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Read chapter 14 - "World War II: American Dilemmas" 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? Each weekly review should be about 1 page typed, single spaced. Each review is worth 5% of your overall grade. Collectively, the weekly reviews make up 50% of your overall grade. Do a good job! You will submit the review via Canvas. Typed Assignment/Paper Format Requirements: All typed assignments are to be done in Times New Roman 12 point font. Set margins at 1 inch. For spacing, consult the specific assignment instructions. 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 to an external site.Links to an external site.

How does the understanding of justice in different cultures throughout history affected modern legal systems?(300 words).

Objective: Complete your project in the format you planned and present the work to your class. Share your veteran’s story with the class through a thoughtful, engaging presentation. Your work may also be featured on LMU’s Digital Veterans Legacy Program website with revisions. Project Requirements: Visuals: Incorporate images, documents, and/or maps Narrative: Tell a compelling, human-centered story Historical Context: Clearly connect the veteran’s life to larger WWII events Creativity: Engage your audience with a thoughtful and visually appealing format Presentation length: 5-7 minutes; You may and can speak about various Veterans however primarily focus on "Randall Ching."

Turnitin™ This assignment will be submitted to Turnitin™. Instructions: Required Book: Patterns of World History, Volume Two, From 1400 4th Edition Oxford University Press. New York. 2020. ISBN -10: 0197517048. (USE APSU LIBRARY TO FIND SOURCE) Question: The time frame is roughly circa 1400 to 1500: The Material and Trading Worlds, Circa 1400. Write an essay concerning "Where and when did the Industrial Revolution originate?" You should write an introduction paragraph or half a page presenting the origins of the Industrial Revolution. You should write about one paragraph or one page on each of the Continents, so there should be about three total paragraphs or three pages. You should write a conclusion paragraph or a half-page conclusion reflecting on the Industrial Revolution and its impacts. Your paper should be at least 2+ or 800 words long, not counting your illustrations and sources. Your answers must be supplemented with additional information from at least two other sources besides your textbook. Your textbook does not count as a source. You cannot use encyclopedias or online encyclopedias as sources. Online journals and online articles are acceptable as long as you provide your references, preferably in Chicago format or any other consistent format. You can use our APSU Online Library portal to start your research. In any case, you absolutely need to provide the author's name, the article or book title, the publication name, and the year of publication. NO AI-GENERATED MATERIALS, NO Chat GPT, OR OTHER SOURCES MAY BE CONSULTED OR USED FOR THIS PROJECT. NO INTERNET SOURCES OR SOURCES OR PROGRAMS SIMILAR TO AI MAY BE USED. You have only until the due date to submit your assignment. Please remember that you need to answer in one essay format. SKILLS: This assignment aims to help you practice the following skills essential to your success in college and your professional life beyond school. In this assignment, you will: Access and collect needed information from appropriate primary and secondary sources. Synthesize information to develop informed views. Compose a well-organized, concise report to expand your knowledge of the historic sites you have chosen. KNOWLEDGE: This assignment will also help you to become familiar with the following important content knowledge in this discipline: Issues facing the history of our present world. Scholarly research formats for documenting in-text sources and creating reference pages (i.e., bibliographies). GRADING: This report is worth a maximum of 50 points. You will not be able to submit any report after the due date, and you will not receive any credit. Use your word processor to type your answer. Save your file as a Doc (Word) file. The Assignment Report will be graded on the following criteria: The Question is addressed and well-developed. The introduction is relevant and interesting, and the conclusion is specific and emphatic. At least three major points or paragraphs are identified and developed in your own words, not copied (no plagiarized phrases or sentences). The information given is thorough. The information is clear and easily understood. The material is sequenced logically, and good transitions are employed. The information follows a logical sequence. The assignment is readable with few distracting spelling or grammatical errors. The sentences and paragraphs are clear and well-developed. At least two supplementary sources are identified, and their information is developed. Grading will be as follows: Presentation/Format: 10 Introduction: 10 First Major Point/Paragraph: 20 Second Major Point/Paragraph: 20 Third Major Point /Paragraph: 20 Conclusion: 10 References at least two: 10 Assignment Total: 100 Originality score - synthesize your information without exceeding 20 on originality.

