led to the
discovery, conquest, and exploration of America by Spain. Third, describe in detail the
Spanish colonization of Texas by identifying the main colonial institutions they established
and the functions that these played for building the type of societies, economic enterprises,
political structures, and religious traditions that the Spanish introduced in
Texas.Instructions1) ORGANIZATION (try answering the questions in the order presented
without having to write the question and answer, just write a narrative that will answer
these questions)2) ANALYSIS (it is important not only to describe historical events, but also
to explain how and why these events take place; in this case, students should include in
their analysis the ideas, beliefs, tools, and environmental conditions presented in the video
lectures which played a significant role in shaping the cultures and societies of indigenous,
Iberian, Mexican, and/or Anglo-American populations of Texas).3) FACTS (Provide specific
information about the time and place of historical events, as well as specific examples of the
ideas, beliefs, concepts, and terms presented in the lectures- for example, if you are
discussing Indigenous peoples of the Americas and Texas, provide specific detailed
information about the religious beliefs such as the names of gods, goddesses, spirits, forces,
and the types of ritual practices people carried out).Use lecture material only to support
your arguments.

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Historian Alan Knight states that, “modern Mexico is a racial mix” and goes on to outline several examples from Mexico’s history to support one of the main claims of his essay. Identify one of the examples found in Knight’s essay and comment on its importance to the main themes of the essay overall. How would you summarize Knight’s views on the Mexican Revolution´s impact on the concepts of race and race relations in postrevolutionary Mexico? ths week's question for discussion Weekly Discussion Board Response The weekly discussion board response serves as a forum for students to participate and discuss assigned readings with classmates and the professor. This weekly assignment is broken down into 2 parts: (1) your response and (2) commenting on two other posts. The class has been organized to include the same amount of readings as a class that would meet in person. Each student is required to write a response about the Tuesday reading by Thursday – no later than 6:00 PM EST (I am including eastern standard time because several students are taking the class while outside of the country). Students are expected to write responses that are three paragraphs in length and demonstrate a strong understanding of the themes, events, and people contained in the readings. In addition, each student must pick two other student posts and comment on their response for the week. Comments should be constructive, thoughtful and focused. The purpose of the each student’s comment response is to promote dialogue between students that would typically occur in a classroom setting. Comments should be one paragraph. Weekly Response Paper Students are responsible for writing a response paper at the end of each week. The paper’s topic will draw from the readings assigned for that week. The paper’s question (or set of questions) will build off the weekly discussion response. The purpose of the weekly response paper is for students to demonstrate that they have completed the assigned readings and can critically apply the material to larger questions of history and political economy. The paper should follow the basic format of: introduction, body, conclusion, and footnotes that follow the Chicago-style format (do not cite in the body of the text). All papers should contain the student’s own, individual voice that is supported with evidence and facts drawn from the assigned readings. Other secondary sources used to complement or strengthen your argument are acceptable, however Wikipedia entries and blog posts are not acceptable as sources. It was very interesting to see the different race relations and concepts Alan Knight touches upon in his essay. One major claim that he points upon is the mestizo concept that coincides with Indian racism. Within this concept, he uses first hand references that have witnessed this racism and have also offered diagnostics on this idea as well. As Knight explores two individual groups and their history, the racist his.

Historian Alan Knight states that, modern Mexico is a racial mix” a.docx

Historian Alan Knight states that, modern Mexico is a racial mix” a.docx

Historian Alan Knight states that, modern Mexico is a racial mix” a.docx

At least 200 words for 1,2 question 1)How can an understanding of beliefs and customs that reflect cultural expressions help you in the workplace? Consider a career you are pursuing or a position that you have held in the past. What is a specific task required of that job? Explain how an understanding of culture could help you to manage the challenges and opportunities of that task. 2)Next, discuss how an understanding of culture can make you a stronger critical thinker. When might this be useful for managing a task you have in your daily life? Aztec & Spanish Accounts of the Conquest of Mexico How did the Spaniards and Aztecs communicate? Were there some obvious possibilities for misunderstanding? How did the Aztecs view the Spaniards? How did the Spaniards view the Aztecs. What are some ways these two accounts of the same events differ? What challenges does a historian face when trying to recreate the past with two different versions of the same events? ...

