567 Matching Annotations
  1. Apr 2026
    1. This case brought out into the open the problems of requests for euthanasia andassisted suicide by psychiatric patients, and so it is to Dr. Van Gaal that we turn next

      some rewording needed

    2. Case one: “Geoffrey”- Intent toward self-harm in the (apparent) absence of mental illness

      make this match other headings. and then separate and indent the next sentence as the start of the paragraph.

    3. Consequently, thereseems to be no a priori reason why psychiatrists should always find themselves bound to tryto prevent a patient from taking their own life, or why cases of ‘psychiatric euthanasia’,similar in all morally relevant respects to cases of euthanasia in physical medicine, might notoccur.

      I think.... misuse of a comma near the end. I am struggling to understand what the sentence is saying. Defining some words for myself may help with this. This sentence, and the ones that follow it, seem to be attempting to lead into/transition the next sentence.

    4. In the US

      comma after? style sheet - they use both United States and US in the previous sentence. So, while the usage is uniform to the previous abbreviated form its usage may be incorrect.

    5. . The legalityof this has been upheld in court decisions in the UK most notably that concerning Tony Blandwho survived in a persistent vegetative state following the Roseborough football stadiumdisaster (Sherban, 1992).

      punctuation, wording, verify.

    6. However, before the development of modern medical techniques and the ability to extend lifein the case of chronic or terminal illness euthanasia was less of an issue than it is today, asmedicine advances in its abilities to prolong life the public acceptability of Euthanasiaappears to be growing.

      this should be two sentences.

    7. before the development of modern medical techniques and the ability to extend lifein the case of chronic or terminal illness euthanasia

      check punctuation. add a comma between "illness" and "euthanasia."

    8. A. Purdie wrote about his ownattempt in the 1950’s:‘At some point the police came, as suicide in those days was still a criminal offence.They sat heavily but rather sympathetically by my bed and asked me questions they clearlydidn’t want me to answer. When I tried to explain they shushed me “It was an accident,wasn’t it sir?” Dimly I agreed. They went away.’ (Purdie, 1974).

      Check punctuation and citation

    9. and wrote:“if it be no crime, both prudence and courage should engage us to rid ourselves atonce of existence, when it becomes a burthen.”

      check punctuation

    10. The cases will first briefly set in their1historical and cultural perspective. This highlights changes in attitudes towards voluntarydeath and sets the current dilemmas in context

      reword?

    11. Euthanasia is a practice whereby a person chooses to end their lives.

      this is weird to read as an uninformed reader. I think of suicide or assisted suicide when I read this and I think it is connected or another name, but I need to (for now) get rid of that assumption.

    12. that as mental illness is not always curable there are situations inpsychiatry comparable in morally relevant respects to cases of terminal illness in physicalmedicine; and that the bioethical literature concerning voluntary death, focusing as it does oncases of the terminally physically ill, is often not greatly helpful in psychiatry.

      punctuation

    Annotators

  2. Mar 2026
    1. EUTHANASIA AND THE PRACTICING PSYCHIATRIST:ISSUES IN BIOETHICSKevin Major, MRCPsych.University College Hospital235 Euston Rd.Fitzrovia, London NW1 2BUUnited KingdomMS 001

      Check Formatting! (but is it APA or Chicago?)

    Annotators

    1. Roberts-Miller, Trish. “Discursive Conflict in Communities and Classrooms.” CollegeComposition & Communication 54.4 (2003): 536-557. Pri

      research

    2. Alexander, Jonathan, Janell Haynes, and Jacqueline Rhodes, eds. Public/Sex: ConnectingSexuality and Service Learning. Spec. issue of Reflections: A Journal of Public Rhetoric,Civic Writing, and Service-Learning 9.2 (2010). Print.

      research

    3. Fox, Catherine. “From Transaction to Transformation: (En)Countering WhiteHeteronormativity in ‘Safe Spaces.’” College English 69.5 (2007): 496-511. Print

      research

    4. Herring, Scott. “The Hoosier Apex.” Queering the South. Spec. issue of Southern CommunicationJournal 74.3 (2009): 243-51. Prin

      research

    5. Fraiberg, Allison. “Electronic Fans, Interpretive Flames: Performative Sexualities and theInternet.” Works and Days 13.1-2 (1995): 195-207. Print

