Essay: Celia, A Slave by Melton A. McLaurin.

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Assignment

How does Celia, A Slave by Melton A. McLaurin show the changing views of slavery in the United States?

Analyze her story within the broader context of the time period in which the events of the book took place. When writing this paper, consider the following questions: What are the power and gender dynamics involved and how are female slaves viewed by southern whites? What do Celia’s defense attorneys argue? How does the trial threaten to undermine the foundations of slavery? How do the events that took place outside of Calloway County impact Celia’s trial and ultimate fate and how do they help us understand the trial?

A good paper will consider these questions and provide evidence from the book to support your answer.

Additional Information

Each paper is worth 100 points.  Papers must be stapled, double-spaced, with one-inch margins and the correct font and size (Times New Roman, Arial, Helvetica in 12 pt font).

Papers should be 3-4 pages in length.

This essay should not include sources outside of the text, your textbook, and information from lecture.

Citations should be written as Chicago Style footnotes.
Example: Melton A. McLaurin, Celia, A Slave (Athens: University of Georgia Press, 1991), pg #.

Points will be taken off if your paper does not follow the required formatting and citation guidelines.

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HIEU 201 Liberty University Chapter 9 Quiz

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HIEU 201 Liberty University Chapter 9 Quiz

1. Which of the following contributed to tensions between the Eastern and Roman churches during the Middle Ages?

2. The Byzantine emperor Justinian’s most lasting achievement was the

3. Muslims regard Mohammad as

4. ________ means both an internal striving by the individual for moral self-improvement and a collective military struggle to defend Islam against its enemies

5. Christians and Jews who lived in Islamic lands

6. In the eighth and ninth centuries, under the Abbasid caliphs, Muslim civilization

7. Cassiodorus (c. 490-575) was

8. Irish and English monasteries

9. The Franks became the dominant people in Western Europe, in part because

10. The Carolingian Renaissance

11.  Feudalism provided some order and security in medieval society by

12. Vassals pledged loyalty to lord and, in return for service, were granted a

13. Byzantine emperors were

14. During the eighth century, the Muslim’s threat to Constantinople

15. The Five Pillars of Islamic faith include all of the following EXCEPT

16. Pope Gregory I

17. The creation of an empire by Charlemagne

18. According to the widely held views in the Middle Ages, women

19. Medieval serfs

20. During the Early Middle Ages, Byzantine civilization was

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Religious Studies

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The goal of this assignment is to help you understand and explain the African contribution to world civilization and world spirituality, mainly to monotheism (the Bible, Judaism, Christianity), philosophy and science. In so doing you shall explain African contribution to humanity and world civilization in general and to Western civilization in particular.
While doing this assignment you shall address

–  the Egyptian problem

–  the Greek miracle ideology (is it a miracle or no, and why is this ideology dangerous and a hindrance to a genuine understanding of Africa and world history in general)

– summarize clearly the African idea of God (spell out the attributes Africans ascribe to God)
– summarize clearly the African code of ethics or moral values, and in so doing explain the African attitude vis-à-vis foreigners and foreign religions.

Some Specific Questions
1. How do these readings dispel negative myths about African spirituality or African traditional religions?
2. What is the African conception of God (the nature of God and his characteristics)

3. Summarize the fundamental moral values of African traditional religions and in so doing explain how Africans define a “good human being,” or a genuine religious person or someone regarded as holy or “a good guy.” (the “Bumuntu” text is critical here).

4. Explain the origin of Monotheism using these texts, especially the text by Jan Assmann. What is the African contribution to the Bible, to Judaism and to Christianity?
5. How did you feel while doing this assignment? What did surprise you? What did you find unbelievable and why?

6. How did this assignment help you achieve the educational goals of our university ?

 

7. Identify 5 quotations from the readings that you found significant for our learning process.

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Discussion about Islam art history

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Question:

In what ways does Safavid architectural elements/production differ from Ottoman architecture? Identify specific examples from assigned reading or lecture. Which do you prefer and why?

  • No outside source material. Looking for opinion and critical thinking.
  • Only use the textbook or companion lectures for architecture or artworks.
  • To achieve the maximum number of points completely respond to the questions academically (This means a clear and concise argument, excellent grammar, and writing has been proofread),  Posts and responses that do not meet the previously mentioned requirements will receive a reduction in points.

Tips for proper netiquette/ communicating online

1- Write in complete sentences and proofread!

2- Be polite and professional: Remember that tone is hard to read in text. Instead of using emojis (which are perceived as immature in an academic environment), try to be extra polite and nice in your writing. Avoid Sarcasm. No foul language.