At least 200 words for 1,2 question1)How can an understanding .docx

At least 200 words for 1,2 question1)How can an understanding .docx

At least 200 words for 1,2 question1)How can an understanding .docx

In the eighth unit, you learned about the major civilizations of the Americas, including the Mayan, Aztec, and Inca, and how European expansion and colonization led to their downfall. You compared civilizations in the Americas with other ancient civilizations in Africa and the Middle East. You are now equipped to apply your knowledge by comparing and contrasting civilizations around the world from antiquity through the fifteenth century CE in your final paper. Consider using the Unit 8 Guide to check that you completed all the assigned activities and remember to take a look at your instructor's feedback on your Unit 7 & 8 assignments and Unit 8 discussion. Congratulations on completing this course on world civilizations! In Unit 8, we will explore the development of civilization in the Americas prior to and including European exploration, conquest, and colonization. Early civilization in the Americas developed in two distinct areas: Mesoamerica and the Andean region. The Aztec and Mayan Empires laid claim to the Mesoamerica region, which was located in current day Mexico and Central America. The Andean region, located in South America, was home to the Inca Empire. Like the early civilizations we discussed in prior units, these civilizations developed their own social and political structure. Mesoamerica is located in the region stretching from the middle of Mexico south through central America. The first people settled in the Americas between 40,000 and 12,000 years ago, crossing over a land bridge that once connected Siberia to Alaska. The first recognized civilization of Mesoamerica were the Olmec, who flourished in Mexico between 1500 and 400 BCE. The Classical Period of Mayan civilization (250 - 900 CE) witnessed the emergence of monumental stone architecture, hieroglyphic writing, and a complex calendar. Religion loomed large in Mayan social and political identity, and divinely appointed rulers demanded human sacrifices to appease the gods. Around 900 CE, a people known as the Toltecs settled in the northern region of Mexico, and their heirs, the Aztecs would develop a powerful and extensive empire that encompassed almost the entire Mesoamerican region, until the arrival of the Spanish in the sixteenth century. The Inca Empire, which began in the twelfth century CE, is the most well-known early civilization of Andean South America. Its civilization spanned a large territory stretching along the western coast of South America and centered in Peru. Agricultural production fueled the Inca economy, while their centralized state was maintained through elaborate road systems and a unified religion. Devastated by civil war and disease, the Inca Empire was conquered by the forces of Francisco Pizarro in 1533. By the end of this unit, you will be able to: 1. Compare the events that led to the establishment, expansion, and fall of the early American civilizations. 2. Discuss the political, social, and religious identities of the Mayans, Aztecs, .

In the eighth unit, you learned about the major civilizations of t.docx

In the eighth unit, you learned about the major civilizations of t.docx

In the eighth unit, you learned about the major civilizations of t.docx

mecklenburgstrelitzh

Unit I Scholarly Activity After completing the unit and reviewing the Stearns article, answer the following in your own words: “Why I believe it is important to study history.” First, examples from this unit should be utilized as part of your answer and topics must include, but are not limited to the following items:  Describing the migration of Native American tribes.  The influence trade, agriculture, and tools they had on movements and settlements.  How colonial actions and colonization impacted those among whom the colonists settled. Second, when studying the movements of Native American peoples and European exploration during the 15th and 16th centuries, what does history tell us about the motivations, practices, and outcomes from the European quests of God, gold, and glory? Why do you believe it was important to study these motivating factors? Your response should be a minimum of two (2) pages in length. All sources used must be cited and referenced. Paraphrased or quoted material must have accompanying citations ...

