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ASSIGNMENT 5 ON ATR

September 3, 2025/in General Questions /by Besttutor

This is an individual paper (deadline: December 1st)

 

Readings to be used for this assignment

  1. ATR in Key Theses
  2. Egypt and Israel
  3. Egyptian origin of Monotheism (by Jan Assmann, German Egyptologist)
  4. The Egyptian Problem

5.Bumuntu Memory

6.God in ATR

7.ATR: Sacred Texts and Spiritual Values

 

 

Part 1. Using Readings 5 , 6 and 7 summarize the African understanding of God and his/her characteristics, as well as the set of moral and spiritual values used by Africans to define a genuine human being and a genuine man/woman of God

 

Part 2. Using readings 1 to 4 explain African contribution to humanity, to world civilization and world spirituality, and specifically to Judaism, Christianity and the Bible. In so doing explain the notion of the Egyptian problem and the “Greek miracle.”

 

Finally explain the most important thing you learned from this assignment and how it helped you achieve the educational goals of our course.  In so doing make a list of 5 to 10 quotations you found interesting in these readings and explain why you found them interesting

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500 word essay

September 3, 2025/in General Questions /by Besttutor

Please expand upon the arguments presented by William R. Jones, in “The Legitimacy and Necessity of Black Philosophy.”

In addition, please reference the Interview on William R. Jones  by George Yancy as a way to further understand the need for an African American philosophy.

Joyce Mitchell Cook was the first African American Women to receive a Ph.D. in Philosophy.  What are her views of a BLACK philosophy and do you think her and William R. Jones would have agreed about there being a particular Black philosophy?

Please incorporate information from the reading/interview _from class_

on Cook, as well as the audio recording of a conference proceeding with Cook and Jones and Samuel Williams from 1976.

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Essay Compare and Contrast

September 3, 2025/in General Questions /by Besttutor

Compare and Contrast Horace and Juvenal, using their poems and satires included here

Horace, poems and satires, ca. 30 – 15 BCE

Ode I-XI “Carpe Diem”

The most famous of Horace’s odes uses agricultural metaphors to urge us to embrace the pleasures available in everyday life instead of relying on remote aspirations for the future—hence his immortal motto “Carpe Diem”, or “pluck the day”:

Pry not in forbidden lore,

Ask no more, Leuconoe,

How many years – to you? – to me?

The gods will send us

Before they end us;

Nor, questing, fix your hopes

On Babylonian horoscopes.

 

Learn to accept whatever is to be:

Whether Jove grant us many winters,

Or make of this the last, which splinters

Now on opposing cliffs the Tuscan sea.

 

Be wise; decant your wine; condense

Large aims to fit life’s cramped circumference.

We talk, time flies – you’ve said it!

Make hay today,

Tomorrow rates no credit.

“Civil War”
Why do you rush, oh wicked folk,

To a fresh war?

Again the cries, the sword, the smoke

What for?

 

Has not sufficient precious blood

Been fiercely shed?

Must ye spill more until ye flood

The dead?

 

Not even armed in rivalry

Your hate’s employed;

But ‘gainst yourselves until ye be

Destroyed!

 

Even when beast slay beast, they kill

Some other kind.

Can it be madness makes ye still

So blind?

 

Make answer! Is your conscience numb?

Each ashy face

Admits with silent lips, the dumb

Disgrace.

 

Murder of brothers! Of all crime,

Vilest and worst!

Pause – les ye be, through all of time,

Accursed.

“To Be Quite Frank” Your conduct, naughty Chloris, is Not just exactly Horace’s Ideal of a lady At the shady   Time of life; You mustn’t throw your soul away On foolishness, like Pholoe– Her days are folly-laden– She’s a maiden,   You’re a wife. Your daughter, with propriety, May look for male society, Do one thing and another In which mother   Shouldn’t mix; But revels Bacchanalian Are–or should be–quite alien To you a married person, Something worse’n   Forty-six! Yes, Chloris, you cut up too much, You love the dance and cup too much,   Your years are quickly flitting–   To your knitting,     Right about! Forget the incidental things That keep you from parental things–   The World, the Flesh, the Devil,   On the level,     Cut ’em out!