3- Please remember that the student code of conduct applies online. Therefore, any posts with discriminatory language, or that “borrow” from another student or online source without citing will be considered inappropriate and will earn zero points.

The resource you might be needed

https://www.youtube.com/watch?v=1oean5l__Cc

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History 147 OB Chapter 2

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For each chapter of OB, you should read the entire chapter and take notes (which you will likely use on the respective assignment, as well as in your Midterm/Final Exam studying and other course work).  Once you have finished reading the Chapter, you should look at the “Post-Reading Questions” at the end of the Chapter and CHOOSE ONE of the Post-Reading Questions answer. Alternatively, you can choose the “Journal Option” (Option 3 below). For each question set, you should write a 1-2 page typewritten response, being sure to use information directly from the documents themselves.  Each answer should also include at least one direct quotation from at least three of the sources referenced in the question (for a total of at least three quotes).  Each question set’s answer is worth a possible 2 points.  Late Assignments will NOT be accepted. 

The questions (you should CHOOSE ONE to answer) for Chapter 2 are:

  1. Alexander Hamilton (Document 1) and Thomas Jefferson (Document 2) had very different visions of what the United States should look like. Discuss each man’s vision and the pros and cons of each vision and assess, historically, which one you think would have been more attractive to Americans at the time, being sure to use specific examples and quotes from the primary source documents in this chapter.
  2. Using the remainder of the primary source documents in this chapter, discuss some of the changes that occurred with the growth of the federal government in the Early National Period (i.e. how did the federal government grow and why, what did these changes mean for different groups of Americans, what conflicts did these changes create?). You should be sure to use specific examples and quotes from the primary source documents in this chapter.
  3. JOURNAL OPTION: Write 1-2 pages of notes on all of the documents you read in this chapter and, at the end, write down 5 questions (i.e. phrases you don’t understand, “aha!” moments you had, contemporary things that you are comparing the reading to).  Please see the Journal Notes/Questions Guide (under “Files” for more guidance).  Notes/Questions should be typewritten and single-spaced.

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History of war

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 1. What is the meaning of jus ad bellum, and what are its criteria?

Criteria:
Answer the question from the reading attached. 250 words.

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History Primary Source Exercise

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Gender roles in the Ancient World

Symposiast and Hetairai.

Image Source: http://www.ancient.eu/article/927/

 

Women in Ancient Societies tended to be defined primarily by their gender. Men, in ancient societies and until very recent times, were more likely to be defined by their status – occupation, wealth, access to political power, and right to bear weapons.

 

 

 

 

The Impact of Agriculte

Scholars have long known that, as one set of scholars put it, there was “a strikingly robust negative association” between a society’s development of agriculture, and especially of intensive settled agriculture, and “female labor force participation rates, as well as other measures of equality in gender roles.”

Source:www.econ.ku.dk/mehr/calendar/seminars/30112012/Hansen_et_al___2012__pdf.pdf

What this means is that in foraging societies, which tended to be less hierarchical than agricultural societies in every sense, gender roles were more equal. Men and women did similar types of labor and there was less disparity of power between them.

 

 

 

Imagining Women

Throughout history, women have tended to be viewed primarily through the lens of “gender.” We mean by this term the ways in which biological differences between men and women are translated into cultural difference – the ways in which men and women imagine each other’s capabilities, proper roles in society right to wield power, economic activities, and even the location (domestic sphere versus the public sphere) in which each should physically live most of their lives.

 

 

 

Imagining Women

Even societies such as Ancient Egypt, which tended to have greater equality in power and status between men and women, women were primarily imagined as belonging in the “domestic sphere” of the household, where they should focus on bearing and raising children and overseeing the “domestic economy.”

 

 

 

Imagining Women

The reason for this focus on women as sexual creatures lay primarily in the issue of procreation – only women can bear children, and thus a society with many women and few (surviving) males can rebuild its population quickly, which is not the case if there are few women. Hence the need to control women and to protect them from the most dangerous activities of combat or hunting. But there is no obvious reason why this tendency to envision women as belonging more to a domestic sphere should have translated into a sense of female inferiority, or that women should be controlled by their male kin – fathers, brothers, or husbands.

 

 

 

Imagining Women

Patriarchy:

pa·tri·arch·y

ˈpātrēˌärkē/

noun

noun: patriarchy

a system of society or government in which the father or eldest male is head of the family and descent is traced through the male line.

a system of society or government in which men hold the power and women are largely excluded from it.

a society or community organized on patriarchal lines.

