HISTORY-Analysis of Jonathan Spence’s Emperor of China: Self-Portrait of K’ang-Hsi

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Please help me summarize thses six article fiile in attachments.

 

Specific and detailed requirements, please see the file called ESSAY REQUIRE.

 

A 1000-word (maximum) analysis

 

 

You do NOT need to do outside research. 

 

 

Remember: Brevity is an art.

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HIS- 8-3-1 Discussion: Revisiting History

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Overview: Final Thoughts

Resource IconOver the course of this class, you have been introduced to the study of history. You have learned why it matters as a subject, how historians practice their craft and share their knowledge, and how events are shaped by their larger historical context. By this learning block, you have learned the value of examining historical events for their impact on contemporary issues. We are closing this class by asking you, once again, why is history important?

In learning block 1-2, it was noted that history means different things to different people. In learning block 1-3, you considered why history matters. For years, those who study the past have put forth arguments on why they do what they do. Famous for his sixteenth-century work The Prince, Italian diplomat Niccolò Machiavelli (1882) once stated, “Wise men say, and not without reason, that whoever wishes to foresee the future must consult the past; for human events ever resemble those of preceding times” (p. 422). In this learning block, you will take what you have learned over the course of this term and consider whether or not Machiavelli’s words still ring true today.

Reference

Machiavelli, N. (1882). The historical, political, and diplomatic writings (Vols. 1–4) (C. Detmold, Trans.). Boston, MA: James R. Osgood and Company. Retrieved from https://archive.org/stream/diplomaticwritin02machuoft#page/422/mode/2up

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1. Revisit learning block 1-2 to consider your previous thoughts on the study of history and reflect on how your thinking on history has evolved. Finally, respond to the following question:

Now that you are coming to the end of this course, has your perception of history evolved since module one? Why or why not?

2. Niccolò Machiavelli once stated, “Wise men say, and not without reason, that whoever wishes to foresee the future must consult the past; for human events ever resemble those of preceding times.” With this quote in mind and reflecting on your research this term consider this question:

Choose a contemporary issue and describe how your perception of that issue could have changed based on your research of your topic?

In response to peers, explain whether or not you share your peer’s perception of the selected contemporary issue. Why or why not?

For your response posts (2), you must do the following: 

  •   Reply to at least two different classmates outside of your own initial post thread.
  •   In Module One, complete the two response posts by Sunday at 11:59 p.m. Eastern Time.
  •   In Modules Two through Eight, complete the two response posts by Sunday at 11:59 p.m. of your local time zone.
  •   Demonstrate more depth and thought than simply stating that “I agree” or “You are wrong.” Guidance is provided for you in each discussion prompt. 

classmates Post #1:  

My topic for my project was the rule of Chairman Mao in China and the effect Joseph Stalin’s decisions and influence had on the decisions made and outcomes during his rule. They both had intentionally created famines that cost many lives in both instances. It seems that a big factor in that was to tighten their grip and power of their dictatorship. Now 40 years removed from Mao, China with their Reform and Open Up that was 1978 by Deng Xiaoping and gets credit from the communist party as the reason for prosperity and growth in China over the last four decades. What I found interesting looking into this is that agriculture is again being used as a way to tighten political control of the country and its citizens. Data shows that China has continually increased its production of agriculture since the 70’s but not surprisingly “the decision to launch agricultural reforms made by farmers, as the official account claims, but rather by China’s top leaders, because it helped them consolidate their political power” (Eisenman, 2018). So after reading this article, I thought about it in a different way because of the history of the tactics used to control the power and the people with food used as the motivator or excuse. I never would’ve thought about the fact that in a society like that, whether it is communist or a complete dictatorship, that the food or lack of would be a tactic to increase control.

References

Eisenman, J. (2018, November 15). What we really know about China’s Reform and Opening Up. Retrieved April 25, 2019, from https://www.washingtonpost.com/news/monkey-cage/wp/2018/11/15/what-we-really-know-about-chinas-reform-and-opening-up/

classmates Post #2:  

My view of history and its interpretation have evolved dramatically since module one.  I have not explored much about history since grade school.  I identified that my knowledge of the subject that I chose was very limited compared to what it is now at the end of the course.  I have learned different ways to view history such as historical lenses and biases.  I realized that my perception of history and its interpretation have changed throughout this course after re-visiting a contemporary issue facing our society.  I have had a strong one-sided viewpoint on this subject until recently when I looked at it from a different viewpoint.  This will be further discussed in the following paragraph.  I believe that the work related to this course has given me the tools to further understand history and its influence in the modern issues we face today.  During my research for the multimedia project, I discovered a quote that I feel truly represents the importance of understanding history.  The quote is by Michael Crichton, “If you don’t know history, then you don’t know anything.  You are a leaf that doesn’t know its part of a tree.”  I believe that we are all leaves connected to one giant historical tree.  We may be on seperate branches and unable to see eachother through the canopy but we are all connceted and fed by the same network of roots that nurish our existence.

