Category: History

The questions on this assignment will be based upon the following assigned readings:
MMA: Chapter 2 Ne Estas en Tu Casa
Soldaderas – Mexican Women at War
From Soldaderas to Comandantes
Revolutionary Mexican Women
Women Should Have to Register for the Military
Should Women Have to Register for the Military
Why Aren’t Women Required to Register?
MMA: Chapter 3 Becoming Good Neighbors (first half)
Answer each question you choose with well-constructed paragraphs, consisting of a minimum of 500 words that demonstrate that you not only read the material, but also understood the material. Be sure to include the question for each paragraph. Use a separate page for each question you are answering (4 pages total).
No more than 15% of your answers should include quotes. If you do include a quote, be sure to include analysis of the quote to demonstrate why it was important to include the quote. Make sure you note which page from the text the quote is located with an in-text citation. You do not need to include a works cited page for this assignment.
12-point Times New Roman Font
Either Word (.doc) or Adobe (.pdf) format
Double-spaced
Page numbers
1-inch margins all around
Include the question you are answering at the top of each page
Choose 4 questions total to answer
Answer both A and B:What are the reasons for and against having women register for the draft? What is your own opinion/personal view on this issue?
What roles did women play in the Mexican Revolution? It has been noted that without women’s participation the Revolution would not have been successful. Why is that?
2. Choose one from A, B or C:
What were the benefits of being white/white passing? What were the consequences of having dark skin and claiming Indian heritage?
Legally, what space did U.S. Indians (people of Indigenous descent) occupy within the United States? What was the reason given for their second-class positioning?
What was the benefit of proving more “Spanish blood” versus “Indian blood” for Mexican-Americans? What were some of the barriers for Mexicans seeking U.S. citizenship?
3. Chose one from A, B, or C:
What part did Roosevelt’s Good Neighbor Policy play in the relationship between the U.S. and Mexico, and how did the policy stand in contrast to most U.S. citizens views of Mexico and Mexicans, including Mexican-Americans?
What was the purpose of the axis propaganda? How was the good neighbor policy intended to counter that? How did it benefit the U.S? How did it benefit Mexico?
How did the looming start of WWII influence the Good Neighbor Policy? What were the similar fears faced by both the U.S. and Mexico?
Requirements: | .doc file
Those are articles
https://www.mexconnect.com/articles/671-soldaderas…
https://www.usatoday.com/story/news/nation/2019/01…
https://www.sss.gov/register/women/background/
Here are all the readings. Again your help is appreciated
(MMA) https://sdsu.instructure.com/courses/150934/files/…
https://www.mexconnect.com/articles/671-soldaderas…
https://sdsu.instructure.com/courses/150934/files/…
https://sdsu.instructure.com/courses/150934/files/…
https://sdsu.instructure.com/courses/150934/files/…
https://www.usatoday.com/story/news/nation/2019/01…
https://www.sss.gov/register/women/background/