Juvenal, satires and poems – samples, ca. 110-127 CE

Juvenal’s Third Satire 4

Against the City of Rome 9 (sample reading)

 

Sons of men freeborn give right of way to a rich man’s

Slave; a crack, once or twice, at Calvina or Catiena

Costs an officer’s pay, but if you like the face of some floozy

You hardly have money enough to make her climb down from her high chair.

Put on the stand, at Rome, a man with a record unblemished,

No more a perjurer than Numa was, or Metellus,

What will they question? His wealth, right away, and possibly, later,

(Only possibly, though) touch on his reputation.

‘How many slaves does he feed? ‘What’s the extent of his acres?

How big are his platters? How many? What of his goblets and wine bowls?’

His word is as good as his bond—if he has enough bonds in his strongbox.

But a poor man’s oath, even if sworn on all altars

All the way from here to the farthest Dodecanese island,

Has no standing in court. What has he to fear from the lightnings

Of the outraged gods? He has nothing to lose; they’ll ignore him.

 

 

“If you’re poor, you’re a joke, on each and every occasion.

What a laugh, if your cloak is dirty or torn, if your toga

Seems a little bit soiled, if your shoe has a crack in the leather,

Or if more than one patch attests to more than one mending!

Poverty’s greatest curse, much worse than the fact of it, is that

It makes men objects of mirth, ridiculed, humbled, embarrassed.

‘Out of the front-row seats!’ they cry when you’re out of money,

Yield your place to the sons of some pimp, the spawn of some cathouse,

Some slick auctioneer’s brat, or the louts some trainer has fathered

Or the well-groomed boys whose sire is a gladiator.

Such is the law of place, decreed by the nitwitted Otho:

All the best seats are reserved for the classes who have the most money.

Who can marry a girl if he has less money than she does?

What poor man is an heir, or can hope to be? Which of them ever

Rates a political job, even the meanest and lowest?

Long before now, all poor Roman descendants of Romans

Ought to have marched out of town in one determined migration.

Men do not easily rise whose poverty hinders their merit.

Here it is harder than anywhere else: the lodgings are hovels,

Rents out of sight; your slaves take plenty to fill up their bellies

While you make do with a snack. You’re ashamed of your earthenware dishes—

Ah, but that wouldn’t be true if you lived content in the country,

Wearing a dark-blue cape, and the hood thrown back on your shoulders.

 

 

 

From Juvenal’s “Against Women”

 

Where you ask, do they come from, such monsters as

these? In the old days

Latin women were chaste by dint of their lowly fortunes.

Toil and short hours for sleep kept cottages from

contagion.

Hands were hard from working the wood, and husbands

were watching.

Standing in arms at the Colline Gate, and the shadow of

Hannibal’s looming.

Now we suffer from the evils of long peace. Luxury hatches

Terrors worse than the wars, avenging a world beaten

down.

Every crime is here, and every lust, as they have been

Since the day, long since, when Roman poverty perished.

Over our seven hills, from that day on, they came

pouring.

The rabble and rout of the East, Sybaris, Rhodes, Miletus,

Yes, and Tarentum too, garlanded, drunken, shameless.

Dirty money it was that first imported among us

Foreign vice and our times broke down with

overindulgence.

Riches are flabby, soft. And what does Venus care for

When she is drunk? She can’t tell one end of a thing

from another.

Gulping big oysters down at midnight, making the

unguents

Foam in the unmixed wine, and drinking out of a

conchhorn

While the walls spin round, and the table starts in

dancing.

And the glow of the lamps is blurred by double their

number.

 

There’s nothing a woman won’t do, nothing she thinks is

disgraceful.

With the green gems at her neck, or pearls distending

her ear lobes.

Nothing is worse to endure that your Mrs.Richbitch,

whose visage

Is padded and plastered with dough, in the most

ridiculous manner.

Furthermore, she reeks of unguents, so God help her

husband

With his wretched face stunk up with these, smeared by

her lipstick.