One of the contemporary issues facing our society recently is increased gun control.  This has become a heated debate between the support and opposition for further gun control and the founding fathers’ intentions for the 2nd amendment.  I have been on the fence with this issue but have tended to lean further towards the opposition due to my own beliefs and bias.  The topic I chose was the drafting of the U.S. Constitution.  This directly relates to debates about gun control as the second amendment represents the right to bear arms.  Supporters of gun control argue that the 2nd amendment is outdated and was relevant for times that preceded a well-defined military force.  These supporters argue that the purpose of the 2nd amendment was to ensure a well-equipped militia of citizens in times of war during the nation’s adolescent years.  Those in opposition argue that the 2nd amendment ensures democracy by allowing citizens to defend themselves against governmental abuse of their rights.  Those in opposition also argue that allowing revision to the 2nd amendment would allow for easier revision of other amendments which could trigger a change in our entire governmental structure and basic civil rights that our nation was founded on.  The research that I have completed on my topic has allowed me to revisit this contemporary issue through many lenses and further understand arguments of both sides rather than my original bias based on limited knowledge.  I plan to further investigate the arguments of both sides which I will utilize to influence the decisions I make in the future regarding this issue as well as other contemporary issues of the future.

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Based on source image

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 According to the history from 1949-1980, describe and analyze the Capitalism vs Communism, compare western country and China

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History

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HIS 100 Multimedia Presentation Planning Worksheet

 

Part 1: Brainstorming

 

Instructions: Brainstorm your thoughts on each question in preparation for creating an outline of your multimedia presentation, including specific examples as appropriate.

 

State three historical lenses that could be applied to your topic and explain how each lens can be applied. Describe how one of the lenses you just identified might change how the Historical Context and Introduction you previously submitted in Project 2 were written. Discuss the conclusions you can draw from thinking about how history is told. Consider how historians are persuaded by their own biases, motivations, and influences of their time. Describe how your research of a historical topic can help you understand contemporary issues, and try to list at least two related contemporary issues After taking this course, what do you think about the statement “history repeats itself”? Do you think this is accurate? What information from the course guides you to this conclusion? Discuss your obligation as a citizen of your society to understand the history behind issues that impact you every day.
1. Social lens-Since apartheid was created on the basis of race and social class where the 1950 Act of populations registration categorized South Africans according to race with the aim of a making other races superior, a social lens can be applied. Population registration according to race and consequently class led to a social structure that disadvantages blacks in social programs.

2. Political lens- To create a social structure that disadvantaged blacks the apartheid government depended on their state legislation powers in politics. As Orten(2015) points out to assist the enforcement of apartheid, government reinforced the subsisting pass law that require blacks to carry documentation authorizing their documentation within restricted areas. A political lens unearths the role of politics in allowing a minority to subject a majority.

3. Economic lens- An economic lens could be applied to the topic where one could associate the need for race as one based on economic reasons. By restricting African from jobs, educational standards and national administration whites would be able to advance their economic interests without competition.

