History of Middle East 2

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1)      What does Harun al-Rashid eventually decide to do about the succession? What happens to that plan after his death?  Why does al-Mam’un win?

2)      Pick one of the anecdotes about al-Ma`mun and summarize it.

3)      What are the four different ways that law is found, according to Shafi`i?

4)      Describe the path that al-Ghazali takes on his path to true knowledge.  Where does he end up?

5)      What are the four classes of seekers?

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3-1 Examining Historical Context

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Overview

No historical event occurs in a vacuum. Instead, each event is connected to another and to larger political, social, cultural, and economic issues. In previous modules, you identified a topic, a historical event, and a current event related to one another. In this activity, you will dig deeper into the broader context and perspectives surrounding your selected historical event.

Prompt

Use the provided Module Three Activity Template: Historical Context Word Document to complete this activity. First, you will describe the context of your historical event using evidence from the sources you have explored. You should focus on a particular historical perspective (social, political, economic) to describe what was occurring at the time. For example, if you were researching the establishment of Martin Luther King, Jr. Day, you could focus on the political context of the Civil Rights Movement and the Voting Rights Act of 1965. Next, you will examine how and why a key figure or group participated in the historical event. Use the “historian think aloud” examples from the module resources as inspiration for how you might answer these questions.

Specifically, you must address the following rubric criteria:

  • Describe the historical context surrounding your historical event.
    • Use one of the perspectives mentioned in this module’s overview (social, political, economic) to focus your description and highlight particular influences on the event.
  • Describe a key historical figure or group’s participation in your historical event.
    • In your description, identify that figure or group’s position/role in society and their role in the event.
  • Explain the key historical figure or group’s motivation to participate in your historical event.
    • In your explanation, include how you think the figure’s or group’s beliefs, assumptions, and values influenced how they perceived the event and the person’s ability to directly or indirectly affect it.
  • Articulate how the historical context caused or influenced your chosen historical event.
    • How do you think what was going on in broader society at the time impacted your historical event?
  • Explain how connecting your historical event and current event improves the understanding of your topic.
    • How do you think using your historical event to explore the roots of your current event might help you better understand your topic (climate change, political protest, human rights/inequality, or global trade)?

Guidelines for Submission

Submit the Module Three Activity Template: Historical Context. While references are not required, any sources used should be cited according to APA style if you reference them in your responses. Consult the Shapiro Library APA Style Guide for more information on citations.

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History Qestion the British Atlantic World 1660-1750

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Answer History Qestions  the British Atlantic World 1660-1750, no limited words, small paragraph 5-7 sentences.

 

1.What strategies did Charles II and James II employ to try to gain more centralized control over England’s American colonies? What did James hope to accomplish by creating the Dominion of New England?

 

2.How did the long era of imperial warfare beginning in 1689 affect the colonies, Native Americans, and relations between them?

 

3.What was the South Atlantic System, and how did it shape colonial society?

 

4.How did the institution of slavery develop, and why did it develop differently in the Chesapeake, the Carolina low country, and the West Indies?

 

5.HEMATIC UNDERSTANDING Trace the developments outlined in the section entitled “Politics and Power” from 1660 to 1750 on the thematic timeline. What pattern of political evolution do you see in colonial interactions with Britain?  (http://www.macmillanhighered.com/BrainHoney/Resource/6696/digital_first_content/trunk/test/henretta8e/asset/timeline/timeline102.html)

 

6.ACROSS TIME AND PLACE In Chapter 2, we traced the emergence of three distinct colonial types in the Americas during the sixteenth and seventeenth centuries: tribute, plantation, and neo-European colonies. In Chapter 3, we have seen how Britain’s plantation and neo-European colonies became more closely interconnected after 1700. What developments caused them to become more closely tied to each other? How did they benefit from these ties? Can you see any disadvantages to the colonies in a more fully integrated Atlantic system?

 

7.VISUAL EVIDENCE Consider the illustrations of women hulling rice in West Africa and Georgia. Historians have long debated the role Africans played in developing rice cultivation in the South Carolina and Georgia low country. These debates have focused primarily on methods of cultivation: Did Africans who had prior experience with rice teach English planters how to grow it? How can these two images contribute to the debate and expand our perspective on the question of African influences in American rice production? (http://www.macmillanhighered.com/BrainHoney/Resource/6696/digital_first_content/trunk/test/henretta8e/asset/img_ch3/ch03_03UN12.html)

 

8.KEY TURNING POINTS: The Glorious Revolution (1688–1689), salutary neglect and the rise of the assemblies (1714–1750), and the Hat, Molasses, Iron, and Currency Acts (1732–1751). How do these developments reflect Britain’s new attitude toward its colonies? In what matters did Parliament seek to control the colonies, and in what did it grant them autonomy?

 

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Civil Rights Matrix

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Complete the Civil Rights Matrix by summarizing and stating the significance of each of the “snapshots” in the pursuit of Civil Rights in America.

Be sure to use sources contained in the topic/course materials and/or from your instructor to complete the assignment.

While GCU style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.

You are not required to submit this assignment to Turnitin.

