This course examines some of the most important political revolutions that took place between the 17th century and today, beginning with pre-revolutionary Europe and the Enlightenment and continuing with the English Revolution of the 17th century, the American and the French Revolutions, the Mexican Revolution, the Russian and the Chinese Revolutions, the Iranian Revolution, and finally, the Eastern European revolutions of 1989, which brought about radical changes without recourse to violence. Upon successful completion of this course, the student will be able to: provide a concise historical narrative of each of the revolutions presented in the course; identify the origins and causes of each revolution, and compare revolutions with respect to their causes; analyze the goals and ideals of the revolutionaries, and compare how these functioned in various modern revolutions; discuss how revolutions in various parts of the world have affected womenĺÎĺ_ĺĚĺ_s rights; analyze how religious and secular worldviews came into conflict during times of upheaval and revolution; discuss the patterns and dynamics of revolutionary violence, and evaluate how revolutionaries have used non violent tactics against oppressive regimes; evaluate connections between revolutionary ideologies and revolutionary events; analyze how the legacies of each revolution are present in modern politics; describe and evaluate competing theoretical models of revolutionary change; interpret primary historical documents. This free course may be completed online at any time. (History 362)

Rap que cuenta un caso de migración y hace reflexionar sobre la situación de los migrantes.

The Spanish were savage and barbaric in Mexico… And the Conquest of the Mexica was extremely bloody. But it’s often told as ONLY the Spanish Vs. the Aztecs. And that’s not true… It’s not even close. The so called, “Conquest” of Mexico-Tenochtitlan was really a NATIVE REVOLT. It was ancient indigenous Mexicans against other Native Mexicans. Clearly… the Spanish were the main manipulators.

But it was Native Mexicans who organized, fought and overthrew: Mexico-Tenochtitlan. So much so…. That Native Mexicans accounted for 99% of all people who fought or assisted in the overthrow of the Aztecs, of Mexico-Tenochtitlan in 1521.

And… Who were the Indigenous Mexican allies of the Spanish? They were the Tabascans, the Cempoalans, Texcocans, the Totonacs, Huezotzingos, Chalcas, Quauhquecholtecas, the Zapotec, Mixtec, the Yope, the Xochilmcos, the Tlaxcalans, the Tarascans……And many….. Many….. more. And what did Native Allies provide a handful of Spanish….. Food….. Translation… Advice… Medical Assistance… Labor, especially porters… Housing… Clothing… Guides… Spies.. Messengers….Moral Support…Sex….. And …. Warriors to fight the Aztec and their allies. And much, much, more.

Now… this brief film isn’t a history of the so-called Spanish Conquest….. This is a history of the Native Revolt against Mexico-Tenochtitlan …… it’s a Native Revolution… As Cortes and about 500 Spaniards marched to Mexico-Tenochtitlan from the East… (their maximum number perhaps doubled). He was joined by hundreds of thousands of the largest and fiercest army ever assembled in Mesoamerica.

Perhaps best known for its role as the antagonist in the film Jaws, the Great White shark is probably the world‰ŰŞs most feared animal, and easily the most fearsome of the sharks. In this video, Jonathan travels to Mexico to meet a Great White up close and personal. Nothing can prepare him for the sheer size and strength of a fully grown Great White shark! He learns how white sharks are being studied and how they react to both people and sea lions. Please see the accompanying study guide for educational objectives and discussion points.

This is a complete course on Texas State government, developed by Austin Community College.

This collection uses primary sources to explore the Texas Revolution. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

In this video, Jonathan travels to Holbox, Mexico in search of the massive whale shark‰ŰÓthe world‰ŰŞs largest fish. Reaching 50 feet long, these animals grow larger than a school bus, but they are completely harmless since they eat only plankton and small fish. Jonathan gets up close and personal to a mouth the size of a small car in his investigation to discover why so many whale sharks visit Holbox every summer. Please see the accompanying study guide for educational objectives and discussion points.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Investments in renewable energy are a powerful way to fight climate change Except when they come at the cost of human lives That’s the reality currently faced by the indigenous people of Oaxaca, Mexico In arguably the richest land for harvesting wind energy in all of Latin America government and investors foresee a promising solution to climate change and a source of new jobs But their approach is proving problematic to the way of life of the native Zapotecas and Ikoots who have had to sacrifice their land, their livelihood, and even their lives to backers of wind energy projects It’s what researcher Jacobo Ramirez calls a worrying case of social turbulence where Mexico’s unpredictable political and social systems has created a situation in which laws and regulations protecting environmental justice are not observed Until government and business can learn to include collective indigenous interests in their plans environmental injustice will continue to prevail.."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.