Category: History

Hello, This project is for my Humanities class. I need to complete step 2 which is part of my project in class. Below I attached the instructions and 6 questions for “step 2” I also attached part 1 of my project so you can have an idea of what I chose as my topic. plagiarism free 

You will read the first part of the assingment instructions provided in pictures I’ve attached below. for when it comes to when she says “posting comments” you don’t have to do this just write them out for me. I will attach other people’s work so you can respond. the two videos you should watch or skim over as references to the questions asked are linked here

*** READ INSTRUCTIONS CAREFULLY
*** SEE ATTACHED FILE
*** You can search up keywords on the file if it’s easier
*** THIS ASSIGNMENT HAS TWO PARTS
Part 1: 2 Short answers
Part 2: Essay
Part 1
“5 SENTENCES ONLY”
“See attached file to answer questions”
1. Discuss some of internal factors that led to the Korean War.
2. What was East Asia’s long war? Describe one of its major conflicts.
*** THE DARK VALLEY ARTICLE
PART 2
*** SEE ATTACHED PHOTO
*** ONLY ANSWER QUESTION “2”

You will research a specific presidential or congressional political campaign of your choosing
from between 1920 and 1970. The research will focus on the slogans and paraphernalia used in
the campaign and what those items reveal about the period’s political culture. You will make a
6–8-minute narrated Adobe Creative Cloud Express presentation in which you will analyze the
significance of 1 slogan and 1 piece of paraphernalia used by 1 candidate in the election. In order
to make a presentation using Adobe Creative Cloud Express, you will need to create an Adobe
ID by going to the Adobe Creative Cloud Express website, which will enable you to access and
use this resource at no cost; if you already have an Adobe ID, you may use that to gain access.
Finally, you must provide a bibliography of at least 4 scholarly sources in current Turabian
format as well as provide brief, verbal attributions of sources within the narration as appropriate
(e.g., “According to so and so…”).
See the following helpful resources for accessing Adobe Creative Cloud Express, and step-by-
step guides from Adobe on how to build a video presentation using their website.

Find a recipe from the period before 1700 and then write an essay in which you describe and analyze the chosen recipe. This assignment’s primary objective is to establish a connection between the historical recipe and any aspect of historical transformations, interactions, relationships, and so forth.
Your essay should include all the elements outlined below:
Description of the recipe: Detail the complete recipe, including the ingredients, cooking instructions, etc.
Historical context: You should provide as many historical details as possible by answering these questions:
WHEN was the recipe first documented?
WHERE was it recorded? (This could be an empire, state, country, city, etc.)
WHO documented it? (If the author is known.)
FOR WHOM was it intended? (If clearly stated in the recipe, wonderful; if not, speculate whether it might have been for the upper class, middle class, or lower class.)
Include any additional historical information that could be useful for our understanding of the recipe.
Analysis: Analyze the specifics of the recipe within its historical context. You can choose to trace the journey of the ingredients, explaining their production, distribution, and/or consumption patterns within that society. You can also examine the cooking techniques and tools mentioned, exploring what they reveal about the society’s food culture. The overarching aim here is to contextualize the recipe within the social, economic, political, and/or cultural fabric of its time. Conclude your analysis with a brief discussion on the importance of this recipe for our understanding of food history.
Please reference lecture notes, slides, or other class materials to support and solidify the historical context and analysis sections of your essay. You may consult external scholarly sources, such as books or articles not included in our syllabus. When citing a source, adhere to the Chicago-Style Citation

Thesis: The Treaty of New Echota, signed in 1835, epitomizes the profound injustices suffered by the Cherokee Nation, as it led to their forced removal and the devastating Trail of Tears trek from their land. The circumstances surrounding the treaty’s signing highlight the harsh realities of American expansionist policies, including coercion, manipulation, and the disregard for Native American sovereignty and rights.
Be sure to use Times New Roman 12 pt., double space, number your pages, adhere to the Chicago Style Guide, and run a Grammar/Spell check before submitting. Note, the title page does not receive a page number. Be sure to include the subject headings listed in the HIST300 Research Proposal Guidelines. The suggested length for each section is included in the descriptions.