 Taking an Economic lens on the introduction In provided in the submitted project two would change the context of the paper with evidence applied remaining the same. An Economic lens, would bring out the whites in south Africa as a people driven by the selfish interest of wealth accommodation. To advance their economic interest and maintain them the whites needed to hijack South Africa political systems thereby using legislation to create social segregation basedon race, thereby using legislative restrictions to establish differences in class that would maintain their wealthy positions. In this lens, strong economic positions do not come after race and class segregation but before where economic interest of the power of wealth drove whites into ideologies of racism and class. Environmental influence, motivation or even personal biases may affect how individuals interpret history at a given point in time. For instance environmental circumstance, say of the audience, can influence and motivate one to interpret history from the social, economic or political perspectives. Additionally, factors in the personal life of a historian may affect his point of view making it bias. For instance a historian in a society comfortable with racial oppression may fail to see the dark side of apartheid Research on the historical matters provides a view of human pattern of all humanity during different times. Learning such patterns provides reasons for current patterns while still providing evidence of past human patterns that led to mistakes. As result historical research opens the contemporary world to the common mistakes and weaknesses of man, his illusions like that of power allowing them to develop better patterns based on informed decisions, in a bid to change outcomes.For instance, from the apartheid, it is evident that the ethnic division between black and whites could be based on the fact that blacks remain uneducated. From the readings o the course and exploration ofmy topic on apartheid I believe the statement history repeats itself is accurate. The course emphasizes the fact that exploration of historicalevents allows as to examine modern society’s problems by making an evidence-based comparison to the past thereby proposing informed logical solutions. The notion is true since analysis of apartheid unearths similar patterns of oppression for Black Americans in the US. The fact thatprice for education is as high for the whites as for blacks who and economically disadvantagedstart due to slavery, shows that the system is restricting blacks from an education that will improve their social, political and economic positions. I believe it is my obligation as a citizen of my society to understand historical patterns on issues that impact you every day. Understanding of historical patterns of issues within my society will allow me to educate others through text, howcertain societal patterns have an already established outcome. In this way, societal members world be able to make decisions proven to make the society better or rather abandon issues that have historically proven detrimental to society.

 

 

Reference

Orten, J. D. (2015). Similarities and Difference in the US and South Africa Civil Rights Struggles. Journal of Social Work.

 

 

 

Part 2: Outline

 

 

Slide Title Slide Text Slide Visuals and Audio Ideas
Historical Lenses and History’s Value  

· Historical lenses and the types of historical lenses i.e.:

· Social Lens

· Political lens

· Economic lens

· Value of historical lenses:

· How historians could interpret texts in different perspective based on lenses.

· How the current environment could shape a historians interpretation by influencing the lens or motivating bias

 A picture that present he idea of illusion depending on the angle one choses to view it, or the position he is in when viewing.
My Topic Apartheid

 

After the world War 2 apartheid was introduced by National party in South Africa as an extension of policy of racial segregation. Apartheid was based on a social structure meat to disadvantage blacks by hijacking of state legislatures to enact laws that strengthened black oppression through restrictions.

 Political cartoon mocking how social restrictions such as education meant damnation of blacks from national administration.
Three Historical Lenses The three lenses to view how apartheid was achieved from many complimentary angles:

· Social lens,

· Political lens

· Economic lens

 · Social lens- picture showing the restriction of black from essential public life

· Political lens- picture showing legislatures approval of racially restrictive laws.

· Economic lens- picture showing the immense wealth gap between whites and blacks.
Lens 1 Social lens

· Laws encompassed geographical segregation of residential areas, schools, public parks, jails and cemeteries (Orten, 2015).

· Introduced distinct educational standards

· Limited form of jobs

 · Pictures of blacks segregated in residential areas, work places and school.
Lens 2 Political lens

· To enforce apartheid, the governmentreinforced the subsisting laws passing that required blacks to carry documentation to authorizing access to restricted areas (Orten, 2015).

· Whites used strong state and national legislature positions to enforce ideologies of race and class towards blacks.

· Similar to the US, racial segregation was made official through Black codes(Serdar Onek).

 YouTube video showing comparison of Apartheid legislature an American black code legislature to enforce racial segregation.
Lens 3 Economic lens

· Apartheid may be argued to be motivated by economic interests rather than color prejudice.

· Unskilled labor attracting less wages

· As Lowenberg (2014) points out the enforcement of apartheid was responsive to changes in exogenous variables such as defense costs, the gold price and reservation wage of black unskilled labor.

 · A picture of the residential areas of whites compared to that of blacks.

· A picture of blacks working in Gold mines
Historical Narrative · How World war 2 highlighted issues of racism, which resulted in the world calling for the decolonization and turning away of such regulations (Lucas, 2018)

· How the National party in South Africa followed that call by extension of policies of racial segregation.

· How apartheid compares to racial segregation of US through use of legislature to restrict blacks (Serdar Ornek).

· Segregation from residential areas, schools, public parks, jails and cemeteries (Orten, 2015).

 Short YouTube video on the history of Apartheid in South Africa
Our Lives The marks drawn by apartheid are still visible on the “free” South African society and it is important the he government and its people work towards elimination of thesemarks. From the social, political and economic lens, apartheid was unjust to the people of South Africa, but the current society should not allow that unjustness to persist beyond its time:

· Xenophobia is such a fruit of the tree of apartheid and South African should use historical lessons to confront it.