      Research

    1. Tis rhetorical nature extends from the frstimaginings that lead to invention and design to decisions aboutwhich designs to pursue; marketing to convince users that particu-lar designs will be benefcial; the writing of content; the design ofinterfaces; the social and cultural understandings that lead people toadopt or avoid particular artifacts and processes; the writing of anddebates about policies governing technology use, design, production,and marketing; budgetary decisions in governments, schools, busi-nesses, and homes; instruction to develop skills and make a softwarepackage or tool or piece of hardware relevant to users

      salas

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    1. "rw]riting is no longer a purely text-driven pr.1.cticen;rather it ''requires carefulJyand criticallyanalyzing and selecting among rnultip]e media elements. such as words, motion, interactivity.and visualsto make me:ming't (240)

      LOVE

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    1. ethos emerges not from identity—that is, identity to what you know as normal, orwhat you think you know as normal. It emerges,rather, from resistance to others defining our realityfor us. This queerness says you might as well justget used to it. Don’t get us wrong: this queernessdoes not refuse to cooperate; it very well may. Butthat cooperation does not come hand-in-hand with the capitulation of our right to define ourselves
    2. thequeer is irreducible, uncontainable, itself defying the impoverished logics that reduce desire and intimacy to gay and straight, this orthat, male and female, one or the other

      love!

    3. We all know the “acceptable” queer, the “right kind” of gay and lesbian: the faggots and dykes that keep to themselves, thatdon’t throw it in other people’s faces, that want to be married and serve in the military—discreetly. The assimilated queer—the queerwho is not queer—is the good queer.

      I have to many feelings about this

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    1. ephemera, the term used by archivists and librarians to describeoccasional publications and paper documents, material objects, and items that fall into the miscellaneous category when beingcatalogued” (243).

      quote

    2. “address particular versions of the determination to ‘never forget’that gives archives of traumatic history their urgency” (9).

      quote

    3. , “archives areindeed rhetorical sites and resources, part of a diverse domain of the usable past that ... functions ideologically and politically”(“Archival” 146).

      quote

    4. “[t]he archive is not simply a repository; it is also a theory of cultural relevance, a construction ofcollective memory, and a complex record of queer activity. In order for the archive to function, it requires users, interpreters, andcultural historians to wade through the material and piece together the jigsaw puzzle of queer history in the making” (169-70)

      quote

    5. he Lesbian HerstoryArchives in Brooklyn and The ONE National Gay & Lesbian Archives in Los Angeles, provide historians, scholars, and lay people asense of what it was like to be queer at particular moments.

      I assume these are physical spaces

      Salas: talk about physical versus digital space/archives

    6. Charles Morris writes, queer archives show us how “queer lives, past andpresent, are constituted by voices that swell with the complex measures of our joys and our struggles against annihilating silence”(“Archival” 146).

      quote

    Annotators

    1. a simultaneous identificationwith the masculinity represented and yet the use of that masculinity forhomoerotic ends and interests, running counter to the starklyheterosexist aims of most muscle magazines

      interesting

    2. it seemed on one hand to reifycertain kinds of masculinity dominant at the time and characteristic ofthe patriarchy—strength, prowess, dominance.

      a dominate narrative for men and the male body

    3. What are the possibilities of politicizing disidentification, this experience of misrecognition, this uneasysense of standing under a sign to which one does and does not belong?” (219).

      quote

    Annotators

    1. the articulation of complex emotions—from anger toresentment to pain and an acute sense of loss, as well as delight in desire and thepleasures of naming desire and claiming community—becomes central to queerrhetorical work

      emotion center

    2. As Ann Cvetkovichargues, it is imperative that we understand “gay and lesbian archives as archives ofemotion and [potentially of] trauma

      quote

    3. suggesting that gays and straights are essentially the same—and that, consequently, the same rights accorded to straights (such asmarriage and open military service) should be given to gays and lesbians—may be an effective rhetorical strategy; but it is notparticularly queer since it fails to question the regimes of normalization through which straights have certain rights and privileges inthe first place.

      that makes so much sense

    4. certainly concerned with lesbian, gay, bisexual, and transgender (LGBT) issues, identities, and politics, but it is notexclusively linked to them and may in fact resist certain kinds of gay and lesbian normalization.