The proposal will contain the following elements:
TITLE PAGE
SECTION 1
WORKING TITLE
INTRODUCTION
WORKING THESIS STATEMENT
SECTION 2
RESEARCH BACKGROUND 
RESEARCH QUESTIONS
SECTION 3
RESEARCH METHODS
RESEARCH LIMITATIONS
SECTION 4
WORKING ANNOTATED BIBLIOGRAPHY
TITLE PAGE
Each proposal should have a title page that is formatted as per the “Turabian Student Paper-Formatting Tip Sheets” https://www.chicagomanualofstyle.org/turabian/Student-Tip-Sheets.html
An example can be found at https://www.chicagomanualofstyle.org/dam/jcr:b7955915-8c3c-499f-a250-a6f03114c98c/Turabian-Tip-Sheet-2.pdf .
The first section should be no longer than 2 pages double-spaced.
WORKING TITLE 
What is your current working title for the project? The title should be specific and clear. Ideally, it should summarize the research problem with efficiency and style. Avoid titles that are pretentious, vague, or wordy. Expressions such as “An Investigation of” are redundant and should be omitted. Titles of just one or two words, on the other hand, are too brief to indicate the scope of the research problem. 
Here are some examples of poorly worded titles that were effectively revised:
Original:  “An Investigation of the Possibility of improving the Tax Method of Many Massachusetts Cities and Towns for Raising Revenue to Cover Rising Expenses for Public School Education in Those Same Cities and Towns” (Too wordy)
Revised: “Improving Education Funding through Local Tax Revenues in Five Massachusetts Municipalities”
Original: “The Need for World Order” (Too vague)
Revised: “The Peace-Keeping Role of the United Nations in Lebanon since 1980”
INTRODUCTION
Include a brief overview of your topic. Build on your contributions from the Week 2 discussion and your submission about your research topic made during Week 3. By now, you should have refined and clarified your topic several times and should be able to provide a clear and concise overview.
WORKING THESIS STATEMENT
SECTION 2
The second section should be no longer than 2 pages double-spaced.
RESEARCH BACKGROUND
Explain why your topic is worth researching. Discuss the historiography – What are the important articles and books on your topic? How will your work challenge or complement those works? What subdisciplines of history does your topic connect to? Think of our Week 2 discussion of subdisciplines, and our Week 3 and Week 6 discussions about historiography.
RESEARCH QUESTIONS
List at least 3-5 research questions that you want to explore. If you have more, that is fine. Be as specific as possible.
SECTION 3
The third section will likely be only one page double spaced. It should be no longer than 2 pages double-spaced.
RESEARCH METHODS
What is your plan for conducting the research? Beyond your discussion of the historiography, what other key secondary sources have you identified? Why are they important to your topic? What archives will you conduct research in? What types of primary sources will you use? During our Week 3 discussion, we identified and discussed potential archives. By now you should have a clear idea of the archives that you want to use. Include a discussion of at least 3potential archives and how you will access the material located there.
RESEARCH LIMITATIONS
Plan ahead for potential obstacles in your research. Will you need to order books or journal articles? Are there secondary sources that you need to have the library acquire for you? Are you able to access all the journal articles that you want to use? Are there primary sources that you need to order from archives?  Will you need to visit any archives in person? 
SECTION 4
After the Week 3 and Week 4 assignments, you should have a good sense of how long your annotations should be as well as how to properly format the annotated bibliography, as per the Chicago Style Guide.
WORKING ANNOTATED BIBLIOGRAPHY 
You should include at least 20 sources with annotations (7 primary sources and 13 secondary sources). Chicago style. Notes bibliography standard only! 

Compare and contrast depictions of the human body during the Middle Ages
and the Renaissance. Be sure to explain those images in their contexts (i.e.
the political, social, economic, technological, and religious), and follow a
theme. This is a very broad topic that gives students considerable latitude to
follow a theme of their interest. However, not all students like that approach,
and prefer more structure. Those students should contact the Instructor, who
will provide them with a number of suggestions from which they can choose.

As Cohen suggests, monsters always pose some kind of threat; functionally speaking, that is the very definition of the monstrous. Yet exactly how this is the case, and what or who is being threatened, requires closer examination, and attention to the specifics of our various texts. For this assignment, please choose any example of the monstrous—or more than one, if you prefer—and explore the nature of the threat it represents, and where you see that threat in the text (or texts), providing specific examples. You may draw comparisons, or map out contrasts, among different instances of the monstrous, on the basis that Grendel and Bisclavret, to take one possible pairing, implicate opposed anxieties—though, of course, you may have a different reading. Categories at stake in our texts include cultural identity (race, gender, religion, sexuality), national identity, social order, citizenship, foreignness, and many others—you are free to locate and develop others if you wish, and to draw on our various secondary readings in doing so.

