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Many European writers have been discussed in Module 2

Tutorial # 00109645
Number of words in this Tutorial: 3457
Posted On: 10/09/2015 08:26 PM
Posted By: kimwood
Tutorial Preview …metaphors xxxxxxxxx and xxxxxxxxx that are xxxxxx to conquest xxxxxxxxxx The xxxxxxx xxx curriculum xxxxxxxxx suggesthow the xxxxxxx and texts xxxxxxxx in xxxx x relateto xxxxx covered in xxxxx American Passages xxxxxxxxx does xxxxxxxxx xxxxxxx challenge xxxxxxxxxxxxxxxxxxxx ideas about xxx origin of xxxxxxx and xxxxxxxx xxxxxxxxx How xxx the history xxxxxxx and historias xx contact xxxxxxxxxxx xxxxx subsequent xxxxxxxx texts? How xxxx concepts ofNative xxxxxxxx and xxxxxxx xxxxxxxxxx evolvedover xxxxx How have xxxxxxxxxxxxxxxxx shaped American xxxxxxx and xxxxxxxxx xxx do xxxxxxxx of writing xxx literacy differ xxxxx cultures? xxx xxxxxxxxxxxxxxxxxxx shaped xxx American experience?Student xxxxxxxxxxxxx the Spanish xxxxxxxx Álvar xxxxxxx xxxxxx deVaca xxx shipwrecked and xxxxxxxx in the xxxxxxxxxx southwestern xxxxxx xxxxxxx he xxxxx years living xxxxx Native American xxxxxx while xxxxxxxxxx xxx own xxxxxxxxxx When he xxxxxxx encountered a xxxxx of xxxxxxxxxx xx was xxxxxxxxx torealize that xxxx did not xxxx to xxxxxxxxx xxx asEuropean: xxxxxxx were dumbfounded xx the sight xxxxx strangely xxxxxxxxx xxx in xxxxxxx withIndians They xxxx stood staring xxx a xxxx xxxxx notthinking xx hail me xx come closer xxx At xxx xxxxxxxxx he xxxxx that his xxxxxx companions refusedto xxxxxxx that xx xxx of xxx same race xx the“Christian slavers,” xx Spanish xxxxxxxxxx xxxxxxxx associated xxxx exploitation, cruelty, xxxxxxxxxxxxxx Somehow, in xxx process xx xxxxxxxxxxx the xxxxxxx and mixing xxxxx culture withhis xxx European xxxxxxxx xxxxxx de xxxx hadcreated a xxxxxx identity for xxxxxxx that xxx xxxxxxx wholly xxxxxx nor wholly xxxxxxxx Hisunique experience xxx a xxxxxxx xx the xxxxxxxxxxxxxx of the xxxxxxxxxx zone,” which xxxxxxx MaryLouise xxxxx xxx characterized xx an “interactive”and xxxxxxxxxxxxxxxxxxxxx space where xxxxxx geographically xxx xxxxxxxxxxxx separated xxxx oneanother come xxxx contact and xxxxxxxxx relationships xx xxxxxx de xxxxxxxx experience makes xxxxxxxxxxxxx and conquest xxxx not xxxxxxx xxxxxxxxxxx in xxxxx Europeans simply xxxxxxx theirwill on xxxxxxx Native xxxxxxxxx xxxxxxxx contactis xxxxxx characterized by xxxxxxxxxxxx practicesand perspectives, xxxx if xxxxx xxxxxxxxx are xxxxxxxxxxxx As diverse xxxxxx of Europeans xxxxxxxxxxxxxxxxx and xxxxxxxxx xxx New xxxxx of North xxxxxxxx America in xxx fifteenth, xxxxxxxxxx xxx seventeenth xxxxxxxxxx they came xxxx contact withdiverse xxxxxx of xxxxxx xxxxxxxxxx creatingcontact xxxxx from present-day xxxxxx to theCaribbean xxx dynamic, xxxxx xxxxxxxx that xxxxxxxx of the xxxxxxx zones were xxxxxx by xxxxxxxxxx xxx violence xx competing groups xxxxxxxxxxxx power These xxxxxxx zones xxxxxx xxxxxxxx alsogive xxxx to vibrant xxx traditions forged xxx ofcooperation xxx xxxxxxxxxx Unit xx “Exploring Borderlands: xxxxxxx andConflict in xxxxx America,” xxxxxxxx xxx contactzones xxx colonial experiences xx European explorers xxx the xxxxxx xxxxxxxxx they xxxxxxxxxxx The unit xxxx pays special xxxxxxxxx to xxx xxx thecontact xxxx between present-day xxxxxx and thesouthwestern xxxxxx States xxxxxxx xxxx a xxxxxxxxxxxx region that xxxxxxxxx to be xxxxxxxxxx bythe xxxxxxxx xx the xxxxxxxxx groups who xxxxx struggled there xxx dominance xx xxx sixteenth xxxxxxx After hundreds xx years of xxxx intermarriage,trade, xxxxxxxx xxx religious xxxxxxxxxx a complex,syncretic xxxxxxx has flourished xx the xxxxx xxxxxxxxx the xxxxxxx U S xxxxxxxx border As xxxxxxxxxx and xxxxxxxxx xxxxxxx a xxx mestizoidentity (a xxxxxxxx of Indian, xxxxxxxxx andAfrican xxxxxxxxx xxx created xxx continues to xxxxxxxxxxxxxx in the xxxx of xxxxxxxxxxxx xxxxxxxxxx Chicana xxxxxxx of the xxxxxxxxxx region Unit x explores xxx xxxxxxxx and xxxxxxx ways thatwriters xxxx represented encounters xxxxx cultures xx xxxxxxx zones xxx borderlands, from xxxxxxxxxxxx to the xxxxxxxxxxxx century x x U x E N xx V E x V x x W5 xxxxx Overview➣ Authors xxxxxxxx Bernal Díaz xxx Castillo, xxxxxxxxxxxxx xxxxxx de xxxxx Americo Paredes, xxxxxxxxxxxxxxxxxxxxxxx Who’s interviewed: xxxxxx Anzaldúa, xxxxxxx xxxxxxxxxxxxxxxx professor xx Spanish and xxxxxxxxxxxxxxxxxxxxx of California, xxxxxxxx Maria xxxxxxxxxxxxxxxxxxxxxxx xx Chicana xxxxxxx (University of xxxxxxxxxxxxxxxx Barbara); Sonia xxxxxxxxxxxxxxx professor xxxxxxxxx xxxxxxxxxxx of xxxxxx San Antonio); xxxxxx Young,assistant professor xx English xxxxxx xxx Clark xxxxxxxxxxxxxxxx Points covered:• xxx U S xxxxxxx border xxxxxx xx an xxxx with a xxxxxxx complex history xx challenging xxxxxxx xxxxxxxxxxxxxxxxxxx and xxxxxxxxxxxx boundaries Contemporary xxxxxxxxx literature and xxxxxxx arise xxx xx a xxxxxxxx history that xxxxxx with the xxxxxxxxxx of xxxxxxxxxxxxxxxxxx xxxxxxxxx Bernal xxxxx del Castillo xxxxxxxxx Núñez Cabeza xx Vaca xxxx xxxxxxxxxxxx tothe xxxxxxx pre-Conquest indigenous xxxxxxxx thatexisted in xxx area, xx xxxx as xx the brutal xxxxxxxxx ofthe sixteenth-century xxxxxxx conquest xxxx xxxxxxxxxx it xxxxx writers helped xxxxx a uniquely xxxxxxxxx American xxxxxxxx xxxxxxxxx After xxxxxxxxx of cultural xxx racial integration,…
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