      Oooh "may in fact resist certain kinds of gay and lesbian normalization"

    5. sexual normalization and the regimes of discursive control throughwhich bodies are disciplined and subjectivities reified as “straight” and others “bent.”

      focus of queer rhetoric, the field that it is studying

    6. Queer rhetoric is self-conscious and critical engagement with normative discourses of sexuality in the publicsphere that exposes their naturalization and torques them to create different or counter-discourses, giving voice and agency tomultiple and complex sexual experiences

      Term / defintion

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    1. Manifest Destiny

      From Prof: Describe the American philosophy of Manifest Destiny. Do you think this is the main motivation for having a war with Mexico?

      • manifest destiny:
      • ruling class was rich Anglo-Saxons -- mention contributes to how the "Americans" may have viewed Mexicans (the VP calling them mongrels)
      • was one of many reasons for war, a contributor
      • majority of country was protestant

      From Prof: What reasons did President Polk give for going to war? Why was the war controversial in the US?

      • Polk was an advocate for manifest destiny
      • nickname was: Young Hickory (a younger version of Andrew Jackson)
    2. Others turned to more elab-orate methods of mining.

      From Prof: Describe the lifestyle of gold mining towns. What sort of government did they have? (116-117)

    3. Though the upper classes in the Mexican north were growing more andmore economically dependent on the Americans, and some of them werecontemplating political separation,

      From Prof.: Describe the growing importance of American commercial interests in northern Mexico in the 1830s and 1840s. Why did some wealthy Mexicans want to separate from Mexico?

      in class: - cattle: Cows - ranches

      why separate: - the para just above this is relevant - "dissatisfied with the Mexican government" - the threat of political transition and how it affects their wealth and operations - wealthy did not approve of slavery but did approve the ranch systems which we similar but not the same -- they did not buy and sell but they did have "peasants or serfs" on their property - main criteria for white people moving to cali or mexi -- had to be catholic or willing to convert, and had to have money/cattle

    4. he real conquest—the transformation of theeconomy and society—began a few months after the end ofthe war with the discovery of gold.

      Highlighted by the teacher!

      What was discussed in class: - the start of the gold rush - start of American people to move "out west" - it was a boom, a shock. (aka we could potentially still have developed as we did but it may have taken more time, been more gradual) - We were a territory for only two years before we became a state in 1850, but Arizona and New Mexico did not become states until 1912 (gold rush for us [the west coast] could be a factor but also location.)

    5. The War Between the United States and Mexico

      From Prof.: how was the US war with Mexico also a conflict among Mexicans? - Cat spoke - mostly internal conflict - people vs. government (many did not trust their own government. me: "a tale as old as time." prof: "has never been a time when the Mexicans had full trust in their government." -> closest was Benito Juarez) - northern Mexicans feeling abandoned - a lot of people just wanted the Mexican government to leave them alone - was a push for Cali. to be a country of its own at the time. - prof; there were Mexicans that were supporting the us, also people switching sides moment to moment (for survival!!! being flexible to survive.)

    6. The Gold Rush

      From Prof: Describe some of the challenges facing people coming to California during the Gold Rush. Where did people come from? (110-115)

    7. The Divided Mind of the Californios

      From Prof: In what ways did California's Mexican leaders have different views of the American occupation? (109)

    8. The Battle of San Pascual was the bloodiest battle fought in California

      From Prof: What do you find remarkable about the Battle of San Pasqual (near today's Safari Park)? (104-106)

      Discussed in class: "Bloodiest battle" - there is a part devoted to art related to queen calafia in that area

    9. Frémont and the Bear Flaggers

      From Professor: What was John C. Fremont doing in California in 1846? If the Mexicans knew he was up to no good, why couldn't they stop him? (101 - 102)

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  3. Feb 2026
    1. ritical consciousness as revealedin what I term third‑space zines is committed to engaged understanding,action, and expressed radical and participatory democratics

      term

    2. Borders, in my experience, have all too often been understoodand utilized only to delimit, divide, and order things. Te focus of suchan understanding is on the production of borders rather than on theirpotential productivity.16

      discussed in class

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    1. Bycreating a new mythos-that is, a change in the way we perceivereality, the way we see ourselves, and the ways we behave-lamestiza creates a new consciousness.

      discussed in class - double consciousness

      • student mentioned the idea of requiring a language to be learned in college decreasing things Anzaldua worried about.