Hide Assignment Information Turnitin™ This assignment will be submitted to Turnitin™. Instructions: Required Book: Patterns of World History, Volume Two, From 14004th Edition Oxford University Press. New York. 2020. ISBN -10: 0197517048. (USE APSU LIBRARY TO FIND SOURCE) Why did supremacist nationalism disappear after World War II? https://apsu.primo.exlibrisgroup.com/discovery/search?institution=01APSU_INST&vid=01APSU_INST:01APSU&query=any,contains,%20Why%20did%20supremacist%20nationalism%20disappear%20after%20World%20War%20II%3F&queryTemp=%20Why%20did%20supremacist%20nationalism%20disappear%20after%20World%20War%20II%3F&tab=Everything Looking for 4 (4 minimum/ 5 maximum) pages (double space - Calibri 12), look at state development to show the evolutions (sources). How did Luther (protestant reformation) influence the expansion? As we learn from history – does this still apply? Provide analysis and academic references (3 minimum- Chicago style) NOTE: Academic Sources include - Books, Journal articles, and Published reports. Do not use a Textbook as a source. If the sources are not academic, they will NOT count against minimums (i.e., I won't accept paper) All sources must be cited using the Chicago Manual Style. Do not use block quotes; papers should not have more than four direct quotes. Turnitin originality reports should be at most 25%; any paper with an originality score higher than 45% will receive a zero. In addition, 15 points will be deducted for every 5% between the 25-45% mark. The originality index will be part of the Turnitin scan - even sourced, it should not exceed 25 - if higher than 45, I will not accept the paper as original work. Points will be deducted above 25 as a score. Plagiarism will not be tolerated. Blatant plagiarism will result in a zero for the assignment. Access academic sourcing using Library (https://library.apsu.edu/) or JSTOR (Under Databases in the Library menu). NO AI-GENERATED MATERIALS, NO Chat GPT, OR OTHER SOURCES MAY BE CONSULTED OR USED FOR THIS PROJECT. NO INTERNET SOURCES OR SOURCES OR PROGRAMS SIMILAR TO AI MAY BE USED. You will be graded on your ability to develop an argument consistently in 4-5 pages. You will be graded on the paper's content, style, and grammar. You must support the argument and provide your point of view. If your argument is weak, you will not do well; if your paper is full of writing or historical accuracy errors, you will likely not receive a passing grade. The topics can be on nearly any aspect of population growth and Religion and how they evolved. This assignment provides an opportunity to explore an area of individual interest in depth while also learning critical research and writing skills. Category Excellent (90-100) Good (80-90) Average (70-80) Poor (fewer than 70) Quality of Information Relates the topic researched with multiple supporting details. It (clearly) relates to the topic researched with some supporting details. Adequately relates the topic researched with some or few supporting details. It did not adequately relate to the topic researched. Few supporting details are included. Sources Academic Sourcing used- correct format Academic Sourcing was used- the correct format was desired. Academic Sourcing used- correct format Failed to use adequate newspaper sources and not completely documented in the desired format. Amount of Information Included four full pages of text and a separate cover page. They included at least three and a half pages of text and a separate cover page. They included at least three pages of text and a separate cover page. They included fewer than three pages of text and a cover page. Mechanics Followed all formatting instructions. No more than one or two grammatical, spelling or punctuation errors. Followed all formatting instructions. No more than three or four grammatical, spelling or punctuation errors. Followed most formatting instructions. No more than five or six grammatical spelling or punctuation errors. Followed few formatting instructions—many grammatical, spelling, or punctuation errors. You should write an introduction paragraph or half a page presenting the topic. You should write about one paragraph or page on each historical figure or subject. You should write a conclusion paragraph or half-page reflection on the subject. Your paper should be at least four pages or over a thousand words long, not counting your illustrations and sources. Your answers must be supplemented with additional information from at least two other sources besides your textbook. Your textbook does not count as a source. You cannot use encyclopedias or online encyclopedias as sources. Online journals and articles are acceptable if you provide your references, preferably in Chicago format. You can use our Online Library portal to start your research. In any