Week 4 Chapter 6 Shifting South The Song Dynasty Reflection Assignment This is a simple reflection for Chinese history week 4 lecture. It is an entry level

Week 4 Chapter 6 Shifting South The Song Dynasty Reflection Assignment This is a simple reflection for Chinese history week 4 lecture. It is an entry level assignment which does not need to be fancy, simple and clear is good. The requirement of the assignment is the first photo down below. you will write about the Yuan or Song Dynasty which are mentioned in the second attachment that contains the book page from 136 – 160 (chapter 6 & 7). The third pdf is the example of this assignment, you should write the assignment exactly as the form in the PDF. Again, it is an easy assignment as shown in the third PDF, and it does not requirement Chinese history knowledge to write. All information is provided in the attachments, I also post my lecture notes in the forth PDF, to give you a clue what did we address in the lecture, and you can find lecture dates in there, please remember to address the date of the lecture. Thank you for your help. Miguel Novoa
Section A02
Jan. 16, 2019
Discussion Worksheet: Week 2
Lecture Reflection
[1] On Jan. 15, 2019, Professor Cuevas gave a lecture on the European conceptualization of
“man” and “humankind” and how this inherently excluded everyone else who did not meet the
standards of Western European, “civilized,” wealthy, “intellectual,” white men. [2] I learned that
those renowned Enlightenment thinkers conceptualized mankind in their image. [3] I had not
considered that their definition of “mankind” rested on a biased view that actually excluded lots
of human beings across the globe who did not fit within their imagined standards of civilization.
Reading Discussion Questions
1. Do other factors besides race not factor into the creation of property rights in the USA?
2. Why are land and property rights such an important aspect of power in the United States?
Reading Comprehension Paragraph
[1] Harris and Barrera argue that the competition for property and land rights set the foundation
for the racialization of individuals and their rights in the United States, resulting in a structural
discrimination that historically places non-white peoples at a socioeconomic disadvantage. [2]
For example, the US Government disproportionately used legal processes that favored Anglo
settler claims over land in Northern California rather than the claims made by the Californio
inhabitants who lived in the land before the Mexican-American War (Barrera, pp. 93-94). [3]
This evidence demonstrates that discrimination primarily occurs at a structural level, with the
government having a crucial role in imposing an inequality of property rights. [4] Thereby,
structural discrimination results from the racialization of individuals over property and land
rights.
Miguel Novoa
Section A02
Jan. 16, 2019
Discussion Worksheet: Week 2
Lecture Reflection
[1] On Jan. 15, 2019, Professor Cuevas gave a lecture on the European conceptualization of
“man” and “humankind” and how this inherently excluded everyone else who did not meet the
standards of Western European, “civilized,” wealthy, “intellectual,” white men. [2] I learned that
those renowned Enlightenment thinkers conceptualized mankind in their image. [3] I had not
considered that their definition of “mankind” rested on a biased view that actually excluded lots
of human beings across the globe who did not fit within their imagined standards of civilization.
Reading Discussion Questions
1. Do other factors besides race not factor into the creation of property rights in the USA?
2. Why are land and property rights such an important aspect of power in the United States?
Reading Comprehension Paragraph
[1] Harris and Barrera argue that the competition for property and land rights set the foundation
for the racialization of individuals and their rights in the United States, resulting in a structural
discrimination that historically places non-white peoples at a socioeconomic disadvantage. [2]
For example, the US Government disproportionately used legal processes that favored Anglo
settler claims over land in Northern California rather than the claims made by the Californio
inhabitants who lived in the land before the Mexican-American War (Barrera, pp. 93-94). [3]
This evidence demonstrates that discrimination primarily occurs at a structural level, with the
government having a crucial role in imposing an inequality of property rights. [4] Thereby,
structural discrimination results from the racialization of individuals over property and land
rights.
04/ 22/2019
Song
The Gentry
(?????:
Economic and Political: Land Holding and Degree Holding
Individuals and Families
1.Complexity and Intersectionality
2. Agency
3. Centrality
Marriage : a form of continuing men power, secondary – build up family network.
Women’s Education and Property
Footbinding
04/26/2019
Yuan Dynasty
1260 – 1294 KUBLAI KHAN ruled China. ????·???
Khan divide people into four group: Mongolian, Northern Chinese, Southern Chinese,
Page II of II
3%
SECTION GRADES ARE DETERMINED BY A QUANTIFIABLE CRITERIA OF ATTENDANCE & PARTICIPATION
For section, students must submit a worksheet filled out prior to section, containing:
Reflection Worksheet Required Information
Grade %
Attendance Evidence
1%
Header containing: (I) student’s name, (II) assigned section number, and (III) day’s date
Lecture Thought Paragraph
Must answer the following three questions in at least 3 sentences:
When was the lecture attended (date) and what topic was addressed on that lecture?
What new or interesting information did you learn from lecture (what made you think)?
• Why did this new or interesting information catch your attention?
Reading Discussion Questions
2%
Must write 2 questions about the week’s readings for potential in-class discussion. Consider:
• What aspect of the reading(s) do you challenge based on your experience or prior knowledge?
• What aspect of the reading(s) do you consider could benefit from more clarification?
Reading Comprehension Paragraph
Must connect the week’s readings by comparing or contrasting their arguments, presenting the
analysis in a paragraph containing at least the 4 following sentences:
Topic Sentence – What do you think is the main argument being made from the readings?
• Evidence – Which evidence(s) from the reading supports your thought? Cite as: (author, page)
Analysis – How does the provided evidence from the reading prove your point?
Concluding Sentence – What did you just demonstrate (re-cap) to the reader?
4%
Students who do not engage in discussion or who submit a late worksheet (with an excused
absence) will receive a 3% point deduction from the week’s worksheet.
Engagement in discussion will be measured by the following criteria:
• (0.5 pts) Sharing your lecture thought and reading discussion ideas to your group peers
•(1.0 pts) Participating in the required section activity
• (1.5 pts) Participating in section discussion through questions, statements, or responses
The remaining 6% of the discussion section grade is to be determined by quizzes and a group
or personal presentation for a weekly theme or assigned reading. Expect further information.
GRADE DISCUSSION POLICY
Grades will be neither discussed, considered, nor reconsidered a week past their due date.
WRITING POLICY
As college students, your writing should reflect coherence, logic, and thoughtfulness. Please use
the UCD resource for writing guidance at the Academic Assistance and Tutoring Center:
https://tutoring.ucdavis.edu/writing
ACADEMIC DISHONESTY
Academic dishonesty will not be tolerated. This includes plagiarism-either copying the words
of others or using the ideas of others without citation. Take pride in your own work. Excused
absences will always require a formal notification with supporting evidence.

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