Quiz

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Chapter 2

 

 

1) What geographical conditions contributed to the rise of Mesopotamia?

A) convenient seaports

B) rich mineral resources

C) fertile farmlands

D) extensive forests

 

2) Mesopotamia was in present-day

A) Iraq.

B) Iran.

C) Syria.

D) Israel.

 

3) Which name means “between the rivers”?

A) Kush

B) Nubia

C) Mesopotamia

D) Sumer

 

4) Which of the following accurately describes the Epic of Gilgamesh?

A) It was an Egyptian poem that paid homage to the Nile.

B) It was a Hebrew creation story.

C) It was an Akkadian religious hymn.

D) It was an epic poem about Osiris and Seth.

 

5) Which of the following statements does NOT characterize the religious beliefs of the people of Mesopotamia?

A) polytheism

B) the belief that humans had to serve the gods in this life.

C) optimism about an afterlife that would be much better than their current lives.

D) a belief that the gods would punish them if they were displeased.

 

6) The Sumerians created all of the following EXCEPT

A) cuneiform.

B) the first writing system.

C) a number system based on sixty.

D) a phonetic alphabet.

 

7) Which of these Sumerian innovations did NOT serve to support the ruling powers?

A) the wheel

B) ziggurats

C) cuneiform

D) the calendar

 

 

 

8) Ziggurats were used for all of the following EXCEPT

A) religious ceremonies.

B) lookouts for enemy attacks.

C) government functions.

D) tombs.

 

9) Which of the following was the first system of writing?

A) Sanskrit

B) the Phoenician alphabet

C) cuneiform

D) hieroglyphics

 

10) What was the relationship between the Babylonians and the Sumerians?

A) The Babylonians were invaders who learnt from the Sumerians.

B) The Babylonians and Sumerians inhabited the same lands, taken from the Assyrians.

C) The Sumerians conquered the Babylonians.

D) The Babylonians and Sumerians were two regional powers conquered by the Hittites.

 

11) Who was the most prominent leader of the Akkadians?

A) Sargon

B) Hammurabi

C) Nebuchadnezzar II

D) Cyrus the Great

 

12) The Amorites could also be called

A) Sumerians.

B) Akkadians.

C) Babylonians.

D) Chaldeans.

 

13) Which of the following does NOT apply to the Code of Hammurabi?

A) Penalties for crimes were based on the principle of retribution.

B) Punishments differed according to social status.

C) Property rights were valued very highly.

D) Women had no rights.

 

14) The ideology that best explains Hammurabi’s position with respect to commercial transactions was

A) let the buyer beware.

B) an eye for an eye.

C) property rights have little significance.

D) sellers must guarantee all work.

 

15) Which of these was NOT introduced to West Asia by the Indo-Europeans?

A) domesticated horses

B) new languages

C) agriculture

D) Hittite rule

 

16) Which of the following locations was part of the Hittite, Assyrian, and Chaldean empires?

A) Babylon

B) Egypt

C) Palestine

D) Syria

 

17) In most cultures today, it is customary for the bride’s family to pay for the wedding. This custom has roots in the ancient practice of

A) the bride’s family choosing the groom.

B) the groom’s family arranging the marriage.

C) the bride’s family supplying the dowry.

D) the bride’s family walking her down the aisle.

 

18) In addition to his law code, Hammurabi is also known for

A) adopting monotheism.

B) conquering most of Africa.

C) making advancements in metalwork.

D) instigating building projects.

 

19) Which of the following developments led to huge changes in warfare and travel?

A) the domestication of horses

B) the development of iron ore

C) the development of bridges

D) the potter’s wheel

 

20) Which of the following accurately describes the Hittite kingdom?

A) matriarchal and matrilineal

B) hierarchical and patriarchal

C) monotheistic

D) matriarchal and hierarchical

 

21) Which of the following civilizations is credited with building the Hanging Gardens of

Babylon?

A) Chaldeans

B) Persians

C) Sumerians

D) Assyrians

 

22) Where is the Ishtar gate?

A) Ur

B) Jerusalem

C) Lagash

D) Babylon

 

23) Which of the following civilizations controlled their conquered enemies by torture and terrorization?

A) Chaldeans

B) Persians

C) Sumerians

D) Assyrians

 

24) The city of Nineveh was part of which ancient civilization?

A) Sumerians

B) Assyrians

C) Akkadians

D) Persians

 

25) Which empire conquered and brought an end to the Chaldean Empire?

A) Assyrians

B) Persians

C) Hittites

D) Egyptians

 

26) Which of these divided Africa into two great regions?

A) the Congo River

B) the Nile River

C) the Sahara

D) the Niger River

 

27) Which of these was NOT common to Egypt and Mesopotamia?

A) a polytheistic religion

B) the central role of great rivers

C) connections to neighboring cultures

D) early, stable unification under one state

 

28) How did Egyptian territory change during the New Kingdom?

A) Egypt lost Upper Egypt, but retained control of Lower Egypt.

B) Egypt lost Syria and Palestine.

C) Egypt gained land along the eastern Mediterranean Sea.

D) Egypt gained the communities of Giza and Memphis.

 

29) After 5000 B.C.E., the climate changed in Africa. What happened?

A) Monsoons began to flood the continent.

B) Savannah began to overtake desert land.

C) Rainfall became scarce, so the climate was drier.

D) The Nile began flooding erratically, thus wiping out the Egyptian kingdom.

 

30) Which of the following statements best accounts for the failure of Akhenaton’s reign?

A) The Egyptian people viewed his reign as illegitimate because he was not the direct descendent of Amenhotep III.

B) He invested the majority of the country’s resources on expansionist policies and neglected domestic priorities.

C) He was obsessed with his religion to the neglect of other affairs, as he tried desperately to reform Egypt into a monotheistic society.

