Category: History

I have also attached the instructions in the file. This is what I have right now (file: ANTH2250_Final) but I don’t think I answer it well, could you read the texts and edit it so that it answers the question? PLEASE DO NOT USE AI or plagiarize as they heavily check for this. Thank you so much!
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Racism and rationalization: Comment on these quotations with respect to the ideas of racism and rationalization.
The first thing which brought me to my senses in all this racial discussion was the continuous change in the proofs and arguments advanced. (Du Bois 99)
The American Negro has the great advantage of never having believed that collection of myths to which white Americans cling: that their ancestors were all freedom-loving heroes …. The tendency (among African Americans) has really been, insofar as this was possible, to dismiss white people as the slightly mad victims of their own brainwashing. (Baldwin, 101-02)
In the following pages, I examine four popular arguments against horizontal nuclear proliferation and suggest that all four are ideological and orientalist…. Each of these four arguments could as easily be turned backwards and used to delegitimate Western nuclear weapons …. It is my argument that, in the production of this binary distinction [between a modern, ration West and a backward, irrational Oriental world], possible fears and ambivalences about Western nuclear weapons are purged and recast as intolerable aspects of the Other…. Our discourse on proliferation is a piece of ideological machinery that transforms anxiety-provoking ambiguities into secure dichotomies. (Gusterson 115)

Can you include/integrate or use 4 primary sources that are from the following secondary sources into the paper:
[1] George Sanchez, Boyle Heights: How a Los Angeles neighborhood became the future of American Democracy (Berkeley: University of California Press, 2021)
[2] An Minian, Undocumented Lives: The Hidden History of Mexican Migration (Cambridge: Harvard University Press, 2017)
[3] Renee Tajima-Peña and Virginia Espino, No más bebes (DC: Latino Public Broadcasting, 2015)
[4] PBS, Latin Music USA (DC: Latino Public Broadcasting)
This was the prompt of the paper:
Why is Boyle Heights a neighborhood that represents the future of American democracy? Using the experience of Boyle Heights residents with repatriation, internment, WWII, urban renewal, highway construction, the 1965 Immigration Act and deindustrialization in Los Angeles, explain the why of the different ways people in this working-class neighborhood responded to these complicated challenges. You must use Chicago.
The best analyses will use primary sources and rely on the analysis by assigned peer-reviewed sources that discuss the connections between ethnic Mexican lives, U.S. institutions and U.S. cultures to make points and generalizations about the time-period and conditions of people’s lives. Using these scholarly sources, mining them for primary sources, you will address change in Mexican/American lives, conditions and outlooks between World War II and the present. You must cite at least four primary sources AND two peer-reviewed secondary sources.
The paper must use two key events or decades, choosing a key flashpoint or catalyst for change. (World War II, the Cold War, The Great Society, the seventies, the Reagan Era, The Clinton era, & The Bush era)
Make sure to use subscriipts and cite the 4 primary sources in the bibliography. If you need access to any of the sources let me know. I would rather not share my university info to access the sources, but I you need them to find the primary sources let me know.

1. My subject is Archaeology. 2. You are required to use Chicago 17th. 3. Please refrain from utilizing any AI writing tools to write the paper, such as ChatGPT; I will verify this upon receipt of the paper. 4. I have uploaded several instructions; it is imperative that you thoroughly review them before commencing the paper. 5. Ensure that the plagiarism rate does not exceed 15%; I will cross-verify this upon receiving the paper. 6. Emphasize your original analysis and explanations, incorporating critical thinking, rather than relying on mere description. 7. You MUST follow this writing schedule If you encounter any issues, please contact me promptly. Thank you!