case, you absolutely need to provide the author's name, the article or book title, the publication name, and the year of publication. You have only until the due date to submit your assignment. Please remember that you need to answer in one essay format. GRADING: This report is worth a maximum of 100 points. You will not be able to submit any report after the due date and will not receive any credit. Use your word processor to type your answer. Save your file as a Doc (Word). The Assignment Report will be graded on the following criteria: The Question is addressed and well-developed. The introduction is relevant and interesting, and the conclusion is specific and emphatic. At least three major points or paragraphs are identified and developed in your own words, not copied (no plagiarized phrases or sentences). The information given is thorough. The information is clear and easily understood. The material is sequenced logically, and good transitions are employed. The information follows a logical sequence. The assignment is readable with few distracting spelling or grammatical errors. The sentences and paragraphs are clear and well-developed. At least two supplementary sources are identified, and their information is developed. Grading will be as follows: Presentation/Format: 10 Introduction: 10 First Major Point/Paragraph: 20 Second Major Point/Paragraph: 20 Third Major Point /Paragraph: 20 Conclusion: 10 References at least two: 10 Assignment Total: 100

Read the short summary of what happened. Create a preliminary timeline of the events using Timeline JS. Go to the New York Times database on the Newman Baruch Library webpage and do a search for newspaper articles related to your event. Note: Be sure to use one of the databases that includes coverage for the 1990s. I recommend doing an advance search to limit the search to the relevant dates. Find 2 articles that you think are useful for understanding how contemporaries understood the event. Download these. You will need them for the final project. Next read and analyze the primary sources in the Landscapes of Disaster Folder. In particular, spend some time analyzing the texts, images, and maps provided to think about the landscape, natural environment, and built environment in which the event took place and how it has been shaped and configured over time. What do these resources help you to understand about the specificity of the place and space in which the event occurred? Write up your thoughts (200-300 words) Post your chronology, links to your New York Times articles, and landscape reflections to the course blog. 3.2 Read the primary and secondary sources in the 3.2 Historical Context folder. For each reading assigned for the week you should consider the following: What does the reading tell you about the broader historical context leading up to disaster? How does the reading help you to better understand the role that human action and activity play in turning this natural occurrence into a natural disaster? Based on the reading, what actions at the time of the event might have helped to limit the impact of the natural occurrence on the human population? Why were these actions not taken? Finally, reflect on the readings. How do they shape your understanding of why this natural disaster happened? Then identify four (4) passages from each assigned reading that help you to answer these questions, and transcribe the passages (with page numbers). Post your reading notes to the Discussion Board with a short explanation of why each quote you’ve selected is useful for answering the questions above. 3.3 1. Read the primary and secondary sources in the 3.3 Historical Context Continued folder. For each reading assigned for the week you should consider the following: What does the reading tell you about the broader historical context leading up to disaster? How does the reading help you to better understand the role that human action and activity play in turning this natural occurrence into a natural disaster? Based on the reading, what actions at the time of the event might have helped to limit the impact of the natural occurrence on the human population? Why were these actions not taken? 2. Then identify four (4) passages from each assigned reading that help you to answer these questions, and transcribe the passages (with page numbers). Post your reading notes to the Discussion Board with a short explanation of why each quote you’ve selected is useful for answering the questions above. 3.4 Now pull all the work that you’ve done over the semester together by completing your Timeline to show how the historical processes that you’ve been studying have shaped the contours of this natural disaster. Remember to look at the final project instructions to ensure that your timeline includes all required components.