D) He was a child king who was murdered before reaching adulthood.

 

31) Who united upper and lower Egypt?

A) Thutmosis III

B) Menes

C) Amenhotep III

D) Amenhotep IV

 

32) Which ancient Egyptian kingdom was known for building pyramids?

A) Old Kingdom

B) Middle Kingdom

C) New Kingdom

D) Second Intermediate Period

 

33) The Great Pyramid was built for

A) Thutmosis III.

B) Hatshepsut.

C) Khufu.

D) Akhenaton.

 

34) Which Egyptian kingdom would best be described as imperialistic?

A) Early Dynastic Period

B) Old Kingdom

C) Middle Kingdom

D) New Kingdom

 

35) What caused the downfall of the Middle Kingdom?

A) The Nile flooded unexpectedly.

B) Egypt was plagued by droughts.

C) The Hyksos invaded and conquered.

D) The Egyptian economy suffered due to pyramid construction.

 

36) In what way was Hatshepsut unusual as an Egyptian ruler?

A) in being a female ruler of Egypt

B) in ruling over all of Egypt

C) in worshipping Osiris

D) in inheriting rule from her father

 

37) Which Egyptian pharaoh became known as Akhenaton?

A) Thutmosis III

B) Hatshepsut

C) Amenhotep III

D) Amenhotep IV

 

38) Nefertiti was

A) an Egyptian goddess.

B) King Tut’s wife.

C) a Mesopotamian goddess associated with fertility.

D) Akhenaton’s wife.

 

39) Which name means “gold” or “black”?

A) Egypt

B) Nubia

C) Mesopotamia

D) Sumer

 

40) Which of these connected Egypt with the African interior?

A) Kush

B) Syria

C) Meroë

D) the Hittites

 

41) Which of these had the greatest cultural impact on Nubia?

A) Egypt

B) Syria

C) the Hyksos

D) the Amorites

 

42) Which people formed Kush?

A) Egyptians

B) Nubians

C) Babylonians

D) Sumerians

 

43) Carthage was a colony founded on the North African coast by a seafaring people from West Asia known as the

A) Hittites.

B) Egyptians.

C) Phoenicians.

D) Assyrians.

 

44) Carthage was unlike other Phoenician colonies in what way?

A) It became independent power.

B) It was on the Mediterranean Sea.

C) It relied on trade.

D) Its society was largely urban.

 

45) What was the source of Phoenician influence?

A) military strength

B) a large population

C) extensive territory

D) a large trading network

 

46) Which people laid the foundations for the phonetic alphabets used throughout the West?

A) Babylonians

B) Sumerians

C) Persians

D) Phoenicians

 

47) Where was the Phoenician homeland?

A) the Eastern Mediterranean

B) Mesopotamia

C) Anatolia

D) the Western Mediterranean

 

48) The Hebrews laid the foundation for all of the religions EXCEPT

A) Judaism.

B) Christianity.

C) Islam.

D) Hinduism.

 

49) Which Hebrew king was able to unite the Israelites but was unable to decisively defeat the Philistines?

A) Saul

B) David

C) Solomon

D) Nebuchadnezzar

 

50) Which of the following people were NOT polytheistic?

A) Sumerians

B) Hebrews

C) Egyptians

D) Aryans

 

51) Which Hebrew man was called “Israel”?

A) Judah

B) Isaac

C) Jacob

D) David

 

52) Which of these was common to the cultural traditions of Sumeria and Israel?

A) flood narratives

B) monotheism

C) polytheism

D) a religious covenant

 

53) Which Hebrew king was known for elaborate building projects?

A) Saul

B) David

C) Solomon

D) Nebuchadnezzar

 

54) Which of the following accomplishments did NOT occur during the reign of King David?

A) Jerusalem was established as the capital city.

B) The Philistines were defeated.

C) A standing army was created.

D) The temple was built.

 

55) Which people allowed the Hebrews to return to Jerusalem and rebuild their temple following their Babylonian exile?

