finish this for me (the connection section and the citations) and edit and perfect the paper. connec ...
finish this for me (the connection section and the citations) and edit and perfect the paper. connect the black screenshot to the interview source. Read chapter 12 - "El Norte: Up From Mexico" in Ronald Takaki's A Different Mirror and complete the following steps: In your review you will answer the following questions: What is/are the big question(s) being addressed in the chapter? Identify only 1 or 2 questions. Keep in mind, Takaki may not explicitly state these questions. How does Takaki answer this/these question(s)? In what ways does one of the sources for the week shed additional light on Takaki’s story? Find the other sources for the week listed under Takaki chapter. What questions were you left with after reading Takaki’s chapter? For papers requiring citation: If you borrowed an idea or are quoting an author in your paper, use the following citation method: If you are citing our textbook A Different Mirror put the author’s last name and the page number as a footnote--- ie… [1]Takaki, 232. If you are citing a primary source document that was assigned for the course, put the author’s (of the primary source) last name, abbreviated title of the document in italics and page number (if applicable) as a footnote. --- ie… [2]Bacon, Declaration, If you are citing a source (primary or secondary) that was not assigned in the course, footnote using the Turabian Chicago-Style Format. For Turabian formatting guide see https://www.chicagomanualofstyle.org/turabian/citation-guide.htmlLinks t important passages from interview: AMERICANS OR NOT? EQUAL PROTECTION I: Most of the young people around here were born here I: Well they think of themselves as Americans, don’t they? F: Yeah, they do. I: Well, do they think they are getting all the benefits that Americans are su posed to get? F: No, they don't think they are getting them because for example, like theaters, they go to the theater, there's always a middle aisle and two side aisl and they're not permitted to sit in the middle aisle. They've got to sit on the sic aisle just because they are Mexicans. I: Are there any other things like that that they do? How about schools? F: Well, in schools they [Americans] always try to have them [Mexican: separate at least if the county can go to the expense of building a school an there's enough Mexican people around which can be put in a separate school, the [Americans] just build a school and put them in a separate school. That's whi happened here in our county. There was about a hundred children that used be going to the American school, so in 1931 they just thought they'd get rid of th Mexican greasers and they'd build a school separately for themselves for the Me ican people so they just went ahead and built a school just to have them in a sep rate school. 1: Even though there really wasn't a need for another school? F: No, there was no need for another school. The school that they were goin to was big enough for all of them. The only reason was that they wanted to get r of them and put them in a different school. connect ARE THE SUBMISIVE? DO THEY DISSENT? 1: Well, the people, especially the young people, do they worry very mus about trying to do much about it? F: No, they don't seem to worry much about it. They just seem to think the it just came to happen and it has happened and probably isn't much they can d about it, about changing the situation. I'm referring to the discrimination of Mex can people in this part of the country here. They feel that it came to happen an they just can't do much about it. POLICE VIOLENCE 1: What about the cops? Can you tell me about the fiesta the other night? C you tell me about that fight? f: instead of picking up both parties involved in the fight, they pick up the Mexicans mostly. Sometimes they'll pick one American fellow and three Mexicans just to make it look good. But still they're picking mostly Mexicans all the time and throwing them in the can instead of picking up both parties to teach both parties a lesson. They seem to teach just the Mexican people a lesson, but instead of being a lesson they enforce the idea that they [Mexican boys] should come back next year and fight them [American boys] again because they get the raw deal out of the fight or the decision, so the officers they just throw them in the can. I: What do you think can be done about it? F: Well, the only thing that I feel that could done about it is by forming young people's clubs or older people's clubs too and contacting different other American clubs and telling them about discrimination against Mexican people. That's about the only way that I feel it could be done, that something could be done about it, because it's really the public who makes this discrimination against Mexican people, it's not the government particularly, it's the public itself that does it. I: You were saying something a while ago about what they did in Los Angeles about discrimination. F: Well, in Los Angeles they tried to get together and form clubs and in some cases a certain Mexican fellow applies for a job and the place where they tell him they couldn't give him a job because he's a Mexican, this certain club that he belongs to, they try to contact the manager or the superintendent at the plant and explain to him that even though he's a Mexican he's drafted and is counted in this country for the army and he's gotta do every other thing that the regular American citizen does, so why shouldn't he be allowed to have a good job to live by, a good job that he can depend on? If he has to do every other thing that the American citizen does for the benefit of the country, why shouldn't the country let him have a good job or else the individual manager of the plant should give him a good job. You're expected to be a good citizen. They only way I feel they can make good citizens out of Mexican people is treating them like American citizens. I: Do you think they make good citizens? F: Oh, absolutely, they sure will. I know they will make good citizens, if they're just treated the right way. 1: Do you think the project like this camp that we're in can be any help in training people to be good citizens? F: I feel that it does a lot of good to the people. And it would do them a lot of good to become good citizens, a camp like this will. I can see that certain forms of getting