The assignment has two parts.
part one is a 300-word analysis essay about American homefront propaganda. there are two sources (links) provided, but this essay doesn’t need to be cited. you can list the sources at the bottom.
part two is a 500-word midterm essay about what United States history is and the things we have found interesting. the instructions and links will be provided below.
PART 1 INSTRUCTIONS:
One of the main jobs of historians is to interpret the past by reviewing primary documents, and scholarly secondary sources, and then creating an analysis of this research. After reading your text and reviewing the assigned materials, submit an analysis of the American homefront during World War Two.
You might want to consider the following questions, but you are not limited to them: How were people on the home front encouraged to participate in the war effort? Which of the posters do you think was most effective? In what ways were people’s part in the war impactful? Where can you still see evidence of these behaviors? You can also focus on the “Double Victory” or women’s role/changes based on their homefront experience.
This assignment should be at least 300 words and contain your reactions or questions about some specific issue within the historical narrative that you find compelling. For full credit, your paper must not simply sum up the reading or repeat points made there. Rather, I’m looking for you to create your own interpretation, explain the emotional content of the piece, or discuss some original insight. Include citations as needed.
PART 1 LINKS:
https://www.nationalww2museum.org/war/articles/home-front
https://www.archives.gov/files/boston/exhibits/homefront/1.02-radio-clips.pdf
PART TWO INSTRUCTIONS:
As we reach the mid point of the semester, I ask you what should we remember about U.S. history? This course covers decades of life in our nation and I often consider what should be remembered. As many of you have heard “Remember the Alamo” in regard to Texas, what should be remembered from this U.S. history course that we have covered in the modules so far? Consider how this connects to today’s climate and events plus your role in the past, present and future. What questions from this course thus far continue to ‘haunt’ your or have you found yourself bringing up with friends or family? What issues, events and perspectives will you continue to consider as you move forward? What else are you hoping to learn about, discuss in a discussion board, and wrestle with as we move through the second half of this course?
As you can see, this assignment could take many forms. You do not need to answer all of the questions above, but instead, they are intended to spark your writing and thinking. Please make sure your assignment is 500 words and cite all sources in APA. Please incorporate at least one primary source and one secondary source into your submission. These sources should be from reputable websites. Be sure your submission has an introduction and conclusion. You can go back and use any resources from the Canvas lessons or do your own research. Please note that Wikipedia, history.com & encyclopedias do not qualify as either primary or secondary sources!!!

Dr. Gregory Smithers stated in his article, Teaching Native American History in a Polarized Age that: “the college classroom should also be a space where students can analyze the often-brutal aspects of American history. … While we as college educators should not shy away from the more uncomfortable facets of American history, we also need to introduce students to the strength of indigenous communities and the significance of native cultures and traditions surviving and thriving in our current century. … The challenges to teaching Native American history in college classrooms are broad ranging; they are cultural, institutional, and political in nature. But these challenges are not insurmountable. Indeed, a liberal education that views pedagogy as a means of engaging, intervening, and rethinking the place and roles of native people in American history constitutes an empowering educational experience for our students and cultivates a more open and democratic historical discourse. Such a broadening and deepening of our students’ historical perspectives about Native American history may indeed be closer than we think.”
Instructions
Topic: Genocide or Harsh Invasion?: Did the actions and policies of Europeans and U.S. Americans toward Indians qualify as genocide or not?
You have been divided into two groups. Group A will support the genocide position. Group B will support Invasion with repercussions position. WE ARE GROUP B
The analysis for your debate posts should come from the websites provided by the instructor, your textbook, the lectures, videos, and the research you conducted.
. Just make sure that you ground your analysis in academic sources and you demonstrate you have done all the required work by integrating it into your debate positions.
Group A: Your last name begins with A-M.
Group B: Your last name begins with N-Z.
Using the following websites to discuss this topic:
Genocide and American Indian History – Oxford Research ..https://oxfordre.com/americanhistory/americanhistory/view/10.1093/acrefore/9780199329175.001.0001/acrefore-9780199329175-e-3.
Genocide of Native Americans: Historical Facts and Historiographic …
The Great Debate | Native American Netroots
Case Studies on American Indian History
Reference using one of the three formats and following your major’s designated style: MLA, APA, CS, Kate L. Turabian’s Manual, and the Chicago Manual of Style (CMS). YOU MUST CITE YOUR SOURCES!
Reference:
1. Gregory D. Smithers, “The American Historian: Teaching Native American History in a Polarized Age,” The American Historian: The American Historian, last modified 2015
MUST USE & YOU MUST CITE YOUR SOURCES!
https://oxfordre.com/americanhistory/americanhistory/view/10.1093/acrefore/9780199329175.001.0001/acrefore-9780199329175-e-3
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1034&context=historydiss
http://nativeamericannetroots.net/diary/1014
https://www.evergreen.edu/native-cases