A) Assyrians

B) Chaldeans

C) Persians

D) Egyptians

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assignment 2

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Assignment #2 Chapters 9-16 here were several colorful celebrations held in different cities to honor the ratification of the Constitution. There were strengths and weaknesses of the first written constitution know as the Articles of Confederation. Recognizing that the Articles did not provide the power for a strong central government that was needed to ensure that the republic survived, states sent delegates to a Constitutional Convention to draw up a new constitution. The Federalists and Anti-Federalists believed strongly in their rights for pertaining to the Constitution, so much so, that a Bill of Rights had to be added. There were various groups that were clearly not included in the statement “We the people,” and the liberties and freedoms guaranteed in the Constitution were not extended to those groups. The political and social changes that took place within the American Revolution focused on how the concepts of liberty and freedom developed, as well as who gained and lost freedom as a result of the Revolution. The democratization of freedom via the public sphere is explored, looking at state constitutions and qualifications for voting. Issues involving religious liberty are examined through the numerous denominations that sprung up as well as from discussion about the separation of church and state.
Those who remained loyal to the British found some of their liberties stripped away, but for the most part they were able to reintergrate into society. Native Americans lost much of their freedom as a result of the war. Slaves believed that the rhetoric of freedom and liberty cried out by the patriots meant that emancipation was also necessary, and they were amazed when they realized that the Americans did not mean liberty for slaves too. Some slaves issued petitions for freedom to New England courts. The war did result in some emancipation, but not in the complete elimination of slavery. Women and their role in the war as soldier and as “republican mother” were charged with the serious task of raising the next generation of republican leaders. After the War of 1812, there was a spread of market relations and there was a westward movement of the American population. Americans’ understandings of freedom were changing to include economic opportunity, physical mobility, and participation in the democratic system. The advancements made in transportation and communication, the growth of western cities, and the expansion of the Cotton Kingdom along with slavery were important occurrences. Commercial farmers were replacing the self-sufficient farmer. Factory workers, whose labor was divided replaced the skilled artisan. Labor organizations were established and the workers demanded more rights and liberties. The loss of the artisan is contrasted with the growth of the transcendentalist movement, which called for the triumph of the individual. Likewise, the materialism of the market revolution is contrasted with the religious ferment of the Second Great Awakening.
Women and African Americans were excluded from the fruits of the market revolution. As liberty became increasingly identified with economic independence, free African Americans were left to the lowest jobs and working women were left with few opportunities. A cult of domesticity was created by middle-class women and for them, the ultimate badge of freedom was to be free from work. The War of 1812 created a rise of a vigorous political democracy. Democracy triumphed as the electorate enlarged with the abolishment of property requirements for suffrage. However, as with the market revolution, women and African Americans were excluded from political democracy. The War of 1812 put into motion the market revolution and national leaders understood that the federal government had a responsibility to ensure economic growth for America. “The American System” was a political program for economic growth and the this time period showcases the role of banks, transportation, and economic recessions. The 1820 Missouri Compromise is discussed by highlighting sectional divisions in the country. Increased American power in the Western Hemisphere is shown with the Monroe Doctrine and the nationalist agenda of John Quincy Adams. The emergence of political parties is explored, highlighting Martin Van Buren’s beliefs that party politics was an important component in ensuring liberty for the American people. Andrew Jackson guided the nation through a nullification crisis, oversaw the removal of Native Americans from the southeast, and a bank war. Jackson’s commitment to states’ rights was challenged. Once again sectionalism and the power of the South in Congress are seen with the nullification crisis. Jackson, and Whigs such as Daniel Webster, supported Union and liberty; while supporters of nullification cried that the federal government was overstepping its rights and infringing upon states’ liberty. Likewise, the South’s desire to expand the Cotton Kingdom forced the removal of “civilized” Native Americans who had adopted many American ways.
Finally, the bank wars and Jackson’s veto to extend the life of the Second Bank of the United States ended his tenure. The Panic of 1837 and subsequent depression allowed the Whig William Henry Harrison to reach the White House in 1840, only to pass away a month after the inauguration. Instructions: Read Chapters 9-16. Please choose and answer 3 questions (in 1 essay) then submit the answers through TURNITIN. This essay must be at least 500 words and use at least 3 citations. Since this is an on-line course, credible internet sources are acceptable. You must cite all sources used in a short bibliography at the end of your essay. Question #1 Compare the strengths and weaknesses of the Articles of Confederation to the Constitution. Which document did a better job at protecting liberties? Which did a better job at running a government? Explain your answers with examples. Question #3 Explain how improvements in transportation and communication made possible the rise of the West as powerful, self-conscious region of the new nation. Describe the arguments that linked American freedom to westward expansion. Who or what were obstacles to freedom in the pursuit of expansion? How did Americans deal with those obstacles? Question #6 Use your textbook and this summary about Andrew Jackson (along with any other sources of your choice) to answer the following question: http://statelibrary.dcr.state.nc.us/nc/bio/public/jackson.htm

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HSCO 511 Exam 4 (2019)

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IMPORTANT: AFTER PURCHASE, OPEN THIS PAGE AGAIN AND SCROLL DOWN BELOW TO DOWNLOAD FILES WITH ANSWERS.

Questions:

  1. Which of the following is NOT a recommended leadership technique for handling a talkative member?
  2. According to Jacobs et al., which of the following is FALSE about the focus on process in a therapy group?
  3. According to equilibrium theory, if a group discussion lacks intimacy, participants will probably
  4. In the working phase, it is important for leaders to
  5. According to the dual concern model, which conflict management strategy reflects low concern for both self and other?
  6. Studies of the impact of noise on people indicate that
  7. If a member shares a deep personal concern in a non-therapy group, the leader should FIRST
  8. Which of the following is a good reason for leaders to participate in an exercise?
  9. Which is NOT one of the characteristics of most support groups?
  10. Which of the following is NOT true regarding the use of feedback during the closing stage of group?
  11. According to the authors, all of the following are important, but which is the MAIN focus of the closing stage of the group?
  12. When introducing an exercise, leaders should clearly present the directions for all of the following reasons EXCEPT to
  13. A member who says to another “Don’t worry, everything will be ok, you just have to make the best of things” is a _________ member.
  14. Spinning-off is appropriate for the following reasons, EXCEPT
  15. Which is NOT true about the closing phase of a session?
  16. Which is NOT one of the basic causes of group conflict discussed by Forsyth?
  17. Which of the following is NOT true regarding holding the focus when processing a group exercise?
  18. These are reasons for using exercises in a group, EXCEPT:
  19. Feedback from one group member to another is most closely associated with which therapeutic factor?
  20. Asking a member to leave a group might be done for all of the following reasons EXCEPT
  21. Personal space zones are smaller
  22. Interpersonal psychotherapy groups stress dealing with issues that occur within the group itself, rather than reviewing what the members are experiencing outside of the group or what they experienced in the past. This focus is usually referred to as a(n) _______ orientation.
  23. All of the following represent common mistakes made in middle sessions EXCEPT?
  24. All of the following is true about distracting members EXCEPT
  25. A mixed-motive situation occurs when
  26. Which of the following is NOT recommended as a way to handle a member’s emotional reaction to an exercise?
  27. When a member begins crying during the session, the leader should
  28. Which of the following is true regarding apportioning time to members?
  29. Although ALL of the following are important, the MOST important thing to attend to when leading an exercise is
  30. During conflicts, people are most likely to misinterpret and misperceive ________ behavior.
  31. Balance theory predicts that hostility is greatest when group members who dislike each other also disagree with each other. Tension is greatest when group members
  32. Which of the following is NOT a purpose or goal of the closing phase of a session?
  33. Asking members to position themselves somewhere between two walls in the room that represents their level of comfort in the group in an example of conducting a _________exercise.
  34. Which is FALSE about leading the middle stage of a group?
  35. When a group member breaches confidentiality, the authors recommend that the leader do which of the following first?
  36. Many 12-step programs build _______ into their change program by requiring long-term members to assist newcomers.
  37. Feedback exercises are most valuable when
  38. Which of the following is NOT an important consideration when using touching exercises?
  39. To deepen the focus of the group and the level of commitment of members, Jacobs et al. suggest all of the following EXCEPT
  40. Individuals’ perceptions of their environment are usually based on two dimensions:

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Operation Chromite

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Name: __________________________________ Date: __________________

 

C515 JPP

 

Instructions: The Joint Planning Process (JPP) Exam is worth 60% of the C500 grade and is due at the end of the block, after lesson C515. Specifically, this exam has ten requirements for you to apply the JPP to an operational scenario.

 

 

The primary reading for the exam is Chapter II “Operation Chromite” of Joint Military Operations Historical Collection (dated 15 July 1997). Use ONLY the version in this lesson. Read this document thoroughly, and then answer the exam questions, which begin on page three of this document. The primary doctrinal reference is Joint Publication 5-0 The Operations Process (2011). Other references include:

· JP 1-0 Doctrine for the Armed Forces of the United States (2013)

· JP 1-02 DOD Dictionary of Military and Associated Terms (2014)

· JP 3-0 Joint Operations (2017)

 

If you state information from the lessons, readings, or doctrinal references as part of your answer, you must give a citation in accordance with ST 22-2. You may use parenthetical citations, endnotes, or footnotes.

 

Overview: In June 1950, forces of the North Korea’s People’s Army (NKPA) invaded South Korea with the intent of unifying Korea. President Truman ordered General MacArthur, Commander-in-Chief Far East, to use his air and sea forces to support the Republic of Korea forces south of the 38th Parallel. General MacArthur visited Korea to personally assess the situation and realized that only the immediate commitment of ground forces could stop NKPA forces. NKPA spearheads were successful in pushing United Nation forces south to the Naktong River. General Walton Walker, Commander of the US Army Eighth Army, and General MacArthur decided that they must stand and fight or be ejected from Korea. It was here that the 140 mile long Pusan Perimeter was established. General MacArthur’s successful campaigns across the Pacific during World War II gave him deep appreciation for amphibious operations. He decided upon an amphibious operation, Operation Chromite, for his counterattack. The planning and execution of Operation Chromite by General Douglas MacArthur in September 1950 established the operational art that guides joint operations today. Modern warfare demands a joint approach (JP 5-0).

 

Note: Regurgitating doctrine is NOT enough to receive a passing grade on the exam; you must be able to APPLY what you have learned about operational design and JOPP.

 

 

 

 

 

 

1. Operational Environment [10 points. Do not exceed one typed page.]

 

JP 5-0 states that “The operational environment is the composite of the conditions, circumstances, and influences that affect the employment of capabilities and bear on the decisions of the commander…Included within these areas are the adversary, friendly, and neutral actors that are relevant to a specific joint operation.” The Commander must be able to describe the current environment and how the environment should look when operations conclude to visualize an approach to solving the problem.

 

 

Using the reading on Operation Chromite, describe the operational environment in the summer of 1950. Your analysis of the operational environment should include, but is not limited to:

· What does the current operational environment look like? Be sure to describe the conditions that have led up to the dire situation facing the U.S. Eighth Army at the Pusan Perimeter.

· How does General MacArthur’s vision for Operation Chromite relieve NKPA pressure on the U.S. Eighth Army in the Pusan Perimeter?

 

 

 

 

 

Using the reading on Operation Chromite, describe the operational environment in the summer of 1950. Your analysis of the operational environment should include, but is not limited to:

 

2. Strategic Guidance [10 points. Do not exceed one typed page. You should write one paragraph for each question below.]

 

JP 5-0 states that “The President, Secretary of Defense, and Chairman Joint Chiefs of Staff with appropriate consultation with additional NSC members, other USG departments and agencies, and multinational partners formulate strategic end states with suitable and feasible national strategic objectives that reflect US national interests.”

 

· What is General MacArthur’s vision for the operational environment once Operation Chromite is concluded (end state)?

· What are the roles of JTF 7 and X Corps in achieving General MacArthur’s end state?

 

3. Decisive Points [10 points (5 points for each decisive point). Do not exceed one typed page.]

 

JP 5-0 states that a “decisive point is a geographic place, specific key event, critical factor, or function that when acted upon, allows a commander to gain a marked advantage over an adversary or contributes materially to achieving success (e.g., creating a desired effect, achieving an objective).”

 

 

Identify and justify TWO key decisive points for Operation Chromite.

 

4. Operational Maneuver [10 points. Do not exceed one typed page.]

 

JP 3-0 describes maneuver as “the employment of forces in the operational area through movement in combination with fires to achieve a position of advantage in respect to the enemy. Maneuver of forces relative to enemy COGs can be key to the JFC’s mission accomplishment. Through maneuver, the JFC can concentrate forces at decisive points to achieve surprise, psychological effects, and physical momentum. Maneuver also may enable or exploit the effects of massed or precision fires.”

 

Describe how Operation Chromite supports the breakout of the Eighth Army at the Pusan Perimeter. In your description, EXPLAIN how Operation Chromite (1) reverses the situation at the Pusan Perimeter and (2) places the Allied forces in an advantageous position over the NKPA.

 

NOTE: As part of your answer, you must address operational maneuver for BOTH parts. You should write one paragraph for each part.