For your theme project presentation, you’re required to incorporate primary and secondary sources, with an emphasis on using at least two primary sources from the time period covered by our class. You can reuse any primary sources you’ve already used in previous assignments. Additionally, I’m asking you to find one primary source created during your lifetime to explore how history rhymes. If possible, connect this source to the course theme you’ve chosen for your project, and consider using the memory marker you shared in the Identity and Memory discussion if it aligns with your theme. Remember, primary sources can take various forms, such as news articles, videos, images, or personal stories, as long as they were created during your lifetime and relate to your theme. These sources will serve as evidence to illustrate how history sometimes repeats itself and how your course theme relates to your identity. This will help you structure the story that you will tell and help you decide which primary sources and sections of our text or videos to use. What does it mean to be “American”? Use this for citation The American Yawp Reader Online Primary Sources for History Students It can be tough to find primary sources for time periods and locations that are distant from our own.
Make sure that the source you select fits the time period for the assignment. This page lists online resources that I have used or learned about over time, and the sites are listed alphabetically by host organization: American Library Association, Primary Sources for United States History American Social History Project, History Matters | Many Pasts Ashland University, TeachingAmericanHistory.org Brigham Young University, EuroDocs California Historical Society, CHS Digital Library Fordham University, Internet History Sourcebooks Library of Congress, Digital Collections National Archives, Finding Primary Sources for Teachers and Students National Archives, Documents from DocsTeach National Humanities Center, Primary Sources for History & Literature Teachers – America in Class Smithsonian Institution, Smithsonian Collections Stanford University Press, The American Yawp Reader University of California, Calisphere University of California, Santa Barbara, American Presidency Project University of Groningen, Documents University of Southern California, USC Libraries Primary Sources by Event & Era, History: U.S. & Canada University of North Carolina at Chapel Hill, Documenting the American South Wisconsin Historical Society, American Journeys Yale Law School, Avalon Project Please help me keep this list current by letting me know if you find bad links on this page or have new ones to contribute by filling out the form Primary Sources Errata.

I will provide files of all the instructions and all four questions that are to be answered! Please keep in mind that each question should be answered in at least 300 words! Questions must be answered in full 5-paragraph format. If no parenthetical citations are used for each question the grade will be a ZERO!
(THE USE OF AI IS STRICTLY PROHIBITED AND WILL RESULT IN A FAIL)