here are the full directions, I only need 3 reviews follow all these directions for each review
FIRST ONE : MEXICO, BORDER ISSUES AND IMMIGRATION, UNITED STATES FOREIGN POLICY, AND LATINX COMMUNITIESSECOND ONE: THE CARIBBEAN (CUBA, HAITI, PUERTO RICO, DOMINICAN REPUBLIC, ETC.), AND CENTRAL AMERICA (GUATEMALA, HONDURAS, EL SALVADOR, COSTA RICA, PANAMA, NICARAGUA, AND BELIZE).THIRDV JULY 18: SOUTH AMERICA (BRAZIL, ARGENTINA, CHILE, PERU, URUGUAY, ECUADOR, COLOMBIA, BOLIVIA, PARAGUAY, AND VENEZUELA)
YOU ARE TO READ CURRENT NEWS ARTICLES ABOUT LATIN AMERICA FROM THE WEBSITE FOR THE NORTH AMERICAN CONGRESS OF LATIN AMERICA (NACLA) AND A SHORT REVIEW, THE REVIEW IS TO BE AT LEAST 3-4 PAGES AND EACH DUE DATE CORRESPONDS TO A REGIONAL TOPIC IN LATIN AMERICA. THE REVIEW IS ABOUT MEXICO, BORDER ISSUES AND IMMIGRATION, UNITED STATES FOREIGN POLICY, AND LATINX COMMUNITIES. IN YOUR WORKS CITED PAGE, COMPOSE YOUR ARTICLE ENTRY IN A FORMAT LIKE THIS:
EMILIO GODOY, “MEXICO BANS GLYSOPHATE BUT TOLERATES OTHER AGROCHEMICALS,” NACLA REPORT ON THE AMERICAS WEBSITE (JANUARY 28, 2021).IN TERMS OF THE CONTENT OF EACH REPORT, I AM LOOKING FOR TWO MAIN POINTS OF DISCUSSION. FIRST, YOU SHOULD DEVOTE THE FIRST HALF OF THE REPORT TO A SUMMARY OF THE MAIN POINTS IN THE ARTICLE THAT YOU SELECTED. TO HELP YOU TO ADDRESS THIS ISSUE, CONSIDER SOME OF THESE QUESTIONS: WHAT IS THE MAIN ISSUE BEING DISCUSSED? (I.E. IMMIGRATION, ELECTIONS, EDUCATION, ENVIRONMENT, WOMEN’S ISSUES, CRIME, ETC.) WHO ARE THE MAIN PERSONALITIES MENTIONED IN THE ARTICLE? (I.E. MEXICAN PRESIDENT ANDRÉS MANUEL LÓPEZ OBRADOR, INCOMING MEXICAN PRESIDENT CLAUDIA SHEINBAUM, COLOMBIAN PRESIDENT GUSTAVO PETRO, SECRETARY OF STATE ANTONY BLINKEN, PRESIDENT BIDEN, VICE-PRESIDENT HARRIS, FORMER PRESIDENT TRUMP, ETC.) HOW DOES THE ISSUE AFFECT THE PEOPLE OF THE COUNTRY MENTIONED IN THE ARTICLE? DOES THE ISSUE HAVE ANY CONNECTION WITH UNITED STATES INTERESTS? WHAT DO YOU THINK COULD BE THE BEST SOLUTION TO RESOLVE THIS PROBLEM?AND FOR THE SECOND POINT OF DISCUSSION, PLEASE ANALYZE THE ARTICLE THAT YOU SELECTED AND PRESENT YOUR POINT OF VIEW ON THE STORY. FOR EXAMPLE, HOW DO YOU FEEL ABOUT THE STORY? HOW DID THIS ARTICLE CONTRIBUTE TO YOUR UNDERSTANDING ABOUT MODERN LATIN AMERICA? AND WHAT DO YOU THINK ABOUT THE AUTHOR’S PERSPECTIVE ON THE ARTICLE? HOW DOES THIS TOPIC RELATE TO CONTEMPORARY POLITICAL, ECONOMIC OR CULTURAL THEMES IN THE UNITED STATES TODAY?
