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The year 2019 marked the 500th Anniversary of the Fall of Tenochtitlan, the Aztec capital city. A vast majority of our information comes from Spanish sources about the Aztecs, which depicted them as "Cannibals, Savages, Heathens". The following learning activity will look to demystify some common misconceptions about Aztec society and culture. Directions: Write a 2-page essay (500 word count, not including the questions and directions), double-spaced paper in response to the questions below. Not sure what a college essay is? Google it LOL! Seriously though, check out OWL Perdue University Links to an external site.. There is NO need for a cover page. There is NO need for a work cited page, even though you are required by Grossmont College to use in-text citations. Basically, let me know which video clips and articles were used in your responses with in-text citations. Make sure to use all of the provided resources below and reference information from the lecture PPT, module readings, and video clips for full credit. Questions: What are some of the misconceptions about Aztec culture and society? How are these misconceptions about Mesoamericans, like the Aztec and the Maya, depicted in the film Apocalypto? How does the work of Camilla Townsend, and other historians who utilize indigenous-language sources, challenge these misconceptions? After watching Aztecs: Engineering an Empire, identify two accomplishments of Aztec society that are unrelated to war or human sacrifice. Why do you think there is so much focus on the Aztec's practice of human sacrifice and almost no discussion of European methods of torture and execution (draw and quartering, burning, etc.)? Read the article "12 Lies About The Aztecs Even History Buffs Are Guilty Of BelievingLinks to an external site." Setareh Janda | June 7, 2021 -Pay particular attention to #3 and #8 Watch the Sacrifice Scene from Apocalypto (4 minutes) Warning: The following scene depicts human sacrifice Watch the TED Ed: History of Cannibalism (0-1:23) Warning: This video contains cartoon depictions of people eating other people Read the article "We Learned About the Aztecs From Their Conquerors—But New Research Is Letting Them Speak for Themselves"Links to an external site. Camilla Townsend | November 1, 2019 Watch the History Channel Documentary Aztecs: Engineering an Empire (13:20 - 21:35) Optional: Watch Podcast with Dr. Camilla Townsend discussing her book The Fifth Sun (40 minutes)

Provide a brief but detailed synopsis of what you have learned from the presentation given on September 19, 2024 on the impact of people on the medieval environment and medieval climate change. Remember, this is for extra credit and not a mandatory assignment, but I do want you to provide as much detail as possible to ensure you were paying attention and retained the information provided. Also, provide any positive takeaways you have obtain during this presentation.

Reading Response 1: Questions and Instructions In our first few weeks, readings have included a variety of topics concerning Native communities, including Creation stories, traditional culture and early colonization. Please submit a professional and academic essay response to the following questions: W1 Readings: Dunbar-Ortiz: Introduction According to Roxanne Dunbar-Ortiz, what is the Columbus Myth and the Doctrine of Discovery? What is settler colonialism, and what are some aspects thereof? Please explain with examples from the reading. W2 Readings: California Indian Nights Read through some of California’s Native creation stories and consider the “Characteristics of Creation Stories” slide presented in lecture. Can you identify similarities in some of these narratives? Where? Lastly, what are some of your personal thoughts on these creation stories? W4 Readings: Columbus Journal Based on what you read in his journal, what does Columbus primarily care about upon his arrival to the Americas? Can you identify aspects of the 3 G’s of exploration presented in lecture? Where? Please use examples from the readings to support your responses. Format: 1000 words minimum; 1250 words maximum (for the entire response, not per question) Briefly summarize the reading and what it discusses (few sentences), then go into responding to the questions about the readings. Note: Longer responses typically produce a stronger response so aim for 1250 words if you are seeking full credit Insert a heading: Please include a heading with your name and course information Use paragraphs: Please use paragraphs to separate responses/different themes and topics. Do not create "word walls." Citations: Please provide between 2-4 citations/references to the assigned readings per question. You are only citing from the assigned readings - no outside research is necessary NO LONG QUOTES. Instead, paraphrase and explain in your own words where possible. Short, one-sentence quotes are ok where necessary. In-text citations are ok: Since we are all using the same sources, in-text citations are ok: Example: According to Dunbar-Ortiz, Native communities have existed in North America for thousands of years (Dunbar-Ortiz, page number). Due: Sunday (2/16) before 11:59pm Extensions are only given for documented proof of emergency

Typical decorations in the palaces of Persian rulers were reliefs that depicted scenes of the rulers. This came from a long tradition of relief decoration. Take a look at the following images. The first is an older, Assyrian relief. The second is a Persian relief from Persepolis. Post a 200 word response describing the differences between the two reliefs. What do they say about the different approaches to power and treatment of their people. Do we know this to be true (aka did one group treat their subjects better than the other). Finally, why do you think they choose to depict the scenes that they did? Extra credit: find and post another relief from ancient Assyria or Persia and briefly describe what is being depicted.