· Are or fellow Africa really the source of our troubles? Should we look further within ourselves to create a new world?

 Pictures of South Africans protesting against fellow African as those who have caused their suffering.
History’s Value The history of South Africa and Apartheid provides South African people with the opportunity of self-reflection to ensure that they do not make the mistakes they were forced to make by apartheid when they are free. Therefore history has the value of providing solution modern issues as people learn from the outcome of previous experiences.

· For instance, Since Apartheid stopped South Africans from economic and political development by restricting them from education, is education the solution?

 “The complaint of Africans … is not only that they are poor and the whites are rich, but that the laws which are made by the whites are designed to preserve this situation. There are two ways to break out of poverty. The first is by formal education, and the second is by the worker acquiring a greater skill at his work and thus higher wages.” Nelson Mandela
Does History Repeat Itself? My Opinion From the onset, a comparison of apartheid events and current event show that history has a way of repeating itself when a community fails to implement lessons from similar historical patterns.

· For instance, Xenophobic attacks show that South Africans economically disadvantaged in their own country thus restriction from life some public life.

· Is the economic restriction of apartheid similar to the current one due to a lack of education?

 Current Pictures of parents subjecting children to manual labor rather than sending them to school for better education.
Does History Repeat Itself? Evidence From the Course Evidence from the course:

· In 1865 the South part of America uses Black codes (legislature) to segregate Blacks from public life thus subjecting them to ideologies of race and class.

· After World War 2, South Africa National Party enforces legislature to reinforce racial segregation.

· In the current world, strict tuition laws including that on studentloans, means the Blacks who have an economically disadvantaged start point cannot afford school, leading to them lagging behind in terms of class.

 YouTube Video of Hasan Minhaj calling out US congress on student loans.
Are Citizens Obligated to Know History? · Since history ensures that the human race learns from its mistakes, it is essential for every citizen to learn history to educate themselves and others on the importance of breaking the history repeats itself tag.

· Learning and education others about history will ensure ethnical coexistence where every human is subject to equality.

· Failure of using history to inform their decisions could lead to another World War

 · Political statements of People believing that Trump’s irrational foreign policy could till the balance of world’s peace.
References Lowenberg, A. D. (2014). An economic model of the apartheid state. Economic History of Developing Regions, 29(2), 146-169. Lucas, E. T. (2018). Apartheid. Salem Press Encyclopedia. Orten, J. D. (2015). Similarities and Difference in the US and South Africa Civil Rights Struggles. Journal of Social Work. Serdar Ornek, F. K. (n.d.). A Comparison between The Segregation Policy against African Americans and the Apartheid Poicy. 2014.https://www.history.com/topics/africa/apartheid

·

  

 

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LIBERTY UNIVERSITY BIBL 104 QUIZ 1

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LIBERTY UNIVERSITY BIBL 104 QUIZ 1

Set 2019:

1. The thematic focus of Nehemiah is rebuilding the Temple.

2. According to our textbook, the opening verses of Genesis clearly refute

3. Deuteronomy focuses on covenant renewal.

4. In Ecclesiastes there is a search for the meaning of love.

5. According to our textbook, the original creation

6. Exodus highlights the exit from Egypt.

7. What was the major turning point in Moses’ life?

8. The last three Minor Prophets are focused on the Jewish exiles who have returned from Babylon to rebuild the tabernacle and reestablish Jerusalem.

9. A theme to the book of Judges is “The Struggle”.

10. The themes of the Historical Books revolve around God’s activity in calling, choosing, punishing, redeeming, and using the nation of Israel as His covenant people to accomplish His global purposes.

11. The book of Psalms features songs of praise and lament.

12. Abraham and Sarah had a child named ______________ who was God’s chosen son of the promise.

13. How did the Israelites become enslaved in Egypt?

14. What was the significance of the final plague?

15. Deuteronomy provides instructions for the new generation of Israelites as they prepare to enter Canaan in fulfillment of God’s promises.

16. The books of 1–2 Chronicles offers a priestly perspective.

17. According to Leviticus, there were ____________ sacrifices that guarantee the children of God had ongoing fellowship with their God.

18. According to our textbook, the opening verses of Genesis clearly refute

19. The book of Micah presents a divine lawsuit.

20. God accomplished Israel’s complete liberation from Egypt

21. Altogether the Minor Prophets are a collection of messages to Israel and Judah that serve both as predictions of judgment and as promises of hope for the future.

22. Leviticus describes the way of Holiness.

23. The JEDP Theory asserts that anonymous editors compiled the Pentateuch from four documents long after the time of Moses.