Create an essay of at least 5-6 paragraphs including the issues below.
As you reflect on the hypothetical situation or scenario given in the video Can You Imagine? (10:26) , take notes on your own thoughts and ideas about the choices you might make.
Then consider how the scenario given is similar in choices presented to the dilemma that the Pilgrims (and Puritans) faced on whether or not to leave their homes in England to move to Holland and eventually go to the New World to set up a colony there. Obviously, our fact pattern has some differences from the Pilgrims’ situation. It was created to depict life here on a college campus in the 2000’s so there are differences. Also, we live in a world that has experienced totalitarian regimes of massive size. Think of Stalin’s Russia, Hitler’s Germany, and Mao’s China. These are just three; unfortunately, there are so many more.
Even though England’s monarchs pale in comparison to the monstrous regimes of the 20th century, the Pilgrims faced the possibility of physical torture, impoverishment, and death if they stayed in England and refused to violate their own beliefs. The theological differences were huge and they had implications for personal freedom that went far beyond their place of worship. Remember that the law required church attendance in the Church of England or exile. In a strange twist the crown refused to allow them to leave.
(It is important to note that the history of religious strife in England swung back and forth. At times Catholics were persecuted and at times Protestants. Then there were times when anyone who opposed the Church of England was persecuted.)
It might help to remember the horrible definition of a Puritan given in the reading as “a Protestant who is flayed out of his mind.” (Make sure you know what flayed means.) Also, the scenes of martyrdom are instructive. The tyranny was not consistent, but then that is how tyranny usually is.
The point is to try and see how devastating and how desperate their situation was. Yet, even as I write this I think they would respond quite emphatically that they were never desperate as they followed God and were sure that He would take care of them in this world or the next.
Not every infraction is punished, but the population never knows when or where the horror will come. That fear enables a government to subdue its dissenters for a while.
Be sure to include a paragraph on what you might choose or how you might choose to respond to the dilemma in the video.
You can see that the issues that are arising in our texts are still very much alive today.
Watch video linked above. If you have already watched it and made notes then you are ahead of this part! Then answer the question posed in the last few sentences.
Read Intro to Puritans and Pilgrims Part I and Intro to Puritans and Pilgrims Part 2

PROMPT: In order to effectively analyze the assigned sources, you will need to be very familiar with both patterns and characteristics of Texas political culture as described by Daniel Elazar. Each of the sources can be related to aspects of traditionalistic-individualistic political culture, as well as patterns of the one-party state, provincialism, and business dominance. Your task is to identify and discuss each of the sources through the lens of Texas political culture, with a particular focus on what each of the issues raised in the sources tell us about factors influencing politics and government in the state of Texas. How do the issues raised in the sources reflect the influence of the hybrid subculture traditionalism-individualism, and patterns of business dominance, one party rule, and provincialism?
-Must be 400-500 words in pargarph format
-Include all the sources
-I have included screenshots of instructions and sources. I will send more once accepted. https://www.youtube.com/watch?v=ad3rytLNk3k This is the YouTube link needed for one of the sources

What were the causes of the witchcraft crisis at Salem Village? Why did people believe the accusations? What are contemporary examples of witch-hunt hysteria in American history?
Examples of any information have to be used from the book People+A Nation (high school edition)

For this first assignment, you are to read one of the papers below about a possible evolutionary adaptation and then answer the following questions pertaining to your paper. Number your answers.
Which article did you read? Copy and paste the full citation of your paper for your answer #1.
Explain how the attribute discussed in your article is or is not heritable. Heritability is required for a trait to be an adaptation. A trait is heritable if it has a genetic basis in an organism’s DNA and can be passed on from one generation to the next, like eye color, face shape, height, etc. This is one criterion a trait must pass for it to be considered an adaptation. If the authors have not demonstrated this point, then it is a hypothesis that must be tested in future research.
Explain how the attribute discussed in your article does or does not confer an advantage in survival or reproduction by enabling an individual to resist, or to respond to, an environmental agency (e.g., fire, flood, storms, freezing temperatures) or biological agent (e.g., predators, competitors, dangerous prey, fickle mates) that could in principle kill the individual or cause it not to reproduce. Competitors and potential mates can also be selective agents. A selective agent is any kind of biological entity that is capable of preventing survival and/or reproduction of individuals or entire groups of individuals. An agency is any kind of non-biological entity (like hurricanes, cold weather, asteroid impacts, etc.) that does the same thing. Do not overlook the fact that advantage means advantage for an individual (natural or sexual selection) OR advantage for a group (group selection). Either is sufficient to cause adaptive evolution.
Explain how or how not the agency or agent in question is a real threat to individuals. For modern humans like yourself, tigers are a potential selective agent, because they can eat you. But tigers are not a real threat to human populations in the U.S., because they are housed in zoos and are rare even then. In other words, tigers cannot cause human populations in the U.S. to evolve, because they are not running loose in large numbers causing selective survival or reproduction. Tigers are unimportant agents of selection. For a trait to be an adaptation, the agent must be real and important by causing sufficient deaths or preventing reproduction often enough to alter the composition of the next generation beyond random variation.
What additional evidence or alternative hypotheses you would like to see or propose to explain the attribute in question?