 

5. Joint Fires [10 points. Do not exceed one typed page.]

 

JP 3-09 states that “Integral to the CONOPS is the concept of fires. The concept of fires describes how lethal and non-lethal joint fires will be synchronized and integrated to support the Joint Force Commander’s operational objectives. The JFC determines the enemy’s center of gravity (COG), associated critical factors, and decisive points and how the application of fires can assist in creating the desired effects to attain the objective.”

 

You are the Fires Officer on General MacArthur’s Staff. General MacArthur has tasked you to describe your concept how Joint Fires will support Operation Chromite. He asked you to specifically describe joint fire support for (1) landing forces at Inchon, (2) attacking the NKPA’s lines of communications, and (3) interdicting any NKPA attempts to counterattack or reinforce forces vicinity Inchon and Seoul.

 

NOTE: As part of your answer, you must address joint fire support for all THREE parts. You should write one paragraph for each part.

 

 

 

6. Operational Reach [10 points. Do not exceed one typed page.]

 

JP 5-0 states that “Operational reach is the distance and duration across which a joint force can successfully employ military capabilities.”

 

Explain: (1) how the other Services (Air Force, Marines, and Navy) provided General MacArthur with operational reach in Operation Chromite, and (2) how that operational reach provided an advantage to the Allies over just reinforcing the Eighth Army inside the Pusan Perimeter.

 

NOTE: As part of your answer, you must address BOTH parts and include all THREE US Services: Air Force, Marine Corps, and Navy. You should write one paragraph for each part.

 

 

 

 

7. Arranging Operations [10 points. Do not exceed one typed page.]

 

JP 5-0 states that “Commanders must determine the best arrangement of joint force and component operations to conduct the assigned tasks and joint force mission. This arrangement often will be a combination of simultaneous and sequential operations to reach the end state conditions with the least cost in personnel and other resources. Thinking about the best arrangement helps determine the tempo of activities in time, space, and purpose. Planners should consider factors such as simultaneity, depth, timing, and tempo when arranging operations.”

 

Describe how General MacArthur’s staff used (1) simultaneity, (2) depth, (3) timing, and (4) tempo in executing Operation Chromite in conjunction with Eighth Army activities inside the Pusan Perimeter.

 

NOTE: As part of your answer, you must address all FOUR parts of arranging operations. You should write 2-3 sentences for each part.

 

 

 

(1)

 

 

(2)

 

 

(3)

 

 

(4)

 

 

 

 

 

 

8. Defeat Mechanisms [10 points (5 points for each defeat mechanism). Do not exceed one typed page.]

 

JP 5-0 states: “Defeat mechanisms primarily apply in combat operations against an active enemy force. Combat aims at defeating armed enemies – regular, irregular, or both, through the organized application of force to kill, destroy, or capture by all means necessary.”

 

Select TWO of the four defeat mechanisms from the list below.

· Destroy

· Dislocate

· Disintegrate

· Isolate

 

For each element selected, explain how General MacArthur used the defeat mechanism to defeat the NKPA. For a review, JP 5-0 page IV-31 provides details on each of the four defeat mechanisms. You should write one paragraph for each defeat mechanism you select.

 

 

(1)

 

 

(2)

 

9. Direct and Indirect Approach [10 points. Do not exceed one typed page.]

 

JP 5-0 states: “The approach is the manner in which a commander contends with a center of gravity (COG).”

 

Explain: (1) which approach did General MacArthur use in attacking the NKPA and (2) why he chose that approach.

 

NOTE: As part of your answer, you must address BOTH parts. You should write one paragraph for each part.

 

 

(1)

 

 

(2)

 

 

10. Operational Risks [10 points. Do not exceed one typed page.]

 

According to JP 5-0, “Operational risk defines aspects of the campaign or operation in which the commander will accept risk in lower or partial achievement or temporary conditions. It also describes areas in which it is not acceptable to accept such lower or intermediate conditions.”

 

(1) Identify FIVE major risks associated with Operation Chromite, and (2) explain HOW General MacArthur’s staff mitigated those five major risks.

 

NOTE: As part of your answer, you must complete the table below. For each mitigation, write 2-3 sentences; the table will expand for your answers.

 

 

 

 

 

 

 

 

 

Risk 1:

 

 Mitigation:

 

 

 

 

 
Risk 2:

 

 Mitigation:

 

 

 

 

 
Risk 3:

 

 Mitigation:

 

 

 

 

 
Risk 4:

 

 Mitigation:

 

 

 

 

 
Risk 5:

 

 Mitigation:

 

 

 

 

 

 

 

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history question

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It is difficult to separate out the history of westward expansion, the revolution in transportation, and the growth of an industrial market economy that all took hold in America during the first quarter of the nineteenth century. Those topics have their own very fascinating histories, but they are also interconnected as causes and consequences of each other’s incredible growth. America’s Industrial Revolution, fueled by steam, and a demand for manufactured goods and commodity agricultural products (cotton, wheat, textiles, boats, trains, train tracks, etc.) created many new types of jobs, from manufacturing line workers, to managers, to machinists, and engineers. By the mid-nineteenth century, the fastest growing profession in the United States was engineering. The engineering feats especially related to the expansion of transportation networks that were accomplished in the first quarter of the nineteenth century are the focus of the documents in this exercise. Engineers used the vast resources available on the continent of North America in combination with technological advances to shape the American landscape in extraordinary ways, and in the process create a robust, fast-growing national market economy.

DOCUMENTS

Document 1 Excerpt is an excerpt from Facts and Observations in Relation to the Origin and Completion of the Erie Canal by John Rutherford (i.e.: Rutherfurd) (New York: N.B. Holmes, 1825). In this document, a proponent of the large project of the construction of a canal in Western western New York argues that the idea had long been in the visions of Americans. Now (1825) circumstances, resources, and technology exist to make the dream a reality. All that is needed is political will in the state legislature of New York.

Found on www.eriecanal.org/history.html (Links to an external site.)Links to an external site.