Unit I Scholarly Activity After completing the unit and reviewin.docx

Unit I Scholarly Activity After completing the unit and reviewin.docx

Unit I Scholarly Activity After completing the unit and reviewin.docx

Tennessee History Midterm Study Guide 1. Name the nine geological units of Tennessee from east to west. What are the three grand divisions and their boundaries? Give the main rivers and/or tributaries that are included in the grand divisions. Where were the Native Americans located in state and what treaties were designed to remove or open up the area for white settlement from pre-statehood to the 19th century? 2. During antebellum (1820-1860), Tennessee’s population and economy were explosive. Discuss political, social (religious and cultural), and economic factors that occurred, in Tennessee, during the period. Cite any important revenues, landmarks, and customs. What role did the state play in the reform movement of the time and who were people of interest that made the movement a success or failure? Also, give any intrastate differences that determined the growth or failure of the state during the period. Consider: Andrew Jackson and the Golden Age of politics Institutions created as a result of the reform movement Growth of the state, cotton and slavery 3. Explain why and how slavery was established in Tennessee and discuss what living under slavery was like for Tennessee blacks. Also, discuss the black experience during the Civil War. Were any major strides made by Tennessee blacks and if so by whom and what were they? Consider: The role of secular religion for Blacks Institutions created for and by Blacks Differing mentalities of Blacks in the three Grand Divisions 4. What was Tennessee’s role in the Civil War? What factors were exclusive to Tennessee’s involvement in the process of the war? Why was Tennessee a prize to both the Union and Confederate states? Discuss any battles that were key to the fall of Tennessee and individuals that were involved in the battles. Was reconstruction a success or failure in Tennessee, why or why not? ...

Tennessee HistoryMidterm Study Guide1. Name the nine geologi.docx

Tennessee HistoryMidterm Study Guide1. Name the nine geologi.docx

Tennessee HistoryMidterm Study Guide1. Name the nine geologi.docx

Bridging the Curriculum through Art and Texas History

Bridging the Curriculum through Art and Texas History

Bridging the Curriculum through Art and Texas History

American Republic Chapter 1 Lesson 2

American Republic Chapter 1 Lesson 2

American Republic Chapter 1 Lesson 2

I attached the Article that is needed for the this essay: After completing the unit and reviewing the Stearns article, answer the following in your own words: “Why I believe it is important to study history.” First, examples from this unit must be utilized as part of your answer, and topics may include, but are not limited to, the following: describing the possible migration of ancient peoples; the influence that trade, agriculture, and tools had on movements; and how colonial actions and colonization impacted those among whom the colonists settled. Second, when studying the movements of Native American peoples and European exploration during the 15th and 16th centuries, what does history tell us about the motivations of God, gold, and glory? Why do you believe it was important to study these motivating factors? Your response should be a minimum of two (2) pages in length. All sources used must be cited and referenced. Paraphrased or quoted material must have accompanying citations .

I attached the Article that is needed for the this essayAfter c.docx

I attached the Article that is needed for the this essayAfter c.docx

I attached the Article that is needed for the this essayAfter c.docx

Chicano Studies 168 Dr. Raúl Moreno Campos UCSB Student Learning Objectives (Weeks 1-2) Readings Weeks 1: Almaguer (2018) Readings Week 2: Ruiz (2009), introduction and chapter one. I. Overview and central thematic preoccupations of Chicana/o History. Understanding of what history is (inquiry) Understanding of the interplay between structure and agency in the shaping of historical processes. Understanding of the term “Chicana/o”, and the distinction to “Hispanic” and Latina/o” Central structural forces that have shaped Chicana/o history Central themes in Chicana/o history Student Learning Objectives (Weeks 1-2) II. The Mexican American War of 1846-1848 Background of the Spanish Empire and the “first colonization” Understand the centrality of racial difference to Spanish colonial administration and society Understand the concepts of limpieza de sangre, castas, and mestizaje in the context of colonial Mexico Background of U.S. imperialist expansion and the economic, political, and ideological reasons behind the war of 1846-1848 with Mexico. The “second colonization” and the origins of Chicano peoples. Understand the concepts of race and racialization. Student Learning Objectives (Weeks 1-2) IIIII. The Legacies of the War Economic, political, and social marginalization The creation of early Chicana/o communities Agenda Chicano Studies and Chicano History: Central Thematic Preoccupations Racial Fault Lines: Conquest, Colonization, and the making of Chicanos in the U.S. Southwest The Legacies of 1848 I. Basic Framing History (Gr. historia “ a learning or knowing by inquiry”- generally entailed an account of one’s inquiries, record, narrative. Derived from historein “inquiry” ) Sense of narrative record and relation of past events. Entails 1) Process of examination into past events and the narrative of a record “The archive”- vast array of documents, artifacts, oral narratives, etc. that comprise a record 2) Understanding of change and continuity over time I. 3) Structure and Agency “[Human beings] make their own history, but they do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances existing already, given and transmitted form the past.” – Karl Marx Agency- volition and the power to think and act independently and freely in order to shape experience and life history Structure- set of existing complex of social relations, forces, and institutions that synergistically shape (or limit, constraint) thought, behavior, choices, and overall life histories of people I. The central task of narration, as storytelling, is a principal component of how we make sense of the world around us. Implies relations of power and interests involved in the creation of disciplines as ordered bodies of knowledge Eminently political At the outset, therefore, we must ask: if we are concerned with Chicano history, what then is the task at hand? 1) Who are the Chican ...