 

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Week 6 history discussion

September 3, 2025/in General Questions /by Besttutor

Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 14, 15
  • Lesson
  • Minimum of 1 scholarly source (in addition to the textbook)

Instructions
For the initial post, address one of the following:

Option 1: Middle East
Examine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel’s rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland.

Option 2: African Nation State Development
Examine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers in African nation state development.

Writing Requirements

  • Minimum of 3 posts (1 initial & 2 follow-up)
  • Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
  • APA format for in-text citations and list of references

Follow-Up Post Instructions
Respond to at least two peers or one peer and the instructor. At least one of your responses should be to a peer who chose an option different from yours. Further the dialogue by providing more information and clarification.

answer1:

Good Morning, Professor and Class-

Option 2: African Nation State Development
Examine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers in African nation state development.

There were numerous reasons why the African people were slower to develop into nation states than most experts anticipated. Initially, after WWI, the end of European colonial rule in Africa meant that the African population would have to be educated in ways to handle the inherent responsibilities of a representative government. While the British and French made attempts at preparing their colonies for the transition to independence, other countries, such as Belgium and Portugal, made little effort to do so (Duiker, 2015).

In addition to this inadequate support and preparation, there are several other factors that contributed to the delay of African nation state development. First of all, in comparison to most regions in Asia, colonialism in Africa was established later. Secondly, most states in Africa consisted of heterogeneous populations with very little ethnic, cultural, linguistic, and territorial unity. For example, Zaire, consisted of more than 200 territorial groups; these groups spoke 75 different languages. Establishing a strong sense of unity, essential in forming cohesive nation-states, proved to be extremely challenging. Combine this with the fact that European imperial powers, even after the establishment of colonies, frequently employed a “divide and rule” policy. This policy added to the difficulty in achieving unity when opposition to colonial rule began (Duiker, 2015).

Other factors that help to explain the delay of African Nation States include the political climate and economic conditions at the time. Persisting effects of neocolonialism, along with the extensive disparities in wealth and education, made it difficult to establish appreciable, successful, and flourishing financial conditions in much of Africa. Almost all new African countries depended on the exportation of one single resource or crop which was often under the control of a foreign entity. Price fluctuations and international market demand greatly influenced their economic success, or lack thereof. In this aspect, Western dominance was maintained economically (Duiker, 2015).

Another significant challenge to African nation-state development was the lack of national infrastructures. While the European imperial powers took credit for delivering civilization and developing Africa, they provided very little infrastructure to their former colonies. This lack of infrastructure resulted in the nation states continues dependence on Western economies for much of their energy (Thompsell, 2019). Not all problems delaying the successful development of nation states stemmed from external sources. Many new states caused their own problems. Treasury funds, intended to support and sustain the economy and improve the infrastructure, were misspent on lavish consumer goods or military equipment. Corruption and bribery were widespread as the need to obtain basic services became essential. Regionalism and ethnic rivalries undermined their success also. These external and internal obstacles to achieving unity within the nation-states resulted in increased vulnerability to external influence and conflict further delaying the development into nation states (Duiker, 2015).

answer 2:

The Arab-Israeli conflict has been going on for many years and the majority of it is due to some religious aspects but also in a battle for territory. This conflict really started to become more pronounced in the early 1900’s when the remaining Jewish people wanted a state of their own for refuge in Israel after the holocaust (Chamberlain week 6 lesson). The Jewish people started a movement known as Zionism which was re-establishment of the Jewish nation. The British had promised the Jewish people a homeland in Palestine. The Balfour Declaration was passed in 1917 which allowed them to migrate to Palestine and what became known as Israel. In an article titled: 1917: The Ambivalence of Empire, the author writes: “The Balfour Declaration marked the beginnings of Zionism as a political project authorized by a major world power rather than simply a loose complex of ideologies linked both to Jewish settlement in Ottoman Empire and national imaginings of Jewishness abroad” (Halperin, p527, 2018). This was great for the Jewish people but the Palestinians did not like this because they were taking their land. The land was divided between the Jewish people and the Arabs with Jerusalem suppose to be a city of piece between both religions and people. The tension continued to rise between the groups which ultimately led to multiple wars between the two divisions.

lesson:

Week 6 Lesson: Revolutions and Independence – Postwar Asia and Africa

Table of Contents

Introduction

At the end of World War II, Europe lay in ruins. Newly freed countries in Asia (and later Africa) sought their own independence, a fact that resulted in a new outbreak of wars of national liberation. The United States supported Japan’s economic recovery, but communism won out in China. This set the stage for the Korean and Vietnam Wars. The creation of Israel as a distinct nation within Palestine resulted in two Arab-Israeli wars and made the Middle East a continued trouble spot in today’s world.