Document 2 Map includes a map and graphic representation of the area serviced by the Erie Canal, with profiles of the canal and lochs that show the varying depths and other features. Produced in 1859. After it opened in 1825, this important undertaking helped spur the creation of a national economy by tying together the regional economies of the Midwest and the East.

Document 3 Map is a map of the central portion of the United States, showing proposed routes for Pacific railroads, ca. 1850. Almost as soon as the technology was available to imagine long routes of railway travel, debates emerged over proposed routes to cross the continent. Would the route mostly reside in the northern part of the country, or would those in the South and the West prevail and get the transcontinental railway of the future closer to their cities and transportation hubs? Indeed, the debates over the proposed routes of the Transcontinental Railroad paralleled many of the other sectional differences of the first half of the nineteenth century.

INSTRUCTIONS

1. Read textbook chapters 8 through 10.

2. Read Document 1, an excerpt by John Rutherford about the need for and construction of the Erie Canal.

3. Examine Documents 2 and 3, maps of The Erie Canal and proposed railway routes across the Midwestern United States.

4. Answer the questions that follow and be sure to label your answers and submit in the inbox below in the accepted formats.

QUESTIONS TO ANSWER

1) What were the main elements of the Industrial Revolution?

2) Why was it so important for John Rutherford that the goods and agricultural products produced in Kentucky, Indiana, Ohio, and the Great Lakes region flow through western New York state?

3)What can Document 2 teach historians about the Eire Canal and its significance?

4) What does Document 3 inform current students of history about?

 

Document 1

…In addition to these advantages, which will accrue to the citizens residing near the line of navigation, there are others of much greater importance in relation to the commerce of the State. The canal will then be in complete order to receive the trade of the western States, and the inhabitants of those States, gratified and delighted with the improved facilities and accommodations, will not seek other routes to the tide water, but cheerfully bend their course to the Hudson. The present consolation of those who are in favour of other routes, is, that the Erie canal will be preoccupied by the citizens of the State, that there will be no room for the inhabitants of other States, who must therefore seek tide water in other places. The advocates of the Welland canal, constructing with an expectation of cutting off the trade of the Hudson, and connecting the interior with the merchants of a foreign country beyond the control and fiscal regulations of the United States ; and the revivers of the project of the Niagara canal, to enable the sloops of Lake Erie to descend into Ontario, and thence on a destination unknown, all have their hopes and expectations, while many of our citizens are striving to direct the trade from the Hudson to the tide waters of the Delaware, Susquehannah, Potomac, James River, and the Mississippi.

Colonel John L. Sullivan one of the most experienced civil engineers of the United States, who is now in the employ of the central government as a member of the board of internal improvement, says, in a report dated February 3d, 1825,

“the apprehension of a want of income proportionate to the cost of public works, is dissipated by the success of the Erie canal, thronged with navigation even before it has reached the lake. And although the capacity of that canal for business may be increased by parallel locks and other means, there are limitations to its power, set by the command of water it possesses. Ever since the commencement of that work, the western counties of New-York have been increasing greatly in population; and there will be no necessity for business from Ohio and Michigan to ensure a competent revenue from the Erie canal. The very facts which show the wisdom of that undertaking, prove that the western States may find it preoccupied. The nearest customers must always have the preference – the are in possession.”

If a water communication is opened from the Western to the Atlantic States, nearly the whole trade of Ohio, Kentucky, and Indiana will flow in this direction. The New-York canal will draw through the lake, for the present, the produce of the northern parts of Ohio and Indiana, but when the magnificent project of threading the Alleghanies with a canal, and uniting the Ohio, nay, the great lakes themselves with the Chesapeake, shall be put in execution, which, since the recent surveys would seem to prove it practicable, may he expected at no distant day ; then the entire trade of these three states will flow into this channel, as being the shortest and most expeditious route to the tide waters of the Atlantic. In this event Baltimore will inevitably become the chief mart of western produce, and possess an almost exclusive privilege of sending over the mountains, supplies of home manufactures and foreign products. Georgetown, Washington, and Alexandria will doubtless be greatly benefitted by such a communication to the west, but the local situation of these towns is not such as to enable any one or all of them to gain the ascendancy already held by Baltimore.

In a report of a committee of the House of Representatives of Pennsylvania, on inland navigation made in February 1825, they say that, “from her position, Philadelphia under a wise policy will ever a great commercial city and the real centre of the manufactures and wealth of the union.”

These are some of the latest sentiments, which have been expressed on the effects of the canals from the tide water to the interior, and on the positions and future Importance of the commercial cities, and are founded on the facts which have been lately developed. The citizens of New-York ought not to disregard them, on the contrary, they should carefully examine the probable results of the proposed plans of improvement, and take every prudent precaution, and adopt every active measure which which may be necessary to enable them to preserve the advantages which they derive from their highly favourable position. It is conceived that it is in their power to invite to their port, through the Erie canal, not only the trade of their own State, but also part of the trade of Kentucky, Ohio, and Indiana, of districts of Pennsylvania, Virginia and Illinois, and of Michigan and the Northwest Territory. It has been ascertained the surveys of the U. S. engineers, and is stated in their report of February, 1825, that there is a practicable route for a canal, from the Ohio River to Lake Erie, by the valleys of the Big Beaver Creek and the Astabula which will be only 104 miles in length, and with a lockage of only 557 feet, thus making the lockage from Pittsburgh to the tide water of the Hudson, if the proposed alterations in the Erie canal are effected, only 1095 feet ; of which 330 feet will be descending lockage, while the route from Pittsburgh to Philadelphia by the Susquehanna, will have 3358 feet lockage, and to Baltimore and Alexandria by the Potomac, 3837 feet. These considerations will give the Lake Erie and Hudson route a decided superiority, provided there are no limitations set to its power by the command of water it possesses, and “the western States do not find it preoccupied, as the nearest customers must have the preference, they being in possession.” The wary miller, who finds that there will be shortly more grist brought to his mill, than one run of stones can grind, does not wait until the fact proved, his customers turned away, and other mills erected in opposition to him, but he immediately projects further improvements, to prevent the loss, competition, and disappointment which would otherwise ensue; he increases his command of water, he husbands and prevents waste of it and constructs additional runs of stones, commensurate with his means and the demand for employment. This course of proceeding, it is suggested, should be the policy of the Legislature of New-York, and immediate measures by adopting the proposed improvements, to be prepared to forward without delay and with increased velocity the passage of every boat, which may hereafter apply for admission on the Erie Canal.