24. The four great patriarchs in Genesis are:

25. The events surrounding the death of Moses were probably written by ____________.

26. The book of _______________ tells the story of the wilderness journey. It serves as a travel diary of the Israelites after the exodus.

27. Genesis also emphasizes the importance of the ________________ covenant, which gave Israel a right to the land (Gen 15:18–21).

28. In the proto-evangelium, God promised that

29. Numbers details the wilderness journey of the Egyptians.

30. After Jacob’s descendants migrated into Egypt, they began to experience numerical growth. This growth emphasizes

31. Eight of the Minor Prophets are focused on the southern kingdom of Judah.

32. The first five books of the Bible are known as the Pentateuch.

33. The Shema involves loving God with all one’s heart and the totality of one’s being and

34. The _______________ plagues were intended to show Yahweh’s superiority over the gods of Egypt and Pharaoh himself.

35. God gave Israel the Ten Commandments

36. The turning point in the book of Numbers is

37. The book of Job deals with questions related to suffering.

38. The Historical Books extend from the book of Joshua to the book of Esther.

39. In Moses’ speeches in Deuteronomy he unfolds the essence of the covenant in the form of

40. The bronze altar illustrated

41. The first five books of the Bible trace the actions of God in history from the creation of the world until the death of Joshua.

42. 1–2 Samuel thematically focuses on Kings and Priests.

43. The book of Joel deals with the day of the Lord.

44. The Ten Commandments can be divided into two categories: responsibilities to God and responsibilities to

45. The book of Obadiah relates the doom of Nineveh.

46. In Zephaniah the chief pronouncement is that disaster is imminent.

47. In Exodus, God’s miraculous provisions included the

48. The book of Ruth offers a ray of hope.

49. According to the book of Numbers, people could also be sanctified through the __________ Blessing assuring them of God’s continued grace upon them.

50. In the third major sermon in Deuteronomy Moses continues with his theme of covenant renewal by forecasting Israel’s _____________.

SET 2018:

1. The dispersion of the nations occurred

2. In the proto-evangelium, God promised that

3. The book of Nahum relates the destruction of Edom.

4. The first five books of the Bible are known as the Torah.

5. From Jacob’s son ______________ would come the messianic line of Christ.

6. Of paramount significance in the Tabernacle was the

7. In the third major sermon in Deuteronomy Moses continues with his theme of covenant renewal by forecasting Israel’s _____________.

8. Moses selected _____________ men, one from each ancestral tribe, to scout out the land of Canaan in advance.

9. The biblical description of creation is___________________ and by the power of God’s spoken word.

10. The book of ____________ is used extensively by Christ not only to validate His messiahship and summarize the law but also to rebut Satan.

11. According to our textbook, the original creation

12. What was the significance of the final plague?

13. The book of Obadiah relates the doom of Nineveh.

14. Jacob’s marriages to Leah and Rachael produced _____________ sons who would become the various tribes of Israel.

15. According to our textbook, the opening verses of Genesis clearly refute

16. The book of Joel deals with the day of the Lord.

17. Numbers details the wilderness journey of the Egyptians.

18. What was the major turning point in Moses’ life?

19. The _______________ plagues were intended to show Yahweh’s superiority over the gods of Egypt and Pharaoh himself.

20. ___________ and ____________ were the two faithful spies who believed God would deliver Canaan into the hands of Israel.

21. According to Leviticus, there were ____________ sacrifices that guarantee the children of God had ongoing fellowship with their God.

22. The thematic focus of Nehemiah is rebuilding the Temple.

23. The English Bible includes twelve books of the Major Prophets.

24. Abraham and Sarah had a child named ______________ who was God’s chosen son of the promise.

25. The blessings of the Abrahamic, Mosaic, and Davidic covenants are ultimately meant for the blessing of the nation of Israel.

26. The __________________ represented how God was to dwell among His people and how the nation would fellowship with God

27. In Zechariah, the main them is “restore the King.”

28. The book of Micah presents a divine lawsuit.

29. The scapegoat

30. Genesis is the book of Beginnings.

31. According to Leviticus, there were ____________ religious feasts that were to be celebrated in the Spring and Fall.

32. God gave Israel the Ten Commandments

33. Eight of the Minor Prophets are focused on the southern kingdom of Judah.

34. Conservative evangelical scholars believe Moses was the substantial author of the Pentateuch.

35. ____________ and _____________ were disgruntled over Moses’ marriage and ministerial supremacy and challenged his divinely given authority.