 

To understand why agricultural societies tended to develop more unequal gender roles, we must think about the relationship between accumulated wealth and gender.

Foraging societies tended to accumulate less stored wealth because they were often nomadic or semi-nomadic. There is only so much stuff you can carry around!

Settled societies became more hierarchical and accumulated more wealth, especially among the upper classes.

The question then became, how do you ensure that your accumulated wealth will be passed on to your heirs?

 

 

 

Imagining Women

pat·ri·lin·e·al

ˌpatrəˈlinēəl/

adjective

adjective: patrilineal

relating to or based on relationship to the father or descent through the male line.

 

mat·ri·lin·e·al

ˌmatrəˈlinēəl,ˌmātrəˈlinēəl/

adjective

adjective: matrilineal

of or based on kinship with the mother or the female line.

 

 

 

 

Imaging Women

Some ancient societies were matrilineal, meaning that inheritance was through the female line. Ancient Native American societies in North America were often matrilineal.

But societies that developed settled agriculture tended to become patrilineal. The accumulated wealth and status would be passed on through the male line. In these societies, women often came to be viewed as “vessels,” not only for childbearing, but to pass on a portion of their father’s wealth, in the form of a dowry, to their husbands and children.

 

 

 

Imagining Women

Another important factor here was that ancient societies, and especially settled societies engaged in agriculture, also tended to be martial – meaning that they were “warrior societies” where military prowess was the most important factor in winning or keeping power, and warriors were valued above all other members of the society. In fact, some scholars have suggested that one important reason for a society to put in the labor required for intensive agriculture was to enlarge the population, and especially the population of military age men, so as to permit the society to dominate its neighbors.

 

 

 

Imagining Women

In a warrior society, women, such as the “Amazon” warriors below, might be imagined taking part in battle, for the most part they did not, because such a strategy would be too risky for the survival of the society overall if too many women died in battle. Hence in reality women tended to be treated as war prizes to be shared among the men of the victorious society, rather than as participants in battle.

 

 

 

Imaging Women

While goddesses might be imagined in these societies as warriors, women in reality usually did not fight.

In a society that thus valued warriors and military achievement, and associated these things with power and honor, those who could not participate in war – peasants, who often lacked the weapons and training, especially after the development of the chariot, slaves and, especially, women, were also viewed as less powerful, and thus less valuable.

 

 

 

Imagining women

Not all societies were the same in the amount of inequality between men and women. In ancient Etruscan society, in Italy, as this funerary monument suggests, men and women were more equal how they were viewed in the family economy.

 

 

 

Imagining Women

But in general in the ancient world, and in fact in the modern world until the last century, women were assumed in most settled societies to belong primarily in the home, to be ill-suited for warfare or for most jobs, especially that took them out of the home, and were primarily defined in their relationship to child-bearing or rearing.

 

 

 

Imaging Women

Women’s lives tended thus to be categorized by whether or not they were married, and whether or not they were mothers. And the assumption was that women should defer to their male kin. Women who were independent were viewed with suspicion.

We can find evidence of these ideas about women’s roles in literature, law codes (such as the Code of Hammurabi), art and even architecture.

 

 

 

 

Imagining Women

We need to remember, however the difference between “prescription” and “practice.” Most of our sources about the ancient world come from men, and they are what we call “prescriptive.”

As anyone who’s ever gotten a traffic ticket knows, practice and prescription rarely coincide.

Prescription: Idea, ethics, rules, laws, etc. that tell us what the author THINKS people SHOULD DO or how they should live.

Practice: What people actuallY DO or DID.

 

 

 

Imagining Women

Women often found means to do what we call “playing within the structures” of a society.

This means that they found ways to bend, circumvent, or simply ignore rules. Some of these women were exceptional – queens or priestesses, for example.

One of the earliest surviving images of Sappho, from c. 470 BC. She is shown holding a lyre and plectrum, and turning to listen to Alcaeus as he sings. Alcaeus is the other great poet from Lesbos and her contemporary.[1] https://en.wikipedia.org/wiki/Sappho

 

 

 

Imagining Women

Large granite sphinx bearing the likeness of the pharaoh Hatshepsut, depicted with the traditional false beard, a symbol of her pharaonic power—Metropolitan Museum of Art

Keith Schengili-Roberts – Own Work (photo)

Closeup shot of a large granite sphinx bearing the likeness of the female pharaoh Hatshepsut. Dating to the joint reign of Hatshepsut and Thutmose III, circa 1479-1458 B.C.