Please write a 5-page essay explaining North Carolina's history after the Civil War and into the Reconstruction era. Please use the second prompt provided in the document. Texts that will be helpful are To Right These Wrongs by Robert R.Korstad and James L. Leloudis, Wilmington's Lie by David Zucchino and Like A Family: The Making ofa Southern Cotton Mill World by Jacquelyn Dowd Hall, James Leloudis, Robert Korstad, Mary Murphy, Lu Ann Jones, Christopher B. Daly. Please reach out if you have any problems with finding the texts.

While skin color was not the only distinguishing characterstic of race in the middle ages, we would be remiss to not acknowledge that it was a characterstic. One of the best points of encounter are the rise of the Islamic Commonwealth, where Islam spread from the Hejaz throughout parts of Africa, Asia, and Europe. In so doing, it encountered different people and those cultures found moments of cooperation and also clashing. Below are two examples where individuals refuted claims of Arab superiority in Islam versus non-Arabs on make references to skin color in doing so. For this assignment: Read Al-Jahiz, excerpt from Book of the Glroy of the Black Race Of particular note is his Zanj status... look this up if you don't know what that means. More information about Al-Jahiz is located on his wikipedia page: https://en.wikipedia.org/wiki/Al-Jahiz N.B. I also have the whole book translated if you ever want to peruse it. Read Ibn Garcia, RisalaDownload Ibn Garcia, Risala Due to his Basque origin, many of the non-Arab Muslims in this period of Spain were significantly lighter than members of the Arab ruling class, who claimed superiority due to their Arab status. I have included some of his wikipedia page for more context on Ibn Garcia Describe what you have read. Is it as simple as Black vs White or are other things going on? What parts of the passages stood out to you and why? How do these readings specifically shape the complexity of race in the middle ages? This should take about 300 words if you are hitting all of the parts and providing specific references to Al-Jahiz and Ibn Garcia. P.S. One of my favorite parts of Ibn Garcia is when he uses the vocative phrase, "O, hater" as a diss to those that think differently than him. But there are plenty of other interesting parts of both readings to comment upon. And I cannot stress this enough... be specific.

Causes of the Civil War The goal of this assignment is to analyze an event, in relation to the Antebellum period of the United States, that you feel directly led to the Civil War of the 1860s. This will help you develop a deeper understanding of the concepts discussed throughout our course and encourage critical thinking. You will create an essay that is at least three pages in length, not counting the title and reference pages. Use a minimum of three peer-reviewed or academic resources, two of which must come from the CSU Online Library. For more than 160 years, historians have painstakingly searched for the one factor that caused the American Civil War; the event that caused disunion to turn to war. The search is so intense that the American Civil War is one of the most researched events in the history of the United States. Throughout Unit VII, we have learned about various events and variables that could be identified as a factor that has set the United States on a path toward the American Civil War. Select one event from the list below: The Compromise of 1850 The Kansas-Nebraska Act Presidential Election of 1856 Dred Scott v. Sandford (1857) The Lincoln-Douglas Debates John Brown's raid on Harpers Ferry Presidential Election of 1860 Then, write a scholarly paper in which you accomplish the following: Provide insightful and a thorough analysis of the event. Explain why you believe this single event caused such intense disunion within the United States that the country was placed on a trajectory toward the American Civil War. Discuss how social, political, and economic dynamics may have played a role in the event. Clearly describe how the event served as a catalyst for the American Civil War. Recommendations for Success: Do not begin to work on the Unit VII Assignment until you have read (in full) the Unit VII Study Guide and read/viewed the assigned Required Unit Resources. After you have read/reviewed the Unit VII material, carefully review the Unit VII rubric so that you are aware of how your work will be evaluated. Present insightful and thorough analysis with strong arguments and evidence; dive into the details to help present strong content. Remember to incorporate the five Ws of research into your writing: who, what, where, when, and why. Take the time to review the CSU Online Library, Writing Center, and APA resources provided below. Reach out to the CSU librarians if you have questions about the library or locating resources. Contact the Writing Center if you would like help mastering APA Style, organization, or other writing skills. Recommended electronic databases to use: America: History and Life JSTOR Academic Search Ultimate If you have questions about the assignment, contact your course instructor or professor.