36. Moses died and was buried

37. The themes of the Historical Books revolve around God’s activity in calling, choosing, punishing, redeeming, and using the nation of Israel as His covenant people to accomplish His global purposes.

38. God accomplished Israel’s complete liberation from Egypt

39. In the book of Amos God’s ultimate justice is an area of focus.

40. The book of Jonah centers around the consequences for individual disobedience.

41. The book of _______________ tells the story of the wilderness journey. It serves as a travel diary of the Israelites after the exodus.

42. In Deuteronomy, Moses explains the intent of the Ten Commandments as an ___________ motivation toward godly behavior in the civil, social, and ceremonial life of Israel.

43. The first five books of the Bible trace the actions of God in history from the creation of the world until the death of Joshua.

44. The book of Psalms features songs of praise and lament.

45. 1–2 Samuel thematically focuses on Kings and Priests.

46. According to the book of Numbers, people could also be sanctified through the __________ Blessing assuring them of God’s continued grace upon them.

47. The book of Ruth offers a ray of hope.

48. The global extent of the flood is indicated by the fact that

49. The Historical Books extend from the book of Joshua to the book of Esther.

50. Deuteronomy provides instructions for the new generation of Israelites as they prepare to enter Canaan in fulfillment of God’s promises.

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Discussion and Reply

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Discussion 1

 

Answers must be meaningful and relevant; please do not respond by simply saying “I agree” or “I disagree” without explanation.

George the III Read George the III’s letter. What is his main theme in the letter? What is his determination about the results of the war in terms of commerce? How does the letter differ from what you would expect the monarch of a country that has just lost an important part of its empire to be concerned with? Do you agree with his judgments? Why or Why not?

 

Reply classmate’s answer 1

 

The main theme of King George III’s letter seems to be assuring his compatriots in Britain that Britain will remain strong despite what may have initially seemed like a significant blow to Britain’s standing as a great power (economically and otherwise) — the loss of its American colonies. In his letter, King George claims that the colonies in the northern regions of America that Britain had lost control over were not really of much economic importance. Rather, the king discusses the importance of maintaining possession of Britain’s more economically important territories such as those in the West and East Indies. With respect to the king’s goals following the war in regards to commerce, the king discusses the benefits that Britain may enjoy by engaging in trade with their former colony. This is a response that is quite surprising to me. The king seems to be unconcerned with the loss of a significant portion of Britain’s overseas territories — something that I would expect to receive a much more impassioned and negative response. However, perhaps the king was simply trying to convey the sense that such a loss was unimportant for reason’s of his and his nation’s pride. But it would seem to me that Britain ultimately did lose out in a major way given the success that the United States has come to enjoy — a place that was at one time an extension of Britain’s vast global empire.

 

Discussion 2

Choose one of three

 

Answers must be meaningful and relevant; please do not respond by simply saying “I agree” or “I disagree” without explanation.

The Bill of Rights After reading the Bill of Rights discuss the specific articles as to which is the most relevant for the times in which it was written and for today? If they are different why are they different? Which of the Articles do you think should be rewritten to fit the exigencies of the present? Which of the Articles could or should have been left out and why? If you could add an Article to the Bill of Rights what would it be?

George Washington’s Farewell Address To the People of the United States Which of Washington’s positions as stated in his Farewell Address do you consider the most important for the country at the time? Then think about today. Which of Washington’s positions still has validity for the country and should be implemented or possibly is implemented but in a way different from the way Washington believed? How should the government or people of the nation change in order to keep faith with Washington’s vision? Use specific quotes from the speech to support your statements.

Marbury v. Madison After reading the Explanation and Background of the Marbury v. Madison Supreme Court decision, discuss the issues of the case and how Marshall used his decision to assert a power for the Supreme Court that was not specifically delegated to it by the Constitution. How was Marshall’s decision an ingenious manuever from between a rock and a hard place, so to speak? You may want to research this issue further, but take care of Internet sites that are not trustworthy.

