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Q1:BLACK DEATH A RIYETTES 2002 TR 1 BUBONIC PLAGUE · Gangrene of the extremities such as toes, fingers, lips and tip of the nose . Chills · General ill feeling (malaise) · High fever (102 ºFahrenheit) · Muscle cramps · Seizures . Pain may occur in the area before the swelling appears · Skin color changes to a pink hue in some very extreme cases . Smooth, painful lymph gland swelling · Buboes BUBOES · Pustules . Main indication of the plague 1346 Moscow Stockholm + Copenhagen Kiev + London Cologne + Cracow · Vienna Paris Milan + Constantinople Marsailles Barcelona Rome 1347 Stockholm Moscow Copenhagen Kiev London Cologne · Cracow · Vienna Paris Milan Marsailles Barcelona Constantinople Rome 1348 Moscow + Stockholm Copenhagen Kiev + London Cologne · Cracow + · Vienna Paris Milan + Constantinople Marsailles Barcelona Rome 1349 Moscow + Stockholm Copenhagen Kiev + London Cologne · Cracow Vienna Paris Milan Constantinople Marsailles Barcelona Rome 1350 Stockholm Moscow + Copenhagen Kiev London Cologne · Cracow · Vienna Paris Milan + Constantinople Marsailles Barcelona Rome 1351 Moscow Stockholm + Copenhagen Kiev + London Cologne · Cracow · Vienna + Paris Milan + Constantinople Marsailles Barcelona Rome 1351 Moscow Stockholm + Copenhagen Kiev London, Cologne · Cracow · Vienna Paris Milan + Constantinople Marsailles Barcelona Rome 1353 Stockholm Moscow + Copenhagen Kiev London Cologne + Cracow + · Vienna Paris Milan + Constantinople Marsailles Barcelona Rome ANGNOLO DI TURA "And in many places in Siena great pits were dug and piled deep with the multitude of dead. And they died by the hundreds, both day and night, and all were thrown in those ditches and covered with earth. And I, Angnolo di Tura, call the Fat, buried my five children with my own hands. And there were also those who were so sparsely covered with earth that the dogs dragged them forth and devoured them throughout the city. There was no one who wept for any death, for all awaited death. And so many died that all believed it was the end of the world. GIOVANNI BOCCACCIO DECAMERON "In the year of Our Lord 1348 the deadly plague broke out in the great city of Florence, most beautiful of Italian cities. Whether through the operation of the heavenly bodies or because of our own iniquities which the just wrath of God sought to correct, the plague had arisen in the East some years before, causing the death of countless human beings ... Neither knowledge nor human foresight availed against it ... " 6 S GEOFFREY DE MEAUX "I have been asked by some of my friends to write something about the cause of the general pestilence, showing its natural cause, and why it affected so many countries, and why it affected some countries more than others ... consider the reasons for such a great mortality in so many countries, and how the illness came through the influences of the stars. Ptolemy ... says "the important things are the strengths and powers of the hour, the conjunctions and oppositions, eclipses of the sun and moon, and the places the planets cross at that house ... " ON EARTHQUAKES "There is a fourth opinion, which I consider more likely than the others, which is that insofar as the mortality arose from natural causes its immediate cause was a corrupt and poisonous earthy exhalation, which infected the air in various parts of the world and, when breathed in by people, suffocated them and suddenly snuffed them out .. " WELL POISONING "In 1347 such a great pestilence and mortality throughout almost the whole world that in the opinion of well- informed men scarcely a tenth of mankind survived ... Some say that it was brought about by the corruption of the air; others that the Jews planned to wipe out all the Christians with poison and had poisoned wells and springs everywhere. And many Jews confessed as much under tortures: that they had bred spiders and tads in pots and pans, and had obtained poison from overseas' and that not every Jew knew about this wickedness, only the more powerful ones, so that it would not be betrayed." POGROMS · Jews became scapegoats . Better hygiene than the rest of Europe · Accusations spread (similar to those in Crusades) · Massacres throughout Europe · Toulon, France; Erfurt, Basel, Aragon, Flanders, Strasbourg Di er Budun intento polter face I mentionem count inder er in mixerbus er putombus vmuertalucer ce la penenum m puteis. m fon abus in aquis fenete poittebdir prout potevature et hor feverune Pope Clement VI response: "seduced by that liar, the Devil" FLAGELLANT MOVEMENT OTHER CURES · Quarantine · Eat as much fish as you can . Don't eat any fish · Pour vinegar on all food · Bleeding . Carry flowers with you to protect from "air" · Licentiousness, debauchery and orgies AFTER THE PLAGUE · Substantially decreased population · 20%-70% in different regions . Commonly thought 1/3 of Europe dead · Probably about 45-50% · Decreased workforce, abandoned land . Poor gained money and land · Cost of living dropped · Forests and overgrowth increased . Urban cities on the rise FLORENCE · 1338: 120,000 · 1390: 60,000 · 1427: 38,000 · Europe's population bottoms out 1450 · Recovered to pre- plague population in 1600 Venice · Florence ITALY/n100 YEARS' WAR . 1337 to 1453 between England and France . Norman Conquest of England . English kings = Duke of Normandy · Feudal homage · Power struggle . English kings gained the upper hand by marriage · Edward III (r. 1327-1377) · Claimed the French throne . On, off again war = longest in Western History 200 miles ENGLAND London" 100 200 kilometers Southampton Calais" Flanders English Channel CHANNEL IS Khing R. Normandy Champagne Brittany Anjou Blois HOLY Touraine Burgundy ROMAN EMPIRE Poitou FRANCE Atvergne Bordeaux. Gascony Languedoc Toulouse 100 200 miles = 100 200 kilometers SPAIN 1337 (before the Battle of Crecy) English holdings French holdings Mediterranean Sea 100 200 miks ENGLAND London" H 200 kilometers Flanders Calab English Channel Crday 1345 CHANNEL Rouen Normanaly Champagne Brittany Anjou HOLY ROMAN EMPIRE Poitiers Toumine Burgundy 1358 Poitou FRANCE Awvery Aquitaine Bordeauin Gascouy Linnguedoc Tosdouwe SPAIN 1360 (after the Battle of Poitiers) English holdings French holdings Battle Mediterranean Sen TREATY OF TROYES (1420) · French King (Charles VI) . Mentally ill for most of his reign · Designated English King (Henry V) as his heir · French throne will pass to England . Even though Charles had a legitimate heir! . Looks like England might win France . Both kings die in 1422 . Technically should have passed to English Henry VI . Only 9 months old · English continuously defeat France in 1420s CROSSBOW · First weapon ever banned by Catholic Church · Commoners could kill noblemen! CANNONS 0 0 P 0 Q o I HENRY VI · Crowned King of France in 1431 . In Paris (not Rheims) · Only king to be coroneted as French king · War of Roses · Shakespeare play JOAN OF ARC · French heroine . Catholic Saint and martyr · Unlikely Military hero . Turns the tides for French · Hearing voices · To be pious and good . Then take action (16 yrs) . Visit "King of France" . She was to lead French resistance to drive out English ENGLAND 0 100 200 miles London" 100 200 kilometers Flanders Calais" English Channel Agincourt CHANNEL 1415 Amiens 15. Acuen Normandy Paris. HOLY ROMAN EMPIRE Brittany Champagne Doframy Anjou Chinòng Duchy of Courtine Bouges Burgundy County of Polliere Burgundy Poitou FRANCE Aquitable Gascon Languedoc Toulouse SPAIN Mediterranean Sea c. 1429 (after the Siege of Orleans) English holdings Battle French holdings Burgundian lands allied with England to 1435 Route taken by Joan of Arc, 1429-31 VICTORY AT ORLÉANS (1429) CAPTURE, TRIAL, EXECUTION . May 1430 - captured by Burgundians · Unhorsed by an archer, initially refused to surrender · French leaders didn't step in · Ransomed to English . Jan 1431 - Trial for heresy · "Asked if she knew she was in God's grace, she answered: 'If I am not, may God put me there; and if I am, may God so keep me.‘ · Cross-dressing . May 1431 - burned at the stake ENGLAND 0 100 200 Hihiles London" 100 200 kilometers Flanders English Channel CHANNEL - Nomandy Calale" HOLY ROMAN EMPIRE Anjon Brimmany Cheminpagrie Blois Touraine Duchy of Burgundy Potrou FRANCE Auvergine Aquitaine Bordeau Gascomy' Languedoc Toulouse SPAIN 1453 (end of war) English holdings French holdings Burgundian lands reconciled with France after 1435 Mediterranean Sea AVIGNON PAPACY · 1309 to 1378 a series of 7 Popes reigned in France . Power struggle with Holy Roman Emperor . "Babylonian Captivity" of Papacy 4 GREAT SCHISM (1378-1417) . Gregory XI returned the papacy to Rome · 1377 · Still a rival between Roman popes and Avignon · Pope Urban VI in Rome · Pope Clement VII in Avignon · Council of Pisa (1409) · To determine which Pope should be Pope . Failure from within, even elected a THIRD POPE !! · Conciliarism · Developed in response to this mess ENGLAND BELGIUM LU GERMANY Paris SWITZ. FRANCE ITALY Bordeaux Avignon Cinque Terre Nico . SPAIN Barcelona Corsica/nNotes - Need to write it in 800 words only following all the information and instructions Need to use the references attached only, NO OUTSIDE SOURCES apart from the materials attached In Giocanni Boccaccio’s Decameron how did civil order break down during the plague? How does the narrator try to explain why the plague happened? What are some of the things people through might save them from the plague? What sort of effects would this situation have on civilization? Use Boccaccio’s Decameron in Primary Resources, Chapter 11 Instruction:  Word Limit- 800  Reference work and formatting in MLA style  Typed solution required  AI solutions will be penalizedSee Answer