In a well constructed essay (see the instructions below for specific requirements) thoroughly answer the following question based on what you have learned from the Week 1 to 7 discussions: What are main points of the following historical approaches and how were these approaches often a reaction to (often challenging) previous historical approaches? PLEASE USE THE REFERENCES AT THEN END.
Make sure you discuss the key points of each approach, what it focused on, what it hoped it would explain in terms of History, and how it challenged previous approaches (which means you should look at these approaches in a chronological way). The approaches to discuss are:
• Empiricism
• Materialism (Marxist, class-based, and Economic History)
• the Social Science approaches (History with Laws)
• the New Social and New Cultural Histories
• Gender
• the “posts” (Postmodern, Poststructural, and Postcolonial).
Length and Content: Your paper should be six (full) to eight pages long. Use an essay format with organized paragraphs with topic sentences, no bullets or outline forms. This is a formal essay so you will need a thesis paragraph with a thesis sentence as well as a conclusion paragraph and supporting points that address the paper question and key aspects of that question. As there are six main approaches you will need to discuss, your discussion of each approach should be between three-quarters and a full page long.
Format: Your paper should be double spaced with 1″ margins all around. Font size should be 10 or 12 with an easily readable font such as Times New Roman, Garamond, Arial, Calibri, or Avenir. Papers should be submitted in .doc or .docx format.
Thesis: You should have a thesis sentence in the first paragraph that tells the reader what you will argue. A thesis is a statement that provides an overarching answer to the question and introduces your main points of argument. Your thesis should explain the point of these approaches and how they developed in relation to each other in a big picture way. Start your discussion of each approach or related group of approaches with a sub-thesis that states what the approach(s) are about in a big way. A strong thesis statement is central to a strong paper. It is important enough that its presence or absence can mean the difference between an A or a B for a paper. Remember that in History we start off by telling our readers our argument and then present our facts to prove that argument.
Supporting Points: Your paper needs supporting points which both prove your thesis sentence and address the key aspects of the historical approaches we have studied. Make sure that your supporting points are presented in full paragraphs (4-8 sentences long) with a topic sentence for each paragraph. Also make sure that you present your supporting points in an organized manner. Your supporting points should come from the course readings.
Quotes: You may use short quotes from the readings in this final assessment paper, but they should not be longer than a sentence. Instead of stringing together a series of quotes as your supporting points, present the information in your own words. It is OK to use a short illustrative quote, but the best way to demonstrate that you understand the approaches is to present that information in your own words.
Citations and Sources: For this paper you should use short parenthetical citations with the author(s) last name and page number. Just use the author(s) last names. For multi-author sources, use both last names. Use only the course materials. Do not use outside sources as this paper is designed to measure your understanding of the course materials. You must cite any idea you found in one of the course readings. Because of that, your paper will need several citations, probably at least one or two per supporting point paragraph.
Helpful Notes: The final exam paper is designed to demonstrate your understanding of the historical approaches (the discussion 2s) we have discussed in Weeks 2 to 7 as well as the general need for historical approaches that we discussed in Week 1. So the discussions are the best places to review before writing your paper (along with the applicable readings). Look at what you wrote in the Discussion #2s of each week as that is what the content of your paper should be about. This paper is not about what is History, we covered that in our midterm paper, instead this assessment is about the approaches that historians have developed to help us approach and better understand the past.
Use the rubric to ensure that you are working toward the grade that you aim to achieve. Here are some other key items in grading:
1. Thesis: Does it thoroughly answer the question at the top of these instructions?
2. Supporting Points and Coverage of Key Points: Does the paper cover in some depth all of the historical approaches we have covered in the discussions and readings that are listed above? Does the paper demonstrate a solid knowledge of the approaches?
3. Use of Course Materials: Does the paper include supporting citations from the applicable course readings? Are the facts from the course materials correctly cited with parenthetical citations? Are the quotes less than a sentence in length?
4. Conclusion: Does the conclusion sum up the paper’s thesis and key supporting points rather than providing a vague philosophical point?
5. Presentation: Does the paper use fully formed paragraphs, have correct spelling and correct grammar, and is the paper clearly written?
6. Submitted by Due Date: Was the assignment submitted by the due date?
7. Overall, your paper’s grade will reflect your ability to demonstrate your understanding of the approaches to History we have studied in Weeks 1 to 7.
Below is a of references that NEED to be used please.
Fogel, Robert William. “A Quantitative Approach to the Study of Railroads in American Economic Growth: A Report of Some Preliminary Findings.” The Journal of Economic History 22, no. 2 (1962): 163–97. http://www.jstor.org/stable/2114353.
Stearns, Peter N. “Long 19th Century? Long 20th? Retooling That Last Chunk of World History Periodization.” The History Teacher 42, no. 2 (2009): 223–28. http://www.jstor.org/stable/40543675.
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Palmer, Bryan D. “Marxism and Radical History.” In Methods & Theory/Periods/Regions, Nations, Peoples/Europe & the World, edited by Peter N. Stearns, 49-60. Vol. 1 of Encyclopedia of European Social History. Detroit, MI: Charles Scribner’s Sons, 2001. Gale eBooks (accessed May 5, 2024). https://link-gale-com.ezproxy.umgc.edu/apps/doc/CX3460500018/GVRL?u=umd_umuc&sid=bookmark-GVRL&xid=c3e863ec.
Burke, Peter. “The Annales Paradigm.” In Methods & Theory/Periods/Regions, Nations, Peoples/Europe & the World, edited by Peter N. Stearns, 41-48. Vol. 1 of Encyclopedia of European Social History. Detroit, MI: Charles Scribner’s Sons, 2001. Gale eBooks (accessed May 5, 2024). https://link-gale-com.ezproxy.umgc.edu/apps/doc/CX3460500017/GVRL?u=umd_umuc&sid=bookmark-GVRL&xid=30759ae2.
Riehm, Grace E., Lydia Brambila, Brittany A. Brown, Lauren Collins McDougal, Danielle N. Effre, Robbie Ethridge, Morgan Komlo, et al. 2019. “What Is Ethnohistory?: A Sixty-Year Retrospective.” Ethnohistory 66 (1): 145–62. doi:10.1215/00141801-7217401.
McPherson, James M. 2003. “Revisionist Historians.” Perspectives 41 (6): 5. https://search-ebscohost-com.ezproxy.umgc.edu/login.aspx?direct=true&db=f5h&AN=10850244&site=ehost-live&scope=sit
Scott, Joan W. “Gender: A Useful Category of Historical Analysis.” The American Historical Review 91, no. 5 (1986): 1053–75. https://doi.org/10.2307/1864376.
Caplan, Jane. 1989. “Postmodernism, Poststructuralism, and Deconstruction: Notes for Historians.” Central European History 22 (3/4): 260–78. https://search-ebscohost-com.ezproxy.umgc.edu/login.aspx?direct=true&db=edsjsr&AN=edsjsr.4546152&site=eds-live&scope=site.