Hey !! I just need you to build an essay outline for me, I will provide instructions and the prompt down below. Can you use basic grammar and it does not have to be lengthy at all! Thank you and reach out if you have questions. Prompt : Between the colonial period and 1865, scientific and technological advancements brought significant and sometimes unexpected, changesto American society. In your essay, address the following: 1. What were the key factors that influenced the development of new technologies in the U.S. during this period? Consider aspects such as demographics, economic needs, geographic conditions, and cultural influences. 2. How did the government, public organizations, and private individuals contribute to and manage these technological changes? Explore their roles in promoting, funding, and implementing new technologies. Note – this is CIVICS. 3. What ethical dilemmas arose from these scientific and technological advancements? Reflect on the moral issues and societal impacts that emerged as a result of technological progress. Note – This is ETHICS

Interpreting the Past: Revolutionary Documents Due Sunday by 11:59pm Points 25 Submitting a text entry box One of the main jobs of historians is to interpret the past by reviewing primary documents, scholarly secondary sources, and then creating an analysis of this research. After reading your text and reviewing the assigned materials, submit an analysis of the Documents of the Revolutions. You might want to consider the following questions, but you are not limited to them: Look at the Revolutionary Documents from the United States’ Declaration of Independence, France’s Declaration of the Rights of Man, Mexico’s Declaration of Independence & Texas’ Declaration of Independence. How did the United States’ Document influence the others? What significant themes do you see in all of them? Which words & phrases are used in all of them? How do these words & phrases connect to your understanding of independence or where do you still have them relevant today? This assignment should be at least 300 words and contain your reactions or questions about some specific issue within the historical narrative which you find compelling. For full credit, your paper must not simply sum up the reading or repeat points made there. Rather, I’m looking for you to create your own interpretation, explain the emotional content of the piece, or discuss some original insight. Include citations as needed.Discussion: The Industrial Revolution and Cities During the Industrial Revolution, many people moved from rural countryside homes to cities. Consider how this changed how people lived. In what ways did family structures change as people moved to urban areas? What were the benefits or disadvantages of living in cities? To what extent do modern living patterns reflect this shift to urban areas? To receive full credit for this assignment your post must: Address the questions asked in the paragraph above in at least a 300-word post and cite all outside sources appropriately In your initial post, include at least one interesting question the readings raised for you Reply to at least two of your classmates' posts and attempt to answer their question (100 word posts minimum) Reply Matthew Mietlinski Apr 18 10:17pm Reply from Matthew Mietlinski During the industrial revolution there was a lot of change and some of these changes evolved the way people lived, especially in cities. But during this time when factories were starting to be built using steam engines, they no longer had to be near any rivers, because of this they built them in cities instead. This drew a lot of attention and people from all over the countryside were looking for work because the job market was high. To put it in perspective Manchester’s population exploded from a lot of people, coming in from 27,000 in 1773 to more than over 300,000 by 1851. But cities were ready for that much growth in that much time. Because working class families were all crammed into the small space, and poorly built houses that were called back-to-backs. These types of home would also not have any ventilation, no plumbing and no space. Now according to Spartacus Educational, many of the people live in cellars and attics that were wet and damp, dark and dangerous. Just the whole environment around it is filled with trash, animal waste, and even sewage. Also shared outdoor toilets were often just holes in the ground anywhere they could do it. The other downside would be that the waste would also overflow in the streets. (Industrial Towns and Cities, n.d.). Not only that, but pollution also made things way worse. Because smoke from the factories would make the air thick and dirty, with the rivers also being filled with chemicals. During this time also had many diseases and these diseases would spread fast through the community of their neighborhoods, and even being way worse with children. In some towns, many children under the age of 5 would die because their immune system isn’t built yet. It was so bad even the average adults during that period had short life expectancies, specifically those that worked in mines or mills. Friedrich Engels, the one that wrote about the working-class life in Manchester, said the ways that the wealthy lived acted as if they were blind when there was suffering around them and paid no attention to it. If anything, it was like a wall that couldn’t see between the rich and the poor. One thing that the Industrial Revolution did was that it brought a lot of major progress, even though industrial towns were hard to live in during the early stages of the revolution. Eventually, because of the harsh conditions it did lead to changes in housing, cleaning and labor laws but for the longest, but life for workers is just hard in general in these types of cities making it tough of them and less family time. Citation: Industrial towns and cities. (n.d.). Spartacus