Q2:BLACK DEATH A RIYETTES 2002 TR 1 BUBONIC PLAGUE · Gangrene of the extremities such as toes, fingers, lips and tip of the nose . Chills · General ill feeling (malaise) · High fever (102 ºFahrenheit) · Muscle cramps · Seizures . Pain may occur in the area before the swelling appears · Skin color changes to a pink hue in some very extreme cases . Smooth, painful lymph gland swelling · Buboes BUBOES · Pustules . Main indication of the plague 1346 Moscow Stockholm + Copenhagen Kiev + London Cologne + Cracow · Vienna Paris Milan + Constantinople Marsailles Barcelona Rome 1347 Stockholm Moscow Copenhagen Kiev London Cologne · Cracow · Vienna Paris Milan Marsailles Barcelona Constantinople Rome 1348 Moscow + Stockholm Copenhagen Kiev + London Cologne · Cracow + · Vienna Paris Milan + Constantinople Marsailles Barcelona Rome 1349 Moscow + Stockholm Copenhagen Kiev + London Cologne · Cracow Vienna Paris Milan Constantinople Marsailles Barcelona Rome 1350 Stockholm Moscow + Copenhagen Kiev London Cologne · Cracow · Vienna Paris Milan + Constantinople Marsailles Barcelona Rome 1351 Moscow Stockholm + Copenhagen Kiev + London Cologne · Cracow · Vienna + Paris Milan + Constantinople Marsailles Barcelona Rome 1351 Moscow Stockholm + Copenhagen Kiev London, Cologne · Cracow · Vienna Paris Milan + Constantinople Marsailles Barcelona Rome 1353 Stockholm Moscow + Copenhagen Kiev London Cologne + Cracow + · Vienna Paris Milan + Constantinople Marsailles Barcelona Rome ANGNOLO DI TURA "And in many places in Siena great pits were dug and piled deep with the multitude of dead. And they died by the hundreds, both day and night, and all were thrown in those ditches and covered with earth. And I, Angnolo di Tura, call the Fat, buried my five children with my own hands. And there were also those who were so sparsely covered with earth that the dogs dragged them forth and devoured them throughout the city. There was no one who wept for any death, for all awaited death. And so many died that all believed it was the end of the world. GIOVANNI BOCCACCIO DECAMERON "In the year of Our Lord 1348 the deadly plague broke out in the great city of Florence, most beautiful of Italian cities. Whether through the operation of the heavenly bodies or because of our own iniquities which the just wrath of God sought to correct, the plague had arisen in the East some years before, causing the death of countless human beings ... Neither knowledge nor human foresight availed against it ... " 6 S GEOFFREY DE MEAUX "I have been asked by some of my friends to write something about the cause of the general pestilence, showing its natural cause, and why it affected so many countries, and why it affected some countries more than others ... consider the reasons for such a great mortality in so many countries, and how the illness came through the influences of the stars. Ptolemy ... says "the important things are the strengths and powers of the hour, the conjunctions and oppositions, eclipses of the sun and moon, and the places the planets cross at that house ... " ON EARTHQUAKES "There is a fourth opinion, which I consider more likely than the others, which is that insofar as the mortality arose from natural causes its immediate cause was a corrupt and poisonous earthy exhalation, which infected the air in various parts of the world and, when breathed in by people, suffocated them and suddenly snuffed them out .. " WELL POISONING "In 1347 such a great pestilence and mortality throughout almost the whole world that in the opinion of well- informed men scarcely a tenth of mankind survived ... Some say that it was brought about by the corruption of the air; others that the Jews planned to wipe out all the Christians with poison and had poisoned wells and springs everywhere. And many Jews confessed as much under tortures: that they had bred spiders and tads in pots and pans, and had obtained poison from overseas' and that not every Jew knew about this wickedness, only the more powerful ones, so that it would not be betrayed." POGROMS · Jews became scapegoats . Better hygiene than the rest of Europe · Accusations spread (similar to those in Crusades) · Massacres throughout Europe · Toulon, France; Erfurt, Basel, Aragon, Flanders, Strasbourg Di er Budun intento polter face I mentionem count inder er in mixerbus er putombus vmuertalucer ce la penenum m puteis. m fon abus in aquis fenete poittebdir prout potevature et hor feverune Pope Clement VI response: "seduced by that liar, the Devil" FLAGELLANT MOVEMENT OTHER CURES · Quarantine · Eat as much fish as you can . Don't eat any fish · Pour vinegar on all food · Bleeding . Carry flowers with you to protect from "air" · Licentiousness, debauchery and orgies AFTER THE PLAGUE · Substantially decreased population · 20%-70% in different regions . Commonly thought 1/3 of Europe dead · Probably about 45-50% · Decreased workforce, abandoned land . Poor gained money and land · Cost of living dropped · Forests and overgrowth increased . Urban cities on the rise FLORENCE · 1338: 120,000 · 1390: 60,000 · 1427: 38,000 · Europe's population bottoms out 1450 · Recovered to pre- plague population in 1600 Venice · Florence ITALY/n100 YEARS' WAR . 1337 to 1453 between England and France . Norman Conquest of England . English kings = Duke of Normandy · Feudal homage · Power struggle . English kings gained the upper hand by marriage · Edward III (r. 1327-1377) · Claimed the French throne . On, off again war = longest in Western History 200 miles ENGLAND London" 100 200 kilometers Southampton Calais" Flanders English Channel CHANNEL IS Khing R. Normandy Champagne Brittany Anjou Blois HOLY Touraine Burgundy ROMAN EMPIRE Poitou FRANCE Atvergne Bordeaux. Gascony Languedoc Toulouse 100 200 miles = 100 200 kilometers SPAIN 1337 (before the Battle of Crecy) English holdings French holdings Mediterranean Sea 100 200 miks ENGLAND London" H 200 kilometers Flanders Calab English Channel Crday 1345 CHANNEL Rouen Normanaly Champagne Brittany Anjou HOLY ROMAN EMPIRE Poitiers Toumine Burgundy 1358 Poitou FRANCE Awvery Aquitaine Bordeauin Gascouy Linnguedoc Tosdouwe SPAIN 1360 (after the Battle of Poitiers) English holdings French holdings Battle Mediterranean Sen TREATY OF TROYES (1420) · French King (Charles VI) . Mentally ill for most of his reign · Designated English King (Henry V) as his heir · French throne will pass to England . Even though Charles had a legitimate heir! . Looks like England might win France . Both kings die in 1422 . Technically should have passed to English Henry VI . Only 9 months old · English continuously defeat France in 1420s CROSSBOW · First weapon ever banned by Catholic Church · Commoners could kill noblemen! CANNONS 0 0 P 0 Q o I HENRY VI · Crowned King of France in 1431 . In Paris (not Rheims) · Only king to be coroneted as French king · War of Roses · Shakespeare play JOAN OF ARC · French heroine . Catholic Saint and martyr · Unlikely Military hero . Turns the tides for French · Hearing voices · To be pious and good . Then take action (16 yrs) . Visit "King of France" . She was to lead French resistance to drive out English ENGLAND 0 100 200 miles London" 100 200 kilometers Flanders Calais" English Channel Agincourt CHANNEL 1415 Amiens 15. Acuen Normandy Paris. HOLY ROMAN EMPIRE Brittany Champagne Doframy Anjou Chinòng Duchy of Courtine Bouges Burgundy County of Polliere Burgundy Poitou FRANCE Aquitable Gascon Languedoc Toulouse SPAIN Mediterranean Sea c. 1429 (after the Siege of Orleans) English holdings Battle French holdings Burgundian lands allied with England to 1435 Route taken by Joan of Arc, 1429-31 VICTORY AT ORLÉANS (1429) CAPTURE, TRIAL, EXECUTION . May 1430 - captured by Burgundians · Unhorsed by an archer, initially refused to surrender · French leaders didn't step in · Ransomed to English . Jan 1431 - Trial for heresy · "Asked if she knew she was in God's grace, she answered: 'If I am not, may God put me there; and if I am, may God so keep me.