Category: History

Respond to all prompts with substantive, informed answers In Frazier and Cohen’s article, “Defining the Space of Mexico ’68: Masculinity in the Prison and ‘Women’ in the Streets,” discuss the authors lens and thesis. How did gender shape experiences and activism during the 1968 student movement in Mexico? Specifically, discuss the experiences of male student leaders imprisoned in Lecumberri. How did that experience shape the narrative of their role in the movement? What are specific ways in which women participated in the student movement, and why/how were they excluded from popular (and academic) recollections of the movement? respond each prompt in 2 pages

Chose a topic from the Dark Ages through the High Middle Ages. A single topic–an event, a person, a place, a concept, whatever. A few of you have been doing the entire bloc. For example, on the second ROP some of you wrote two or three paragraphs and included Alexander, the Roman Republic, and the Roman Empire. No, no, no. Just one subject from that period, not the whole thing.
Also, some of you are not including where you got your materials.  Source, source, and source!!!

an essay that deals with the question Assess the significance of female pirate networks in early
modern Europe.

[09:44, 12/05/2024] Makau Ngila: Discuss primary sources included in Elena Poniatowska’s Massacre in Mexico. What stood out to you? What did you find most valuable for understanding the Tlatelolco massacre, and why? What did you find confusing or difficult to understand? Unread postHL Hector Loredo Apr 19 8:58am Last reply Apr 21 4:50pm Reply from Hector Loredo In Frazier and Cohen’s article, “Defining the Space of Mexico ’68: Masculinity in the Prison and ‘Women’ in the Streets,” discuss the authors lens and thesis. In Frazier and Cohen’s article, the authors adopt a critical lens to examine the events surrounding the 1968 student protests in Mexico City. They analyze two key locations during the protests: the prison, which they argue represents masculinity and state power, and the streets, where the presence of women and marginalized groups challenged traditional gender roles and power structures. The article’s central thesis revolves around the intersection of gender during 1968. Frazier and Cohen argue that the physical spaces of the prison and the streets served as sites where gender norms were contested and reaffirmed. They suggest that within the male-dominated space of the prison, notions of masculinity were rigidly enforced through acts of violence and domination. “The prison dynamic encapsulated a particular relationship between suffering and thriving that was mediated by a constant threat of violence.” (Frazier, Cohen, Pg. 632). On the other hand, the streets played significant roles in the protests for women, challenging patriarchal structures and asserting their agency. “Women had a very important role because we participated just like men” (Frazier, Cohen, Pg. 653). “These kinds of street initiatives are key to understanding the movement’s success in gathering support outside universities and secondary schools”(Frazier, Cohen, Pg. 642). Overall, Frazier and Cohen’s lens considers gender as a critical factor in understanding historical events and social movements. How did gender shape experiences and activism during the 1968 student movement in Mexico? Specifically, discuss the experiences of male student leaders imprisoned in Lecumberri. How did that experience shape the narrative of their role in the movement? What are specific ways in which women participated in the student movement, and why/how were they excluded from popular (and academic) recollections of the movement? Gender played a significant role in shaping experiences and activism during the 1968 student movement in Mexico. Male student leaders imprisoned in Lecumberri faced unique challenges that influenced the narrative of their role in the movement. Their imprisonment also helped their position as symbols of resistance. On the other hand, women played crucial roles in the student movement, actively participating in protests, organizing events, and providing essential support to their male partners. “Women not only supplied political prisoners with their daily rations but also donated their professional services as doctors, lawyers, psychiatrists, teachers, and journalists.” (Frazier, Cohen, Pg. 648). However, their contributions were often marginalized or overlooked. Women faced exclusion from leadership positions and were frequently relegated to supporting roles, reinforcing traditional gender roles and hierarchies within the movement. Discuss primary sources included in Elena Poniatowska’s Massacre in Mexico. What stood out to you? What did you find most valuable for understanding the Tlatelolco massacre, and why? What did you find confusing or difficult to understand? The Massacre in Mexico” by Elena Poniatowska is a paperwork that dives into the tragic events of the Tlatelolco massacre that occurred on October 2, 1968, in Mexico City. Poniatowska’s primary sources include interviews with survivors, eyewitness accounts, official documents, and journalistic reports. What stands out to me the most about Poniatowska’s paper is the use of primary sources she gathered. One of the most valuable aspects of Poniatowska’s approach is her inclusion of multiple perspectives. By including versions from various individuals involved in the events leading up to the massacre, she offers readers a complete view of the social tensions and government response. However, one of my challenges was the sources and viewpoints presented in the book. Poniatowska brings together interviews, historical documents, and her narrative, which can sometimes make it difficult to follow between firsthand accounts and the author’s interpretation. Overall, Poniatowska’s use of primary sources in “Massacre in Mexico” offers an effective and immersive exploration of one of the darkest moments in Mexico’s history. [10:02, 12/05/2024] Makau Ngila: Discussion Eleven Respond to five (5) prompts (minimum two from each reading) with substantive, informed answers from this week’s readings. From Alexander, “Aleman’s Revolution”: For Alexander’s chapter, “Alemán’s Revolution,” discuss President Alemán’s administration–particularly his government’s approach to development. How was his government similar to other Latin American governments of the era, and how was it unique? Based on the Alexander’s chapter, evaluate the successes and shortcomings of the Alemán regime. What is Import-Substitution-Industrialization (ISI) and what are some examples of it under Alemán? What sorts of goods did Mexico begin to produce during this period that it never had before? Why did Alemán devalue the peso? What was the rational? What were some of the long-term consequences of Alemán’s economic policies? Compare the Alemán government’s approach to urban development and agricultural development. What were the intended–and unintended-consequences of in each sector? From Dina Berger, “A Drink Between Friends”: How did the tourist sector change from the early 1940s through the 1950s? What did this mean for the national economy and Mexican culture? How did tourism effect US-Mexican relations? Give specific examples from the text. How did tourism “transform” Mexico City? Why did Salvador Novo and others see nightclubs and tourism as having a “modernizing” effect on Mexico? What were some of the negative consequences of tourism in Mexico, according to critics? Respond to each prompt in 2 pages