Papers to choose from:
Buttresses (greatly expanded bases) in tropical rain-forest trees. A. P. Smith, 1972, Buttressing of tropical trees: a descriptive model and new hypotheses. American Naturalist 106: 32-46. https://www.journals.uchicago.edu/doi/abs/10.1086/282749Links to an external site.
Ritualistic fighting. Pennisi, E., 2012. In battle – fighting rituals. Science 336:838-839. https://www.science.org/doi/full/10.1126/science.336.6083.838?adobe_mc=MCMID%3D04000694648767407835405683999528768606%7CMCORGID%3D242B6472541199F70A4C98A6%2540AdobeOrg%7CTS%3D1716249600Links to an external site.
Adaptive origin of hiccups. Straus, C., et al., 2003. A phylogenetic hypothesis for the origin of hiccough. Bioessays, 25(2), pp.182-188. https://onlinelibrary.wiley.com/doi/abs/10.1002/bies.10224?casa_token=MOb3SKyTqX8AAAAA%3Al1Kfx1Pa1wLsXKeyw6EQDwW7Az71s0skpbuTBh3J1yzzcUGWm18N2l2YIgG3Mjr4gRfmju-28MKuiwLinks to an external site.
Having a “false head” near the posterior end of the body in butterflies. R. K. Robbins, 1981, The “false head” hypothesis: predation and wing pattern variation of lycaenid butterflies. American Naturalist 118: 779-785. https://www.journals.uchicago.edu/doi/abs/10.1086/283868Links to an external site.
Long lifespan in killer whales. A. Foster et al., 2012. Adaptive prolonged postreproductive life span in Killer Whales. Science 337:1313. https://www.science.org/doi/full/10.1126/science.1224198?casa_token=gzgUH1EigToAAAAA%3Aearfrm5xm177-LXwf5jezVeBnLWzVbig3STk4b4xP1Sa-P7_blQEfY2n31u2ccu_sme2MBh5s_5SLinks to an external site.