Directions: Read attached 4 files then. Then, using the resources, write a 750-1000 word essay on the following topic: "How would you describe the interfaith encounter between Muslims, Christians, and Jews in the Medieval Mediterranean? To what extent would you ascribe medieval concepts of race to these situations." See the rubric for additional information about how the assignment will be evaluated.

???? 1. Formatting Requirements 8 pages (Times New Roman, 12pt, double-spaced). Chicago-style citations (footnotes, NOT in-text citations). Bibliography required (separate page, does NOT count toward the 8-page limit). Must be structured as an interview, not a standard essay. Dialogue-driven with historical context provided between responses. Must be engaging, historically grounded, and immersive. ???? 2. Key Requirements from the Rubric ???? The professor emphasized this is the most important grading factor: Show a strong grasp of materials—this is the primary concern for grading. Everything must be based on the required readings. No outside sources allowed—only cite from primary & secondary sources provided. Historical accuracy is mandatory—the conversation must reflect real issues of the time. ???? 3. Citations (Required Usage of Sources) At least 15 citations required (mix of paraphrased and direct quotes from provided readings). Must use Chicago-style footnotes. At least 3 direct quotes required: 2 from primary sources (Plan de Ayala, Mexico Reader, etc.). 1 from a secondary source (Knight, Joseph & Buchenau). Paraphrased material must also be cited properly. Quotes must be used meaningfully, not randomly thrown in. ???? 4. Required Themes (Professor Emphasized These in Rubric & Class Notes) ???? The professor stated these must be deeply explored in the interview to show understanding of the readings. 1. Land Reform & The Zapatista Cause Porfirio Díaz’s land policies (Ley de Terrenos Baldíos)—how millions of acres were stolen [(Knight, The Mexican Revolution)]. Impact on campesinos—forced labor, displacement, hacienda control [(Joseph & Buchenau)]. Plan de Ayala & Zapata’s ideology: “The land belongs to those who work it.” [(Zapata, Plan de Ayala, 1911)]. 2. Porfirio Díaz’s Dictatorship & Economic System How Díaz favored the elite at the expense of the poor. The rurales (police force)—how they violently suppressed dissent. Foreign investment & economic exploitation [(Knight, The Mexican Revolution)]. 3. The Mexican Revolution & Political Betrayals Madero’s failure to enact land reform—why the Zapatistas turned against him. Carranza’s rise and the internal conflicts between revolutionary factions. How revolutionaries like Zapata and Villa were viewed by different groups. 4. Huerta’s Dictatorship & The Decena Trágica (1913 Coup) How Huerta overthrew & killed Madero [(Knight, The Mexican Revolution)]. Mexico City burned for ten days of chaos [(Joseph & Buchenau)]. Huerta’s brutal repression of revolutionaries. 