HERE IS A LIST OF ARTICLES FROM THE NACLA WEBSITE PERTAINING TO REGIONS FOR YOUR FIRST DUE DATE. THE DATES LISTED IN PARENTHESIS CORRESPOND TO THE PUBLICATION DATE OF THE ARTICLE. EVERYBODY, JUST PICK ANY ONE ARTICLE FROM THIS LIST FOR YOUR JUNE 21 REVIEW. YOU WILL REPEAT THE SAME PROCESS FOR YOUR REVIEWS ON CENTRAL AMERICA/THE CARIBBEAN, AND A SOUTH AMERICAN NATION. THESE ARTICLES RANGE IN DATE FROM JANUARY 2021 TO JUNE 2024.
UNITED STATES FOREIGN POLICY, BORDER ISSUES AND LATINX COMMUNITIES:
A LOVE LETTER TO INDIGENOUS BLACKNESS (SEPT. 2021) (LINKS TO AN EXTERNAL SITE.)
A NEW TEMPORARY PROTECTED STATUS FOR CENTRAL AMERICA (NOV. 2021)
A STRATEGIC CROSS-BORDER LABOR ALLIANCE (FEB. 2024)LINKS TO AN EXTERNAL SITE.
LINKS TO AN EXTERNAL SITE.AN IMMIGRATION COURTS BACKLOG KEEPS CENTRAL AMERICAN YOUTH IN LEGAL LIMBO (JUNE 2021) (LINKS TO AN EXTERNAL SITE.)
BIDEN’S NEW IMMIGRATION SYSTEM OVERLOOKS MEXICAN REFUGEES (JUNE 2021)
BOOK TALK ON CUBAN IMMIGRATION GETS HEATED IN MIAMI (JAN. 2023)
CARIBEÑOS AT THE TABLE (BOOK REVIEW) (MAY 2022)
CARNE Y ARENA (VIRTUALLY PRESENT, PHYSICALLY INVISIBLE) (MAR. 2023)LINKS TO AN EXTERNAL SITE.
CLASS-ACTION LAWSUIT SECURES NEW PROCEDURAL PROTECTIONS FOR CHILDREN IN FEDERAL IMMIGRATION DETENTION (DEC. 2022)
LINKS TO AN EXTERNAL SITE.
COLONIAL MIGRANTS AT THE HEART OF EMPIRE (BOOK REVIEW) (SEPT. 2021)
COMMUNITY SUPPORT AND CREATIVITY ARE KEY TO SURVIVAL IN THE RIO GRANDE VALLEY (AUG. 2021)
FOR HEMISPHERIC UNITY, A CHANGE IN U.S. FOREIGN POLICY IS NEEDED (APR. 2022)
FREE TRADE FIREPOWER: THE GROWING HEMISPHERIC GUN TRADE (NOV. 2023)LINKS TO AN EXTERNAL SITE.(LINKS TO AN EXTERNAL SITE.)
FROM LA MONTAÑA, GUERRERO TO THE BRONX: THE STORY OF VICTORIO HILARIO GUZMÁN (JAN. 2021)
FROM TRUMP TO BIDEN IN LATIN AMERICA (MAY 2021)
GANGSTERS OF CAPITALISM (BOOK REVIEW)
IMMIGRATION POLICY MUST LOOK BEYOND THE BORDER (JUNE 2021)
IN GENTRIFIED ALPHABET CITY, A NEW LATINO SOCIAL CLUB AND ART SPACE OPENS ITS DOORS (FEB. 2023)LINKS TO AN EXTERNAL SITE.
(LINKS TO AN EXTERNAL SITE.)INTEGRATION WITH THE UNITED STATES OR LATIN AMERICAN INDEPENDENCE? (APR. 2022)LINKS TO AN EXTERNAL SITE.
INTERNATIONAL LABOR SOLIDARITY IN ACTION (BOOK REVIEW) (FEB. 2022)
LATIN AMERICA AND THE NEW NON-ALIGNED MOVEMENT (APR. 2022)
LATIN GRAMMYS DEBUTS IN SPAIN AGAINST A BACKDROP OF LATINOPHOBIA (NOV. 2023)LINKS TO AN EXTERNAL SITE.
