LIBERTY UNIVERSITY BIBL 104 QUIZ 7

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LIBERTY UNIVERSITY BIBL 104 QUIZ 7

1. Paul reminds Titus that since people were saved “not by works of righteousness that we had done, but according to His mercy” and justified by God’s grace, they should live a life of good works toward all men.

2. Paul’s instructs the Corinthians that his perspective on the Gospel ministry includes the idea that the ministry is an opportunity to display the glory of God.

3. One of Paul’s principal achievements was that he wrote thirteen books of the New Testament, which are a primary source of theological information

4. According to the textbook, Paul asserts in 1 Thessalonians that because of the promise of the rapture, believers will not suffer the wrath of the Day of the Lord.

5. According to the textbook, Paul teaches in 2 Thessalonians that the rapture will precede the removal of the “restrainer,” the revealing of the Antichrist, the time of tribulation, and the final Day of the Lord.

6. In 1 Timothy Paul identified two acts of heresy: forbidding marriage and abstinence  from food.

7. In Romans Paul shows that all are accountable and no one can be justified by his own good works, with or without the law.

8. According to the textbook, to keep him from exalting himself, God gave him a thorn in the flesh.

9. In Philemon, Paul pleads with Philemon to take Onesimus back and forgive him for both the crimes of stealing and running away because “you owe me over and above your very soul.”

10. Paul’s hope in Philippians was to offer practical encouragements to his friends at Philippi so they would not be tempted to doubt God’s faithfulness even in dire circumstances.

11. In 2 Corinthians Paul told the church that the Macedonians were giving a contribution for the work of the ministry. Thus, their contribution was appreciated but not needed.

12. According to Paul in Romans, justification was provided by Christ’s substitutionary death on the cross as a satisfaction for man’s sin for all who come to Christ in faith.

13. In the Corinthian church some believed in Christ’s resurrection but not in the resurrection of believers.

14. According to the textbook, Galatians can be termed the Magna Carta of Christian liberty. It states unequivocally that salvation is through faith alone, in Christ alone, by grace alone, without works of any kind.

15. The Roman church consisted of both Jews and Gentiles, but the majority were Jews.

16. Epistles are the most common literary form in the New Testament. They are “occasional” letters; that is, they were designed to deal with specific situations.

17. In Ephesian, Paul pictures believers as being “in Christ.” This is a special relationship with God because they are perfect in Christ.

18. The problems addressed in First Corinthians arose when various groups sided with different leaders who best represented their view of Christianity.

19. According to Paul in Galatians, the law locked imprisoned us, but provided no remedy. Only faith in Christ can atone for sin and free us from the law’s condemnation.

20. According to Paul in Galatians, Christ redeemed us by becoming a _________ for us when He hung on the cross.

21. __________ is a short and extremely practical book that is focused primarily on church ministry and, secondarily, on Christian discipleship.

22. In order to demonstrate the self-sacrifice and humility of Jesus, Paul boasted in his weakness rather than his strength in 2 Corinthians.

23. In First Corinthians Paul address three moral issues in the church. One of these is the issue

24. In First Corinthians, Paul encouraged these believers to examine their attitudes before partaking in this ordinance of the church.

25. Paul urges the Galatians to “stand firm” in Christ’s liberty and that failing to do this would mean “you have fallen from grace.” This means they will have lost their salvation.

26. Spiritual warfare takes place both in heaven and on earth. Because believers have victory in Christ in heaven, they should and can have victory on this earth. So, Paul exhorts believers in Ephesians to prepare for spiritual battle on this earth.

27. Paul sees believers as having three chief duties. One of these duties is towards the

28. Paul argues in Galatians that the law requires perfect obedience, and since no one is perfect, all are condemned by the law. Only faith in Christ’s finished work can save anyone.

29. One of Paul’s principal achievement was that he was the main leader in extending the church into Asia Minor and Greece, becoming known as the premier apostle to the Gentiles.

30. In Philippians Paul argues that true joy and peace are not contingent on circumstances but rather in knowing that an all-powerful and all-loving God is in control.

31. The book of Colossians can be divided into two section. The first section is a section of doctrine and the second section is a section on

32. 2 Timothy was written by Paul to Timothy just before Paul’s martyrdom.

33. In Philemon, Paul makes himself personally responsible for the amount stolen by Onesimus. He tells Philemon to “Charge that to my account.”

34. In Philippians, Paul asserts that he is pursing Christ as passionately as a runner would pursue the goal and prize of winning a race.

35. Paul tells the Philippians that they should live in unity, humility, and selflessness. He then gives himself as the example for believers to follow when he claims, “follow me as I follow Christ.”

36. Paul’s instructs the Corinthians that his perspective on the Gospel ministry includes the idea that the minister, in response, endures many hardships in order not to discredit the ministry.

37. Paul’s letter to the ___________ includes one of the most complete statements about the true nature of the person of Christ in the New Testament.

38. According to the textbook, Paul asserts in 2 Thessalonians that the Day of the Lord will not begin until the “man of lawlessness” (the Antichrist) is revealed.

39. In First Corinthians Paul address three moral issues in the church. One of these is the issue of

40. In order to “not carry out the desire of the flesh,” Paul urges the Galatians to

41. Paul removed any obstacle Timothy might have had to ministry among Jews by having the young man circumcised.

42. The Galatian Christians were being influenced by Judaizers who would have Gentile believers circumcised and live by the law.