We hope that our readers are by this time convinced, that it is the duty and policy of the people of New-York, to provide for the contingencies which have been mentioned before they occur; and that it is in their power to prevent the transit of articles from being arrested and diverted into other channels. By careful provisions, the State of New-York may enjoy the whole of the intercourse between the Atlantic and western States, and the vast advantage of being the entrepot of the commerce of the union.

Document 2

 (Links to an external site.)Links to an external site.

Source – Map and profiles of New York State Canals – Library of Congress

Document 3

 (Links to an external site.)Links to an external site.

Source – Map Railroad: Library of Congress

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History essay

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Write a five-page minimum, MLA-formatted, double-spaced, analytical paper on the development of the (1) African American, (2)the Anglo American and (3)the Native American communities from the Civil War to WWI. Make sure to include a Works Cited page. Try to write about examples of inter-group actions as well as examples of the communities simply acting on their own behalf. Pretend someone asked you at a casual party what have you learned about these groups so far in the class. At this point in the course you should easily be able to answer that question so the challenge here is to write out that response.

This Midterm is meant to work with your weekly submissions in that you should look back at the work you have already turned in and craft a narrative that tells the story about each community within this very specific time period (Civil War to WW1).

Break your essay into these three main areas. Go through your weeklies and choose some of the most salient issues, figures and events of each community in order to document transformation over time. In other words, write about the changing status of each group. The transition from a slave society to a free one, the Westward movement and the new global capitalist reality was transformative for these groups of Americans. Reference our library homepage for the specifics of writing in MLA format.

This is a long period of time so break it down into specific milestones for each group. I suggest creating an outline first in order to give yourself a mental picture of the larger story and not get stuck on trying to write about each group as distinct groups. It is impossible to cover everything about each group so use your writing strategies to focus on events that highlight the development of each group.

THIS WEEKLY SUBMISSION IS NOT DUE!!! Focus on the midterm alone.

ESSAY REQUIREMENTS:

You are also required to properly quote Foner in a substantial manner at least five times. Remember to always interact with quotes, don’t just cite them on your paper without giving the context and analysis of the quote.

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final exam 2 History 1301

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please read this assignment carefully, and use the attach book. Price on this assignment is farm. The assignment rubric is also attached please read.

 

Exam Pt II: Argumentative essay consisting of Chapters 9-16.

  1. From a chapter, select one historical issue, question, or problem and write a pro or con argumentative essay. Repeat for all assigned chapters.
  2. Incorporate one quote that supports your argument for each chapter. Cite: “Wars are often fought….(59).”   Page # in parenthesis.  No Works Cited.
  3. Combine all chapters in one MS Word.docx. QC using Grading Rubric.  Open Exam, click ‘Submit Assignment’, paste exam in the ‘Text Entry’ box, click ‘Submit Assignment’.

Rubric

Essay Exam EvaluationEssay Exam EvaluationCriteriaRatingsPtsThis criterion is linked to a Learning OutcomePurpose Student writing is focused on meeting the purpose of the paper and follows instructor directions.  Articulates an effective statement of purpose for the paper.  Stays on topic throughout the paper.  Creates an effective and convincing analysis.  Demonstrates critical thinking skills.25.0 pts20.0 pts18.0 pts15.0 pts0.0 pts25.0 pts
This criterion is linked to a Learning OutcomeSupport Student uses effective and appropriate sources.  Uses relevant examples, evidence, etc. as support.  Balances student ideas with outside ideas.  Integrates ideas into the paper.25.0 pts20.0 pts18.0 pts15.0 pts0.0 pts25.0 pts
This criterion is linked to a Learning OutcomeOrganization Student organizes work seamlessly and logically.  Creates an introduction that establishes purpose and context.  Uses fully developed paragraphs.  Develops a logical conclusion.25.0 pts20.0 pts18.0 pts15.0 pts0.0 pts25.0 pts
This criterion is linked to a Learning OutcomeStyle/Form Student cites sources using instructor’s designated system.  Conveys ideas concisely and consistently.  Proofs for grammar, mechanics, spelling, and word usage.  Uses appropriate academic tone and language.  Provides a 1000+ total word Essay Exam. Minus points 25 if below 1000 words. Minus 25 points if you use Wikipedia as a source. Minus 25 points if you use any sources except the Course Textbook for Essay Exams.25.0 pts20.0 pts18.0 pts15.0 pts0.0 pts25.0 pts

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Casting a vote History essay

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Suppose you had lived during the time period of the 1828 election. Would you have voted for Andrew Jackson? Think carefully about your decision and consult some of the listed resources. Then write a well-constructed essay supporting either Jackson or the re-election of John Quincy Adams.

 

Before you write your essay, visit the following website for additional information:

 

The Hermitage

Miller Center: American President

 

Cast Your Vote!

The campaign of 1828 was unlike any other that had come before it. For the first time electors in most states were chosen by popular vote. The electorate had been expanded so that there was universal suffrage among white males.

 

Suppose you had lived during the time period of the 1828 election. Would you have voted for Andrew Jackson?