The Economic Miracle of Postwar Japan

Like Germany, Japan was only a ghost of its former self. It had lost all of its colonial empire and lay in total ruin. The destruction of Japan was not just physical but psychological. Although Emperor Hirohito was allowed to maintain his position, the Japanese lost all respect for the military. They had lost their code of behavior, but Japan’s recovery lay in their willingness to surrender to their conquerors. They respected General Douglas MacArthur, who was Supreme Allied Commander in Japan until the end of the occupation (1952). MacArthur held absolute power and was only accountable to President Truman. While many Americans disliked his imperial manner, the Japanese admired MacArthur for qualities that reflected the samurai tradition (but with a touch of American informality). During the years of occupation, U.S. forces imposed a sweeping set of reforms that were quickly adopted by the Japanese central government. A new constitution established a parliamentary democracy modeled after Great Britain’s. There were many new social reforms as well, from legal equality for women to a sweeping land-reform program which essentially handed over hundreds of acres of land to landless farmers.

Sign for Honda auto manufacturer

The U.S. government eventually decided that it was in its own best interest to focus on Japan’s economic recovery. By the early 1950s, Japan had recovered from its colonial losses and was focused on its own economy. The LPD (or, Liberal Democratic Party) was firmly in control and gave confidence to Japanese investors. Labor agitation, which had erupted in the late forties, subsided and gave way to 20 years of economic growth. The U.S. helped with the Dodge Plan (Japan’s equivalent to the Marshall Plan) and new technology. Japanese entrepreneurs, like Sochiro Honda, took the lead. Honda was a Japanese mechanic who began to make motorcycles at a price well below Western markets. By the end of the 1950s, his firm was the largest in the world. He found more success when his factories began to make automobiles. By the 1970s, Japan, South Korea, Taiwan, and Singapore were called the “Four Dragons,” as their economies grew at an astonishing rate of 10% a year. By the 1980s, Japan was a global center of computer manufacturing. The “economic miracle” of Japan rivaled that of West Germany.

New Nations in South Asia: India and Pakistan

Domes of the Badshahi mosque

The partition of India into two distinct nations in 1947 was a tragedy that continues to be played out in disputed Kashmir and Pakistan itself. Gandhi’s dream of a unified subcontinent ended when both national and imperial leaders gave in to deep animosities that had divided India since the Muslim invasions of the 12th century. India, with its long history of tolerance, descended into ethnic and religious distrust. Pakistan was created out of land that had, for centuries, simply been part of the Indian subcontinent. Only the Muslim religion provided a bond among its diverse peoples. Loyalties were never a simple matter of language, culture, religion, or ancestry. The new nation-states were indeed fragile creations. In 1971, the Bengal people of East Pakistan separated from West Pakistan and became the new nation-state of Bangladesh. Culture and ethnicity proved a stronger bond in this case than the bonds of Muslim faith.

India had been profoundly influenced by its religious and cultural roots in Hinduism. Hinduism embraces a broad range of beliefs from animism, the concept that trees and even rivers are alive, to Brahman, the most philosophical concept of God ever conceived by man, but all of this was conditioned by India, one of the world’s oldest civilizations. There came to India early on the realization that it was impossible to unite all of its varying peoples by one way alone, that the way to unity was through diversity. In Hinduism, there are two basic paths in life, the path of desire and the path of renunciation.