‘ · Cross-dressing . May 1431 - burned at the stake ENGLAND 0 100 200 Hihiles London" 100 200 kilometers Flanders English Channel CHANNEL - Nomandy Calale" HOLY ROMAN EMPIRE Anjon Brimmany Cheminpagrie Blois Touraine Duchy of Burgundy Potrou FRANCE Auvergine Aquitaine Bordeau Gascomy' Languedoc Toulouse SPAIN 1453 (end of war) English holdings French holdings Burgundian lands reconciled with France after 1435 Mediterranean Sea AVIGNON PAPACY · 1309 to 1378 a series of 7 Popes reigned in France . Power struggle with Holy Roman Emperor . "Babylonian Captivity" of Papacy 4 GREAT SCHISM (1378-1417) . Gregory XI returned the papacy to Rome · 1377 · Still a rival between Roman popes and Avignon · Pope Urban VI in Rome · Pope Clement VII in Avignon · Council of Pisa (1409) · To determine which Pope should be Pope . Failure from within, even elected a THIRD POPE !! · Conciliarism · Developed in response to this mess ENGLAND BELGIUM LU GERMANY Paris SWITZ. FRANCE ITALY Bordeaux Avignon Cinque Terre Nico . SPAIN Barcelona Corsica/nNotes - Need to write it in 800 words only following all the information and instructions Need to use the references attached only, NO OUTSIDE SOURCES apart from the materials attached In Giocanni Boccaccio’s Decameron how did civil order break down during the plague? How does the narrator try to explain why the plague happened? What are some of the things people through might save them from the plague? What sort of effects would this situation have on civilization? Use Boccaccio’s Decameron in Primary Resources, Chapter 11 Instruction:  Word Limit- 800  Reference work and formatting in MLA style  Typed solution required  AI solutions will be penalizedSee Answer
Q3:HIST 100: Western Civilization - Pre-Modern Dr. Kristin Heineman TEXT ANALYSIS ASSIGNMENT II The following information should be used in preparing your out-of-class writing assignment for this course. Requirements and topics appear below, along with some tips about writing history papers. Assignment Requirements and Deadlines Students are required to write one (1) paper, called a text analysis, based on assigned readings for this course. As noted on the syllabus, this assignment is worth 20% of your final grade in the class. If you already submitted Text Analysis 1, then you are not required to write Text Analysis 2. If you did not submit Text analysis 1, then you must submit Text analysis 2. If you submit both Text Analysis 1 and 2, then the lower of the two grades will be dropped. As noted on the syllabus Course Schedule, Text Analysis 1 was due on Sunday of Week 7. Text Analysis II will be due on the Sunday of Week 12. You may not submit Text Analysis 1 after the deadline has passed. The Text Analysis paper should be submitted online through Canvas by 11:59pm on the day it is due. If you would like detailed feedback and editing, please submit a hard copy in class the day it is due (this is not required). Students requesting an extension on the due date for the paper must present acceptable written documents of illness, emergency or University-sponsored events. You still have to provide this, even if we discussed it via email or verbally. The topics for Text Analysis II appear below. The format, grading criteria, lateness policy, and other instruction will be the same for both assignments./nFormat and Presentation Requirements: Your Text Analysis should meet the following requirements: 4 pages of text (i.e. 1,200-1,500 words), typewritten or word processed Double spaced with standard font (Times New Roman, size 12) Standard margins (1 inch top and bottom, left and right sides) A separate title page should include the following information: your name, HIST 100, Text Analysis II, some sort of fancy-schmancy title. Your paper will include an Introduction in which you will outline your argument in a thesis statement. Be sure to mention the author and the text you plan to analyze. Your thesis statement should NOT be in the form of a question - turn your questions into assertions. A thesis statement is generally the last sentence of your first paragraph. Each body paragraph (you will probably have at least 3-4) should start with a topic sentence (the main point of the paragraph) and be supported with direct evidence from the text either in "quotations" or summarized. Either way, the evidence must be cited (as noted below). Be sure to have AT LEAST ONE piece of evidence for each claim. Finish your paper with a conclusion. Don't add new information here, just summarize your main points.See Answer
Q4:To / Do Watch the video above. List at least four things that the Romans gave to the modern world. Provide a three sentence explanation for each of the four items on the last. https://www.youtube.com/watch?v=C3S0EmzEnF0 Total 12 Sentences WorkSee Answer
Q5:Module 2 Discussion Instructions Answer both of these questions: 1. Module Review: What were the major symbols in early Christian art? List three and explain them. 2. Read Reading 8.1 " from Josephus, The Jewish War." [Note: readings are always found at the end of the chapter we are reading for the week, so look in the e-book for the end of Chapter 8] This reading describes an extreme Jewish sect from this time period called the "Essenes." What kinds of practices and behaviors did the Essenes engage in? What did they believe about their bodies and matter? Do you think that there are any similar religious groups today? If so, give examples, if not, explain why you do not think they exist in today's world. LINK For Module 2 https://www.youtube.com/watch?v=TG55ErfdaeY Need to this work in single pageSee Answer
Q6:Answer both questions Within 300-400 Words, APA Format Link for video https://www.youtube.com/watch?v=W0GCJfhjEYw Answer these two questions 1. How did myths, art, architecture, and ideas from the Roman world influence Christian churches and thinking. There are lots of examples from the textbook, but select three to discuss. 2. Reading 8.5 is the famous story of Augustine and the pear tree. What is the point of this story and what does it suggest about human nature? Do you agree with Augustine's opinion of human nature? What do you think about human nature? Is it good, bad?/nSee Answer
Q7:Answer both questions Within 300Words, APA Format 1. The iconoclast controversy is perhaps the most famous and historically important movement in Byzantine history. What was this controversy about, what were the arguments from both sides, and what are some major examples of art from this period? 2. Controversies surrounding religion and art are not gone. Click here Links to an external site. to read the story of a modern controversy surrounding the famous "Piss Christ" and other related artworks. Why did these works spark such controversy? What do you think? Should there be limits to what kinds of art can be publicly displayed, or does the right to free speech and expression have no limits? Who should decide? watch the video: https://www.youtube.com/watch?v=smzD1mCRth0 and here is the reading: https://www.theguardian.com/artanddesign/2012/sep/28/andres-serrano-piss-christ-new-yorkSee Answer
Q8:AfL: Essay Outline The 1920s are often dubbed 'the roaring twenties'. The term often refers to economic prosperity experienced during this era, as the economy was 'roaring'. Society was peaceful, people were prosperous, and it was a time of excitement and optimism. Not everyone, however, shared equally in this prosperity and optimism. As you have seen, some experienced conflict, discrimination, and oppression. For these reasons, the 1920s can be understood as roaring with turbulence. Do you think that the 1920s was a period of prosperity and optimism or a period of conflict and discrimination? Generate a thesis statement to address the question above and evaluate the era. Once you have decided on a thesis, begin drafting your essay outline. You may wish to make use of either of the following template documents to help structure your essay outline, but it is not required that you do so. Essay Outline.docx Essay Outline Address the following in a single document. 1. State your thesis 2. State 3 main arguments or pieces of evidence you would like to use that support your thesis Essay Graphic Organizer.docx 3. Include 3 pieces of information/evidence for each of your arguments 4. Provide citation using Chicago manual of style.See Answer
Q9:FROM THE TEXTBOOK PAGE 67 Extract A, from a modern History book The greatest winner of all was Hitler. He had gained the acceptance of the legalised murder of opponents. Most Germans accepted the view, that, as their Fuhrer, he would only act for the good of the nation. The Night of the Long Knives showed that the rule of law was to be replaced by the decisions of one man... (who) had an horrific vision of the future. What impression does the author give about the importance of the NLK in Germany? (6 marks)/nSee Answer
