Category: History

Discussion Board Week 3: Focused Response
Post your response to the prompt and respond to two classmates by 11:59 pm Sunday Pacific Time.
A note on the discussion board assignments – please read carefully!
This week’s Focused Discussion Board assignment asks you to analyze material presented in this week’s documentary.
Please don’t forget that using ChatGPT or other Al software to generate a response will not fulfil the assignment, and that using Al to write your answers would take away any value the assignment might have for you.
Remember that you need to write an initial post that responds to the questions in this prompt. You also need to respond to the posts of at least two classmates.
Absolutely no outside sources allowed! Please limit your response to a discussion of material presented in this week’s documentary. Neither I nor your classmates want to spend time responding to unreliable material taken from random websites.
Tip for success: This discussion board prompt is asking you for your evidence-based opinion. Everything you say on this discussion board should be based on material from the documentary Meet the Romans. Failure to base what you say on evidence from the documentary will result in a deduction of points.
Based on the evidence presented in this week’s documentary Meet the Romans, answer the following questions:
1. According to Professor Mary Beard, should ancient Romans be seen as a nation/race according to Mary Beard? What should they be seen as?
2. What does Professor Mary Beard mean when she says that Rome was diverse but not tolerant?
You should aim for a response of roughly 350 to 500 words total (around 350 to 500 words total to answer both questions).
Your answer should be broken up in two distinct parts, one for each question. Your responses must be clearly numbered. You may allocate the 350 to 500 words between the two questions as you see fit.
Your response to this must still be factually correct and follow the etiquette guidelines. You can review discussion board guidelines here.

Foreigners In Their Own Land
Closing Lecture Remarks
Understanding capitalism’s influence over our everyday lives and not just the historical past is a lifelong endeavor most of us may be discouraged to undertake. Even so, this does not limit the role and impact of capitalism over our lives, decision-making, and prospects about what comes next for us as individuals, households, nation, and the world.
So much of our own circumstances are engrained in class differences produced by capitalism and it’s initial primitive accumulation through colonization and imperialism. In fact, who is eligible for citizenship and the path for each is different depending on your economic class under capitalism. For example, a Mexican millionaire can automatically qualify for U.S. citizenship when they make a million-dollar investment in the U.S. Meanwhile, a Mexican citizen may work all their adult lives in the U.S. paying taxes and contributing to their local community but be denied citizenship for crossing the border without proper documents.
Takaki casts Mexicans in A Different Mirror as immigrants, but that is not entirely true. Immigrants come from Asia, Europe, and Middle East. The indigenous populations of North America can hardly be described as immigrants. The notion of nations, however, turns many indigenous tribes and people who are natives into “immigrants” equatable to Europeans who came on ships. This example of who is assigned as an immigrant is another example of hegemony and its tremendous influence in the way we interpret knowledge and language to reproduce social relations that maintain elite rule and dominance.
Now is your opportunity to demonstrate your ability to utilize course concepts and incorporate case studies in producing knowledge through cultural criticism in writing.
Most unit lectures close with this same class discussion format. If you read and closely follow all the instructions for this class discussion, you should be able to do well here on out. I will be leaving you feedback and a grade for this assignment. It is important you review my feedback so you can address any issues in the next assignment.
I look forward to reading each of your posts and comments. Contact me ahead of time if you need an extension. I accept late posts but not late comments or self-reflections. Feel free to contact me if you have any questions, doubts, or need additional assistance.
Saludos,
Professor Fuentes
Overview and Criteria
Post by Thursday, Reply by Saturday
The three (3) steps to complete this assignment are explained below in more detail, but here they are in a nutshell:
Answer at least 2 question(s) or prompts.
Incorporate at least 2 course concepts in your discussion.
Leave 2 substantive/expansive comments.
There are two (2) deadlines that add up to 35 total points possible from this assignment.
Possible 25 Points = Your Post (Due Thursday)
Possible 10 Points = 2+ Comments (Due Saturday)
You’ll be graded on your ability to utilize course concepts to critically reflect on the unit’s lecture material. You must closely follow guidelines to earn maximum points.
⚠️ Post Submissions
I only grade the first post left by each student. If you submit a second post, it will not be graded. I only grade the first attempt. All other attempts after the first post will be ignored and ungraded. Recommendation: Work on your post outside of Canvas and don’t submit it until it meets your standards for submission.
25 Points: Post Guidelines
Your post should be no less than 400 words in length.
Your post is worth up to 25 points. It should contain:
4 pt: proper grammar. free of spelling errors, meets min. word count,
4 pt: use proper in-text citations,
6 pt: apply course concepts,
6 pt: incorporate reading and/or lecture(s) material,
5 pt: directly address all aspects of the prompt(s).
10 Points: Peer Comments
Each comment you leave is worth up to 5 points (depending on quality of post). Being nice and respectful is important, but it doesn’t get you all the points. Your comments need to be substantive and expand on the conversation or original post in a meaningful way.
Comments should contain at least one of the following:
Comments should provide new information about the original post (“substantive”).
Elaborate on a point made by the Poster or someone else on the thread (“expand”).
In other words, compliments and salutations do not count as satisfactory comments.
Pro Tips
What mistake will cost you the most points?
Use of in-text citations for all prompts is required. Every student should develop the habit of attributing information to sources in college-level writing. You can use either APA or MLA style for in-text citations. An example of citing the book in your text is as follows: (Takaki 2008, p.33). An example of citing lectures in your text is as follows: (Fuentes, “Unit #: Name of Lecture.”). Both the green number and lecture title must be changed to the appropriate source for credit.
Don’t want to lose your work?
Copy and paste your posts on Canvas, but write them elsewhere (WordLinks to an external site., GoogleLinks to an external site., etc.). Canvas logs users out with inactivity. If this happens, you aren’t alerted and your work will be lost even if you try to “save” or hit “submit.”
Need assistance with Canvas?
Cuyamaca has the Online Student Help TeamLinks to an external site. who are ready to provide you with any Canvas support in real-time. If you need help using Canvas Discussions, please review the following guide: Canvas Student Guide – Discussions.
Continuing the Conversation
You have a voice; what’s your say?
Guidance: Select course concepts (2+) introduced in this unit to answer two (2) or more of the below question(s) or prompts according Dr. Fuentes’ lecture materials or Dr. Takaki’s A Different Mirror (2008). You can also incorporate your own personal experiences or recent events, but there has to be a clear connection to concepts and case studies.*
What are ways that hegemony affect our understanding of American History?
Discuss Takaki’s concept “Foreigners in Their Native Land” (Ch. 7).
How is primitive accumulation or profit by dispossession normalized and accepted in society?
Discuss Takaki’s El Norte (Ch. 12).
How did capitalism reproduce racism, racial power, or eurocentrism?
From your own lived experience, what is another example of hegemony or global capitalism?
Add your own link to an ig post, tweet, or tik tok and explain how it is an example of White Spatial Imaginary or ethnocentrism; OR Write your own question and incorporate course concepts to explain the importance behind your question (and the value of the potential answer).
*No external sources. Base your response on the lecture materials provided and, as an add-on, you can tie in your own personal experiences, stories, and examples.