Presentation Discussions: Discussion is one of the most important components of this class. In this assignment students will introduce the class discussion by opening with no less than a fifteen-minute presentation. Please submit your discussion presentations here. Make sure your discussion introduction presentation includes the following two parts.
PART 1—Theme + Pivot Point + Provocation: For each assigned chapters—In your own words,
THEME: What are some of the central themes in the chapter. Do not summarize the reading—select specific major themes.
Argument: What arguments (claims/premises or in short claim, evidence and conclusion) are being made around these themes?
PIVOT POINT: Identify one of the pivot points concerning History in the chapter—what is a point at which a major issue (problem or question under consideration) turns? Note the page number and explain the issue briefly (2-3 sentences).
PROVOCATION: Note a statement(s) in the text with a page number that was thought provoking for you as a student of History. Explain why this statement(s) was thought provoking as a student of History.
PART 2—Discussion Questions: Based on the whole reading selection (no matter how many chapters), prepare three implication/application questions for use in class. At least two questions should be from the reading, not about the reading. Frame the questions in an “If…, then…?” format OR other format that helps open us to specific “So what?” ways of thinking (e.g., “What are some ways we can make sense of…?”).
Chapter 4-5 of the book Only Tired from Pure Fire.

Write about the following 5 events that started from 1600 to 1900. First being the 30 years war (1600s), The French Revolution (1700s), Louisiana Purchase (1800s), The Battle of the Bulge (1900s), and The Cold War (1900s). Be sure to have an introduction and conclusion. When writing, you must tie it back to how you can learn from this today or how it can impact people in today’s time. Tell a little bit about each event in order from 1600 to 1900 with an introduction and conclusion. 3 pages total

Respond to each person below either agreeing with something they said or giving positive feedback in 150+words the original question being asked is also included

History of Chicanos/as
Assignment 3 Prompt
Spring 2024
Assignment 3 will consist of addressing one prompt related to one of the two
remaining Modules. Hence, you will select either Module 4 or Module 5.
Utilizing lectures, the assigned reading write a 5 page essay in response to ONE of
the following questions. Please be sure to adhere to the accompanying rubric which
addresses requirements and point distribution. Assignment is Due Monday, May
13, 2024.
1. Using Zaragosa Vargas Labor Rights Are Civil Rights, the film Salt of the Earth,
and lectures write an essay in which you identify and address:
a. Identify different labor unions and discuss the ways these labor unions
impacted and affected Mexican origin workers in the United States and ways
Mexican origin workers contended with thee issues in the Twentieth
Century.
b. The Role that Gender and other factors played in creating a world that
Mexican Origin workers affected the course of their own historical
relevance and agency in relation to their exclusion/inclusion on the part of
labor unions.
c. What were some of the larger historical developments that that provide
contexts for Mexican and Mexican American Workers in the Twentieth-
Century?
2. Using Frank Barajas, Mexican Americans with Moxie, and course lectures,
the documentary Chicano Park, write an essay in which you identify and
address:
a. Define and assess the different characteristics that defined the Mexican
American and Chicano/a Generations. Discuss the ways these generations
approach social issues that related to their experiences.
b. Address ways in which “Transgenerational” experiences helped to shape
strategies and responses to social events and injustices.
c. Discuss ways in which “transgenerational perspectives” are “translated
with transclocal and transnational features.”
Grading Rubric:
I. Format: Title Page; PP Minimum; Numbered pp; Double Spaced/12 pt font (5
pts)
II. Thesis Statement (15pts)
III. Body:
Claims (25 pts)
Evidence (25pts)
Analysis (25pts)
VI. Bibliography (5pts)