Q10:EXAM QUESTION Hurrah, die Butter ist alle! Es hat stets ein Reich stark gemacht, haben höchstens ein Volk fett gemacht EXTRACT A: From a school history website Hitler played little part in formulating economic policy or contributing to economic recovery. Instead, he relied on a group of close advisors ... One significant advisor was Schacht, the former president of the Reichsbank. Another was Ley, who co-ordinated Germany's workforce. Together, these men achieved impressive results - at least on the surface. By 1936, there was more or less full employment in Germany - though as might be expected, the Nazis manipulated these statistics to give the appearance of an improving economy. Women and political opponents were not counted in the unemployment figures, for example. Nor were German Jews, many of whom had been banned from their occupations. What impression does the author give about the success of Nazi economic policy? You must refer to Extract A in your answer (6 marks)/nSee Answer
Q11:HOMEWORK 6 - PART 1: Haitian Revolution In the 8-page excerpt of Leslie Alexander's "Black Utopia," the author explores how the Haitian Revolution was perceived among Black Americans, both free and enslaved, in the United States. What did Haiti mean to Black Americans? (2-3 sentences) The 6-page excerpt of Ada Ferrer's article "Talk About Haiti" analyzes how news and communication proliferated around the Caribbean. How did people hear about the news of the Haitian Revolution throughout the Spanish American world? (2-3 sentences)/nSee Answer
Q12:12:13 My Courses Directory BBLS101-OL: A Survey of the Bible <Discussions This discussion belongs to 09 Haggia-Malachi < 09 Discussion by Jered Stills - 2 months ago Please respond to ONE of the questions below. The questions are from the "Illustrated Bible Survey" textbook. 1) Why is the intertestamental period often referred to as the "silent" period? 2) How did the "Hellenization" of the Greek Empire challenge, change, and influence Intertestamental Judaism? 3) In what ways did the Roman Empire affect the Jewish desire for the coming of the Messiah? 32 Your post should be no less than 250 words, Also, please note that you MUST reply to the post of at least one peer to earn full credit for this assignment. The reply should be a minimum of 100 words. Kartesh Piyush Patel - 2 days ago . The Impact of the Roman Empire on the Jewish Desire for the Messiah The Jewish expectation of the Messiah was significantly influenced by the Roman Empire. During the era of Roman governance, commencing with the conquest of Judea in 63 BCE and concluding with the fall of Jerusalem in 70 CE, the Jewish populace underwent significant political, social, and religious transformations that influenced their yearning for a messianic entity. Initially, the Roman occupation engendered a profound sentiment of national degradation and subjugation within the Jewish populace. The imposition of substantial taxation, implementation of stringent legislation, and establishment of military garrisons across Judea by the Romans resulted in a pervasive sense of dissatisfaction and opposition among the Jewish populace. The tyrannical governance sparked a passionate yearning for emancipation and reinstatement of Jewish autonomy, frequently manifested through messianic anticipations. Sort by Oldest ✓ Furthermore, the presence of the Romans had a direct influence on the religious landscape of the Jewish community. The Herodian dynasty, designated by Rome to rule Judea, was perceived as a controllable monarchy that catered to Roman agendas. The Herodian rulers' collaboration with Roman authority, along with their efforts to assimilate certain aspects of Jewish culture and religion, exacerbated their estrangement from the Jewish population. Consequently, a significant number of Jews regarded the Herodian monarchs supported by the Romans as unjust rulers and desired a messianic figure who would reinstate the Davidic monarchy and establish virtuous administration. AA Moreover, the theological ramifications of the Roman demolition of the Second Temple in 70 CE, which occurred subsequent to the unsuccessful Jewish insurrection, were of significant importance to the Jewish faith. Many Jews regarded the destruction of the Temple as a divine judgment and a sign of the end times, as it served as the central hub of Jewish worship and sacrificial system. In light of this calamity, Jewish apocalyptic literature literature flourished, envisioning the coming of a messianic figure who would usher in a new era of redemption, rebuild the Temple, and restore Israel to its former glory. In conclusion, the Roman Empire's dominance over Judea profoundly shaped Jewish expectations regarding the Messiah. The oppressive Roman rule, collaborationist Herodian regime, and the destruction of the Second Temple all contributed to a heightened longing for a messianic deliverer who would bring about liberation, justice, and the fulfillment of God's promises to Israel runiv.populiweb.com ĆSee Answer
Q13: The Eternal Flame of Freedom: Boukman's Legacy in Shaping Historical Narratives and Political Agency DIRECTIONS: ➤ A 6-8-page essay Based off topic and thesis statement and notes/information given ➤ ONLY use information from the sources provided! FORMAT: ➤ MLA format 12-point font Times New Roman ➤ Double Spaced Normal size/default size margins INTRO for essay (Can be modified if needed): The Haitian Revolution, a monumental event spanning from 1791 to 1804, marked the first successful slave rebellion leading to the establishment of a free republic and had profound implications for the colonial world and the institution of slavery. At the heart of this revolutionary upheaval was a complex interplay of religion, culture, and political agency, which were inextricably linked to the fervor and momentum that propelled the enslaved towards freedom. A pivotal figure in igniting this historical transformation was Dutty Boukman, a leader whose memory has since been enshrined as a revolutionary icon. Boukman's role in the early stages of the uprising, particularly the Bois Caïman ceremony, where a Vodou religious ritual is said to have catalyzed the slave revolt, underscores the importance of religion as a mobilizing force in the fight against colonial oppression. The construction of Boukman as a revolutionary icon not only illustrates the power of remembrance in shaping historical narratives but also highlights the intricate connections between religion, culture, and political agency in the context of colonial resistance and the forging of national identity. Through an exploration of Boukman's leadership, the religious symbolism in the revolution, and his enduring legacy, we uncover the complexities of faith, liberation, and cultural identity in the context of one of the most significant revolutions in the Western Hemisphere. OPTIONAL OUTLINE (If needed): 1. Introduction 2. 3. 4. O Introduce Boukman as a historical figure and his transformation into a revolutionary icon. Present the thesis statement that explores Boukman's role in shaping historical narratives, with a focus on the interconnections of remembrance, religion, culture, and political agency. Historical Context of Boukman and the Haitian Revolution 0 Provide background on the Haitian Revolution. 0 Discuss Boukman's role and significance in the revolution. 0 Introduce the concepts of collective memory and its impact on historical perception. Boukman's Transformation into an Emblematic Icon 0 Analyze how Boukman's image has been altered and solidified over time. 0 Discuss the influence of oral history and cultural transmission in shaping Boukman's legacy. Role of Vodou and Cultural Practices Examine the role of Vodou in uniting and galvanizing the masses. 0 Discuss Aisha Khan's insights on the syncretism of Islam and Vodou in the Afro- Atlantic context. O 0 Analyze how these religious and cultural practices served as tools of resistance. 5. Religion as a Mobilizing Force 6. 0 Explore the critical function of religion in legitimizing the struggle for freedom. O Detail how Vodou and other cultural practices provided a sense of political agency. Cultural and Religious Symbols in Constructing Political Agency 0 Use Celucien L. Joseph's work to discuss the intersections of race, religion, and freedom in Haiti's national identity. 0 Argue how Boukman's memory serves as a spark for political agency and a symbol of resistance. 7. The Enduring Legacy of Boukman 8. O 0 Analyze the lasting impact of Boukman on Haitian society. Discuss Anthony Maingot's work on the socioeconomic and political challenges in Haiti. Correlate the historical narrative of Boukman with contemporary issues and the quest for autonomy. Conclusion 0 Summarize key points made throughout the essay. 0 Reiterate the thesis and the importance of understanding Boukman's legacy. Conclude with the implications of Boukman's story for the study of historical narratives, cultural identity, and political resistance. 0 SOURCES/REFERENCES: (SEPARATE PDFs AVAILABLE) Joseph, Celucien L. Haitian Modernity and Liberative Interruptions: Discourse on Race, Religion, and Freedom. University Press of America, Incorporated, 2013. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/nyulibrary-ebooks/detail.action? docID=1584882. Khan, Aisha. "ISLAM, VODOU, AND THE MAKING OF THE AFRO-ATLANTIC." NWIG: New West Indian Guide / Nieuwe West-Indische Gids, vol. 86, no. 1/2, 2012, pp. 29– 54. JSTOR, http://www.jstor.org/stable/41850693. Maingot, Anthony P. “HAITI: WHAT CAN BE DONE?" Latin American Research Review, vol. 48, no. 1, 2013, pp. 228–35. JSTOR, http://www.jstor.org/stable/41811598.See Answer