 

This, for example, is an image of the Egyptian Queen Hatshepsut, wearing a false beard. This image tells us two things:

Women could gain immense power in Egypt

Power in Egypt was still “gendered male,” meaning that Hatshepsut felt in necessary, despite her female biology, which was no secret, to “gender herself male” in public in order to exercise power. She was a women, but the “role” of ruler was male.

 

 

 

 

Imagining women

En Hedu’Anna (c. 2280 B.C.E.) for example, was a priestess, was a priestess of the Sumerian Moon Goddess. Daughter of Sargon of Akkad, she was also the author of an ancient set of poems to Innana, the Moon Goddess. She may be the first named author in world history (so far!).

 

 

 

Imaging Women

Sappho, a Greek poet from the Island of Lesbos (630-570 B.C.E.) became renowned in the Greek world for her elegant and beautiful poetry.

 

 

 

 

Moreover, most women in ancient societies made important contributions to the economy and survival of their societies. They were partners with their husbands, albeit unequal ones, in the work of farming or the domestic workshop. That economic contribution often provided women more “clout” in their households, neighborhoods and societies than laws and prescriptive literature acknowledged.

 

 

 

Imaging Women

For this unit’s Primary Source Assignment, read first the background reading “Gender and Sexual Relations in Ancient Greece” which can be found at this link: https://web.ics.purdue.edu/~ rauhn/greek_gender.htm and the encyclopedia article “Women in Ancient Greece,” found here: https://www.ancient.eu/article/927/women-in-ancient-greece /

Then read the excerpts from Xenophon, “How to Train a Wife,” 4th century BCE, and respond to the prompt on the following slide (please answer all the questions, as they are related). In this case you will be comparing and contrasting both sets of documents.

 

 

 

Imagining Women

Prompt: Think about the difference between “practice” and “prescription” described in this document. For whom do you think Xenophon wrote this document? How does Xenophon describe “proper” gender relations within a marriage. Given that we know that fundamentally Greece was a patriarchal society, so what extent do you think women’s roles and lived experiences in marriage relationships actually reflected what Xenophon describes here as the ideal? Do you think some women found ways to circumvent male dominance? Do you think that some men have been motivated to afford their wives more agency than Xenophon recommends?

 

 

 

 

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World History

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02.10 Module Project: Assessment

Assessment

In this lesson, you learned how to analyze primary and secondary source documents and synthesize the information from those documents in response to a prompt. For your assessment, you will put what you have learned into practice.

Part 1:

· Review the eight sources on the previous screens. For each source, complete the steps to analyze the information presented in the source.

· Respond to each question that follows the background information about the source.

· Think about which sources you might use to support your essay in response to the following question: Your thesis will directly answer the question: “In what ways did religion and economic influence the development of medieval Europe and Japan?” Your body paragraphs will support the thesis that you have developed.

Part 2:

· Select four of the eight primary and secondary source documents to support your response to the prompt.

· Using details from the documents for support, write a three to five paragraph essay in response to the prompt.

· Submit both the analysis questions for your four selected documents and your essay to your instructor for grading.

Tip: In your essay, be sure to reference the specific document used for support. For example: “According to the Magna Carta…“

 

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History homework help

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Opening Spaces: South Asian American Women Leaders in the Late Twentieth
Century (page 350)

I attached the file belowYour post should include:

  1. Title of Article and Author of 
    Opening Spaces: South Asian American Women Leaders in the Late Twentieth  Century (page 350)
  2. Summary of article selected: a paragraph with citations
  3. Reflection of the reading: a paragraph
    • A reflection can include your own personal experience that’s related to the readings, a connection to the reading that you found in a news or academic article, movie, YouTube video, etc.
    • You can also include your thoughts, views, or opinion about the chapter reading you selected.
    • If you’re having trouble, you can answer the following questions:
      • What did you find interesting about the reading?
      • What would you have done in their situation?
      • How would the issues in the chapter be in today’s political climate?
      • Where does issue the issues stand today?
      • What policies or suggestions do you have to improve the issues?

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History homework help

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Reflect on the reading “The Negro Digs Up His Past” by Harlem Renaissance intellectual Arturo Schomburg and the TEDx talk by contemporary black intellectual and political activist Bryan Stevenson. What is each author’s/ speaker’s main argument? Do you agree or disagree with their main points? Imagine a conversation between 1920s black intellectual Arturo Schomburg and current-day lawyer and civil rights activist Bryan Stevenson. What advice might Schomburg give to Stevenson? You must use at least TWO direct quotes from the source materials.

Watch: TEDx Talk, “We Need to Talk about an Injustice” by Bryan Stevenson:https://www.youtube.com/watch?v=8cKfCmSqZ5s

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