In three to four pages, using your textbooks and lecture notes, the textbook is Give Me Liberty! Seventh Brief Edition, Norton Illumine Ebook, Authors: Eric Foner, Kathleen DuVal, Lisa McGirr. Evaluate important trends and themes in American history.
Your assignment is to pick three trends that you notice throughout American history, from the end of the Civil War through the 1960s, and discuss how they have changed, endured, or even how they disappeared after a lengthy time.
For full credit (up to the maximum of 30 points), students must demonstrate how these trends persist(ed) in American society, and give solid examples to back them up. These trends could be things like racism, economic opportunity, etc. Examine how they have changed, and how these trends can be seen in numerous specific points in American History.
The paper will need to be in 12 point Times New Roman font, double spaced, with 1 inch margins. It will need to include footnotes, and include numerous citations and examples to receive full credit.
Proper grammar will be required, and will factor in to the overall score. Please adhere to the standards of academic writing as posted.

In three to four pages, using your textbooks and lecture notes, the textbook is Give Me Liberty! Seventh Brief Edition, Norton Illumine Ebook, Authors: Eric Foner, Kathleen DuVal, Lisa McGirr. Evaluate important trends and themes in American history. Your assignment is to pick three trends that you notice throughout American history, from the end of the Civil War through the 1960s, and discuss how they have changed, endured, or even how they disappeared after a lengthy time.
For full credit (up to the maximum of 30 points), students must demonstrate how these trends persist(ed) in American society, and give solid examples to back them up. These trends could be things like racism, economic opportunity, etc. Examine how they have changed, and how these trends can be seen in numerous specific points in American History.
The paper will need to be in 12 point Times New Roman font, double spaced, with 1 inch margins. It will need to include footnotes, and include numerous citations and examples to receive full credit.
Proper grammar will be required, and will factor in to the overall score. Please adhere to the standards of academic writing as posted.

