From Sea to Shining Sea Dissertation
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
From Sea to Shining Sea Dissertation
1) Describe the trajectory of what happens in the textbook chapter, “From Sea to Shining Sea.” How does the term “Manifest Destiny” relate to the chapter? Be sure to provide specific examples from the textbook.
2) How does your K-12 education relate to (or differ from) the experiences mentioned in Lim’s article “Educating Elementary School Students on California Missions”? What “myths” does Lim discuss in the article? What solution(s) is provided?
3) According to the article “The San Diego Mission and Kumeyaay Revolt: A Decolonized Mission Project,” what happened during the Kumeyaay revolt? Also, how exactly was the author’s daughter’s modern-day 4th grade mission project “decolonizing” or an example of decolonization?
4) In the article “What the ‘California Dream’ Means to Indigenous Peoples,” how does the author define the “California Dream”? What does the “California Dream” mean to Indigenous peoples? What solution does the author suggest?
In the textbook chapter, “From Sea to Shining Sea” the trajectory that is occurring describes the U.S. Colonization of Northern Mexico, how it affected those who originated from the land before the United States conquering the land, and the overall treatment of the natives of California during the Spanish Colonization, along with the
Mission Systems. As Mexico and Spain individually gained their independence, the United States saw this as an opportunity to conquer Northern Mexico as they were currently at their weaker point. The term “Manifest Dynasty” was described in the textbook when it explained “The two-year invasion and occupation of Mexico was a joyful
experience for most US citizens” (Dunbar-Ortiz 130). The people of the U.S were able to conquer the land as they wanted, and with their success it could have been described as “manifestation”.
In Lim’s article “Educating Elementary School Students on California Missions”, the author of the article seemed to be displeased with the education that her daughter was receiving, as she felt that they were being taught misconceptions and inaccurately describing the experiences of the natives. Lim explained how she felt that
the material she was taught as a student was almost identical to her daughter’s, implying that it was outdated, and students were not being educated on current world issues of today. I feel that when I was younger, I was in a similar position to Lim’s daughter. During my K-12 years of education, most of the time I had not been learning any
history that I felt was relevant to today’s society. However, I did notice that in a number of my courses as a younger student, we would be studying from newer, updated versions of textbooks, which gives me confidence that I was learning accurate information. One of the “myths” Lim discusses in the article is that California Indians was
uncivilized. Lim explains “California Indians were considered uncivilized because they looked different, had different religious beliefs and languages, and did not appear to have building structures, governing authorities, and agricultural practices” (Lim 17). This label allowed the Europeans to satisfy the elements of the Doctrine of
Discovery, giving them power to claim their land. There was no solution to this myth.
During the Kumeyaay Revolt, fire was set to the San Diego mission, representing the resistance against the Spaniards. This was their way of expressing how they were not in support of the treatment they were inflicting. The author’s daughter’s project could be described as “decolonizing” because it was in disagreement with the incorrect
knowledge that they had provided to them. Instead, it was allowing an entirely different perception to be seen.
The author begins the article with “The California Dream is a myth for many California Indian peoples and tribes” (Chilcote 1). She goes on to explain how they were not given an equal opportunity to possess the feeling of what was explained to be “The California Dream”. To the indigenous people, the California Dream could be described
in one word: Decolonization. She explains how decolonization to them is being able to return to their land freely, so that they may be given equal opportunities such as determining their political status, futures, and having a true chance at independence. Chilcote expresses that the solution to this issue is for the tribes to be able to return to
their land. It is not necessary to remove the non-tribes from the land, but for them to be able to coexist peacefully.
My overall thoughts and reactions to this week‘s material were very upsetting. It is completely inhumane to not only remove people from the land where they originated, but to also justify it with the excuses that were used when doing it. The Indigenous People were treated unfairly, and were not given equal opportunities as everyone else. Physically abusing the tribes had been brought to my attention before, although this week’s material allowed me to see some of the mental abuse that the tribes were enduring as well.
From Sea to Shining Sea Dissertation
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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