LATINX PODCASTS ON THE RISE (MARCH 2022)
LICENCIAS HOY, PAPELES MAÑANA: DRIVER’S LICENSES AND CIVIL RIGHTS IN INDIANA (APR. 2023)
MAGAZUELANS: HOW VENEZUELAN AMERICANS EMBRACED TRUMP AS THEIR SAVIOR (JAN. 2021)
MAKING MEXICAN CHICAGO: FROM POSTWAR SETTLEMENT TO THE AGE OF GENTRIFICATION (BOOK REVIEW) (DEC. 2022)
MIGRANT NETWORKS IN THE PANDEMIC (JULY 2021)
NARRATIVES OF CARCERAL COLLECTIVE RESISTANCE (BOOK REVIEW) (MAR. 2024)LINKS TO AN EXTERNAL SITE.
NEW LIFE IN LAREDO AS THE BORDER REOPENS (DEC. 2021)
NEW YORK CITY IS EVICTING MIGRANT FAMILIES: “THIS IS A HUMANITARIAN CRISIS” (JAN. 2024)LINKS TO AN EXTERNAL SITE.
PUERTO RICAN WOMEN PUSH THE BOUNDARIES OF LATINX ART AND CULTURE IN NEW YORK CITY (JULY 2023)LINKS TO AN EXTERNAL SITE.
REOPENING MASS INFLUX FACILITIES GOES AGAINST BIDEN ADMINISTRATION PROMISES (MARCH 2021)
SUMMIT OF THE AMERICAS UNDERLINES WIDESPREAD DISCONTENT WITH U.S. POLICY (JUNE 2022)
THE BANALITY OF HENRY KISSINGER (NOV. 2023)LINKS TO AN EXTERNAL SITE.LINKS TO AN EXTERNAL SITE.
THE BORDER CROSSED US: THE CASE FOR OPENING THE U.S.-MEXICO BORDER (BOOK REVIEW) (OCT. 2021)
THE CASE FOR OPEN BORDERS: A BOOK REVIEW FROM THE BANKS OF THE RIO GRANDE (BOOK REVIEW) (MAY 2024)LINKS TO AN EXTERNAL SITE.
THE STRIKERS OF COACHELLA: A RANK-AND-FILE HISTORY OF THE UFW MOVEMENT (BOOK REVIEW) (SEPT. 2023)LINKS TO AN EXTERNAL SITE.
UNDOING TRUMP-ERA POLICIES IS NOT ENOUGH TO TRANSFORM THE IMMIGRATION SYSTEM (MARCH 2021)
UNHEARD, OVERLOOKED, EXPOSED (DEC. 2021)
UNSETTLED BORDERS: THE MILITARIZED SCIENCE OF SURVEILLANCE ON SACRED INDIGENOUS LAND (BOOK REVIEW) (NOV. 2022)
U.S. FOREIGN POLICY IN LATIN AMERICA STILL A REPEAT OF THE PAST (DEC. 2021) (LINKS TO AN EXTERNAL SITE.)
U.S. IMMIGRATION DETENTION SYSTEM: “A LIVING HELL” (FEB. 2022) (LINKS TO AN EXTERNAL SITE.)
U.S. POLICY TOWARD CENTRAL AMERICA CONTINUES LEGACY OF DISPLACEMENT (APR. 2021)
VIVA PALESTINA! NYC STUDENT ENCAMPMENTS SPARK NATIONAL REBELLION (MAY 2024)LINKS TO AN EXTERNAL SITE.(LINKS TO AN EXTERNAL SITE.)(LINKS TO AN EXTERNAL SITE.)
(LINKS TO AN EXTERNAL SITE.)
MEXICO: (LINKS TO AN EXTERNAL SITE.)
A LICENSE TO POLLUTE AT FORTUNA SILVER MINES IN OAXACA (MARCH 2021)
A NEW LIFE FOR MEXICO’S OLDEST UNION (FEB. 2024)LINKS TO AN EXTERNAL SITE.
AN INDEPENDENT UNION WINS LANDSLIDE VICTORY AMONG MEXICAN GM WORKERS (FEB. 2022)LINKS TO AN EXTERNAL SITE.
(LINKS TO AN EXTERNAL SITE.)
ARTISTS RALLY AGAINST ERASURE OF MEXICO CITY’S ICONIC STREET ART (AUG. 2022)
CONTROVERSIAL MAYA TRAIN UP AND RUNNING AS MEXICANS CAST THEIR BALLOTS (MAY 2024)LINKS TO AN EXTERNAL SITE.