Websites to use are:
https://www.history.com/news/the-infamous-40-year-tuskegee-study
https://www.plannedparenthood.org/blog/what-is-the-tuskegee-study
TITLE PAGE. The title page is separate from the body of the paper and uses APA 7 format. Use the templates provided in the APA Resources – 7th Edition course module. Notice that your bold lettered title on this page also appears at the top of the first page.
PARAGRAPH ONE (“THE INTRODUCTION”). In the first sentence, give the reader a reason for wanting to read your analysis. That is called a hook because it hooks your reader’s attention. In the rest of the paragraph, use one of your sources to supply historical background about the events the film depicts without naming the film. End the paragraph with a thesis (a position statement) that announces to the reader what the film is and what the film wants the viewer to believe about the events.
PARAGRAPH TWO. Supply a brief overview of the film and how it handles the events described in your introduction.
PARAGRAPH THREE. Explain why the film was made when it was. Was there something going on at the time that made the film relevant, even important? Maybe the film is spurring the viewer to think differently or to act with some particular purpose. Here is a good point to use your second source.
PARAGRAPH FOUR. Explain whether the film accurately portrays the era to make its point.
Does it get the facts straight?
Does it make some details seem bigger than they might have been?
Does it manipulate emotions?
Discuss the impact that the film has on the viewer now. This is a good place to discuss the film’s pathos (how it tries to evoke the viewer’s emotions) and ethos (how the film establishes itself as being reliable and trustworthy and gets us on its side or on the side of the characters).
PARAGRAPH FIVE (“THE CONCLUSION”). Like any conclusion, this one begins with stating the big point that you want your reader to remember. Then remind them of the most important points you made that support your idea. End with something that will clinch your argument and hold it in your reader’s mind. One way is to end with a call to action. Knowing what you have told the reader, should they watch the film, for instance? If you DO or DO NOT recommend the film, make sure you give a reason with a strong connection with what you have written in your analysis.
REFERENCE PAGE. Supply full bibliographical entries for the film and the two sources. Put these in alphabetical order (you do that so the reader can find them easily) and use hanging paragraphs (again to make it easy for readers to find the source you refer to in the body of your paper).
Paper requirements:
Five paragraphs with a good thesis statement that takes a stand, strong topic sentences, at least 1 in-text citation from each source (two are required), and a conclusion that summarizes the major points you made.
Minimum of 500 words (about two pages), not including title page and reference page.
APA 7 format, including title page and reference page, double-spaced throughout, 12 pt. Times New Roman font. Use the APA template found in the APA Resources – 7th Edition module of this course.
Do not use the first or second person in your writing (no “I” or “we” and no “you”). Focus on the film and when you speak about its emotional power, write about its effect on the viewer, not on you. Assume that you are speaking for what any viewer would feel.
Formal/professional language only. Do not use contractions, slang, or vague language. Assume you are writing this for a college-educated reader.

This week’s Focused Discussion Board assignment asks you to analyze material presented in this week’s documentary.
Please don’t forget that using ChatGPT or other AI software to generate a response will not fulfill the assignment, and that using AI to write your answers would take away any value the assignment might have for you.
Remember that you need to write an initial post that responds to the questions in this prompt.
Absolutely no outside sources allowed! Please limit your response to a discussion of material presented in this week’s documentary. Neither I nor your classmates want to spend time responding to unreliable material taken from random websites.
Tip for success: This discussion board prompt is asking you for your evidence-based opinion. Everything you say on this discussion board should be based on material from the documentary Meet the Romans. Failure to base what you say on evidence from the documentary will result in a deduction of points.
Based on the evidence presented in this week’s documentary Meet the Romans, answer the following questions:
1. According to Professor Mary Beard, should ancient Romans be seen as a nation/race according to Mary Beard? What should they be seen as?
2. What does Professor Mary Beard mean when she says that Rome was diverse but not tolerant?
You should aim for a response of roughly 350 to 500 words total (around 350 to 500 words total to answer both questions).
Your answer should be broken up in two distinct parts, one for each question. Your responses must be clearly numbered. You may allocate the 350 to 500 words between the two questions as you see fit