5. U.S. & Foreign Involvement in the Revolution How the U.S. supported different sides to protect business interests. American companies owned millions of acres of land [(Joseph & Henderson, The Mexico Reader)]. The U.S. invasion of Veracruz & its impact on Huerta’s downfall. 6. Realism & Everyday Life During the Revolution Electricity was rare (most people used candles/oil lamps). Roads were mostly unpaved. Most people traveled on horseback or foot—cars were rare. Villages were burned, abandoned, or under revolutionary control. The war left many families displaced, starving, and struggling to survive. ???? 5. Required Characters & Their Role in the Interview Tomás Rivera (Interviewer): A Mexican journalist covering the revolution. Comandante Joaquín Ortega (Interviewee): A Zapatista military leader, fictional but historically realistic. Miguel García (Additional Character): A 16-year-old Zapatista soldier representing the youth who joined the revolution after losing their land. The professor emphasized that characters must feel real. The dialogue should be historically plausible and reflect actual Zapatista ideology. ???? 6. Use of Sources (Citations & Quotations) At least 15 citations required (Chicago-style footnotes). At least 3 direct quotes required: 2 from primary sources (Plan de Ayala, Mexico Reader). 1 from a secondary source (Knight, Joseph & Buchenau). Paraphrasing must also be cited. Quotes should be integrated naturally in the dialogue. Bibliography must be in Chicago format but does not count toward the 8 pages. ???? 7. Final Deliverables (What the Tutor Must Submit) ???? The final paper must include: ? 8 pages, double-spaced (Times New Roman, 12pt). ? Structured as a fictional interview (NOT a standard essay). ? Historically immersive setting with engaging dialogue. ? 15 citations total (all from provided sources). ? 3 direct quotes (2 primary, 1 secondary). ? Chicago-style footnotes. ? Bibliography (Chicago style, separate from 8 pages). SOURCES, SYLLABUS, RUBRIC, AND INSTRUCTIONS: https://drive.google.com/drive/folders/1RuhE35Srkw...

HISTORY 115—SECTION 5116 SPRING SEMESTER 2025 PROFESSOR OSCAR CAÑEDO GUIDELINES FOR NACLA ASSIGNMENT #1 FOR THIS ASSIGNMENT, YOU ARE TO READ CURRENT NEWS ARTICLES ABOUT LATIN AMERICA FROM THE WEBSITE FOR THE NORTH AMERICAN CONGRESS OF LATIN AMERICA (NACLA) AND SUBMIT THREE SHORT REVIEWS DURING THE SEMESTER. PLEASE SUBMIT ONE REVIEW PER DUE DATE. EACH REVIEW IS TO BE AT LEAST 3-4 PAGES AND EACH DUE DATE CORRESPONDS TO A REGIONAL TOPIC IN LATIN AMERICA. THE DUE DATES FOR THESE REPORTS ARE FEBRUARY 18; MARCH 14 AND 25. HERE ARE THE REGIONAL TOPICS CORRESPONDING TO EACH DUE DATE: FEBRUARY 18 (NEW DUE DATE DUE TO PRESIDENTS' DAY HOLIDAY): MEXICO, BORDER ISSUES AND IMMIGRATION, UNITED STATES FOREIGN POLICY, AND LATINX COMMUNITIES MARCH 14: THE CARIBBEAN (CUBA, HAITI, PUERTO RICO, DOMINICAN REPUBLIC, ETC.), AND CENTRAL AMERICA (GUATEMALA, HONDURAS, EL SALVADOR, COSTA RICA, PANAMA, NICARAGUA, AND BELIZE). MARCH 