Desires in and of themselves are not bad. At first glance, this may seem strange, as we often think of India as austere and otherworldly. We think of gurus and Gandhi. Pleasure is not the highest good, but it is not bad either. Hindu temples abound with erotic images of the deities. In the film, A Passage to India, Adela Quested travels to India to visit her fiancée and is awakened to her own sensuality by its culture. One day, she stumbles into an ancient temple with its sensual images of the gods and suddenly becomes aware of her own desires and the limitations of her fiancée.

Gandhi outside 10 Downing Street, London, 1931. (Public Domain)

Part of the path of desire includes success, with a focus on money, fame, and power. The true turn towards real religion occurs when one seeks meaning outside of one’s personal desires. This is the path of renunciation, which has as its goal duty towards one family and community. Indians have a word for this, dharma. There is a saying in Hinduism that one must first do one’s duty to one’s family, and only then, seek the higher stages of life.

Mohandas Gandhi was profoundly influenced by the enduring strain of tolerance found in Hinduism. The flesh-and-blood Gandhi was not what comes most people’s minds when they picture a man of such influential political and spiritual influence. Just conjure up his portrait: an elderly man, skinny and bent, naked except for a white loincloth, cheap spectacles perched on his nose, frail hand grasping a tall bamboo staff. His spiritual dictionary was the Bhagavad Gita, the great Hindu epic that became his guide. For Gandhi, it was a call to seek goodness not by renouncing the world but devoting himself to it, the path of renunciation and duty. He also found inspiration in the words of Jesus in the Sermon on the Mount. As we have seen, these principles came together in what he called satyagraha, the force of truth and love, and the ancient ideal of ahimsa, or nonviolence.

Watch the following clip on Gandhi’s early life and activism after getting his law degree in England:

Mahatma Gandhi and the Impossible Quest (9:49)

Click on the following link to access the transcript:

Link (video): Mahatma Gandhi and the Impossible Quest (Links to an external site.) (9:49)

For thirty years, Gandhi worked for India’s independence, but his greatest triumph was also his greatest disappointment. On August 15, 1947, India gained its freedom but lost its unity when Britain created the new Muslim state of Pakistan to the West and East of its Northern regions. Gandhi lived to see his dream turn into a nightmare of civil war (1947-48). He became a saint when he was assassinated by a Hindu fanatic on January 30, 1948. As Time magazine wrote, “Gandhi is that rare great man held in universal esteem, a figure lifted from history to moral icon…his concept of nonviolent resistance liberated one nation and sped the end of colonial empires around the world. His marches and fasts fired the imagination of oppressed people everywhere” (McGeary, 1999, para. 26).

Africa and the West

Dirt road in Ghana

In the 1950s and 1960s, new nations emerged out Africa’s colonial past. European powers had not colonized Africa until the nineteenth century, and only retained their control for a century. But suddenly, within a few decades, new nation-states emerged. Great Britain and France, who had the largest empires, quickly shed their colonies after the Second World War, as their attention turned to their own economic and social reforms. Some national leaders emerged, such as Jomo Kenyatta in Kenya and Leopold Senighor in Senegal. Sometimes, political pressure was enough to gain independence, as was the case in the British colonies of Nigeria and Ghana, but liberation turned violent in countries like Kenya and Algeria, where there was a large European population.

European powers had divided Africa into territories that disregarded the continent’s ethnic make-up. Most African nations began as a patchwork of disparate peoples. The story of Ghana is illustrative of the period. Several major civilizations flourished in what is now Ghana. The ancient empire of Ghana reigned until the 13th century, and that was followed centuries later by the Ashanti empire of the 18th and 19th centuries. Portuguese traders first saw the land in 1470 and called it the Gold Coast. They were soon followed by the English, the Dutch, and the Swedes. England gained control of the land in 1820, and after quelling a rebellion in 1901, gained firm control. Kwame Nkrumah was an early nationalist leader who led the people of the Gold Coast to independence in 1957. He advocated socialism and soon nationalized many businesses. His government built the world’s largest artificial lake (Lake Volta), but it left the country with massive debts. Nkrumah was finally deposed as president in 1966, leading Ghana into years of military rule. In 1981, Jerry Rawlings, a young military officer, staged a second coup and began to move the country towards economic stability. He peacefully handed over the government to a democratically elected opponent in 1992.

