History

Term Paper 2Suggested questions to answer – not required questions to answer. There are also only suggested number of pages. The course is teaching American Indian religion and philosophy – so demonstrate that you’ve done the work to have an intelligent and academic perspective. In other words, what have you learned?American Indian Religion & PhilosophyCeremonyCritique and Analyze the material, then Support your position.- Introduction· In general, what are the purposes for American Indian ceremonies? What might they all have in common?· Are any American Indian ceremonies similar to what exists in other cultures?- Function· Choose one specific ceremony covered in this course. What is the primary function of this ceremony? What is involved?· Using the same ceremony from above, what are the observable and unobservable functions of the ceremony? (How might the ceremony/activity(ies) provide a function in the family or the community?)- Application· Choose one or more ceremonies. Give examples of how the ceremony is significant or relevant in todays’ times? Reflect on todays challenges or challenges for their community environment.· Describe or interpret how the origin stories (the four in iLearn) might give us information about the people and their environment.- Scope· Describe how people are involved in their ceremony (either as an individual, or as a group; you can describe a specific ceremony, the preparation of the ceremony, or how it is conducted).· What do you consider to be the purpose or expected outcome of their ceremonies? You can choose a general theme or a case-by-case study.- Conclusion· What do you now understand about American Indian religion and philosophy?· Compare your knowledge of American Indian religion and philosophy to another major religious practice and/or philosophy.

Introduction to Medieval and Early Modern Western CivilizatioThirteenth Module Writing AssignmentPrimary Source Analysis Questions (70 Points)Due: Friday, April 30, 2021John of Salisbury’s PolicraticusExcerpts from Machiavelli’s PrinceElizabeth I’s Act of Uniformity (1559)De Thou’s account of the Massacre of Saint Bartholomew’s DayPLEASE ANSWER ALL THE QUESTION IN BULLET POINTS AND ANSWER ALLLL BECAUSE REMEMBER I GOT SO LOW GRADE LAST TIME SHE’S REALLY TOUGH PROFESSOR LOL· Please discuss two episodes in Elizabeth I’s career as Queen of England discussed in the documentary Elizabeth the Queen and/or documented by the assigned primary source:· Do you think that Elizabeth met John of Salisbury’s standard for a “prince” or ruled like a “tyrant?”· Do you think Elizabeth followed Machiavelli’s recommendations for a “prince?”· Based upon De Thou’s account of the Saint Bartholomew’s Day Massacre, do you believe that Catherine de Medici met John of Salisbury’s standard for a “prince” or ruled like a “tyrant?”· Do you think Catherine de Medici followed Machiavelli’s recommendations for a “prince?”· Do you think that Philip II of Spain met John of Salisbury’s standard for a “prince” or ruled like a “tyrant?”· Do you think Philip II followed Machiavelli’s recommendations for a “prince?”HeRE ARE THE LECTURE THAT WILL HELP YOU PLEASE MAKE SURE THERE’S NOOOO PLAGIARISM!For this thirteenth module, please read Anthony Grafton and Donald Bell, The West: A New History, pp. 390-391; 398-406; 452-453; 466-470Thirteenth Module Video Lecture: The Sixteenth-Century Wars of ReligionFirst Part of a Four-Part Documentary on the Reign of Elizabeth I of EnglandSecond Part of a Four-part Documentary about the Reign of Elizabeth I of EnglandThird Part of a Four-Part Documentary on the reign of Elizabeth I of EnglandFourth Part of a Four-Part Documentary Series on the Reign of Elizabeth I of EnglandFirst Primary Source: Elizabeth I’s Act of Uniformity (1559)This is the first of two primary sources assigned to help students complete the Twelfth Module Writing Assignment.Second Primary Source: De Thou’s Account of the Saint Bartholomew’s Day Massacre of 1572· This is the second of two primary sources assigned to help students complete the thirteenth module writing assignment.Third Primary Source: Excerpts from John of salisbury’s Policraticus This· third primary source, first introduced in the seventh module, is copied here to help students complete the thirteenth module writing assignment.Fourth Primary Source: Excerpts from Machiavelli’s Prince· This fourth primary source, first introduced in the tenth module, will also be helpful for completing the thirteenth module writing assignment.

Please respond to the following, using the resources in this week’s Learn and those listed below as the basis for your response.Select one example of a literary work or a work of visual art from the 1800s—either Romantic or realist in style—that responds in some way to the Industrial Revolution.Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution.Describe one specific literary or artistic work of our day that effectively protests a social injustice.Art Reacting to the Industrial RevolutionChapter 28, art and literature in the Industrial Revolution.