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    1. So, if you want to really hurt me, talk badly about my lan-guage. Ethnic identity is twin skin to linguistic identity-I am mylanguage. Until I can take pride in my language, I cannot takepride in myself

      Discussed in class: - language is identity - connections to booth's discussion of reality - taking the pieces but not the whole (like the bad bunny 'controversy') - living in SAN DIEGO, Cali. - taking into consideration the history of a place

    2. Tongue

      discussed in class: some of the language that Anzaldua speaks: - standard english - working class and slang english - standard spanish - standard mexican spanish - chicano spanish (Texas, New Mexico, Arizona, & Cali. regional variations) - tex-me - pachuco

    Annotators

    1. landrecognition

      land recognition or acknowledgement: - sdsu's attempt at land acknowledgement - (sdsu could do more) - going beyond post-colonial to decolonization

    2. deep, and reciprocal relationship to the land you dwell on and theIndigenous people of that land—to carry those histories, cultures, andteachings with you in your writing, research, teaching, and everyday prac-tice.

      discussed in class - land as a key concept - dwelling, acknowledging, and understanding relationship to - dominant and non-dominant stories - talking about indigenous cultures in the present, they still exist

    3. what about the practicesthat scare us, challenge us, leave us with few answers or unarticulatedmeanings?

      thats HARD (hitting) - discussed in class - Nick: new-ish concept

    4. A relational scholarly practice is about developing a relationship withIndigenous intellect. I am going to encourage you, dear reader, to developa rich, deep, and reciprocal relationship to the land you dwell on and theIndigenous people of that land—to carry those histories, cultures, andteachings with you in your writing, research, teaching, and everyday prac-tice.

      discussed in class

    5. “To think about rhetoric, we must think about bodies. To do thismeans also to articulate how scholars’ own bodies have intimately informedour disciplinary understanding of rhetoric” (39). To develop a relationa

      discussed in class - it is the bodies that partake in/make the culture

    6. cultural rhetorics is a“temporarily, hopeful intervention” designed to make space for anothergeneration of scholars to write and research in their language, on theirterms, and for and with and alongside the communities they value.

      term / defintion

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    1. specifically, the development of educatio"the eradication of all traces of tribal identity and culture, recommonplace knowledge and values of w

      thats crazy

    2. ves. Shortly thereafter, however, this sametechnologywould be used to change the

      !!! important in a way that I cannot describe at the moment

    1. GENDER, SEXUALITY, AND SHIFTING STYLES: KNOWLEDGEPRODUCTION AND CODIFYING LANGUAGE USE IN STYLEGUIDES

      GENDER, SEXUALITY, AND SHIFTING STYLES: KNOWLEDGE PRODUCTION AND CODIFYING LANGUAGE USE IN STYLE GUIDES

    1. inquiry often treatsculture as an object (or context), as a process (or assemblage), or some combination of the two

      also stated in the other article from this week "our story"

    Annotators

    1. we made the argument that cultural practices are built, shaped, and dismantled based on theencounters people have with one another within and across particular systems of shared belief. Mari providesan excellent example here of how responsibility is not a set of static practices but is dependent on theencounters we have in particular communities.

      connecting earlier with now

    2. "decolonial," we're referring specifically to stories from the perspective ofcolonized cultures and communities that are working to delink from the mechanisms of colonialism.

      term

    3. discipline, built, as Foucault tells us:by groups of objects, methods, their corpus of propositions considered to be true, the interplay ofrules and definitions, of techniques and tools: all these constitut[ing] a sort of anonymous system,freely available to whoever wishes, or whoever is able to make use of them, without there beingany question of their meaning or their validity being derived from whoever happened to inventthem. (222)

      Term.

      Discipline, Foucault

    4. to instruct its participants in thedominant practices of that cultural community and to reward them for following the rules of that community

      The importance of instruction in the academic discipline

    5. the way that different cultures have different waysto draw relations between stars in the sky, and how naming those relations, those constellations (Ursa Major,the Bear, the Big Dipper, the pathway to Sagitarrius) is an act of meaning-making

      an act of meaning-making. - I really like that

    6. constellation, however, allows for all the meaning-making practices and their relationships tomatter. It allows for multiply-situated subjects to connect to multiple discourses at the same time, as well asfor those relationships (among subjects, among discourses, among kinds of connections) to shift and changewithout holding a subject captive

      reasoning behind the use of constellations

    7. people11 make things (texts, baskets, performances), people make relationships, people make culture.

      very simple way of explaining how culture is constructed

    8. It's interesting how you chose De Certeau to talk about rhetoric—not a lot ofpeople really think of him as a "rhetorician.