For the presentation, you must design a museum that focuses on some topic of New Orleans (and/or suburbs) music history. Yourpresentation must include 1) design and curate five different sections/exhibits; 2)include at least 2 existing artifacts per section to interpret the subject. Your museum must also 3) include 1 take-away for each exhibit, and 3 major take away points for visitors for the entire museum, 4) a specific detailed plan for educational outreach to school groups/visitors, and 5) Council of 3 scholars/experts (in that subject field) to provide advising in the design, curation and community outreach, 6) Location and Justification
The presentation media should ideally be a slide show (Power point/google slides/etc.) and your presentation will be graded on clarity, selection of artifacts, use of imagery and video, and overall thoroughness of the subject covered.Presentations should aim to be 10 minutes.
Title of Museum:
Room 1Title and Take Away
2 artifacts with source credits
Room 2Title and Take Away
2 artifacts with source credits
Room 3Title and Take Away
2 artifacts with source credits
Room 4Title and Take Away
2 artifacts with source credits
Room 5Title and Take Away
2 artifacts with source credits
3 MAIN TAKE AWAYS OF THE MUSEUM:3 ADVISORS
EDUCATIONAL OUTREACH & PROGRAMMINGLOCATION AND JUSTIFICATION

2.9.1 Contending Loyalties in Canada
In this assignment, you will:
define and explain contending loyalties in Canada,
choose one group in Canada, and research how they have attempted to achieve a national identity (through self determination),
while addressing contending loyalties, and
explain (in a written response) the possibility of reconciling one’s contending loyalties, while achieving their nationalist goals.
Focus:
How do people achieve their nationalist goals when faced with contending loyalties?
Contending Loyalties: Loyalties that compete. People sometimes need to choose among various loyalties based on their commitment to these loyalties.
In Unit 1, you learned about contending nationalist loyalties. During the French Revolution, the French people struggled to achieve a national identity. They attempted to resolve their conflicts with their nation and the monarchy, while developing concepts of egalitarianism, civil liberty, and goal of a new constitution in France.
But, how do people reconcile their contending loyalties to achieve a nationalist goal?
In this assignment, you will examine the factors that shape nationalism and how a chosen group in Canada attempts to reconcile their contending nationalist loyalties.
Step One:
Brainstorm to identify and explain the contending loyalties you have observed in Canada. What contending loyalties do you observe in Canada today? How do people resolve or address these contending loyalties? You must address at least three types of contending loyalties and resolutions in the chart below.
Contending loyalties in Canada
(Remember to provide an example.)
How will people resolve these contending loyalties?
Example: Regional loyalties (ex. Maritimes Interests over the interests of the Western provinces)

Example: People may come from one part of Canada to work in another, but they maintain their ways of speaking, attitudes, and pride in where they previously lived.

Step Two:
Choose one group and complete the chart that follows. You must
a) specify your group’s nationalist goals to achieve self-determination,
b) identify the contending loyalties that conflict with self-determination,
c) identify the ways in which your chosen group attempts to address contending loyalties, and
d) assess the degree to which your chosen group has achieved self-determination.
Remember, self-determination is the power to control one’s affairs. National self-determination is the power of the people within a country or nation to make their own decisions about what is in their nation’s best interest.
Choose one of the following groups in Canada to focus your analysis. Begin with the pages in
your Understanding Nationalism textbook*:
1. Québécois: pages 58 to 59, 74 to 76, and 189 to 190
2. First Nations or Métis: pages 57, 77 to 81, and 306
3. Inuit: pages 58, 80, and 186 to 188
* You will need to complete additional research to support your discussion. Links have been provided for you online on content page 2.9.1 Contending Loyalties in Canada Assignment. Remember to identify the progress your group has achieved in self-determination today.
Write your chosen group here:
Research/Information
What were their nationalist goals?
(What did they want to achieve as a nation within Canada?)
How (in what ways) did this group attempt to achieve their nationalist goals?
What conflict(s) (contending loyalties) did this group experience?
How successful was your chosen group in achieving self-determination?
Research Sources
(minimum two)

Step Three:
Take a position in a written response. Using the planning chart in Step 2, respond in paragraphs to the following question. An example student response can be found online on content page 2.9.1.
How do people achieve their nationalist goals when faced with contending loyalties?
In your response, you must
a) explain your chosen group’s main goals in the pursuit of self-determination,
b) include and explain examples of your chosen group’s efforts to achieve self determination (historically and today),
c) identify and explain the contending loyalties your chosen group has faced in achieving self-determination,
d) evaluate the success of your group’s efforts to resolve contending loyalties,
e) compare and contrast your chosen group’s pursuit of nationalist goals with the French Revolution, and
f) edit and proofread your written response prior to submission.

2,500 words. 2 CITED sources relating to ″Why, Indeed, in America Theory, History and the Origins of Modern Economic Growth by Paul M Romer″

References/Citations should be presented as per IHS/MLA guidelines for references/citations. 4000 words. I have attatched files below. If you need anymore contact me and I will attach them