CROSSING THE STORM: EZLN MARKS 30 YEARS WITH A 120-YEAR PLAN (JAN. 2024)LINKS TO AN EXTERNAL SITE.LINKS TO AN EXTERNAL SITE.
DESPITE INDIGENOUS RESISTANCE, MEXICO AUTHORIZES MINING CONCESSIONS IN PROTECTED AREAS (JAN. 2023)LINKS TO AN EXTERNAL SITE.
DOWNTOWN JUÁREZ (BOOK REVIEW) (MARCH 2022)LINKS TO AN EXTERNAL SITE.ESTADIO AZTECA AND THE 2026 WORLD CUP IN MEXICO (SEPT. 2023)
FOR MEXICO CITY HOUSING MOVEMENT, METRO COLLAPSE IS THE LATEST SYMPTOM OF STRUCTURAL INEQUITY (JUNE 2021) (LINKS TO AN EXTERNAL SITE.)
(LINKS TO AN EXTERNAL SITE.)
HEALTH AND ECONOMIC CRISIS IN MEXICO HITS INFORMAL SECTOR WORKERS (MARCH 2021) (LINKS TO AN EXTERNAL SITE.)
HORIZONTAL VERTIGO: A CITY CALLED MEXICO (BOOK REVIEW) (JULY 2021)
HOW MEXICAN FEMINISTS BECAME ENEMIES OF THE STATE (APR. 2023)LINKS TO AN EXTERNAL SITE.
HOW TO DESTROY AN INVESTIGATION FROM THE INSIDE: AYOTZINAPA AND THE LEGACIES OF IMPUNITY (NOV. 2022)
IN TAPACHULA, THOUSANDS OF HAITIAN MIGRANTS WAIT TO BE RESETTLED (JAN. 2022)LINKS TO AN EXTERNAL SITE.
INDIGENOUS COMMUNITIES IN MEXICO TAKE UP ARMS TO DEFEND THE MONARCH FOREST (MARCH 2021)
IS THE MEXICAN PRESIDENT PROTECTING THE ARMY? (SEPT. 2022)LINKS TO AN EXTERNAL SITE.
ISRAEL, CYBERSURVEILLANCE, AND THE CASE OF THE AYOTZINAPA 43 (SEPT. 2022)
LA ENCRUCIJADA’S DILEMMA: GREENWASHING OIL PALM IN CHIAPAS (APR. 2022)LINKS TO AN EXTERNAL SITE.
LOVE, COMMUNITY, AND ALIENATION IN NUDO MIXTECO (FILM REVIEW)LINKS TO AN EXTERNAL SITE.
MAYA ACTIVIST GROUPS FIGHT TO PROTECT INDIGENOUS TERRITORIAL RIGHTS (SEPT. 2021)LINKS TO AN EXTERNAL SITE.
MEXICAN ACTIVIST PROTESTS FEMICIDE AT OAXACAN FESTIVAL (AUG. 2022)LINKS TO AN EXTERNAL SITE.
MEXICAN POLICE WHO MASSACRED GUATEMALAN MIGRANTS GET THEIR GUNS FROM THE U.S. (APR. 2021) (LINKS TO AN EXTERNAL SITE.)
MEXICO BANS GLYSOPHATE BUT TOLERATES OTHER AGROCHEMICALS (JAN. 2021)
MEXICO HEADS TO POLLS AMID RECORD VIOLENCE (MAY 2024)LINKS TO AN EXTERNAL SITE.(LINKS TO AN EXTERNAL SITE.)
MEXICO LABOR REFORM MAY NOT BE ENOUGH FOR AUTO LOGISTICS WORKERS (JULY 2021) (LINKS TO AN EXTERNAL SITE.)
MEXICO’S MILITARY KNEW AYOTZINAPA 43 WERE KIDNAPPED, THEN COVERED IT UP (APR. 2022)
LINKS TO AN EXTERNAL SITE.MILITARIZED SECURITY AND A CARTEL APOLOGY IN MATAMOROS (MAR. 2023)
NEARSHORING AND THE MILITARIZATION OF THE U.S.-MEXICO BORDER (JAN. 2024)LINKS TO AN EXTERNAL SITE.
NO ELECTORAL SOLUTION IN SIGHT FOR MEXICO’S WATER JUSTICE CRISIS (MAY 2024)LINKS TO AN EXTERNAL SITE.