25: SOUTH AMERICA (BRAZIL, ARGENTINA, CHILE, PERU, URUGUAY, ECUADOR, COLOMBIA, BOLIVIA, PARAGUAY, AND VENEZUELA) PLEASE SUBMIT YOUR REPORTS THROUGH CANVAS IN EITHER OF THE FOLLOWING FORMATS: DOC, DOCX OR PDF (IF YOU ARE USING GOOGLE DOCS OR APPLE PAGES TO COMPOSE YOUR REVIEW, PLEASE BE SURE TO CONVERT YOUR PAPER TO DOCX OR PDF BEFORE SUBMITTING IT). LATE PAPERS WILL BE ACCEPTED FOR EACH SUBMISSION, BUT ONLY FOR ONE WEEK AFTER THE ASSIGNED DUE DATES AND WILL BE ASSESSED A FULL GRADE DEDUCTION. PLEASE INCLUDE A WORKS CITED PAGE, WHILE A TITLE PAGE IS OPTIONAL (NEITHER OF THESE PAGES COUNT TOWARD YOUR 3 PAGES OF TEXT). THESE 3 REPORTS WILL COUNT AS A COMBINED 30% TOWARD YOUR FINAL GRADE. 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 CLAUDIA SHEINBAUM, PRESIDENT TRUMP, VICE-PRESIDENT VANCE, FORMER PRESIDENT BIDEN, 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? 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 ANY 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 FEBRUARY 14 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 2022 TO JANUARY 2025. United States Foreign Policy, Border Issues and Latinx Communities: A STRATEGIC CROSS-BORDER LABOR ALLIANCE (FEB. 2024)LINKS TO AN EXTERNAL SITE. A TAPESTRY OF MISSING MIGRANTS STITCHES A MEMORY OF THE DISAPPEARED (JULY 2024)LINKS TO AN EXTERNAL SITE. 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. DISPATCH FROM A HAITIAN JOURNALIST IN SPRINGFIELD (OCT. 2024)LINKS TO AN EXTERNAL SITE. FOR HEMISPHERIC UNITY, A CHANGE IN U.S. FOREIGN POLICY IS NEEDED (APR. 2022) FREE TRADE FIREPOWER: THE GROWING HEMISPHERIC GUN TRADE (NOV. 2023) GANGSTERS OF CAPITALISM (BOOK REVIEW) (MAY 2023) IN GENTRIFIED ALPHABET CITY, A NEW LATINO SOCIAL CLUB AND ART SPACE OPENS ITS DOORS (FEB. 2023) IN THE U.S. SOUTH, LATIN AMERICAN DIASPORA ORGANIZES FOR PALESTINIAN LIBERATION (DEC. 2024)LINKS TO AN EXTERNAL SITE. 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) MAKING MEXICAN CHICAGO: FROM POSTWAR SETTLEMENT TO THE AGE OF GENTRIFICATION (BOOK REVIEW) (DEC. 2022) NARRATIVES OF CARCERAL COLLECTIVE RESISTANCE (BOOK REVIEW) (MAR. 2024)LINKS TO AN EXTERNAL SITE. NEW YORK CITY IS EVICTING MIGRANT FAMILIES: “THIS IS A HUMANITARIAN CRISIS” (JAN. 2024)LINKS TO AN EXTERNAL SITE. ORGANIZING AGAINST ANTI-HAITIANISM BEYOND BORDERS (SEPT. 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. SUMMIT OF THE AMERICAS UNDERLINES WIDESPREAD DISCONTENT WITH U.S. POLICY (JUNE 2022) THE BANALITY OF HENRY KISSINGER (NOV. 2023) THE CASE FOR OPEN BORDERS: A BOOK REVIEW FROM THE BANKS OF THE RIO GRANDE (BOOK REVIEW) (MAY 2024) THE HAITIAN COMMUNITY NEEDS ANOTHER MARCH ON BROOKLYN BRIDGE (NOV. 2024)LINKS TO AN EXTERNAL SITE. LINKS TO AN EXTERNAL SITE. THE MYTH OF AMERICAN IDEALISM: HOW U.S. FOREIGN POLICY ENDANGERS THE WORLD (BOOK REVIEW)(OCT. 2024)LINKS TO AN EXTERNAL SITE. LINKS TO AN EXTERNAL SITE. THE STRIKERS OF COACHELLA: A RANK-AND-FILE HISTORY OF THE UFW MOVEMENT (BOOK REVIEW) (SEPT. 