Chicano Studies 168Dr. Raúl Moreno CamposUCSB

Chicano Studies 168Dr. Raúl Moreno CamposUCSB

Chicano Studies 168Dr. Raúl Moreno CamposUCSB

Unit Assignment Unit I Scholarly Activity After completing the unit and reviewing the Stearns article, answer the following in your own words: “Why I believe it is important to study history.” First, examples from this unit must be utilized as part of your answer, and topics may include, but are not limited to, the following: describing the possible migration of ancient peoples; the influence that trade, agriculture, and tools had on movements; and how colonial actions and colonization impacted those among whom the colonists settled. Second, when studying the movements of Native American peoples and European exploration during the 15th and 16th centuries, what does history tell us about the motivations of God, gold, and glory? Why do you believe it was important to study these motivating factors? Your response should be a minimum of two (2) pages in length. All sources used must be cited and referenced. Paraphrased or quoted material must have accompanying citations. .

Unit AssignmentUnit I Scholarly ActivityAfter completing the.docx

Unit AssignmentUnit I Scholarly ActivityAfter completing the.docx

Unit AssignmentUnit I Scholarly ActivityAfter completing the.docx

Directions: Read the questions below and write a response of at least two paragraphs in length. Each paragraph must consist of 9 to 11 sentences. Your answers should provide strong examples and details 1. How did early peoples in the Americas adapt to their environment as they created technologies of food production and economics systems? 2. How did the Aztecs build on the achievements of earlier Mesoamerican cultures,and develop new traditions to create their large empire? 3. How did the people of Mesoamerican and North American develop prosperous and stable societies in the classical era? 4. What were the physical, social, and intellectual features of early societies in the Americas? 5. What were the sources of strength, prosperity, and problems for the Incas in creating their enormous empire? 6. What aspects of nomadic life gave the nomads of Central Asia military advantages over nearby settled civilizations? 7. How did Chinggis Khan and his successors conquer most of Eurasia, and how did the Mongol conquests change the affected regions? 8. How did the Mongol conquests facilitate the spread of ideas, religions, inventions, and diseases? 9. What was the result of India’s encounters with Turks, Mongols, and Islamic society? .