Q14: Chinese Name: a In this course, each student will use a Chinese name. For those currently without Chinese name, a program accessible through the page at (http://www.mandarintools.com/chinesename.html) can generate one for you. Students will be expected to write their Chinese names along with their English names on all of their assignments. Week 1 (Jan. 15-19) Mon.: No Class; Students should finish the following tasks: 1) Read the full syllabus closely; 2) Ensure your textbooks are in hands and start to do the readings. 3) write the think piece specified below. Think Piece: "What do you think when you think 'People's Republic of China'?” Please write 4-5 pages (double space and font 12) to discuss what come into your mind when you think about the People's Republic of China. The purpose of this assignment is to help the instructor and your classmates to learn about your background. No research is required. Please post it on D2L before the beginning of class on Jan 22. Tue.: Introduction to the course. Week 2 (Jan. 22-26) Mon.: Lecture: Birth of the People's Republic of China and Socialist Collectivization Readings: Spence, 460-9, 478-93. Tue.: Seminar Topic One: "People's Democratic Dictatorship!" Readings (Cheng, 350-7, 366-73): 1. "On the People's Democratic Dictatorship" 2. "The Sun Shines over the Sangan River" Week 3 (Jan. 29-Feb. 2 ) Mon.: Lecture "Hundred Flowers,” Anti-rightist Movement, and the "Great Leap Forward" First hour lecture, then watch: https://www.c-span.org/video/?297165-1/maos-great-famine [Mao's Great Famine, C-Span, Asia Society; 1.2 hours] Readings: Spence, 505-23, 529-34. Tue.: Seminar Topic Two: Anti-Rightist Movement and the “Three Red Flags" Readings [Cheng, 396-9, 404-411]: 1. Deng Xiaoping: The Anti-rightist Campaign, Sept. 23, 1957 2. "The Strength of the Masses Is Limitless, 1958” 3. "Hold High the Red Flag of People's Commune and March On, September 3, 1958" Week 4 (Feb. 5-9) Mon.: No meeting, watch Film Huozhe (To Live; https://www.youtube.com/watch?v=- s3u8bPZfLU) Tue.: Seminar Topic Three: To Live. Week 5 (Feb. 12-16) Mon.: Foreign Policy: From “Leaning toward One Side to Sino-Soviet Split” No meeting, watch: https://www.youtube.com/watch?v=kfq4V86dYq8 [Mao attends Stalin's 70th birthday celebration in 1949. 1.5 minutes] https://www.youtube.com/watch?v=yxHN9s71zHw 5 [Sino-Soviet Relations overview, part I, 9 minutes] https://www.youtube.com/watch?v=cJ-_0KagqU0 [Sino-Soviet Relations overview, part 2, 9.5 minutes] https://www.youtube.com/watch?v=hTvohhM2bWg [CGTN, Enemy on the doorstep: China's involvement in the Korean War, 50 minutes] https://www.youtube.com/watch?v=ViVGj58kt34&t=22s [Documentary of Korean War 1950-53, 48 minutes] Readings: Spence, 469-78, 493-505, 523-8. Tue.: MIDTERM Week 6 (Feb. 19-23) Study Week! Week 7 (Feb. 26-Mar. 1) Mon.: Socialist State Feminism and New Gender Relations No meeting, watch: https://www.youtube.com/watch?v=xK4IvLSFWL4 [1949 Asian Women's Conference, 1 hour] https://www.youtube.com/watch?v=wcitVza922c [A Socialist Feminist Revolution in the Early People's Republic of China, 1.5 hours] Tue.: Seminar Topic Four: “Chinese People Stood Up!" and The New Marriage Law Readings [Cheng, 358-60, 381-5, 413-6; 360-366]: 1. Treaty with the Soviet Union, Feb. 1950 2. A-Bombs and Paper Tigers 3. "The Origin and Development of the Differences between the Leadership of the CPSU and Ourselves," Sept. 6, 1963 4. New Laws: Marriage and Divorce, May 1950 Week 8 (Mar. 4-8) Mon.: Overview of Cultural Revolution No meeting, watch: https://www.youtube.com/watch?v=VHiDyNrZ1n4 [Mao and the Chinese Cultural Revolution, 1 hour and 24 minutes] https://www.youtube.com/watch?v=azBOK69FirU [How Tensions Grew Between Mao's China & Khrushchev's Soviet Union, 44 minutes] Readings: Spence, 535-63. Tue.: Seminar Topic Five: Mao's Role in the CR Readings [Cheng, 424-32]: 1. The Future Direction of the Cultural Revolution Week 9 (Mar. 11-15) Mon.: No meeting, watch: Documentary Morning Sun (https://www.youtube.com/watch?v=_qux1K5S8Mg) Readings: Spence, 565-86. Tue.: Seminar Topic Six: Morning Sun Week 10 (Mar. 18-22) Mon.: No meeting, watch: Musical The East Is Red (https://mp.weixin.qq.com/s/5ssc0QvflKYWJI_bGMik4w The vide is in the middle of the page) Tue.: Seminar Topic Seven: The East Is Red. 6 Paper Due at the Beginning of Class Week 11 (Mar. 25-29) Mon.: Lecture: Reform and Open Door Policies Readings: Spence, 618-76. Tue.: Seminar Topic Eight: “To Get Rich is Glorious” and Fighting against the "Capitalist Spiritual Pollution" Readings [Cheng, 452-6, 467-70]: 1. "On a Village Market Street,” August 1980 2. Deng Liqun on Propaganda Week 12 (April 1-5) Mon.: Lecture: Tian'an Men Square Incident, Developments and Difficulties Afterwards Readings: Spence, 677-728. Tue.: Seminar Topic Nine: Testing the Limit: Between Students and the Government Readings [Cheng, 487-95, 500-6] 1. Demonstrations Following the Death of Hu Yaobang 2. "Open Declaration of A Hunger Strike” 3. Deng Xiaoping's Explanation of the Crackdown, June 9, 1989 Week 13 (April 8-12) Mon.: Q and A for the final. Tue.: No class; Study for the final. The syllabus is subject to changes. 7 Research Paper Assignment Starting Early Is the Key for You to Write A Good Paper It counts for 30% of your final grade.) Deadlines and marks: The essay assignment is given out at the first day of the class. You are strongly recommended to start from the very beginning of the semester. A deadline is a deadline. Paper later than FIVE days will not be accepted, late in five days will lose 5% points for every day it is late—including weekends. These days are assumed to end at 11:59 p.m. This can make a big dent in the mark you receive! Yuan-tsung Chen's memoir The Secret Listener: An Ingenue in Mao's Court narrates her experience in China's long twentieth century, particularly the Maoist years. [One of the five figures covered in my book Arise, Africa! Roar, China! Black and Chinese Citizens of the World in the Twentieth Century, Sylvia Si-lan Chen, was a sister- in-law of Yuan-tsung Chen.] Your paper should discuss how and why Chen's personal experience deepens your understanding of the historical events covered in this course. Please include at least 4 secondary sources (historical monographs and articles) to help you frame your arguments. You can use General textbooks, lecture notes, book reviews, dictionaries, and encyclopaedias as references, but do not cite them and they do not count toward the minimum number of sources in your bibliography. ABSOLUTELY NO NON-PEER-REVIEWED INTERNET SOURCES!!! Scholarly sources in digital format are legitimate. Please consult with me or a reference librarian if you need clarification. Reference librarians in the library are there to help you with finding proper sources. Do not forget to use the inter-library loan service of the library. Make a SPECIFIC argument (not to summarize the book or course materials) by citing evidence (from Chen's book and course materials). The first paragraph should set out your specific thesis, and the rest of the paper should support it by citing and discussing (rather than simply summarizing) specific incidents (give page numbers in the style shown below): what happens, what it shows, and how this supports your thesis. Do not use quotation unless there is a real reason for reproducing the author's exact words. When you cite other readings, use the same citing style. Historical information from lecture may be considered common knowledge and does not need to be footnoted (but be sure you get your information right.) You are required to attach a separate page of bibliography at the very end of your paper. Please see below for the style of bibliography entries, or you can check any history book for reference. The finished paper should be at least 2,500 words (roughly 8 to 9 pages long, double-spaced [3 lines to an inch], with 1 to 1.5 inch margins. Be sure to calculate the number of words to meet the minimum requirement). Please do not forget a title which matches the content of your paper, your name, the date, and page numbers (a title page is not necessary). 8 Hints on writing: 1. The assignment is not a book review. Rather than the focus of the paper, The Secret Listener is to offer evidence for your arguments. 