 

Reply classmate’s answer 2

 

It would seem to me that the third amendment would be the only one which was of particular relevance at the time it was written but which has not maintained that relevance in the present day. With the third amendment, the forced sheltering of soldiers in the private homes of citizens was prohibited. Given the long stretch of time that has occurred since an actual war on American soil has taken place (a situation which would necessitate housing soldiers at various random locations throughout the country), it would seem that the third amendment is not of particular relevance at the time — not that such protections will not be useful in the future. With that, I would argue that all of the other amendments have maintained their relevance since their creation. For example, protections against cruel and unusual punishment, freedom of speech, freedom of religion, freedom of assembly, and procedures for criminal proceedings all continue to be important elements of today’s society. In my opinion, I would say that the second amendment would be the one which would be in most need of revision or clarification given the manner in which technology has evolved since the writing of the Bill of Rights. At that time, the weaponry that exists in the present day would be simply unimaginable — making it hard for me to imagine that the founding fathers would have not at the very least added elements of clarifying language to the second amendment. If I could add an article, it would likely pertain to privacy rights of individuals as it pertains specifically to technology and the government’s incursion into the privacy of individuals when using said technology.

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History homework help

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Ambassador Gilbert MacWhite, as ambassador, must bear almost full responsibility for the failure of his mission in Sarkhan.  In a short (5-6 page, double-spaced) essay, examine in some detail the issues and episodes that led to MacWhite’s failure and argue for or against this claim.  Be certain that you assess what other officials and U.S. citizens were attempting to accomplish in Sarkhan during MacWhite’s tenure and note the reasons that they succeeded or failed.
ill post a good file for you to use. it has everything i want in the paper.

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HIS- 5-3-1 Activity: Historical Context Chart 4/7/19

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Instructions

  • Identify three secondary sources from your selected topic. The secondary resources will review three historical events that impacted your research topic. Complete the Historical Context Chart to explore the how these events inform the historical context of your topic and support your thesis statement.
  • Download and complete the Historical Context Chart. Save this chart as a file on your computer. Submit this saved file for instructor grading and feedback.

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asses how the American Revolution reshape American Society

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The professor wants us to use the  10 documents he gave us to write out essay. I’ll upload the files of the 10 documents. I will also upload my Response to those 10 documents and I will upload my outline for the paper. Please I can stress this enough please make sure that the paper is good. The professor is a really tough grader and I’m struggling in his class and this is an extra credit assignment. The essay is 4 pages. Double Spaced 12 point font New Romans.

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LIBERTY UNIVERSITY BIBL 104 QUIZ 6

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

LIBERTY UNIVERSITY BIBL 104 QUIZ 6

SET 1

1. __________, pastor of the Jerusalem church, presided over the council.

2. Church leadership in Acts consisted of deacons but not elders.

3. A serious disagreement arose at Antioch as to whether the new Gentile converts

4. On his second missionary journey, Paul receives a vision at ________ that encourages him to travel to Macedonia.

5. According to our textbook, there are five key ideas in the book of Acts. _____________ is one of these ideas.

6. Luke was a

7. According to our textbook, the Acts of the Apostles” isn’t a survey of the ministry of all twelve disciples; rather it is about ____________ and _____________.

8. The author of Acts is clearly not an eyewitness of much of what he writes about.

9. According to our textbook, there are five key ideas in the book of Acts. _____________ is one of these ideas.

10. Who did Paul take with him on his second missionary journey.

11. Paul begins his third missionary journey from

12. The birth and growth of the church in Acts reveals God’s plan to take the gospel to the world as an extension of the Jewish messianic hope from its beginning in Jewish Jerusalem to the heart of the Gentile world in Rome.

13. The book of Acts is the second volume written by Luke.

14. The textbook argues that the book of Acts could be called “_________________” rather than

15. The convert Saul would eventually exchange his Jewish name for the Greco-Roman name ___________, as he expanded his ministry to the Gentiles.

16. Following the resurrection, Jesus appeared to the disciples for ______________.

17. The book of Acts traces the growth of the church in ____________ concentric circles.

18. It is possible that the recipient of Acts was a Roman official or nobleman who became a

19. The church never added a twelfth disciple to take Judas place. They simply carried on without him.

20. According to our textbook, what is the key verse for the book of Acts?

21. During his two years at Caesarea, Paul presented his case before

22. The Holy Spirit was poured out on the believers at _______________.

On his third missionary journey, Paul establishes churches in ___________ where he also writes 1 & 2 Corinthians.

In __________ on his second missionary journey, Paul speaks to the Areopagus.

After Christ’s ascension the disciples and 120 people received the baptism of the Holy Spirit on the day of _______________, a Jewish feast held fifty days after Passover.

Answer set 2

1. While at Perga on his first missionary journey, _____________ left and returned to Jerusalem while Paul and Barnabas went on.