Directions Read the questions below and write a response of at le.docx

Directions Read the questions below and write a response of at le.docx

Directions Read the questions below and write a response of at le.docx

The purpose of the 3 Wiki assignments is to familiarize you with a "new" methodology of studying history ("new" because this is my own creation). In my lifetime of studying the past, I have seen certain reoccurring "themes” that help us understand the course of human events in this discipline we call history. I have also provided here the list of historical themes. The general objective of the Wiki is to summarize an aspect of history studied during the grading period THROUGH the lens of a theme found in my List of Themes. Example, if you were in Early World History and you wanted to write about Alexander the Great, you then choose to summarize the history of him through a theme, such as Power of Personality, where you might discuss his military leadership as conqueror of the world. OR you could talk about him through the theme of Pivot Points in History and talk about how he ushered in the Hellenistic Era and changed the political and cultural face of the world. Those are examples. You will choose 3 separate themes and write about 3 separate episodes from any of the history studied in our course during the assigned grading period through the themes you choose. Look at the sample Wiki and see how they have formatted their 3 sections of the essay. For each theme you discuss, you need to quote from 1 of your required 2 sources from your textbook OR from the required 1 outside secondary scholarly source of your choosing once and ONE primary document found either in your ebook on Mindtap (2 different documents required) or from an outside source (1 required). (See further details about your sources below). Use a different primary document for each theme and history you write on. You must include a properly formatted Works Cited. These Wikis will help you learn to see history in terms of these themes. Some of these themes are quite self-explanatory and some are not. There are 20 historical themes and 3 Wiki assignments you are expected to complete in the semester - therefore there are NO REPEATS of themes in your Wiki posts. You will use a total of 9 different themes in the semester from the 3 Wiki Assignments. For each Wiki Assignment, I want you to write a minimum 750-word entry (CONTENT ONLY - Works Cited DOES NOT count towards minimum word count) about 3 historical themes that you can extrapolate from the subjects we have studied in that grading period in which the Wiki is assigned. EACH ENTRY PARAGRAPH WRITTEN ON A THEME MUST BE A MINIMUM OF 250 WORDS. So the math here is easy = 3 different theme discussions of 250 word minimum each yields a total minimum word count of 750 words AND 3 separate themes X 3 Wikis Assignments = 9 historical themes used in the semester. I expect to see original analysis, interpretation and rhetorical content. REGARDING YOUR SOURCES FOR THESE WIKIS. You are required to quote your textbook twice AND ONE OTHER outside scholarly secondary source once in each Wiki Assignment to support your analysis. You are also ...

The purpose of the 3 Wiki assignments is to familiarize you with a.docx

The purpose of the 3 Wiki assignments is to familiarize you with a.docx

The purpose of the 3 Wiki assignments is to familiarize you with a.docx

After completing the unit and r eviewing the Stearns article, answer the following in your own words: “Why I believe it is important to study history.” First, examples from this unit must be utilized as part of your answer, and topics may include, but are not limited to, the following:  describing the possible migration of ancient peoples;  the influence that trade, agriculture, and tools had on movements; and  how colonial actions and colonization impacted those among whom the colonists settled. Second, when studying the movements of Native American peoples and European exploration during the 15th and 16th centuries, what does history tell us about the motivations of God, gold, and glory? Why do you believe it was important to study these motivating factors? Your response should be a minimum of two (2) pages in length. All sources used must be cited and referenced. Paraphrased or quoted material must have accompanying citations. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. .

After completing the unit and reviewing the Stearns article, ans.docx

After completing the unit and reviewing the Stearns article, ans.docx

After completing the unit and reviewing the Stearns article, ans.docx

rhetttrevannion

Unit 1 lecture

Essay Question I Essay Question: Explain the expansion to and settling of the trans-Mississippi West. Describe the backgrounds and motives of male and female settlers of various ethnic and racial backgrounds, the economics of the frontier, ideologies about expansion, and the incentives that the federal government provided to encourage settlement. Identify the methods the United States utilized to address the existence of Native Americans in the West. Explain the strategies of removal, treaty making, violence, and assimilation; consider the motives for each strategy and its benefits and drawbacks for settlers, Native Americans, and the United States. Essay Question II Essay Question: Describe the competing cultural trends in the 1920s, including nativism, modernism, fundamentalism, black nationalism, and racism. Identify the reasons for the reemergence of the Ku Klux Klan, the origins of the black cultural renaissance, and the religious and social debates that led to the Scopes trial in Tennessee. Analyze the influence of popular culture on social norms and morals. State the innovations that allowed for the spread of mass culture and explain their impact. Documents to include: · 21.2 · 21.3 21.9 .