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History of California-3

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Homework history of California multiple choice (23 questions).

chapter 8 of The Elusive Eden: A New History of California,5th edition

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History 2

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  Download the word document and answer the five questions. Also theres pdfs and book links it will help you to find the answers. (( please follow the instructions carefully))

book 1

https://escholarship.org/content/qt5f05v4zj/qt5f05v4zj.pdf?t=q9nrxq

book 2

https://sites.google.com/a/books-now.com/en1968/9780300208634-25inirGEserra85

book 3

https://welldacyhealth.files.wordpress.com/2020/01/natures-metropolis-chicago-and-the-great-west.pdf

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homework

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I need an Early Globalization discussion write-up of at least 250 words following the links below in 6-7 Hours;

1) Read the two YAWP readings – links provided.

capturing Atahuelpa

Atahuelpa killed

Journal of Christopher Columbus, 1492

Bartolome de Las Casas Describes the …..

Columbus’s Thoughts on Natives

2) Read pages 22 – 27 of the US History online text.

3) Then review the videos provided.

4) Read the Howard Zinn chapter excerpt provided.

5) Review the Thanksgiving PowerPoint

6) Review the article link “More cities celebrating ‘Indigenous Peoples Day’ amid effort to abolish Columbus Day”

What is the common theme of the sources provided? What does the Howard Zinn chapter teach you about explorer and missionary views of Native Americans? How does the article on “Indigenous Peoples Day” relate to what you have learned? Has your perspective of Columbus and the treatment of Native Americans changed? Did globalization effect the culture of the Native people? What is the most surprising information you learned this week?

Build the thesis (main idea) of your post by asking yourself similar questions as the examples provided above. Make sure to read and utilize all of the resources provided in order to create an informed and engaging conversation with the class. If you utilize a source, please cite it. Questions should be answered in separate paragraphs.

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Question History: Creatin a Repulican Culture, 1790-1820

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Question History: Creatin a Repulican  Culture, 1790-1820

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

1. How important were the regional differences in the social aspects of republicanism, given the national scope of other republican-inspired developments such as state mercantilism and religious revivalism?

 

2. Trace the relationship between America’s republican culture and the surge of evangelism called the Second Great Awakening. In what ways are the goals of the two movements similar? How are they different?

 

3.In what ways did women’s private and public lives change during the years between 1790 and 1820, and what were the motive forces behind those changes?

 

4.THEMATIC UNDERSTANDING Review the events listed under “Work, Exchange, and Technology,” “Ideas, Beliefs, and Culture,” and “Identity” on the thematic timeline. How did the emerging economic and social order of early-nineteenth-century America represent an advance upon, or a retreat from, the republican ideology articulated during the decades of the independence struggle?

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

 

5.ACROSS TIME AND PLACE The text argues that a distinct American identity had begun to emerge by 1820. How would you describe this identity, and how did it differ from the sense of identity in the American mainland colonies in 1750 (Chapter 4)? What forces might account for the changes?

 

6.VISUAL EVIDENCE The painting of “Republican Families … and Servants” addresses many of the themes of this chapter. What are those themes, and what position does the artist take in presenting them? (http://www.macmillanhighered.com/BrainHoney/Resource/6696/digital_first_content/trunk/test/henretta8e/asset/img_ch8/ch08_08UN10.html) support image

 

7. KEY TURNING POINTS: The timeline mentions books by four authors (Crèvecoeur, Webster, Rush, and Wollstonecraft) and two other entries relating to education. Based on the materials in Chapter 8, what might account for this blossoming of American literary and educational life?

(http://www.macmillanhighered.com/BrainHoney/Resource/6696/digital_first_content/trunk/test/henretta8e/asset/timeline/timeline8.html)

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argument about

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Write a short paper (1300-1500 words, approx. 4-5 pages) with a THESIS STATEMENT and ARGUMENT in response to one of the following questions with your answer serving as your thesis statement. Both of the questions are broad enough that you will need to focus in on an aspect of the question that particularly interests you.

Because your references should be confined to the assigned text, you may use parenthetical citation rather than the Chicago style citation historians prefer. That is, cite as follows: (“Golden Speech”). For more on what is expected on papers, see the “Writing Hints” handout.
Keep in mind that all of us (History Tutor, your TAs, and Dr. B) are happy to talk with you about ideas for the paper or about organization. Once you have a draft (even a rough draft), we are also happy to look that over and offer suggestions on how to make the paper stronger.

 

Materials:
You will find two PDF files in this folder, Louis XIV and Elizabeth I. Use the materials in one or both PDFs, depending on which questions you choose.

1.            Using at least two documents from EACH of the PDFs (four total, textual or visual; you may use more), compare how Elizabeth I and Louis XIV see the role of God in their reign. How were they similar or different? You will need to focus your answer on ONE similarity or difference and draw on appropriate documents from those provided. You answer must be about BOTH Elizabeth AND Louis.

 

2.            Use at least two documents from EACH of the PDFs (four total, textual or visual; you may use more). What role did that monarch see the nation (the citizens) playing in the state (in shaping the government)? There are lots of possible answers; focus on one. You will need to focus your answer on ONE similarity or difference and draw on appropriate documents from those provided. You answer must be about BOTH Elizabeth AND Louis.

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art history formal essay

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 : Your task in this assignment is to compare “first generation” and “second generation” feminist arts in the United States in a formal essay that thoroughly summarizes how each understood gendered identity (or “subjectivity”), their respective social goals, and characteristic artistic approaches/strategies. To do this, we would like you to choose two artists from the “first generation” (Schneemann, Edelson, Mendieta, Chicago, or an example from Womanhouse) and one artist from the “second generation” (Kruger or Sherman). Then, chose one work for each your chosen artists (3 works total) as your main examples.

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