      I didn't know this about De Certeau

    9. to understand how the making of culture occurs through everyday practice instead of through official,sanctioned dominant acts of cultural installation (xiv).

      i like this line

    10. scholars in rhet/comp rely on this object-oriented approach to cultures because itallows us to select "exemplars" from specific oppressed cultural traditions as a way of feeling good about howinclusive our discipline has become.

      this feels like a call out

    11. "object-oriented,"8 we mean scholarship that identifies "culture" as an object of inquiry, one that can be isolated fromother human, economic, political, geographical, historical frameworks that exist around and within it.

      Object Oriented Definition

    12. anthropology, sociology, cultural studies andfrom the borrowings that folks in rhet/comp studies have initiated from these inter/disciplines.

      I like that they highlight the particular areas

    13. as themselves, representing their ownexperiences with cultural rhetorics practice/methodology apart from the collective

      Its good to establish this early

    14. , the questions that s/he asks have helped us think more deeply, more persistently, and more broadlyabout our collective work and its relationship to the discipline of rhetoric and composition.

      I wonder if this is a fictional character. someone they have created.

    15. name using one of the original languages of the place6 where much of this article waswritten,

      a way of (kinda) honoring the space that they are in

    16. working through ideas for the article, yes, but also working throughour relationships with one another; renewing familiar patterns, starting new ones.

      This paints a nice collaborative picture

    17. cultures are made up of practices that accumulate over time and inrelationship to specific places. Practices that accumulate in those specific places transform those physicalgeographies into spaces in which common belief systems can be made, re-made, negotiated, transmitted,learned and imagined. Under colonialism/capitalism, however, not all cultures are seen as equal—some arebelieved to be dominant/civilized while others are seen as marginal/savage

      discussed in class. Cultural rhetorics 4 aspects discussed in class and piece: Decoloniality: the process to remove colonialism from culture (simplified), shifting vantage points - Coloniality: colonial powers (Britain, Spain, etc.), post-colonial studies (who are we now, post-colonization_ -> new thought "you are never really post-colonial because it lives on in your culture through the replication of systems of colonialism. - Delinking: creating others way of thinking that are not dependent on colonial practices (in language, government), you have to analyze the impact colonialism had to then remove the influences. "Could we ever actually delink?" Sanchez: it is a project, an ongoing effort, finding pieces/options - Epistemic Decoloniality: what existed before colonial powers and can we bring that back - Key Theorists: W. Mignolo, C. Walsh, M. Lugones, A. Quijano, R. Sanchez

      Relationality:

      Constellations:

      Story:

    18. "relationships do not merely shape reality, they are reality"

      Mia, Raymond Discussed in class - the relationships you build are what make meaning (Mia)

    19. , rhetoric is not so much about"things" as it is about "actions." This orientation towards actions, then, teaches us how particular practices—ways of thinking, ways of problem solving, ways of being in the world—are valued (or not) within specificcultural systems and/or communities.12 We believe studying those power relationships is central to the projectof studying rhetorics

      discussed in class!

    20. "rhetorics" refers both to the study of meaning-making systems and to thepractices that constitute those systems.

      definition

      discussed in class

      • culture and people can't be separated (Ava)
      • just like you can't separate culture and politics, etc.
    21. So, instead of letting ourselves get caught up in "center/margins" binaries, we're more interested inoffering a way of thinking about practices like "culture" and "rhetoric" that makes it clear that everyone hasthem.

      discussed in class

    22. cultural rhetorics scholarsinvestigate and understand meaning-making as it is situated in specific cultural communities.

      emphasized in class

      Cultural communities' examples: - youth group: how meaning making happens -> bible study, discussions, method of analysis/structure - recreational sports

      • When mentioning CFA: suggestion of comparing corporate messaging versus community/employee actions; what they want versus what is happening

      cultural community is similar to discourse communities (definition discussed in class: communicating for a common purpose)

    23. "culture" is a concept whose meaning is highly contested. But we have a story about how we use theidea of "culture" in cultural rhetorics work

      defintion

    24. In practice, cultural rhetorics scholarsinvestigate and understand meaning-making as it is situated in specific cultural communities. And when wesay "cultural communities," we mean any place/space where groups organize under a set of shared beliefs andpractices—

      discussed in class

    Annotators

    1. Thus the profound changes begun in 1769 continue to echointo the present

      discussed in class - it is a key point in history - changed the path of things 1769 - start of Cali missions 1869 - the year the railroad connected Cali to the rest of the country - two events that expeditated the growth of Cali.