2. Your paper should include an introduction, a body, and a conclusion: Avoid a global statement such as “In history, humans are always directed by their values, beliefs, and cultures," at the very beginning. Rather, get to your generalization/thesis directly in your opening paragraph, which should not include introduction or review of The Secret Listener. In the body of your paper, you should analyze your incidents from the reading rather than summarize them. The sub-themes produced from analyzing the incidents should be well organized according to their relationships to your generalization/theme organize (do not wander off the subject), in order to make your argument clear and convincing; there should be clear connections among the sub-themes. In conclusion, avoid comprehensive summary and new ideas; rather, highlight the most important points. 2. Do not use jargon or vague and general terms without clear definition and definite meanings such as "the Feudal China,” and “the Confucianism” etc. (You can use them, but you have to specify the exact meanings.) 3. Before starting to write, take time to think through what you want to say and how to organize it. You may want to make a short outline. Write the first draft as quickly as you can, all the way through, so as to maintain the flow of thought; skip something rather than let yourself get bogged down. When it is all written, then go back and revise, revise, revise (the secret), several times, changing each sentence to put your ideas more clearly. After the first draft, start printing out drafts (we can see better on paper). Work particularly on the first part, the mot important and always the weakest (even experienced writers need to warm up). Reading your paper aloud, perhaps to a friend, is often helpful. If you have the time to set it aside for a day or two, you will find fresh ways to improve it. When you refer to (or quote) evidence from the readings, please give page numbers in the following footnote form. (The first citation of a work should be in full form; subsequent citations are shortened.) Please use footnote form of citing style [PAY CLOSE ATTENTION TO SYNTAX, which you can check in any history book]: Footnote Style: At the bottom of the page. The first citation of a work should be in full form, subsequent citations are shortened. For example: 1. Yuan-tsung Chen, The Secret Listener: An Ingenue in Mao's Court, London: Oxford University Press, 2022, 34-37. 2. Chen, 38. Bibliography Style: Chen, Yuan-tsung Chen. The Secret Listener: An Ingenue in Mao's Court. London: Oxford University Press, 2022. 9/nSee Answer
Q15:Choose one of the options below for your Project 1 Essay. 1. Discuss "alienation" and the Garden of Eden story. Your paper may touch on the topics of alienation from God, the Garden, other people, the land, and more. 2. Discuss the Balaam story in Numbers 22-24 with special attention to the power of "blessing" in the narrative. Don't forget to reference the Abrahamic (Gen. 12:1-3; 15:18-20) and the Mosaic (Exod. 19-20) covenants as you write. Directions: 1. Write an essay in Grad Manual of Style. Essays should be 4-pages long (1,000 words), typed and double-spaced (3.50 pages is not acceptable). The font should be Times New Roman and must be 12 points. The margins should be one inch on all sides. Include a title page (not counted in the 4-5 requirement), and number each following the title page. 2. Part of the essay grade will include grammar, punctuation, spelling, etc. Do not use slang or colloquialisms. Proofread your essay carefully before submitting it. Consider using Grammarly to improve your paper. 3. This is not a research paper. Do not use secondary sources. The purpose of each essay is to offer students an opportunity to analyze a variety of literary materials, construct an argument, and write clearly and persuade the reader by citing evidence and specific examples from the primary texts (in this case, the Bible and your textbook).See Answer
Q16: CLAS 1P92 Roman Civilization Final Essay Guidelines What is the point of this assignment? The Final Essay is designed to demonstrate your ability to apply what you have learned to construct a coherent account that uses relevant primary sources and material evidence engage with peer-reviewed scholarship through independent research demonstrate improvements in writing technique, incorporating feedback that you received from previous assignments What do I really, really need to know? These are the basics: Value: 25% of your final course grade. Format: Word Document, Times New Roman, 12 point, double-spaced Length: 1500 to 2000 words. Late penalty: 10% per day. Following the deadline there will be a 24-hour grace period for submission on BRIGHTSPACE, to accommodate computer problems and other unforeseen crises. Submissions after this point will incur the full penalty. Bibliography: Chicago Turabian Style. See link under SAKAI/Writing Resources. AN IMPORTANT NOTE ABOUT ONLINE CITATION and BILIOGRAPHY TOOLS Tools like RefX will export citations in a given format (e.g. Chicago Turabian) but YOU still need to make sure that the appearance of your Bibliography is consistent. Look at the works cited or bibliography section of any of your course readings. Do you see how the works are formatted consistently? You are expected to do the same. Resources for Classics: See http://researchguides.library.brocku.ca/CLAS What do I need to do? Write a narrative about any aspect of life in the Roman Empire using your Familia character as a reference point. That means that you can extrapolate from elements of that character's life to explore a topic in more detail (e.g. an essay about a slave could focus on Roman mass entertainment, an essay about a Roman matron could focus on the family business; an essay about a soldier could focus on the cult of Mithras). 1 Your account should make sense within the framework of Roman society and history, and it should be plausible (if you cannot find a precedent for something in your lecture notes, TRSC or DLAR it probably shouldn't be in the essay, see below). It should also have a coherent structure, and not simply be a collection of random facts. REMEMBER: Your Final Essay is NOT a write-up of what you did in seminar; it needs to focus on specific aspect/s of Roman culture. Think of your Familia character/s as if they were a case study and consider what we can learn from their lives. Incorporating Evidence: The 3-2-1+ System To support your essay you need to construct an account that applies evidence in a meaningful way. That means you need to select evidence that contributes important points of context, detail or interpretation to your narrative. The 3-2-1+ system has been devised to help you do this. Your essay MUST use • at least THREE secondary sources from TRSC Here's an example: "Although Caecilia Hilaria had a Greek name, she was actually born in Roman Britain, among the Iceni tribe of Britons. As a very small child she was sold into slavery. She did not know what her childhood name was; it was the Caecilii who named her Hilaria. This Roman habit of giving slaves Greek names was a form of deracination, cutting enslaved people off from their origins (Shumka 2021, 82). NB each chapter in TSRC is a separate essay and should be referenced as such in your bibliography (e.g. Shumka, L. 2021. “Roman Slavery.” In Themes in Roman Society and Culture, edited by M. Gibbs, M. Nikolic and P. Ripat, 73-93. Oxford: Oxford University Press.) at least TWO primary sources from DLAR. Here's an example: "My father didn't know many young men who might suit me as a husband, so he asked my 2 • uncle to find someone (Pliny the Younger, Letters 1.14)." at least ONE peer-reviewed expert source from the Brock Library found via Oxford Handbooks Online, JSTOR or Project Muse. Random webpages and Wikipedia entries are NOT eligible sources and will not be counted. PLUS ONE piece of material evidence. You may source a new item from the Material Evidence section of lessons, lecture slides, or from a museum. Please include a weblink to the item in your in the bibliography. Using the 3-2-1+ system your Final Essay requires a total minimum 7 items of supporting evidence. A 5% penalty will be applied to the final grade for each item omitted to a maximum 20%). Final Essay FAQs What period of the Roman Empire am I writing about? Your essay can be set in any time from 50-250 CE. Just make sure that of you are referencing specific historical events that they can take place within an individual's lifetime (it's physically impossible that a soldier garrisoned at Hadrian's Wall (created 122 CE) could also who witness the Great Fire of Rome (64 CE). Hang on, I was taught never to write an essay in the first person (“I”). Is this correct? This is true for pure research papers which need to present an argument/thesis in objective terms. But this is a narrative essay, which means you have more leeway and can use whichever voice feels best to you, either the first (“I/we”), second ("you/you") or third ("he/she/they”). Is there an example I can look at? Yes, see the PDF file “Final Essay Example" on SAKAI/Writing Resources. This short excerpt is based on a real essay that gained a good grade. I have included comments to highlight some of the elements that contribute to producing a good quality essay. I'm a woman/slave and nothing ever happened to