Essay Question IEssay QuestionExplain the expansion to and se.docx

Essay Question IEssay QuestionExplain the expansion to and se.docx

Essay Question IEssay QuestionExplain the expansion to and se.docx

Prepare three 7 to 10 minute mini-lessons/lectures on myth in our world. Each of your lessons/lectures should be about 900 words long (double-spaced, Times 12-point font, with 1-inch margins). This is not much time, so you will want to be concise but conversational, as this is a presentation rather than an essay. a) Mini-Lesson/Lecture I: Myth in Culture and the Arts Examine how a particular myth influenced/inspired something specific in culture or the arts, including but not limited to a work of art, a poem, a religious ritual, a film, a statue, a carving, a religious symbol, a novel, a video game, or a specific TV episode. Compare the original myth with its presentation in the chosen medium. b) Mini-Lesson/Lecture II: Myths and Values Choose a specific myth and identify the specific values expressed through it. Explain how the myth functions to uphold, enforce, or reinforce a set of values within its culture/society/religion, to the detriment or benefit of that culture/society/religion. c) Mini-Lesson/Lecture III: The Impact of Myth Briefly describe a historical event, a controversy, a world event, a current event, a military group or action, a political event or group, a religious group or action, or a similar phenomenon. Then, show how a specific myth relates to that event, group, or action, as well as examining the impact that the values, attitudes, and ideas imparted by that myth have on the people, ideologies, and points of view in play. In choosing your phenomenon, considerhistorical or political events that might be said to have myths as their ideological basis, such as the creation of the state of Israel, the Spanish Inquisition, the Salem witch trials, the Holocaust, the reign of Hirohito, Jonestown, the Ram Janmabhoomi Mandir movement , the Branch Davidians, jihadist suicide bombers, kamikaze pilots, Manifest Destiny, Heaven's Gate, the Tea Party movement, and so on. You could also consider founders of religions and heroic culture bearers who have mythic biographies or quest stories in their histories. Think of scriptural material, such as the New Testament gospels, which tell about the life of Jesus of Nazareth; and hero myths that have inspired courageous action, such as the story of Percival and his quest for the Holy Grail. .

Prepare three 7 to 10 minute mini-lessonslectures on myth in .docx

Prepare three 7 to 10 minute mini-lessonslectures on myth in .docx

Prepare three 7 to 10 minute mini-lessonslectures on myth in .docx

For part 2 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers chapters 1 and 2 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 - Compare Indian society with that of the Europeans. What differences were there? Similarities? Be sure to include in your analysis ideas about religion, land, and gender roles as well as notions of freedom. 2 - The sophistication and diversity of the peoples in the early Americas are remarkable. Explore that diversity in an essay that discusses early Native American culture, architecture, religion, gender relations, economy, and views of freedom. 3 - The Spanish had a long history of conquering in the name of God. From the reconquista to the conquistadores to the settlement of the New World, Spain justified its conquests as a mission to save the souls of heathens—while putting them to work in subhuman conditions. Explore this paradox of conquering and killing in the name of saving. Remember to think about what else was going on in the world at that time with regard to the Protestant Reformation and the Inquisition. 4 - What was a borderland? Compare the roles the French, Dutch, and Indians played in the borderlands of North America. In the seventeenth century, did any group have an advantage? Explain your answer. 5 - Many degrees of freedom coexisted in seventeenth-century North America. Discuss the various definitions of freedom. Be sure to include slaves, indentured servants, women, Indians, property owners, and Puritans in your discussion. Identify any similarities and differences among these different versions of freedom. 6 - Explain the reasons behind the various conflicts between the English and the Indians. How do differing perceptions of land and liberty fit into the story? How do trade and religion play a part? 7 - John Winthrop distinguished between natural and moral liberty. What was the difference? How did moral liberty work, and how did Puritans define liberty and freedom? Discuss the restrictions of moral liberty and the consequences as illustrated by Roger Williams and Anne Hutchinson. Be sure to address Winthrop’s speech in the “Voices of Freedom” box. 8 - Compare the Chesapeake and New England colonies. Explore the various reasons for the colonists’ emigrating to the New World, their economies, gender roles, demographics, religion, and relations with the Indians. How did land ownership compare from one region to the other? Which pattern of settlement is more representative of American development after the seventeenth century? PART 3: For part 3 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers chapters 3 and 4 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 require.