2. Being a ___________, Paul appealed the charges against him to Caesar and was sent to
Rome.

3. On his second missionary journey, Paul receives a vision at ________ that encourages him to travel to Macedonia.

4. The birth and growth of the church in Acts reveals God’s plan to take the gospel to the world as an extension of the Jewish messianic hope from its beginning in Jewish Jerusalem to the heart of the Gentile world in Rome.

5. The book of Acts is addressed to Theophilus.

6. What deacon was responsible for taking the Gospel to Samaria?

7. According to our textbook, there are five key ideas in the book of Acts. _____________ is one of these ideas.

8. On his third missionary journey, Paul establishes churches in ___________ where he also writes 1 & 2 Corinthians.

9. The convert Saul would eventually exchange his Jewish name for the Greco-Roman name ___________, as he expanded his ministry to the Gentiles.

10. Following the resurrection, Jesus appeared to the disciples for ______________.

11. As the good news spread to Syrian Antioch and many believed, Jewish leaders had ________ killed and had Peter thrown in jail.

12. According to our textbook, the Acts of the Apostles” isn’t a survey of the ministry of all twelve disciples; rather it is about ____________ and _____________.

13. Who did Paul take with him on his second missionary journey.

14. Paul’s evangelistic ministry on his second missionary journey was so successful among the Gentiles that a public demonstration broke out. It was led by a silversmith idol makers whose business losses were extensive because of the great number of Christian converts.

15. The textbook argues that the book of Acts could be called “_________________” rather than
“The Acts of the Apostles.

16. According to our textbook, what is the key verse for the book of Acts?

17. ______________ became the first Christian martyred for preaching the gospel.

18. The book of Acts traces the growth of the church in ____________ concentric circles.

19. At the ___________________ it was determined that Gentiles were not required to be circumcised and that both Jews and Gentiles were saved by grace through faith alone.

20. The Holy Spirit was poured out on the believers at _______________.

21. While ministering ______________ during his first missionary journey, a Jewish magician was struck blind and a Roman proconsul was converted.

22. It is possible that the recipient of Acts was a Roman official or nobleman who became a
Christian.

23. Jewish authorities finally arrested Paul at __________ where he defended himself before the Sanhedrin.

24. The book of Acts includes twenty-three ___________ which make up one-third of the book.

Set 3

1. __________, pastor of the Jerusalem church, presided over the council.

2. The book of Acts is filled with gospel preaching, including sermons by Peter, __________, and Paul.

3. Paul asked ________________ to join him in his work at Lystra while on his second missionary journey.

4. The convert Saul would eventually exchange his Jewish name for the Greco-Roman name ___________, as he expanded his ministry to the Gentiles.

5. According to our textbook, there are five key ideas in the book of Acts. _____________ is one of these ideas.

6. While ministering ______________ during his first missionary journey, a Jewish magician was struck blind and a Roman proconsul was converted.

7. Following the resurrection, Jesus appeared to the disciples for ______________.

8. On Paul’s first missionary journey he took ___________ and ___________ with him.

9. According to our textbook, the Acts of the Apostles” isn’t a survey of the ministry of all twelve disciples; rather it is about ____________ and _____________.

10. The Jerusalem Council happened between Paul’s second and third missionary journey.

11. The book of Acts includes twenty-three ___________ which make up one-third of the book.

12. According to our textbook, there are five key ideas in the book of Acts. _____________ is one of these ideas.

13. On his third missionary journey, Paul establishes churches in ___________ where he also writes 1 & 2 Corinthians.

14. After Christ’s ascension the disciples and 120 people received the baptism of the Holy Spirit on the day of _______________, a Jewish feast held fifty days after Passover.

15. Church leadership in Acts consisted of deacons but not elders.

16. Being a ___________, Paul appealed the charges against him to Caesar and was sent to
Rome.

17. According to our textbook, the birth of the church to place in ______________ at Pentecost.

18. ______________ became the first Christian martyred for preaching the gospel.

19. Jewish authorities finally arrested Paul at __________ where he defended himself before the Sanhedrin.

20. Who did Paul take with him on his second missionary journey.

21. According to our textbook, there are five key ideas in the book of Acts. _____________ is one of these ideas.

22. According to our textbook, there are five key ideas in the book of Acts. _____________ is one of these ideas.

23. As the good news spread to Syrian Antioch and many believed, Jewish leaders had ________ killed and had Peter thrown in jail.

24. In ______________ on their first missionary journey, Paul and Barnabas were mistaken for gods.

25. The Holy Spirit was poured out on the believers at _______________.

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