M5 Discussion 1: Peer Review Of Rough Draft (1 Question) | M5 Discussion 2: The Civil War | M5 Assignment 1: Primary And Secondary Source Worksheet | M5 Assignment 2: Primary And Secondary Source Analysis And Comparison Essay Instructions Web Page

Chapter 15 – How to make accurate observationsOne of the key steps when it comes to making accurate observations is identifying first where one lacks. Lack of acquaintance with the bible, depending too much on source material, and observing in a distracting environment are all major reasons why many observation attempts fall short. The reason for observation is to find important information in a passage, evaluate the information, and create an analysis on the scripture. Some elements that are looked for in observation are “elements of structure, relationships, parts of speech, and grammar” (Cartwright, Hulshof, 2019 p. 91). This allows us to start asking the questions of who, what, where, when, why, and how which is discussed more in detail in future chapter 17.Chapter 16 – How to use multiple translations of the BibleEach translation of the bible undergoes strict analysis and has a translation committee behind it. Many verses are the same between multiple translations and committees, however the are bound to be a few verses, words, or phrases that differ between each one. The goal of observing multiple translations is to be able to identify details in passages that may need to be studied further. There are many steps that can be taken when making observations across multiple translations: “Stay Simple,” “Use Three to Five Translations,” “Choose translations that cover the full spectrum of translation types,” “Choose a base text as the standard comparison,” and “color code your work” (Cartwright, Hulshof, 2019 p. 96).Chapter 17 – How To Ask QuestionsAsking questions is an excellent way to start moving past just reading the Bible but truly being able to understand it. Who, what, where, when, why and how are all important questions that need to be asked by those that read it. Most of the questions are self explanatory in either the reason it’s asked or what the answer will be. The question of why is the hardest yet likely the most important to understand. Why can be difficult as not in the question but in deciphering the answer. The answers to each of these questions can have crossover with each other which is okay as all the answers are true.Chapter 31 – Apply: How to Live Out What You LearnThe last and final step when observing, studying, and analyzing scripture is learning to apply it to ones life. There have been many thought out and discussed suggestions on how to apply what is learned to ones life such as: asking nine questions as they relate to numerous relationships of your life, creating an application nerative, and comparing your needs to the needs of the Bible passage (Cartwright, Hulshof, 2019, p.176). There are four questions for application: Duty – what should I do, Character – who should I be, Goals – what should I pursue, and Discernment – how can I distinguish truth from error? By asking these questions, either consciously or subconsciously, “We are being shaped and molded into the image of Christ through the power of the Holy Spirit as he works through the Word of God” (Hartwrgith, Hulshof, 2019 p. 179).References:J. Cartwright, C. Hulshof, Everyday Bible Study, Second Edition, 2019

Jesus in the Bible:The Bible is not designed as a how-to manual for rules of life. Ultimately the Bible is a collection of stories and correlations between the Old and New Testament that show God’s plan of redemption for man in a fallen world through Jesus Christ. By looking for references to the Old Testament in the new Testament, paying special attention to the stories of salvation and redemption from sin, and using typology to identify foreshadowing’s of Christ in the Old Testament are all ways that we can help identify the works of God through Jesus in both books of the Bible.How to live out what you learn:Ultimately, we must apply our knowledge gained through the study of Scripture to our life in meaningful ways to allow the purifying beauty of Christ work through us. Utilizing the four questions for application as outlined in Everyday Bible Study of Duty, Character, Goals, and Discernment (Page 178) offers us a framework to apply to all situations and facets of life, both consciously and unconsciously. This framework is vital to helping us see things through God’s ultimate vision and brings us in closer unity to his ultimate goals for us on Earth.How to study the Old Testament Genres, Part 1: LawAt the fundamental level, the law reveals our guilt before God. The laws function as a mediator for fallen man and gives us a powerful provision to remedy our sinfulness. To study the law, we must consider first the historical and cultural issues that may require further understanding to know what the law in relation to. It is also useful to categorize laws that are applicable to modern day and those that may no longer be as relevant. The New Testament addresses this to some degree with affirmations from Jesus. Other laws help us to identify things that are of most importance or value to God his desires. Using our power of discernment to identify these important characteristics of law and the genre of law will help us study and apply the concepts presented in a useful mannerHow to use multiple translations:According to EBS (page 94): “When you compare several translations and find different words or phrases in each of them, this is noteworthy. In this case, the translation committees do not agree on the best way to express the word, phrase, or sentence in English.” This means that while they do generally agree on the overall message, there will be certain words or phrases that could possibly have a different connotation in English. Utilizing multiple translations, especially those that cover a spectrum of translation types, and then measuring these against one standard text to stay on track are all useful in effectively studying multiple translations of biblical texts.