together that do get together it helps a lot. I: For cooperation. F: For cooperation and to educate them. Because what this camp is doing, the good that it's doing is to education mostly, showing the people that by getting together they can get somewhere. I: Have you ever been on the [camp governing] council before together like this in self-government? F: No, they've never had a self-governing council like this before. I: The council here works according to the democratic process, doesn't it? F: That's right. I: What do you think about that? Do you think that's going to be good in educating them? F: There is one good thing in educating. It gives the democratie point of view at least because everybody has a right to vote and make decisions. AMERICANS OR NOT? EQUAL PROTECTION I: Most of the young people around here were born here I: Well they think of themselves as Americans, don’t they? F: Yeah, they do. I: Well, do they think they are getting all the benefits that Americans are su posed to get? F: No, they don't think they are getting them because for example, like theaters, they go to the theater, there's always a middle aisle and two side aisl and they're not permitted to sit in the middle aisle. They've got to sit on the sic aisle just because they are Mexicans. I: Are there any other things like that that they do? How about schools? F: Well, in schools they [Americans] always try to have them [Mexican: separate at least if the county can go to the expense of building a school an there's enough Mexican people around which can be put in a separate school, the [Americans] just build a school and put them in a separate school. That's whi happened here in our county. There was about a hundred children that used be going to the American school, so in 1931 they just thought they'd get rid of th Mexican greasers and they'd build a school separately for themselves for the Me ican people so they just went ahead and built a school just to have them in a sep rate school. 1: Even though there really wasn't a need for another school? F: No, there was no need for another school. The school that they were goin to was big enough for all of them. The only reason was that they wanted to get r of them and put them in a different school. ARE THE SUBMISIVE? DO THEY DISSENT? 1: Well, the people, especially the young people, do they worry very mus about trying to do much about it? F: No, they don't seem to worry much about it. They just seem to think the it just came to happen and it has happened and probably isn't much they can d about it, about changing the situation. I'm referring to the discrimination of Mex can people in this part of the country here. They feel that it came to happen an they just can't do much about it. POLICE VIOLENCE 1: What about the cops? Can you tell me about the fiesta the other night? C you tell me about that fight? F: Oh, yes. At the fiesta there it's always been a fact that every year I Mexican boys they fight with American boys and usually the officers come arour and instead of picking up both parties involved in the fight, they pick up the Mexicans mostly. Sometimes they'll pick one American fellow and three Mexicans just to make it look good. But still they're picking mostly Mexicans all the time and throwing them in the can instead of picking up both parties to teach both parties a lesson. They seem to teach just the Mexican people a lesson, but instead of being a lesson they enforce the idea that they [Mexican boys] should come back next year and fight them [American boys] again because they get the raw deal out of the fight or the decision, so the officers they just throw them in the can. I: What do you think can be done about it? F: Well, the only thing that I feel that could done about it is by forming young people's clubs or older people's clubs too and contacting different other American clubs and telling them about discrimination against Mexican people. That's about the only way that I feel it could be done, that something could be done about it, because it's really the public who makes this discrimination against Mexican people, it's not the government particularly, it's the public itself that does it. I: You were saying something a while ago about what they did in Los Angeles about discrimination. F: Well, in Los Angeles they tried to get together and form clubs and in some cases a certain Mexican fellow applies for a job and the place where they tell him they couldn't give him a job because he's a Mexican, this certain club that he belongs to, they try to contact the manager or the superintendent at the plant and explain to him that even though he's a Mexican he's drafted and is counted in this country for the army and he's gotta do every other thing that the regular American citizen does, so why shouldn't he be allowed to have a good job to live by, a good job that he can depend on? If he has to do every other thing that the American citizen does for the benefit of the country, why shouldn't the country let him have a good job or else the individual manager of the plant should give him a good job. You're expected to be a good citizen. They only way I feel they can make good citizens out of Mexican people is treating them like American citizens. I: Do you think they make good citizens? F: Oh, absolutely, they sure will. I know they will make good citizens, if they're just treated the right way. 1: Do you think the project like this camp that we're in can be any help in training people to be good citizens? F: I feel that it does a lot of good to the people. And it would do them a lot of good to become good citizens, a camp like this will. I can see that certain forms of getting together that do get together it helps a lot. I: For cooperation. F: For cooperation and to educate them. Because what this camp is doing, the good that it's doing is to education mostly, showing the people that by getting together they can get somewhere. I: Have you ever been on the [camp governing] council before together like this in self-government? F: No, they've never had a self-governing council like this before. I: The council here works according to the democratic process, doesn't it? F: That's right. I: What do you think about that? Do you think that's going to be good in educating them? F: There is one good thing in educating. It gives the democratie point of view at least because everybody has a right to vote and make decisions