Educational. https://spartacus-educational.com/Industrial_Towns.htmLinks to an external site. Reply from Seth Boot The Industrial Revolution, which began in the 18th century, was a time of great change. The changes affected almost every aspect of life. As the Industrial Revolution began to take shape, rural areas migrated en masse from the countryside to more urban developments. This shift greatly affected family structure and living conditions. Before the Industrial Revolution in many rural societies, families often lived in large, extended, multigenerational households. These households would work very well where each of the family members had a defined role and in some households, a family hierarchy. With the turn of the century and the rapid industrialization, many of these rural communities were drawn to cities in search of work. With the rise of these factory jobs, these rural family structures underwent transformations. One such transformation is the rise of what's called the Nuclear Family. Due to urban conditions often being cramped and limited housing, it would become impractical for an entire extended family to fit in the same unit. As a result of this, nuclear families would become more the norm, consisting of a child and a parent household. With the migration to an urban environment also came new employment opportunities. The employment of both women and children would dramatically increase. This challenged traditional domestic house roles for women. Some of the benefits of living in urban environments include a lot more social mobility would greater exposure to different professions and ideas individuals are no longer relegated to being farmhands and rural workers. While there were many benefits to urban living, there were also considerable downsides. Due to these mass migrations, many of urban environments would lead to overcrowding. With this overcrowding, slums would begin to emerge, as well as an increase in diseases. A question i pose is: if you were alive during this periods would you also leave your rural home in search of opruttunity CC Carla Contreras Apr 18 1:55pm| Last reply Apr 18 7:52pm Reply from Carla Contreras The shift from rural to urban areas during the Industrial Revolution significantly changed how people lived. In rural areas, also known as the countryside, families lived together on farms. Farms call for lots of labor and responsibility for maintenance; therefore, families shared responsibilities. However, as people began moving into urban areas, their family structures and roles changed. The city life, made up of apartments and tenements, couldn't support large extended families living under one roof. Instead, cities supported nuclear families, made up of only the parents and their children. This shift called for an increasing need for income, so oftentimes, nuclear families all worked together in factories. However, this situation varied depending on social class. This contributed to diminishing traditional family structures. Urban families had to work harder for extended hours, leaving them with less time to spend quality time with their families. The shift from rural to urban living came with several benefits and disadvantages. Urban areas enabled easier access to services, such as healthcare and education. In addition, cities created employment opportunities, most commonly employment roles in factories. These two advantages were the driving factors that attracted rural families to make the move to urban areas. However, this move also came with disadvantages. Cities were overcrowded, which led to unsuitable living conditions. Due to poor sanitation and increased pollution, diseases spread quickly, leading to diminished health across society. Children also worked in dangerous conditions at young ages, taking away from their childhood. Still, families in search of a "better life" with financial stability and greater opportunities made their move into cities. Today, modern living patterns reflect this shift to urban areas from the Industrial Revolution. Urbanization has continued to evolve since then, as many people now live in cities. Cities are also expanding with more apartments being built to support increased population growth. Also, nuclear families have remained, as most homes include parents and their children. However, living conditions have improved since then. Question During the Industrial Revolution, did urbanization from the country to cities strengthen or weaken communities? Works Cited Beck, E. (n.d.). Living conditions in industrial towns. History Crunch. https://www.historycrunch.com/living-conditions-in-One of the main jobs of historians is to interpret the past by reviewing primary documents, scholarly secondary sources, and then creating an analysis of this research. After reading your text and reviewing the assigned materials, submit an analysis of the Documents of the Revolutions. You might want to consider the following questions, but you are not limited to them: Look at the Revolutionary Documents from the United States’ Declaration of Independence, France’s Declaration of the Rights of Man, Mexico’s Declaration of Independence & Texas’ Declaration of Independence. How did the United States’ Document influence the others? What significant themes do you see in all of them? Which words & phrases are used in all of them? How do these words & phrases connect to your understanding of independence or where do you still have them relevant today? This assignment should be at least 300 words and contain your reactions or questions about some specific issue within the historical narrative which you find compelling. For full credit, your paper must not simply sum up the reading or repeat points made there. Rather, I’m looking for you to create your own interpretation, explain the emotional content of the piece, or discuss some original insight. Include citations as needed.