Although Ghana was not without its own ethnic strife, particularly in the 1990s, it has managed to chart a course of cooperation between native religions and Christianity. Traditional rulers such as queen mothers and chiefs are both the spiritual and practical leaders of a community, serving as mothers and fathers to the society, and guiding and nurturing individuals. Catholic Christians make up a large proportion of Ghana’s population. For example, Nana Akua Ageiwaah, an Ashanti queen mother, is a Catholic. She frequently visits villages to the North and prays to her forefathers to bless the women of the village, but she has given up the Ashanti practice of cursing her enemies, as contrary to Christian teachings. While Vatican officials have sometimes criticized this synthesis, Ghanians appear to be comfortable with this African solution. Ghana enthusiastically celebrated its 50th birthday in 2007.

Israel and the Middle East

The nations in what we today call the Middle East are entirely the invention of Britain, France, and, to a lesser extent, Russia. The national boundaries of Iraq, Kuwait, and Ibn Saud’s Arabia were all defined at a meeting in Uqair in late 1922. Three separate provinces – Basra, Baghdad, and Mosul – came under British control in 1918. The British called the entire area Mesopotamia, drew new national boundaries around it, and changed the name to Iraq. This meant that three very different groups were all enclosed within the same boundaries:

  • Kurds and Christians, mostly refugees from Turkey, were established in the North.
  • A very large Jewish population formed a community in Baghdad.
  • Arabs, bitterly divided into Sunni and Shiite, were established in the South.

Close-up of map of Israel, including Jerusalem, Gaza strip, and Tel Aviv

The British presence was long-standing in Persia but came under pressure in the North, in the Caspian Sea region, from the new Soviet Union. There were also internal pressures for “self-determination.” In 1921, Major-General Edmund Ironside, the British commander in the region, arranged for a new leader, Reza Khan, to take control of the country. In February 1921, Reza Khan marched on Tehran and deposed the British-supported monarch with General Ironside’s approval. Reza Khan took the throne for himself as Reza Shah Pahlavi, and in 1935, changed the name of the nation from Persia to Iran.

Following World War II, Jewish survivors of the Holocaust looked to Palestine as a place of refuge, a place where they could establish the homeland promised to them by the British in the Balfour Declaration of 1917. In 1947, the United Nations decided to divide Palestine into two separate zones, one Jewish and one Arab, and to make Jerusalem an international zone open to everyone. The Palestinians did not favor this plan. A year later, Jewish immigrants declared the territory allocated to them the state of Israel. Arabs protested this action and war soon followed. As a result of the First Arab-Israeli War, the Israelis annexed all but East Jerusalem, the West Bank, and the Gaza Strip. From the time of the Israeli victory in the 1948 war, through the Suez crisis of 1956, to the effects of the 1967 Six-Day War, the Middle East has come to be a focal point of global tension. In many ways, however, it was the creation of the Palestine Liberation Organization (PLO) in 1965 that had the greatest effect on current Arab-Israel relations.

In other areas of the Middle East, nation-building did not go well. Lebanon is home to a diverse range of ethnic and religious groups. The government depended on a delicate balance among Arab Christians, Sunni Muslims, Shiite Muslims, and Druze. From 1975 to 1981, Lebanon was engulfed in a civil war that almost destroyed it. Christian and Muslim militias battled each other, and both Israel and Syria occupied its territories. Continuing conflict with Israel led to the formation of Hezbollah, a radical fundamentalist Islamic sect. The history of Lebanon in the 20th century is an example of how difficult it has been in the Middle East to create viable nation-states. Only Egypt, among all of the Middle Eastern nations, attained a cohesive sense of nationhood.

Watch the following video, which provides an overview of the Six-Day War:

Main Event, 25, 1967: Arab-Israeli Six-Day War (5:02)

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history analysis#2

September 3, 2025/in General Questions /by Besttutor

Here in attachment you have 3 attachments.

