-https://www.americanyawp.com/reader/16-capital-and-labor/william-graham-sumner-on-social-darwnism-ca-1880s/-https://www.americanyawp.com/reader/16-capital-and-labor/henry-george-progress-and-poverty-selections-1879/-https://www.americanyawp.com/reader/16-capital-and-labor/andrew-carnegies-gospel-of-wealth-june-1889/-https://www.americanyawp.com/reader/16-capital-and-labor/grover-clevelands-veto-of-the-texas-seed-bill-february-16-1887/-https://www.americanyawp.com/reader/16-capital-and-labor/lucy-parsons-on-women-and-revolutionary-socialism-1905/. Robber Barons or Captains of Industry? **NOTE 2/7: DEAR STUDENTS: APOLOGIES THAT SOME OF THESE LINKS ARE NOT WORKING. I HAVE EMAILED HUGO AND HE IS GOING TO REFRESH THEM. BUT YOU ARE NOT LIMITED TO THESE SOURCES. PLEASE RESEARCH ONLINE AT WILL–JUST MAKE SURE YOUR SOURCES ARE RELIABLE.** What bio details to research […]
Discipline: History
Cultural Exchange Between the Aztecs and Spanish: The Lasting Legacy on Race, Class, and Identity in Modern Latin America and the United StatesCultural Exchange Between the Aztecs and Spanish: The Lasting Legacy on Race, Class, and Identity in Modern Latin America and the United States
https://www.britannica.com/place/Mexico/Expansion-of-Spanish-rule https://geraldocadava.substack.com/p/the-aztecs https://www-jstor-org.deanza.idm.oclc.org/stable/279188?seq=1 midterm paper guidelines · Six pages double spaced Word document. · 12 point font in Times New Roman. · Utilize one primary source and two secondary sources. The primary source may be used from the class material. The secondary sources must be researched independently of class material. You are welcome to include […]
“Awareness of the Archive: Slavery, Medicine, and Methodological Approaches in the Writings of Saidiya Hartman and Deirdre Cooper-Owens”“Awareness of the Archive: Slavery, Medicine, and Methodological Approaches in the Writings of Saidiya Hartman and Deirdre Cooper-Owens”
How have historians of medicine and slavery, particularly Deirdre Cooper-Owens addressed the challenge of working with archives shaped by the violence and dehumanization of racial enslavement? To what extent have they taken up the methodological suggestions made by Saidiya Hartman in Venus in Two Acts? How does doing so change our understanding of the history […]
“Fascism in Germany and Italy: A Comparative Analysis of Origins, Operations, and Objectives (1918-1939)”“Fascism in Germany and Italy: A Comparative Analysis of Origins, Operations, and Objectives (1918-1939)”
From 1918 to 1939, compare and contrast the rise of fascism in Germany and Italy. How were they similar? How were they different? What is the significance of this comparison? Think about how the regimes were created, how they operated, and what their goals were For this research paper, follow these instructions: The paper should […]
“Fascism in Germany and Italy: A Comparative Analysis of Origins, Operations, and Objectives (1918-1939)”“Fascism in Germany and Italy: A Comparative Analysis of Origins, Operations, and Objectives (1918-1939)”
Term papers should be 5-6 pages in length. You must make use of a reasonable number of different sources—at least SIX monographs, or the equivalent in academic articles (about two articles are equivalent of one book). Papers must conform to the Chicago Manual of Style, use Times New Roman, font size 12, and be double-spaced […]
When and why did Europeans begin to enslave Africans, specifically? Who did Europeans enslave before pivoting to Africa for their labor exploitation?When and why did Europeans begin to enslave Africans, specifically? Who did Europeans enslave before pivoting to Africa for their labor exploitation?
I included all the readings and the screenshots for the readings to know which pages its on. If there isn’t one for the book then it means the whole thing. Also you dont need to use all the readings but use more than 4. The rubric is there in the files. Your formal prompt for […]
Compare and contrast the Mexican American and Chicano generations. Explain how they defined their identity and what institutional barriers each of them encounter in US society.Compare and contrast the Mexican American and Chicano generations. Explain how they defined their identity and what institutional barriers each of them encounter in US society.
Compare and contrast the Mexican American and Chicano generations. Explain how they defined their identity and what institutional barriers each of them encounter in US society. Regardless of your heritage, discuss in what ways you would or would not identify with a 1960s Chicana/o identity or struggle (i.e. educational, social, political, etc.). 1. Compare and […]
What were the forces behind the rise and fall of ancient civilization? What lessons can be learned and applied to tosaus world’sWhat were the forces behind the rise and fall of ancient civilization? What lessons can be learned and applied to tosaus world’s
Style Guidelines:The paper must be double-spaced, with 1-inch margins and a 12-point font.Do not add extra spacing between paragraphs.Use direct quotes sparingly or not at all. Instead, emphasize your own analysis.Plagiarism:Any plagiarism will result in a zero for the assignment.Depending on the severity, it could also lead to a failing grade for the course or […]
Japanese Internment Camps in California During World War II: Social, Legal, and Cultural Impacts of ExecutiveJapanese Internment Camps in California During World War II: Social, Legal, and Cultural Impacts of Executive
• Culmination of changes suggested by your instructor to the first draft. o Introduction (description of topic and thesis) o Main Body (develop and explain ideas that support thesis by incorporating research) o Conclusion (restating thesis and summary of findings) o Bibliography (minimum of 4 primary sources) • Cover page is optional. • Graphics/pictures should […]
To critically discuss how the methods of enslavement in West Africa contributed to the growth of theTo critically discuss how the methods of enslavement in West Africa contributed to the growth of the
To critically discuss how the methods of enslavement in West Africa contributed to the growth of the slave trade from the 1700s to the 1800s, we can follow these steps: 1. **Historical Context**: Understand the time period. The 1700s to 1800s marked a peak in the transatlantic slave trade, where millions of Africans were forcibly […]