For Commercial Break 1, chose a post-card (either from my collection or from one that you find that coincides with the course content) and send me a virtual e-postcard.  I would like to see the front and the back of the postcard where you would write your message to me.  You can be as creative as you want but link your message to the course!   There are tons of images on-line that you could use or you could actually create your own post-card … lots of options with this one!
you can google first nations postcards 
link it to the  firstnations creation story

Favelas as Sites of Resistance: Exploring the Political and Cultural Dynamics of Informal Settlements in Brazil
This project will examine the role of favelas (informal settlements) as spaces of resistance in Brazil’s social, political, and cultural landscape. Focusing on a specific time period, such as the late 20th century to the present day, the research will be about the ways in which favela residents have organized and mobilized against systemic inequalities and oppressive structures. Through a combination of ethnographic studies, historical analyses, and sociopolitical theories, the project aims to elucidate the complex dynamics of power, identity, and community resilience within Brazil’s favelas.
Your paper must be double-spaced, use size 12 Times New Roman font, and Left-Justify/Left-Align. It should be 5-7 pages (not including the bibliography) in length. You must make direct references to each of your sources at least once. This could be a quote or paraphrasing, but you must state which source you are using. Your content MUST include your own analysis of the works in question. The work should be organized into various paragraphs with topic sentences and clear transitions from one to the next. No paragraph should be a full page or longer.
Use all of these sources and whatever else needed.
Pino, Julio Cesar. Sources on the History of Favelas in Rio de Janeiro. Latin American Research Review, vol. 32, no. 3, 1997, pp. 111–22. Published by The Latin American Studies Associations (Rio JSTOR, http://www.jstor.org/stable/2504000..
Vargas, João H. Costa. When a Favela Dares to Become a Gated Condominium: The Politics of Race and Urban Space in Rio de Janeiro. Latin American Perspectives, vol. 33, no. 4, 2006, pp. 49–81. JSTOR, http://www.jstor.org/stable/27647948. Accessed 5 Apr. 2024.
Portes, Alejandro. Housing Policy, Urban Poverty, and the State: The Favelas of Rio de Janeiro, 1972-1976. Latin American Research Review, vol. 14, no. 2, 1979, pp. 3–24. JSTOR, http://www.jstor.org/stable/2502876. Accessed 5 Apr. 2024.
Lacerda, Daniel S. Rio de Janeiro and the Divided State: Analysing the Political Discourse on Favelas. Discourse & Society, vol. 26, no. 1, 2015, pp. 74–94. JSTOR, https://www.jstor.org/stable/26865831. Accessed 5 Apr. 2024.
Zaluar, Alba, and Alexandre Isidoro Ribeiro. The drug trade, crime, and politics of repression in Brazil. Dialectical Anthropology, vol. 20, no. 1, 1995, pp. 95–108. JSTOR, http://www.jstor.org/stable/29790397. Accessed 5 Apr. 2024.
No AI Allowed!!