      Tidbits: - oranges, grapes, horses, cows - all came to Cali. via the Spanish (Cows brought up from Baja.) - there is agriculture before the Spanish but the variety of crops that Cali is now famous for traces back to the Spanish. - student comments on how the water changes may have affected crops (the distribution of water and its movement) -> Gastil disagrees as Spanish did not make any aqueducts or anything. They did make some dams, some aquifers.

    2. Missions

      Differences between "Indian schools" and Missions: - Observation: missions allowed for expression and preservation of culture (though it blended with European culture)

    3. In 1542, an expedition led by the Portuguese navigator Juan Rodríguez Cabrilloset sail from Navidad on the northwest coast of Mexico to explore the northernterritories

      Cabrillo

      • Conquistador
      • very different from Vizcaino
      • protégé of Cortez
      • abusive???
      • San Miguel Bay -> Mt. Miguel High
    4. Father Junípero Serra

      Father Serra - short and bald, very charismatic - 'moved people,' a gifted preacher; had followers and taught other priests - speaking to physicality: walked thousands of miles. a martyr. endurance. - lived here for 15 years. contributed to the building of 9 missions in those years.

      • was still a colonizer, did contribute to behavior (abuse and death of NAs). but still wanted to love a life according to God. modeling himself after GOD
      • "Most idealistic man" - Gastil There is a need to discuss Serra carefully. He contributed greatly but he was still part of the problem. You have to acknowledge both! Acknowledge the nuance.
      • judge actions within the time.

      add to other notes later: - Wintu and Shasta not within mission system - tribes outside: were wiped out during gold rush era - mission system helped tribes survive the times (in the long run) - does not excuse mission system but they seem to have helped in some respects

    5. Philippines

      Discussed in Class:

      How the Philippines relate to this story: - they were taken over by the Spanish - were separate islands and cultures prior; Spanish collectivized them - Connection to California: both colonized, part of New Spain (New Spanish Empire) - Trade/interaction between Manila port, Mexico port, and the shores of California

    6. Theisland of Queen Calafia is described in the novel as being “at the right hand ofthe Indes” and the early explorers, including Cortés, expected to find it within10 days of sailing off the Mexican coast. Thus the name came to be applied tothe Baja California peninsula

      Interesting! connection to Connecting Cali Gastil

    7. The name “California” probably derives from a European adventure novelpublished in 1500 by the Spaniard Garcí Ordóñez de Montalvo. His book, LasSergas de Esplandián (The Exploits of Esplandián),

      California name origin per Cherny

      supports/connects to Connecting Cali, gastil

    8. political, religious, and military power overthe former Aztecs, their vassals, and outlying tribes was rapid and quiteremarkable

      Spanish 'taking over' Aztecs; the consolidation

      political, religious, and military power

    9. While the Spanish explored Baja California before 1540, more than200 years passed before Alta California became a Spanish colony.

      discussed in class 2/9

    10. The Spanish Conquest and Empire

      Where was New Spain? What happened in Mexico in the 1500s that would affect California in the 1700s? (34 -36) [Mexico is Mexico City before a time period (~1500s - look up to confirm)] - Cortez conquered central Mexico, continued on - he founded New Spain - vast colony, split into multiple provinces - 1521 - 1769 - 1521: conquering what would become New Spain - 1603: When San Diego and Monterrey got their name - 1769: Franciscan mission in San Diego - 1821: Mexico becomes independent country - 1848: California becomes a part of the US - people tend to think Cali history starts with the missions (1769) but it goes back so much further - (time period prior has relatively little documentation, not many records)

      Why did it take so long for California to be called California? - (separate) Many recollections of the indigenous comes from the Spaniards [consider bias], due to lack of written records - lots of contact not documented (including some trade info

    Annotators