OCTOBER 2 AND THE CIA IN MEXICO (OCT. 2021)LINKS TO AN EXTERNAL SITE.
(LINKS TO AN EXTERNAL SITE.)
OAXACA FISHERWOMEN ORGANIZE TO PROTECT THEIR WAY OF LIFE (JUNE 2021)
POWER AND SPECTACLE ON MEXICO’S SOUTHERN BORDER (FEB. 2021)
THE CAUSES BEHIND THE CIUDAD JUÁREZ MIGRANT DETENTION CENTER FIRE (APR. 2023)LINKS TO AN EXTERNAL SITE.
THE DRIVE BEHIND TESLA’S NEW MANUFACTURING PLANT IN MEXICO (APR. 2023)
THE INE DEBATE AND THE FORMATION OF THE NEOLIBERAL DEMOCRACY IN MEXICO (APR. 2023)
THE MEXICAN HEALTH CARE SYSTEM UNDER THE ADMINISTRATION OF AMLO (JUNE 2022)
THE MEXICO OF CLAUDIA SHEINBAUM (JUNE 2024)LINKS TO AN EXTERNAL SITE.
THE NEW PUBLIC ART: COLLECTIVITY AND ACTIVISM IN MEXICO SINCE THE 1980’S (BOOK REVIEW) (APR. 2024)LINKS TO AN EXTERNAL SITE.
THE SHADOWY MINING SECTOR MAKING ACCIDENTS IN COAHUILA ALL TOO COMMON (SEPT. 2022)
TRAMPLED BY TRANSFORMATION: MEXICO’S TREN MAYA (JULY 2023)LINKS TO AN EXTERNAL SITE.
VERACRUZ DECRIMINALIZED ABORTION, BUT ACTIVISTS REMAIN CRUCIAL IN ENSURING ACCESS (JUNE 2022)
YAHRITZA Y SU ESENCIA AND THE MEXICAN AMERICAN EXPERIENCE IN MEXICO (JAN. 2024)LINKS TO AN EXTERNAL SITE.
ZAPATISTAS AT 30: BUILDING AND INSPIRING AUTONOMY (DEC. 2023)

Primary sources/documents are letters, newspapers, laws, or other forms of communication that were composed during the time period in which they occurred.  For example, when studying the American Revolution, an example of a primary document would be the Declaration of Independence. For this assignment students have multiple choices of primary documents to choose from selected by the instructor. After choosing and reading a selected primary document, students will write a 600-800 word (1.5-2 pages essay) discussing said document. Students are only to write a summary on one (1) document (located below). After composing your essay upload your summary where it says PRIMARY SOURCE ESSAY – SUBMIT HERE. The following questions should be addressed when composing your essay:
What is the primary source?
Who wrote the document and when was it written?
Who was the intended audience? (Not every document is meant for the general public or everyone, so please be mindful when addressing the intended audience)
What was the purpose of the document? What was the authors message or argument? What was he/she trying to get across? Is the message explicit, or are there implicit messages as well.
How does the author try to get the message across? What methods does he/she use? Is there a discernable tone? What impact does this have on the significance of the source?
What was one of the most important line (quote) from the document? Why is it significant?
How does the primary source contribute to our understanding of history?
Choose one (1) of the sources listed within to compose your essay. When reading and writing, focus on the document and less on the annotation. The annotation is provided for background information. 
https://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=610 
use this link for the primary source its on cesar chavez: https://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=610
To assist in composing your essays the following represents a short student response to the primary document of the Declaration of Independence:
Thomas Jefferson, the primary author of the Declaration of Independence, wrote his draft of this document in 1776.  Although the declaration was for the whole world, Jefferson’s main audience was the king of England, George III.  Jefferson’s purpose was to announce to the world that the thirteen colonies were free and independent from Great Britain and that these thirteen colonies were forming a new country called the United States.  The document is divided into different parts: the preamble or introduction, a list of grievances against the king, and a conclusion.  Several of these grievances were later addressed in the Constitution and in the Bill of Rights – such as, not allowing soldiers to be quartered in homes without the consent of the homeowner and the right to have a trial by jury.  Other notable grievances included Britain’s taxation policies with colonial representation in Parliament.  Probably the most memorable line from the Declaration is, “we hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”  It is ironic that when Jefferson wrote of liberty, he was a slave holder.