For this assignment, you will complete a Critical Thinking Analysis over Source 1 in Chapter 10 titled, “I’ve Got the Light of Freedom” by the Historian Charles Payne. In a CTA, you do not need to write in essay format. Simply respond to each numbered statement or question. Please answer questions  3 and 5 in bullet format. 

Look into each of the modules for primary sources that you need to use in your essays…directly quote! MAKE SURE you include 2 direct quotes as a comparison and 2 direct quotes as a contract which means you should have at least 4 direct quotes. You can use the same source twice but no more than that
This is for a history class and I will give you primary sources, and no big words. As long as it follows the rubric and no plagiarism it does not have to get a perfect score. With footnotes and bibliography Chicago style.
instruction:
Select two countries to compare and contrast how they impacted Imperialization in East Asia. That is a total of 4 points and state them in your thesis. 




These videos are also very  helpful for quoting and getting more info and you can use them for the footnotes and biblography
Boxer Revolution
History: https://www.ibiblio.org/chinesehistory/contents/03pol/c03s01.html
Primary Source: https://sourcebooks.fordham.edu/mod/1900Fei-boxers.asp
Impact: https://www.chinainsight.info/history/1177-consequences-of-the-boxer-rebellion.html
Opium Wars
History: https://www.ibiblio.org/chinesehistory/contents/03pol/c03s04.html
Primary Source:  https://sourcebooks.fordham.edu/mod/1839lin2.asp
Impact: https://www.abc.net.au/news/2018-09-02/modern-china-and-the-legacy-of-the-opium-wars/10172386
FRENCH AND ENGLISH 
Open Door Policy 
History: https://history.state.gov/milestones/1899-1913/hay-and-china
Impact: https://www.managementstudyhq.com/open-door-policy-implementation-effects.html
RUBRIC is the only ATTACHMENT, the rest can be double clicked and viewed.

PLEASE READ THE WORD DOCUMENT FOR THE INSTRUCTIONS!
Choose a contemporary place, object, or idea and analyze its relationship to the history of the West or PNW (whichever is more apt for your choice). You will identify and analyze pertinent primary source information in support of your clear, persuasive argument. In addition, you will engage reliable secondary sources (from the course readings or otherwise) to contextualize your claim and help illuminate broader implications. (7-9 pages)
The paper needs to have a descriptive title, include footnote citations throughout for any sources you quote or paraphrase, and a complete Bibliography at the end (listing all the primary and secondary sources used in the paper). 

The Voting Rights Act of 1965
The case study in Module Five looks at the passage of the Voting Rights Act of 1965 and its impact on African-American political participation.
While the Civil Rights Act of 1964 outlawed overt discrimination in public accommodations and government services, it did not directly address the most fundamental denial of African-American rights: the concerted effort to prevent African Americans from exercising their right to vote.
President Lyndon Johnson’s landslide election victory in 1964 emboldened him to seek voting-rights legislation, despite concerns that this would alienate conservative Southern Democrats whose support was needed to pass Johnson’s Great Society social programs. Television coverage of the brutal police response to peaceful voting-rights protesters in the South—most notably, the attack on protesters at the Edmund Pettus Bridge in Selma, Alabama—galvanized public support for a bill.
Southern opposition in Congress was fierce: opponents waged a 24-day filibuster* in the Senate, and Southerners in the House used every parliamentary tactic they could find to block the legislation. But it eventually passed and was signed into law on August 6, 1965, with both Martin Luther King Jr. and Rosa Parks in attendance.
The immediate impact of the Voting Rights Act was a dramatic surge in African-American political participation, with a commensurate increase in the number of African Americans elected to public office. In the longer term, the Voting Rights Act contributed to a historic realignment of the two political parties that has had a profound impact on American politics and society.