1. Primary Source
 2. Secondary source
 3. Questions Template 
 4. Some class materials to use in specific questions mentioned bellow. ** You will have to read the primary and secondary sources carefully and then answer the questions 1-9 from the primary source and questions from 10-16 from the secondary source. 
 
 ** You will have to cite the two source in(( CHICAGO Style )). Note: the author of the primary source that you have to put in the citations, is the author of the text in the medieval time not the author of the website. And the author of the book for the secondary source. 
 
 ** You can NOT find answers for the questions from google. You ONLY have to use the sources I attached. And for the 1st question; if you have the time that text was written, put it, BUT if you do not, do NOT search outside sources, use only what you have and use your thoughts by estimating the time period that the text was written. 
 
 ** for questions 7, 8,14 and 15, . just answer in general because it is related to our class which is about medieval age history. AND, I attached few class material that you will

 

 

connect one of them to the secondary source and another one to the primary source. You choose any once you see have similarities. 
 
 ** Answer all of the questions on the source template. Your answers should provide good details and indicate that you have spent time reading and re-reading the

source. To be successful, you should read your source carefully, take notes and re-read your source. 
 
 **Provide developed answers, which will usually mean a paragraph or two depending on the particular question you are answering. The template is 399 words. Your word total should be between 1000-1200 words in addition. After answering your questions, the total word count will be between 1399-1599 words.

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History Essay

September 3, 2025/in General Questions /by Besttutor

IDENTIFY EACH THING DESCRIBED.

This was America’s first undeclared war.

This general was offered command of the Army of the Potomac but turned it down and eventually took command of the Army of Northern Virginia.

These three men were some of our greatest congressmen and senators. They are often referred to as “the Great Triunvirate.”

This battle in the War of 1812 made Andrew Jackson into an American hero and future Presidential candidate.

This President was also America’s greatest diplomat?

Describe the Compromise of 1850 in detail. Why was it needed and what were the solutions or provisions of the agreement? You need five solutions. (Use notes and book.)

Name three results of the Mexican American War. Which one was the most significant and why?(Use notes.)

Describe the cabinet of George Washington. Who was in it? Which office did each hold? Which two men disagreed, over what issues, and what were the results of these disagreements? (Use notes.)

Describe a significant accomplishment in each of these President’s administration: Thomas Jefferson, Andrew Jackson, and Abraham Lincoln. Which one did more for his country and why?

In Article VI (6) of the Constitution, what is included in the “supreme law of the land”? What does the Constitution supersede? Which officials are bound by an oath to support this Constitution? (Notes, P. 835)

Winfield Scott proposed the Anaconda Plan. How did he say that the Union would win the War? Describe how this happened using especially the turning point events of the Civil War. You may use your notes on the overview of the Civil War, the battles and events of the war that are marked with an asterisk* in the outline of the Civil War and the Civil War maps in your book (Pp. 340, 342, 344, 345,347, 348.)

Bonus: Up to five points. Explain two of the reasons for the Civil War form the Reasons for the Civil War notes or Chapter 13 in your book.

 

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History question

September 3, 2025/in General Questions /by Besttutor

Watch the film Rise of the Black Pharaohs and answer the questions in the link above.

There are the film link:

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History homework help

September 3, 2025/in General Questions /by Besttutor

Unit 2 Discussion: Religion and Politics in Ancient Asia

 

Choose a civilization from ancient China (Shang; Zhou; Han) and one from India (Harrapan; Aryan; Mauryan) and describe how religion contributed to the rise and fall of both civilizations. Describe the role religion played in the political system of the two cultures you have chosen. When responding to classmates, provide additional and new research to support or disprove their position. Make sure to use proper APA format for all citations provided and include a reference list for the citations you use.

 

 

Please use below link for APA format.

https://owl.english.purdue.edu/owl/section/2/10/

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Question History :Hammering out a Federal Republic 1787-1820

September 3, 2025/in General Questions /by Besttutor

small paragraph 5-9 sentences except last question 10-15 sentence

1.Why did Alexander Hamilton, as Washington’s first secretary of the treasury, advocate the creation of a permanent national debt and a national bank? What fears did his economic plans arouse in his Republican opponents?

