Writing Homework Help

First: 

You will select one question that you want to engage with and provide a response. Your response should be no less than 200 words.  Please include parenthetical citations in your responses to show what ideas are coming from the lecture versus an assigned source.No late submissions will be accepted.

Note: You will not be able to see your classmates’ posts until after you have posted.  Thus, you will need to do the first part to move onto get any credit.

Second:

You must choose two different colleagues who have written on two questions that you did not answer.  You will need to substantively respond to two classmates (meaning actual engagement with the topic addressed). Simply complimenting or thanking a colleague for their comments will not be considered a responses moving forward and you will not receive credit for this reply. You do not have to agree with your classmates. Civil and respectful debate is encouraged. Reply posts should be approximately 50 words for each. No late submissions will be accepted.  If for some reason you have technical difficulties, please email me immediately to alert me to your issues and avoid losing credit it possible. 

In total, there are three parts. Each of the questions for our discussion boards are geared toward helping you prep for your course exams. It can be helpful to use our discussion board questions as a study guide for the midterm. 

Week 5 Discussion Prompts (Please Respond to 1 Question and two colleagues): 

The Black Panther Party’s (BPP) Ten-Point Program and Armando Rendon’s El Plan Espirtual de Aztlán drew on influences from Malcolm X’s activism and specifically, “The Ballot and the Bullet.” What similarities does each of these readings share in their definitions of nationalism? How did ideas about self-determination and self-identity influence Black and Chicano activism in the late-1960s, and what remedies did Malcolm, the BPP, and Rendon seek to address the issues facing the Black and Chicano communities? How are Rendon and the BPP’s definitions of nationalism and self-determination building on earlier generations of activism we’ve read this quarter (namely Marcus Garvey and Ho Chi Minh)? Make sure you cite examples from each reading to support your analysis. 

Donna Murch’s “Chapter 3: We Care Enough to Tell It” centers on the intellectual and material impact of student activism centered around the formation of the Afro-American Association in the East Bay Area (largely Berkeley, and Oakland) in the early 1960s. How did the AAA conceive of self-identity and questions around Black integration influence ideas of cultural nationalism and use of popular culture and public events influence successors like the Black Panther Party? Compare the tactics of the AAA to Students for a Democratic Society (SDS) mentioned in this week’s lecture. How were their goals similar and different? Make sure you cite examples from each reading to support your analysis. 

According to George Mariscal and Ernesto Chavez’s chapters, how was the Chicano/a movement a fracture and continuation of the previous generations of Mexican and Mexican American activism? Put another way, how did the radical project of the Chicano/a movement mark a departure from earlier, more reform-minded methods of social change? How did the Chicano/a movement represent a continuation of global anti-colonial liberation movements in the United States? Make sure you cite examples from each reading to support your analysis.

WEEK 5 LECTURE

• Watch <Week 5 lecture A> and <Week 5 Lecture B>
• Complete Week 5 Lecture Quiz byMonday 11/1 @ 11:59 PM PST

WEEK 5 READING

TUESDAY (10/26)

Read:

• Malcolm X, “The Ballot or the Bullet”
• The Black Panther Party’s Ten Point Program
• Donna Murch, Living for the City(excerpts)

THURSDAY (10/28)

Read:

• Manifesto from the First Chicano National Conference, “El Plan Espiritual de Aztlan”
• George Mariscal, Brown-Eyed Children of the Sun: Lessons from the Chicano Movement, 1965-1975
• Ernesto Chavez, My People First!: Nationalism, Identity, and Insurgency in the Chicano Movement in Los Angeles – Introduction