Thesis and Intro Paragraph
5 to >4.0 ptsExcellent
Essay has a clear, concise, and insightful thesis that directly addresses the prompt and lays out a central claim. Introductory paragraph effectively introduces the thesis with relevant historical context.
4 to >3.0 ptsGood
Essay has a thesis that is clear, but may not adequately address the prompt. Introductory paragraph introduces the thesis, but there may be issues of clarity and/or relevance to the thesis.
3 to >0.0 ptsNeeds Improvement
Thesis is either missing or lacking in clarity. Thesis may be entirely unrelated to the prompt. Introductory paragraph is not effective.
0 ptsNo Marks
5 pts
Organization
5 to >4.0 ptsExcellent
Paper is well organized, includes an introduction, several body paragraphs, each of which supports the thesis in some way. Topic sentences are effective mini-arguments that point the reader towards the ‘main point’ of the paragraph.
4 to >3.0 ptsGood
Paper is fairly well-organized. It has a good introduction and body paragraphs. But there may be issues with one or more paragraphs and/or their topic sentences.
3 to >0.0 ptsNeeds Improvement
Paper is not well organized.
0 ptsNo Marks
5 pts
Grammar/writing
5 to >4.0 ptsExcellent
Essay is well-written, clear, specific, and has less than 2 grammatical errors. It has been clearly proofread
4 to >3.0 ptsGood
Essay is generally well-written with few grammatical errors to distract from the argument. However, there are enough issues to suggest it was not proofread enough.
3 to >2.0 ptsNeeds Improvement
Grammatical errors and unclear writing make it difficult for the reader to follow the main argument and analysis.
2 to >0 ptsPoor
Essay is full of grammatical errors, sentence fragments, run-ons, etc., that distract the reader from the main argument. Essay was clearly not proofread.
5 pts
Evidence
20 to >18.0 ptsExcellent
Essay includes effective and specific evidence from throughout the book. Evidence is used to support the topic sentences and the main argument. Quotes are sprinkled throughout the paper. Everything is properly cited
18 to >15.0 ptsGood
Essay includes evidence from most of the book, but there may be issues with relevance and/or specificity. Essay does not include enough quotes and/or quotes presented are not relevant to the prompt.
15 to >12.0 ptsNeeds Improvement
Essay does not include enough relevant evidence from the book. Evidence presented may be confined to only a handful of pages. There are multiple issues with the evidence (or lack thereof) presented.
12 to >0 ptsPoor
Paper has virtually no relevant evidence from the book.
20 pts
Follows instructions
5 ptsExcellent
Paper meets all assignment requirements, including word-limits, citations, style, etc.
0 ptsNo Marks
Essay does not meet all the assignment requirements
5 pts
Total Points: 40

For your initial post (min: 300 words), please follow these steps:
Select two historical figures or events discussed in the assigned chapters this week (i.e., from the History of Africa to 1500) that you believe demonstrate the significance of intercultural competency.
Write a paragraph about each chosen figure or event, addressing the following questions:Who or what did you choose, and when did they live or did the event occur?
Where did this person live or did the event take place?
What actions did this person take or how does the event illustrate the core impact of intercultural competency?
Include a quoted sentence from the course textbook or assigned video that supports your points, properly citing the source.
Conclude each paragraph by reflecting on what you learned about intercultural competency from studying this person or event. Explain the specific skills or strategies you learned about intercultural competency from this person or event. Give a specific example of how can apply these skills or strategies in a personal or professional context.

In this short writing reflection, you must think of yourself as a Confucian thinker and imagine what Confucius’ reactions would be to the following question:
You and your friends are discussing who to vote for in the upcoming elections. What kinds of things do you think you need to consider in making your choice?
This should be 1 or 2 carefully constructed paragraphs, each paragraph should be at least 3 sentences, for a total of between 350 words.
For a passing grade, you must use at least one specific, cited example, a quote, from the primary source: The Analects. For a better grade, I suggest that you use two quotes from The Analects and explain them clearly. If you are using the Dawson translation required for this class, just provide the book and chapter number (Analects, Dawson, 15: 32). If you are using a different full text of the Analects, provide the information about the edition and the book and chapter number at the bottom of your response. You may also paraphrase Hansen, but remember you have to tell me what page you found the information.
Remember that it is ok to use AI/chatbots, but you have to let me know at the bottom of your short reflection in a sentence or two how you used it. And, please don’t use sources that AI generates for you, you have to use the assigned sources and make sure that anything AI suggests is accurate. I will not mark you down if you use AI as long as the short response is clear, well-organized, and factually correct! I think the best approach is to write anything other than short quotes from The Analects should be in your own words.
Just to be clear, I am not asking about your political affiliations or inclinations. I am asking you to explain what a Confucian might say about what needs to be considered when making these
Remember that it is ok to use AI/chatbots, but you have to let me know at the bottom of your short reflection in a sentence or two how you used it. And, please don’t use sources that AI generates for you, you have to use the assigned sources and make sure that anything AI suggests is accurate. I will not mark you down if you use AI as long as the short response is clear, well-organized, and factually correct!