For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx

For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx

For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx

rhetttrevannion

Welcome to Mexican American History I (HIST 2327). This packet contains introductory reading and will assist you with this week’s activities. In this first reading assignment students will explore information about identity, the Mexican American Studies Program, the historian’s purpose, and the course learning objectives. Identity While this course is titled Mexican American History, the topics explored in this course will extend beyond the Mexican-American experience of residents in the United States southwest. We will study the caste system in New Spain, otherwise known as colonial Mexico. As we progress through the course students will develop an understanding of ethnic distinctions, how different groups self-identify, and the historical aspects of institutions governing these diverse groups. This class will explore the experiences of Puerto Ricans, Cubans, Philippinos; we will investigate United States’ policies in Latin America. This course is not just a study of the Mexican-American experience along the contemporary U.S.-Mexico border because doing so would undermine the importance of recognizing similarities of life experiences among the broader Hispanic/Latino population. Based on the 2010 Census, one in four children in the United States is Hispanic. While the census data does reduce identity more finely to account for distinction of native country, most day-to-day experiences with language, learning, interactions with law enforcement, representation, etc. are experiences shared by all Latino/as, regardless of national origin. The following passage, written by Puerto-Rican born Angel Oquendo, illustrates the importance of broadening the scope of our course study: Categorizing on the basis of physical features, of course is an accepted practice in the United States. In fact, this society has primarily used physiognomy to create the “Hispanic” category. Yet what really unites Latino/as is their unique history of oppression. Unlike other immigrant groups, the largest Latino/as groups—Mexicans and Puerto Ricans—did not come into the United States via Ellis Island; they entered through the brutal process of U.S. imperial expansion. They were militarily attacked, invaded, colonized, and annexed. This common experience has caused them to form a unified community, which now includes other people of Latin American ancestry.1 In truth, most people who self-identify as Latino/a in the United States have entered the country due to U.S. imperial activity in their native country, as we will see in later in the course. Those who did not enter the United States, but instead witnessed the United States passing over into their country and annexing them have also 1 Angel R. Oquendo, “Re-imagining the Latino/a Race,” reprinted in A Critical Reader: The Latino Condition, edited by Richard Delgado and Jean Stefan ...

Welcome to Mexican American History I (HIST 2327). This.docx

Welcome to Mexican American History I (HIST 2327). This.docx

Welcome to Mexican American History I (HIST 2327). This.docx

The Discovery Of Human Sacrifice Essay

The Discovery Of Human Sacrifice Essay

The Discovery Of Human Sacrifice Essay

2017 Mexico Historical Thinking Assessment

2017 Mexico Historical Thinking Assessment

2017 Mexico Historical Thinking Assessment

Similar to below is a detailed information regarding the structure of the.docx (20)

Historian Alan Knight states that, modern Mexico is a racial mix” a.docx

Historian Alan Knight states that, modern Mexico is a racial mix” a.docx

Historian Alan Knight states that, modern Mexico is a racial mix” a.docx

At least 200 words for 1,2 question1)How can an understanding .docx

At least 200 words for 1,2 question1)How can an understanding .docx

At least 200 words for 1,2 question1)How can an understanding .docx

In the eighth unit, you learned about the major civilizations of t.docx

In the eighth unit, you learned about the major civilizations of t.docx

In the eighth unit, you learned about the major civilizations of t.docx

Unit I Scholarly Activity After completing the unit and reviewin.docx

Unit I Scholarly Activity After completing the unit and reviewin.docx

Unit I Scholarly Activity After completing the unit and reviewin.docx

Tennessee HistoryMidterm Study Guide1. Name the nine geologi.docx

Tennessee HistoryMidterm Study Guide1. Name the nine geologi.docx

Tennessee HistoryMidterm Study Guide1. Name the nine geologi.docx

Bridging the Curriculum through Art and Texas History

Bridging the Curriculum through Art and Texas History

Bridging the Curriculum through Art and Texas History

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American Republic Chapter 1 Lesson 2

American Republic Chapter 1 Lesson 2

I attached the Article that is needed for the this essayAfter c.docx

I attached the Article that is needed for the this essayAfter c.docx

I attached the Article that is needed for the this essayAfter c.docx

Chicano Studies 168Dr. Raúl Moreno CamposUCSB

Chicano Studies 168Dr. Raúl Moreno CamposUCSB

Chicano Studies 168Dr. Raúl Moreno CamposUCSB

Unit AssignmentUnit I Scholarly ActivityAfter completing the.docx

Unit AssignmentUnit I Scholarly ActivityAfter completing the.docx

Unit AssignmentUnit I Scholarly ActivityAfter completing the.docx

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Directions Read the questions below and write a response of at le.docx

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