 

2.What were the principal effects of the French and Haitian Revolutions in the United States? How did they influence the development of the American economy, American politics, and westward development?

 

3.What forces — ideological, political, and economic — led the United States to gain dominance over eastern North America in these years?

 

4.Explain the rise and fall of the First Party System. How did the policies implemented by Republican presidents between 1801 and 1825 differ from those implemented during the 1790s? Why did the Federalists fall out of favor? What legacy did the Federalists leave?

 

5.THEMATIC UNDERSTANDING Look at the events listed under “Work, Exchange, and Technology” and “Politics and Power” for the period 1800–1820 on the thematic timeline. What was the relationship in these years between the activism of the national government and developments in the American economy?

(http://www.macmillanhighered.com/BrainHoney/Resource/6696/digital_first_content/trunk/test/henretta8e/asset/timeline/timeline103.html) support document

 

6.ACROSS TIME AND PLACE In Chapter 6, thirteen former British colonies cooperated in war and established new republican institutions of self-government. After 1789, unforeseen divisions developed in American politics. Why did Hamiltonians and Jeffersonians disagree so sharply on key questions of national policy? Which of the factions in the First Party System — Federalists or Republicans — best embodied the principles of the Revolution? How did westward expansion and international relations force the United States to modify its Revolutionary republican ideals?

 

7.VISUAL EVIDENCE Return to the Currier & Ives print depicting the bombardment of Tripoli. What message does it convey about America’s position in the world? How well does that message square with the actual outcome of the First Barbary War? What does this suggest about the artist’s purpose? (http://www.macmillanhighered.com/BrainHoney/Resource/6696/digital_first_content/trunk/test/henretta8e/asset/img_ch7/ch07_07UN10.html) support image

 

 

8.KEY TURNING POINTS: The Northwest Ordinance (1787; Chapter 6), Kentucky and Tennessee join the Union (1792, 1796), and Jefferson is elected president (1800). How were developments in the West tied into national politics in the 1790s? Why did the Federalists steadily lose ground to the Republicans?

(http://www.macmillanhighered.com/BrainHoney/Resource/6696/digital_first_content/trunk/test/henretta8e/asset/timeline/timeline7.html) support document

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History 2322 disucssion 1

September 3, 2025/in General Questions /by Besttutor

Discussion Board 1

Discussion Board Guidelines, and REFER TO YOUR SOURCES WHEN MAKING CLAIMS! THIS IS KEY!  Chicago Manual Citations Provided here.

Discussion Board 1 Initial Topic

Your response is to be based only after reviewing Lesson 1 and the assigned readings listed in the lesson, in particular the Lesson 1: Chapter 15 Readings.  REFER TO SPECIFIC SOURCES WHEN MAKING CLAIMS! THIS IS KEY!

Initial Topic Post

 

YOUR TASK: Carefully analyze “1492: The Prequel” by Nicolas D. Kristof in the Reilly textbook pp. 514-527.  Produce an analytic summary about 2 paragraphs in length by reflecting on the following critical thinking questions:

  • What is Kristof’s purpose for writing this article?
  • What are Kristof’s key question(s)?
  • What is Kristof’s main conclusions, or main arguments?
  • What is Kristof’s most important evidence used to support his conclusions?  Include about 3-5 pieces of evidence.  Avoid using quotes; paraphrase instead.  However, include page #’s.
  • What might be some of Kristof’s main assumptions?
  • What is Kristof’s frame of reference, or perspective, or bias (this does not always mean a negative thing)?

Here is how you would cite the essay by Kristof in the Reilly textbook for your discussion post:

Footnote

1 Nicholas D. Kristof, “1492: The Prequel,” in Worlds of History: A Comparative Reader Volume II since 1400, ed. Kevin Reilly (New York: Bedford/St. Martin’s Press, 2017), xx.

Please note that the ‘xx’ is intended for a page #, or page #’s.  In other words, every time you make a claim based on information from the text, or reference the text, we must always include the page # (‘s).  Citations and page #’s are not just for quotes.  They are for showing our readers ‘how we know what we know’.

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