(50 points)

Score
 

1. Write a well-constructed essay supporting either Andrew Jackson or the re-election of John Quincy Adams.

Keep the following points in mind as you write your essay:

· Determine your position and plan your essay by listing the reasons for it.

· Be sure you back up your position with clearly stated reasons. Use at least one primary source.

· Read your essay aloud to be sure that it makes sense.

· Check your grammar, spelling, and punctuation.

Answer:

Your Score ___ of 50

 

 

Cast Your Vote!

 

 

Suppose you had lived during the time period of the 1828 election. Would you have voted for Andrew

Jackson? Think carefully about your decision and consult some of the listed resources. Then write a well

–

constructed essay supporting either Jackson or the r

e

–

election of John Quincy Adams.

 

 

Before you write your essay, visit the following website for additional information:

 

 

The

 

Hermitage

 

 

Miller Center: American President

 

 

Cast Your Vote!

 

The campaign of 1828 was unlike any other that

 

had come

 

before it. For the first time electors in most states were

chosen by popular vote. The electorate had been expanded so that there was universal suffrag

e among white

males.

 

 

Suppose you had lived during the time period of the 1828 election. Would you have voted for Andrew Jackson?

 

(

5

0

 

points)

 

1.

 

Write a well

–

constructed essay supporting either Andrew Jackson or the re

–

election of John

Quincy Adams.

 

Keep the following points

in mind as you write your essay:

 

·

 

Determine your position and plan your essay by listing the reasons for it.

 

·

 

Be sure you back up your

position

 

with clearly stated reasons. Use at least one primary source.

 

·

 

Read your essay aloud to

 

be sure that it makes sense.

 

·

 

Check your grammar, spelling, and punctuation.

 

Answer:

 

 

 

Score

 

 

Your Score

 

___ of

5

0

 

Cast Your Vote!

 

Suppose you had lived during the time period of the 1828 election. Would you have voted for Andrew

Jackson? Think carefully about your decision and consult some of the listed resources. Then write a well-

constructed essay supporting either Jackson or the re-election of John Quincy Adams.

 

Before you write your essay, visit the following website for additional information:

 

The Hermitage

Miller Center: American President

 

Cast Your Vote!

The campaign of 1828 was unlike any other that had come before it. For the first time electors in most states were

chosen by popular vote. The electorate had been expanded so that there was universal suffrage among white

males.

 

Suppose you had lived during the time period of the 1828 election. Would you have voted for Andrew Jackson?

(50 points)

1. Write a well-constructed essay supporting either Andrew Jackson or the re-election of John

Quincy Adams.

Keep the following points in mind as you write your essay:

 Determine your position and plan your essay by listing the reasons for it.

 Be sure you back up your position with clearly stated reasons. Use at least one primary source.

 Read your essay aloud to be sure that it makes sense.

 Check your grammar, spelling, and punctuation.

Answer:

 

 

Score

 

Your Score

___ of 50

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HIS- 2-4-3 Project 1: Topic Exploration Worksheet Submission

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  • Finalize your previous work from Progress Checks 1, 2, and 3 for Project 1: Topic Exploration Worksheet in the Topic Exploration Worksheet template. Submit the complete document here for instructor feedback. All three parts must be completed and submitted for this final submission. Make sure you save this template as a file on your computer. Submit the completed template here for instructor feedback.
  • All three parts must be completed and submitted for this final submission.

2-3-1 Progress Check 2: Topic Exploration Worksheet

Complete the Part 2 of your Topic Exploration Worksheet that you started in the previous learning block. Start to brainstorm research questions for your topic area. It is OK if your questions are fairly broad at this point—you will be narrowing them down in Theme: Investigating History.

2-4-2 Progress Check 3: Topic Exploration Worksheet

First, open up the Topic Exploration Worksheet you have been working on and take a look at Part 3. Second, go to the library guide and locate the section related to your topic area. Think about which sources seem most interesting to you, and prioritize them. Find at least one primary and one secondary source high on your priority list. You do not need to do an advanced analysis of these sources—you will do that later on in the course. For now, focus on figuring out who participated in the historical events described in your primary source as well as what sorts of perspectives seem to be present in your secondary source. Now that you have gone through the research provided on your topic, describe what you have learned about your topic in one to two paragraphs in Part 3 of your Topic Exploration Worksheet.

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HIUS 221 Mindtap Module 3.5

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IMPORTANT: AFTER PURCHASE, OPEN THIS PAGE AGAIN AND SCROLL DOWN BELOW TO DOWNLOAD FILES WITH ANSWERS.

1. Imagine that you are doing research on colonial American newspapers during the 1600s and 1700s for your journalism class. You find the advertisements, announcements, and editorial sections interesting. As you comb through the listings and letters, you notice that some of the words have been smudged. Use the dropdown menus to fill in the missing words.

James Stewart, Proprietor of Chesapeake Import/Export Co., would like to inform the public he has opened up shop near the _____  Gentlemen may depend upon him to provide excellent _____   export services and only the highest quality of imported _____.  He guarantees satisfaction to all who employ his services.

 

From ______  to Charleston, South Carolina: Captain Green of the Sloop Swain, with a healthy stock of 100 Negroes (70 men and 30 women) skilled in __________   . Auction will begin on Tuesday, the 18th of April. Additional freight to be sold includes sugar.

 

The trials for _____________  , who are accused of _______  , will commence on the 27th of July, 1692. Witnesses reported strange occurrences such as spirit possession and young ladies having violent fits.

 

My fellow Gentlemen, on the debate of whether or not it is moral to own slaves, the answer is simple. There are many plantations in the _____ that need tending. With the decrease in the number of _____ , the Southern economy demands that we have access to a strong, large workforce capable of cultivating the land. Negroes have proven quite valuable to the rice industry. They are subordinate to the white man and are well suited to plantation work and manual labor. What good would it do the Negro or the white man to issue the Negro freedom now?

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