women/slaves. I don't have anything to write about. Roman society was arranged to put Roman men front and center but that does not mean that women and slaves lived passive lives. Lecture material and course 3 readings provide plenty of evidence that shows us ways in which the lives of women and slaves went far beyond silently bearing children and sweeping floors. I kept dying and have been three different slaves in Familia!! What should I do?!? You can either focus on one character that claims the experience of those other characters, or you can write about different several characters. What do you mean when you say the essay "should be plausible"? It means that you should be able to point to evidence that similar things happened to others in your situation. Let's look at some possible examples: "I'm a slave, but with my education and training I gain my freedom and become a millionaire! This essay will focus on freedpeople in the Roman economy. " Yes, that's plausible. There is direct evidence for this (e.g. Trimalchio, see Petronius, Satyricon 75-76 [DLAR# 135]). "Servia was a Roman matron who petitioned the Emperor to pardon her husband and saved him from being thrown to the lions!" That's slightly less plausible, but there is evidence that a Roman woman could directly petition the authorities with success (the Laudatio Turiae specifically states that Turia did it, see Lecture 4.1). We don't have specific evidence that it worked in the case of someone being thrown to the lions, but at least there was a system in place that could allow it to happen. "I'm a slave. I trained as a gladiator, joined the army, was promoted to general, and then fought my way to becoming Emperor!" Ah, no. There is no precedent for that ever happening, and if you've been paying attention to lecture and doing the reading you know that there is no path that would allow that to happen. It doesn't matter how well you write, this essay will receive a poor grade because it ignores historical evidence. "I'm a time-travelling vampire..." Stop right there. I want to include a letter/epitaph as part my essay, is that ok? Yes, you've lots of examples to work with in DLAR. Can I mention other members of my familia? 4 Yes, you can. They can be witnesses or participants to the topic studied in the essay (e.g. a Roman girl may not have children herself but she can witness an older female relative's experience of childbirth.) I find working with material evidence really difficult. Can I reuse an object from one of my Object Lessons? No, because you have already received credit for that assignment. I'm looking at my Familia notes but can't think what to write! HELP!! If you can't decide on an aspect of life in the Roman Empire for your essay, it can help to ask yourself some questions about your character/s: 1. When exactly are you living? Have any specific historical events had an impact on your life? (See TRSC p. 24 for a broad timeline and DLAR pp. 1-6 for a short summary of key events). 2. Have you spent all your life in the city of Rome? Or have you travelled to other places in the empire? Why? (See interior cover of TRSC for a useful map). 3. Do you have any particular thoughts or feelings about Rome's imperial expansion, or do you think you are largely unaffected by it? 4. What kind of education or professional training have you received? How do you interact with the wider Roman economy? 5. Who are your closest relationships? Why are they important to you? Have you lost anyone close to you? With what result? 6. How well have you lived up to society's expectations? Do you conform to the model of a good citizen, wife, or slave? If not, why not? 7. Are there any aspects of religion or belief are especially important to you? 8. Have you ever been in trouble with authority? Why? What was the result? 9. What are your goals and dreams? What are your chances of achieving them? 10. How do you prefer to spend your leisure time? Why does it appeal to you? Once you have asked yourself these questions, consider which of these appeal to you as a topic to explore in more detail. Note that you don't have to confine yourself to seminar readings to find ideas for answers to these questions, you can use all of DLAR and TRSC. We look forward to reading your essays! 5 KTVS January 2024/nSee Answer
Q17: Instructions Need this in 6 pages | times new Roman font, 12 point, and 1.5 spacing This assignment is meant to reflect on two books assigned to one city (a pair of readings), relating it broader themes in your discipline, and understanding what the books contributes to the understanding of race, place, and gender. The midterm paper is 6 pages, and should be new times Roman font, 12 point, and 1.5 spacing and using consistent Chicago style citation format throughout. Reflections papers should not summarize the books. Instead, they should offer the reader's thoughts on the books' main themes, how these themes relate to others in the class, and how such themes shape your understandings of cities (or your discipline). The two books are Magic City by Jewell Parker Rhodes and Black Towns, Black Futures: The Enduring Allure of a Black Place in the American West by Karla Slocum. Some of my key themes from Magic City by Jewell Parker includes yellow journalism, environmentally vulnerable cities, unearned feelings of oneself, world war impacts, lynchings and violence, maroons and maroon life, resurrection of memories and revisiting traumas, successful reparations acts, disenfranchisement of black people, running/escape/return, reparative planning with trauma acknowledgement, reconciliation and acknowledgement of place-based crimes, and other black settlements that were demolished for rearranging the city for the benefit of the wealthy. My key themes from Black Towns, Black Futures: The Enduring Allure of a Black Place in the American West by Karla Slocum included exceptionalism and exploration with tropes like "black excellence," land ownership, myths and family histories, white gaze and viewing black towns in a vacuum, black towns situated on reservations and lack of mentioning this in the book, property values in Oklahoma, black gatherings and celebration, education as an important institution for individual and communal black identity, prisons as economic development, afrofuturism vs. reality and pressures of black people developing in an aging population, and the role of indigenous displacement. Themes that are through lines in both books include trauma narratives in a reparations framework, respectable black towns ideology and how it's intertwined with colonialism, exceptionalism, black peacemaking and black gatherings/celebration, acknowledging place based crimes, environmentally vulnerable, prosperity, extraction, reparative planning, dreaming, and vulnerability. Other questions to consider in this analysis should include: How is race different in other places? Where does Oklahoma fit in your narrative of America? How did these books touch on place, time, gender, race, and poverty? How were the writing styles different/similar? Student note: they are two books that can be accessed online The two books are Magic City by Jewell Parker Rhodes and Black Towns, Black Futures: The Enduring Allure of a Black Place in the American West by Karla Slocum Slocum, K. 2019. Black Towns, Black Futures: The Enduring Allure of a Black Place in the American West. Chapel Hill: The University of North Carolina Press. Rhodes, J. P. 2021. Magic City. New York: Perennial Books. I know it's a very specific topic related to black issues and I can help give my opinions for whatever you need clarity for since it is a personal reflection. I just don't have time for this assignment, but I have past papers that I can send to you that can give you a better idea of how I write and issues I care about. I'm an architecture and historic preservation graduate student taking a planning course elective and I love talking about black heritage and community development, things like that so my perspective is a little unique sample: This is a short personal reflection writing we had to do for another book and the language wasn't too formal/academic but still substantial: Development Drowned and Reborn: The Blues and Bourbon Restorations in Post-Katrina New Orleans began with tracing back the use of the land to help understand the birth of blues. I loved the way the authors used history to help us understand some of the larger concepts explained in the book--one of the biggest that I was stuck on was the influence of Native Americans who occupied the land 12,000 years ago. To be honest, I tried to move on from this, but I am always astounded to know the kinds of practices that went on before and how intelligent they were. Learning about the ironically named civilization, Poverty Point, resonated deeply with me because this is no small feat: twelve thousand years ago, over 150 settlements were produced across states, connected to Central America, where