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

THEMATIC PAPER GUIDELINES The thematic research paper entails writing an in-depth analysis of artwork produced by an African American with emphasis on a chosen theme, concept or idea. In the paper you must demonstrate knowledge of, and conduct a critical analysis of a particular artist, style, content, purpose, coupled with a formal analysis. Sample themes include (you may choose a theme of your own): AFRICANISMS AGIT-PROP ALLEGORY APPROPRIATION COLOR CREATIVE IMPULSE EMOTION (feeling, mood, etc.) GENDER ICONOGRAPHY/SYMBOLISM IDENTITY ISSUES OBJECTIFICATION / STEREOTYPES POLITICS PORTRAITS POWER PROPAGANDA RACE RELIGION SELF-PORTRAITS SEXUALITY SOCIAL JUSTICE/INJUSTICE SPIRITUALITY TRAGEDY WAR The thematic research paper should be a minimum of 8 double-spaced typed pages (not including images or bibliography) using a 12-point font, and consist of a theme of your choice focusing on African American art. The paper should demonstrate your knowledge of the work of artist(s), style, period, or subject matter selected as it relates to your theme. The paper should be a critical analysis of the work (compare/contrast paper is best), with reference to historical, social, political, etc. issues. An informational paper is also acceptable, but you will receive a lower grade. A bibliography of a MINIMUM of 3 sources should be at the end of your paper. Your sources should consist of published books or peer reviewed journal articles (the textbook can be used as a reference but not one of main sources for your paper). Cite your sources throughout the paper and include a works cited page at the end of your paper. Final paper due dates: Paper topics due - April 22nd Paper proposal presentation - Submissions and response due between May 1st and May 4th Final paper/project due - May 17th 11:59 p.m. GUIDELINES Start research early. Begin looking in the library and online for books related to your artist. If you cannot find a book in the library, you can request it through interlibrary loan (ask librarian). Research options: Library on-line catalogue San Diego State University Library Resources Other Public Libraries (USD and UCSD have extensive art sections) Internet. If you use the Internet for information you must cite the information in the proper format (check citation handbooks - Chicago Manual of Style). The most reliable information comes from academic sites (i.e. .edu), museums, galleries, or institutions that focus on a particular subject. Choose 2-3 images to analyze in paper that connect to your theme. Compile information. Read your articles and books. Based on your readings choose 2 to 3 art pieces to discuss. Remember to read, observe and then think about the art object in relation to the readings. Read books on writing about art for tips. Writing the paper. The paper should be a critical analysis of the work, but an informational paper is also acceptable. When you begin writing the paper make sure you state your thesis or point in the first paragraph. Begin with a brief outline of the background information (historical, cultural, religious) of the artist/culture you chose (the entire paper should not be biographical or purely an informative paper). The main body of the paper should be a discussion of the works of art you chose (2-3 is good). A discussion of the formal elements, principles of design, content/meaning, and background factors is important, including the critical analysis from your sources that relate to your theme. You should also include a proper conclusion to the paper, summarizing the main points of the paper, restating key points about the artist/culture and the work(s) discussed. Paper formatting (Chicago Manual of Style) 1-inch margins 12 pt. font (Times New Roman) Double-spaced If images are imbedded into document text must still equal 8 pages Once the paper is completed, set it aside for a day and reread the paper for any structural or spelling errors (remember you can turn the paper in early for comments and suggestions). The final paper should include: Research paper (8 pages) (Name in upper left-hand corner). Works Cited Page (and your sources should be cited throughout your paper). Photocopies of the works of art discussed, titled and numbered (you may have to upload them separately).