For your final essay, you will write an essay outlining a major turning point in world history from the 16th century to present day. You will choose a turning point that, in your opinion, had the biggest effect and made a significant impact on modern history. Your essay should be an argumentative essay indicating why this event was such an important turning point. Events you can choose from include: the Reformation, the discovery of the New World, the Industrial Revolution, the ideas of the Enlightenment, the development of the atomic bomb, or feel free to research your own topic. Use MLA format and examples from the reading, course material and outside sources to support your ideas. Your essay should be a minimum of two pages (not including references or title page).

essay should be at minimum five (5) double-spaced, typed pages, or 1,250 wordsMake brief presentation of chosen artist and explain why this artist is so special

Each week we will be looking at a set period from our past. Although these are our ancestors, it will seem like we are studying a distant planet, inhabited by people with the strangest of habits. Fortunately, these subjects of our observation give us abundant clues about who they are. Their art, their writing, their technology, the way they do business, the way they governthemselves all feed into a picture we will attempt to paint for ourselves each week. Understanding who they were will help us understand who we are.Each week you will be given three or four questions pertaining to important topics covered in the materials provided in the question itself, the textbook, the lectures, the other materials provided, and my comments in my Live Session. You choose the one question you like and post a response of 125 words or more. You also need to respond to another post from one of your fellow students. This second post should be at least 60 or so words long and should not just agree with or repeat what has been said.Please always use an example that has not already been used in the discussion.European monarchs followed the example of Louis XIV and one of them is well described in your book, Frederick William of Prussia aka Frederick the Great. What does his palace Sans Souci and what we know about him personally, tell us about the way he saw his world and promoted his power? Frederick the Great was an aggressive monarch who built his kingdom into what would become the German nation.Your book makes the point that, in many ways, Classical music is a reaction against the Rococo and its wild exuberance. Why did symphonic orchestras form at this time? What composers used this form to express a new world view? How does Classical music reflect Enlightenment thinking?The ancient artwork traditions of China and Japan began to enter the European world as European trade became a huge business and cultural exchange. Europe fell in love with what came to be known as chinoiserie. The reality is that China was an ancient and quite advanced civilization, scientifically far ahead of the West in many ways. What Europeans saw as exotic artifacts from a mysterious land reflected the many cultural traditions that melded to form Chinese culture in the 18th Century. What are some examples of chinoiserie and other artifacts of Asian culture that became so popular in Western Europe? Why were Europeans so enthusiastic about anything Asian? Why do you think Europeans were so arrogant about their self-conceived superiority?Chapter 26 covers both the American and French Revolutions. Both proclaim liberty for all but America built slavery into its most important founding document and the French kept the Haitians enslaved until they too fought to free themselves. Why were slaves so important to both countries? How did slavery become a huge international trade system? How are slavery and racism connected in America?Many of our oldest and most important buildings in America are Neo-Classical in design. Our nation’s capital was laid out in the midst of this design period. The documents created by the political leaders of the time were also built on Greek and Roman ideas. Recent events in Washington make it seem as if this architectural style doesn’t work in 2021. Strains and stresses in our society tend to indicate that our founding documents might need deep re-examination. Are we being constrained by following these 200 year old documents? What about them should be changed if anything, to bring about an America where we are all equal and free? Should we stop using these ancient buildings in exchange for greater security?

Using primary texts supplied IN THE FOLDERS ABOVE, choose two pro-slavery and two anti-slavery documents and write a 750-word essay that demonstrates how the proponents and opponents of slavery used the themes that frame this course when making their arguments (Mobility, Democracy, Capitalism, and Difference).You should identify the authors’ main point, and utilizing two of the four themes, examine how they defended their position. Your paper should conclude by explaining why some contemporaries of slavery may have found certain arguments compelling, while others found them offensive (to conclude effectively, you will need to explain the historical context in which these texts were written, based on what you have read in the text and learned in class discussion).