2023) TRACING THE ANTI-HAITIANISM BEHIND THE SPRINGFIELD SCAPEGOATING (SEPT. 2024) UNSETTLED BORDERS: THE MILITARIZED SCIENCE OF SURVEILLANCE ON SACRED INDIGENOUS LAND (BOOK REVIEW) (NOV. 2022) (LINKS TO AN EXTERNAL SITE.) U.S. IMMIGRATION DETENTION SYSTEM: “A LIVING HELL” (FEB. 2022) VIVA PALESTINA! NYC STUDENT ENCAMPMENTS SPARK NATIONAL REBELLION (MAY 2024)LINKS TO AN EXTERNAL SITE. LINKS TO AN EXTERNAL SITE. “WHOSE SIDE ARE YOU ON?” BUILDING PALESTINE SOLIDARITY THROUGH MUSIC (SEPT. 2024)LINKS TO AN EXTERNAL SITE. LINKS TO AN EXTERNAL SITE. “YOU’RE ONE OF THE DISAPPEARED?” HOW I CAME TO ACCEPT MY PLACE IN HISTORY (JULY 2024) (LINKS TO AN EXTERNAL SITE.) (LINKS TO AN EXTERNAL SITE.) (Links to an external site.) Mexico: (Links to an external site.) 15 YEARS OF LAND DEFENSE AND COMMUNITY BUILDING IN XAYAKALAN (AUG. 2024)LINKS TO AN EXTERNAL SITE. 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. DELIVERING THE FUTURE: MIDWIVES WIN BREAKTHROUGH IN MEXICO (JULY 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) FACES OF WATER: WOMEN WATER DEFENDERS IN MEXICO AND URUGUAY (AUG. 2024)LINKS TO AN EXTERNAL SITE. 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. 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) LOVE AND DESPAIR: HOW CATHOLIC ACTIVISM SHAPED POLITICS AND THE COUNTERCULTURE IN MODERN MEXICO (BOOK REVIEW)(SEPT. 2024)LINKS TO AN EXTERNAL SITE. LOVE, COMMUNITY, AND ALIENATION IN NUDO MIXTECO (FILM REVIEW)TO AN EXTERNAL SITE. MEXICAN ACTIVIST PROTESTS FEMICIDE AT OAXACAN FESTIVAL (AUG. 2022) MEXICO HEADS TO POLLS AMID RECORD VIOLENCE (MAY 2024) (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) MURDER OF LIBERATION THEOLOGY PRIEST SENDS CHILL THROUGH CHIAPAS (OCT. 2024)LINKS TO AN EXTERNAL SITE. 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. PARAMILITARY RESURGENCE DRIVES MASS DISPLACEMENT IN CHIAPAS (AUG. 2024) “PINCHE ESTADO, COUNT THEM WELL”: IN MEXICO, THE STRUGGLE FOR TRUTH AND MEMORY CONTINUES (OCT. 2024) PROPOSED REGULATIONS THREATEN THE FUTURE OF MIDWIFERY IN MEXICO (OCT. 2024)LINKS TO AN EXTERNAL SITE. REAPPEARING THE MEMORY OF MEXICO’S TWICE DISAPPEARED (JUNE 2024)LINKS TO AN EXTERNAL SITE. TEN YEARS OF IMPUNITY: AMLO AND THE BETRAYAL OF AYOTZINAPA (SEPT. 2024)LINKS TO AN EXTERNAL SITE. 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 FORCE OF WITNESS: CONTRA FEMINICIDE (BOOK REVIEW)(OCT. 2024)LINKS TO AN EXTERNAL SITE. 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 REBIRTH OF OMAR GARCÍA HARFUCH (JULY 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) “VIOLENCE IS DEEPLY INTERTWINED WITH THE STATE” (SEPT. 2024)LINKS TO AN EXTERNAL SITE. YAHRITZA Y SU ESENCIA AND THE MEXICAN AMERICAN EXPERIENCE IN MEXICO (JAN. 2024)LINKS TO AN EXTERNAL SITE. WAR IN WORDS: AN INTELLECTUAL HISTORY OF THE “NARCO” IN MEXICO (BOOK REVIEW) (AUG. 2024)LINKS TO AN EXTERNAL SITE. WHAT’S LEFT OF MORENA? (JULY 2024)LINKS TO AN EXTERNAL SITE. ZAPATISTAS AT 30: BUILDING AND INSPIRING AUTONOMY (DEC. 2023)