Immigrant Rights, Civil Rights, Human Rights / Websites on Vietnam (PBS and USC) (20 points) Answer the following questions in approximately 2-4 sentences for each question. 1. After reading “Appeal

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Immigrant Rights, Civil Rights, Human Rights / Websites on Vietnam (PBS and USC) (20 points)

Answer the following questions in approximately 2-4 sentences for each question.

1.  After reading “Appeal for Human Rights” (Roselyn Pope, Atlanta Student Movement, 1960) and “New Appeal for Human Rights” (Freedom University, 2017), name two common factors in the struggle of immigrants/undocumented people and the African American struggle for civil rights. Include (and correctly integrate/punctuate) one key quote and cite the page number (MLA form for internal citations). (10 points)

2. After watching the two videos that feature Charles Black, what is your reaction his perspective on the issue stated above and his collaboration with Freedom University? (5 points)

3. What foreign powers occupied Vietnam in the nineteenth and twentieth centuries?  Why did the U.S. briefly express the support for Ho Chi Minh and Vietnamese independence in 1945 and then declare war a decade later? (5 points)

Immigrant Rights, Civil Rights, Human Rights / Websites on Vietnam (PBS and USC) (20 points) Answer the following questions in approximately 2-4 sentences for each question. 1. After reading “Appeal
What corrections or improvement do the following examples of student work require? THESIS STATEMENTS In Cristina Garcia’s novel, Dreaming In Cuban, the Cuban Revolution and the social government is seen as a new and improved way to prosper regarding financial success and racial redemption — amid the cruelties of the Batista era, in Celia’s eyes. In contrast, Lourdes perceives it as an unfair way of stealing a person’s accomplishments and allocating it to people who may not be so deserving. Both perspectives can be drawn from each characters upbringing and life experiences, perhaps explaining their total differences as Cuban women. In the novel D reaming in Cuban, Garcia portrays the characters — Celia and Lourdes — as opposites to provide the reader with contrasting perspectives to address both sides of the revolution. These contrasting perspectives created tension between the mother -daughter duo that left Pilar, Lourdes’s daughter, in the middle of it — forcing her to give allegiance to a side. References to the media of the era helped highlight the complete lives of Dreaming in Cuban’s characters. The influence of relevant political tension in Cuba gr eatly affects the impact of characters’ actions. Lourdes became a staunch capitalist opposed to her mother, who was a proud member of the revolution. The strained relationship between Celia and her daughter Lourdes affected their entire family tree. QUOT E USAGE She presents a metaphor saying “For me, the sea was a great comfort, Pilar. But it made my children restless. It exists now so we can call and wave from opposite shores.” (Garcia, ) In the metaphor the ocean represents her steadfast participation in the communist group El Lither and how it made her children for the most part uncomfortable but with distance set between them it will be easier to be cordial with each other whilst not compromising their own ideals. Celia’s stance with the communist party created a division amongst her children. On page 37 Celia writes in a letter to an ex flame, “A fish swims in my lung. Without you, what is there to celebrate?” The text says, “ Celia makes a decision. Ten years or twenty, whate ver she has left, she will devote to El Líder, give herself to his revolution. Now that Jorge is dead, she will volunteer for every project — vaccination campaigns, tutoring, the microbrigades” (Garcia 44).

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