social, cultural, and technological innovations were regularly designed and implemented into the year-round settlement that also happened to be geometrically organized with solar orientations, and had one of the most efficient agricultural systems. This mastering of planning (regionally), living off the land, living peacefully amongst other people, and having positive social relations…..and on top of that, having an archive of this knowledge to include cultural preservation of important/religious sites, how to build multicultural alliances and mobilize, and how to go about resistance. It is mind-boggling to me that all of this was possible and flourished for thousands of years. I thought it was an intelligent point to make and an even stronger pivot into the development of Louisiana and how the "heartland of the blues was birthed by slavery within slavery." They spoke about how the blues was used as a way to form an identity in crisis, but also how it transformed regional realities, and all of it stemmed largely from the Native American communities that existed prior that specialized in community development, planning, creating trading networks, and overall producing societies with longevity. I just had to pause there for a minute because my goodness--I love the way that the authors articulated the genius of Native Americans because no one ever speaks in this way about their contributions across this nation. Their stories are always told in a negative light (Trail of Tears, Walking Purchase, etc.) where their influence is severely downplayed and cheapened to something along the lines of "they lived off the land, made paths, and was overpowered by disease and colonialism, they were murdered and displaced, the end." I am grateful for this new perspective and reading this made me want to completely pivot from the book entirely to learn more about Native Americans in this powerful light.See Answer
Q18: You are to write a history essay of no less than 1,000 words answering the following: "To what extent did the Russian Revolution of 1917 mark a turning point in Russian history, and how did it shape the socio-political landscape of the 20th century?" DO NOT USE AI !!!!!! THIS WILL BE CHECKED ON TURNITIN ANY PRECENTAGE OF AI WILL RESULT IN A ZERO!!!!!!!!!! NO PLAYGARISIM!!!!!!!!!! Socio-political meaning: "Socio-political means how society and politics are linked and influence each other. It's about how things like culture, money, and who has power connect with the way a country is run. For example, when studying the Russian Revolution, think about how regular people's lives changed, who had control, and how the government worked differently afterward." RUBRIC: 1. Thesis Statement (4 points): - 4 points: Clear, specific thesis that directly addresses the question and outlines the main arguments to be discussed. - 3 points: Mostly clear thesis with some clarity on the main arguments. - 2 points: Vague thesis lacking specificity or clarity. - 1 point: Unclear or missing thesis statement. 2. Argument Development (6 points): - 6 points: Well-developed arguments that provide thorough analysis and evidence to support the thesis. - 5 points: Arguments are mostly developed, but may lack depth in analysis or evidence. - 4 points: Arguments are presented but lack thorough analysis or sufficient evidence. - 3 points: Limited argument development with minimal analysis or evidence. - 2 points: Weak arguments with little analysis or evidence. - 1 point: Arguments are unclear or largely unsupported. 3. Use of Evidence (4 points): - 4 points: Clear and relevant use of evidence from historical sources to support arguments. - 3 points: Evidence is mostly relevant and supports arguments, but may lack clarity or specificity. - 2 points: Limited use of evidence, or evidence presented is weak or irrelevant. - 1 point: Evidence is unclear, inaccurate, or largely absent. 4. Organization (3 points): - 3 points: Essay is well-organized with clear introduction, body paragraphs that follow a logical structure, and a conclusion that summarizes key points. - 2 points: Mostly organized, but may lack coherence or clear transitions between ideas. - 1 point: Organization is weak, making it difficult to follow the flow of the essay. 5. Clarity and Style (3 points): - 3 points: Writing is clear, concise, and effectively communicates ideas with appropriate language and tone. - 2 points: Writing is mostly clear but may lack clarity in some areas, or may have inconsistencies in style. - 1 point: Writing is unclear, confusing, or contains significant errors in grammar or syntax. 6. Conclusion (2 points): - 2 points: Conclusion effectively summarizes key arguments and provides insight into the significance of the Russian Revolution on the socio-political landscape of the 20th century. - 1 point: Conclusion is present but lacks clarity or fails to effectively summarize key points. - 0 points: Conclusion is missing or does not adequately address the significance of the Russian Revolution. Total: 20 pointsSee Answer
Q19:INSTRUCTIONS This Primary Source Analysis Assignment paper should be entitled, "Primary Source Analysis for Section 2." This can be from ANY "one or two" of the Primary Source DOCUMENTS found within Modules 4, 5, 6, 7, 8, & 9, corresponding to Section 2. NOTE: this must be from DOCUMENT(S) found within the book or another Primary Source suggested by the professor or suggested by the student AND AGREED UPON by the Professor (e.g. NOT map found in the textbook). Then, entitle each section of your paper as follows as "Context," "Explanation," and "Application," (in that EXACT order). Note what each section should include, if possible: Context - this step addresses who is writing, what movement or events were taking place at the time of the writing, where they lived, and when the person lived (the main text of this chapter and class lecture will greatly help you on this - and it is suggested that you quote from the textbook and class discussions). Explanation consider what is the person's man argument, are they complaining about something, motivating the reader to action, etc. Again, good note-taking and reading skills will come into play here to assist you to write extensively. Application -how does each document contribute to understanding the period covered in the chapter, and how should the modern reader interpret these documents. You can and really should also express YOUR feelings on the document(s) and elaborate on what you have learned, if you agree with the author or disagree, and how you can put this information into use. This assignment will require at least two pages of writing (Type 12 Font Times New Roman, and double-spaced). This papers will NOT be accepted after April 13th at 11:59 PM. Please consult the Course Schedule. Class Participation - Extra Credit. Your thoughts are important, both for my knowledge of how much you are learning, and for your own development. By contributing to class during discussions the student can receive extra credit towards their upcoming paper. Please keep in mind that the student can also receive negative class participation points if they do not respond when called upon by the instructor (in Zoom classes)./nSee Answer
Q20: Nationalist source homework 23.01.2024 15:44 Source A: From a report written by a British official based in Serbia in 1909. Serbian nationalists firmly believe that Serbia should consist of all those people who share their culture and language. This is not confined to just those living within its current borders. Many Serbians demand the creation of a Greater Serbia which will unite together all those Serbians now living under Austrian, Hungarian and Turkish rule. All Serbian nationalists strongly believe that Bosnia must be part of this Greater Serbia. Source B: From a statement issued by a Serbian nationalist group in 1911. The annexation of Bosnia by Austria was only one attack which our enemies have made against Serbia. Many more will follow. Therefore, we must prepare thoroughly for war. Any future attack on us, like the take-over of Bosnia, must be resisted. In our new Serbian nation, everyone should be a soldier. We believe that Austria is our greatest enemy. In the future, it will be necessary for Serbia to fight Austria. How far does Source A support the evidence of Source B about the opinions of Serbian nationalists in the years 1909-14? Explain your answer. Both sources do [extent] agree that... Source A states "..." And source B states "..." This suggestss Both sources [extent] disagree on..... Source A states "quote" This suggests... Whereas source B states "..." This suggests... They [extent] AGREE/disagree on.... Source A states "---" This suggests.... Whereas source B states " This suggests.... Overall, both sources [extent] disagree on the topic of. Extent: Mostly Strongly Mildly Somewhat (8) whereas they [extent] agree on.../nWord Limit 200 WordsSee Answer

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