43. The book of Romans can be divided into two major parts. The first part deals with doctrine and the second part deals with

44. In the first section of Romans Paul shows that _____________ are under condemnation.

45. Paul founded the church in Rome on his first missionary journey.

46. In Ephesians, Paul asserts that, while believers are the church and the bride, Christ is the Bridegroom.

47. The dominant theme of 2 Timothy is Timothy’s departure from the truth which Paul was seeking to correct.

48. The task that Paul gives Titus is to appoint elders and reprove the rebellious.

49. According to Paul in Galatians, the law was also “our guardian” to lead us to Christ.

50. According to Paul in Romans, the presence of the indwelling Holy Spirit has set believers free from the law and the rule of sin and death.

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Reading guide to Timothy Brook’s Vermeer’s Hat

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Reading guide to Timothy Brook’s Vermeer’s Hat Each chapter of Timothy Brook’s book Vermeer’s Hat is about something depicted in a painting by the seventeenth-century Dutch painter Johannes Vermeer (or one of his contemporaries) and that were examples of items that were part of global trade in that era. Brook says he chose these items for “the hints of broader historical forces that lurk in their details.” (page 7)

chapter 1: Holland in the 1660s chapter 2: fur trade in Canada in the 1630s chapter 3: porcelain in China in the 1650s chapter 4: geographical knowledge, early anthropology, religions & Christianity chapter 5: tobacco from North America chapter 6: silver from Potosí chapter 7: slave trade, immigration chapter 8: summary of book (especially pages 222–224)

As you read Timothy Brook’s book Vermeer’s Hat, think about the answers to the following questions: chapter 1 What places does Brook say are the “two poles of the magnetic field of interconnection” in his book? What does Brook mean by “paintings are not ‘taken,’ like photographs; they are ‘made’”? What does Brook mean by “objects as signs of the time and place in which the painting was made”? What three mechanical discoveries did Francis Bacon say in 1620 had changed the world? How did Marco Polo cause China to hold a powerful place in the imagination of Europeans? What does Brook say were characteristics of “second contacts”? What does Brook mean when he says, “Their world…would never be the same. No surprise, then, that

artists as homebound as Johannes Vermeer were catching glimpses of the change.”? chapter 2 What happened on July 30, 1609, on the shores of Lake Champlain that the historian Olive Dickason

called the turning point in European–Native American relations? Why did the Japanese allow the Dutch to open their first trading post in Japan in 1609? How does Brook suppose that Algonkians and Hurons thought that Frenchmen conducted their victory

sacrifices? What is the significance of this difference? Why was beaver pelt so popular for hatmaking? Why was Canada a preferred source of beaver pelts, compared to Scandinavia or Siberia? What did a Montagnais trapper mean when he told a French missionary that, “The Beaver does everything

perfectly well. It makes kettles, hatchets, swords, knives, bread; and, in short, it makes everything.”? What were some of the obstacles for Champlain (and others) for finding a passage from Europe to China?

Why did Europeans want to go to China? In the Shakespeare play Much Ado about Nothing, Benedick tells Beatrice he’d rather fetch “a hair of the

Great Cham’s beard” than speak to her. What does this say about how Europeans imagined China? chapter 3 What cargo was loaded on the ship White Lion when it sank in 1613? Why was Chinese porcelain painted blue (instead of gold or silver)? What did Grotius (Huig de Groot) assert about trade in his 1609 book The Freedom of the Seas and what

was the significance of that for Dutch trade? What did Grotius think should be the attitude of Christian European countries toward places in the world

that did not adopt Christianity? Why were antiques valued in China? (see page 81)

 

 

chapter 4 Brook claims that the person shown in Vermeer’s painting called The Geographer wasn’t particularly

interested in the profits that Dutch (VOC) traders were making. What did interest geographers about the travels of traders?

Who were the people that the Chinese called Wokou, Dwarf Pirates, Red Hairs, Heigui, and Black Ghosts? Why did Paolo Xu want to learn about such things as ballistics and hydraulics at the same time as learning

about Christianity? By the early 1600s geographers had filled in much of the globe, but a few blank spaces remained.

Where were those blank spaces? Why was complete information about the globe important? chapter 5 Brook compares the world of the 17th century to Indra’s net, along which moved not only people and

goods, but also “a lot of other things.” What were some of those other things moving in the seventeenth-century world?

What uses did Native Americans have for tobacco? What did the Cuban historian/scholar Fernando Ortiz mean by “transculturation”? How did tobacco farmers in North America find enough labor to make tobacco a commercial crop? What advice did Lu Yao have for smokers in his Smoking Manual of 1774? Why did English traders bring opium from India to China? How significant is opium to the relationship of

China to the West (Europe)? (See also pages 159–160 for a description of China as “the tomb of European moneys” for an explanation of the European trade deficit in China that resulted in the Opium Wars.)

chapter 6 What was the mita? What was the meaning of the phrase “as rich as Potosí”? What factors determined how “well or badly”

“one did” at Potosí? Who were Creoles? What city does Brook think was the “nexus” of the European and Chinese economies in the 16th and 17th

centuries? On what did one priest blame the frequent fires in the Parián of Manila? What role did Acapulco play in world commerce of the 17th century? What does Timothy Brook say devastated China in the 1640s? chapter 7 What was the difference between the way Jesuit and Dominican missionaries entered, and operated in,

China? What does Brook say moving (such as immigration, emigration, and migration) or “jumping culture,” as

Brook calls it, forces a person to do? Why did Champlain encourage his fellow Frenchmen to find Huron wives? What is the “middle ground” described by the historian Richard White? What happens when it exists?

What would cause it to end? chapter 8 How does Brook think the poet/theologian John Donne’s statement that “No man is an Island” was true in

1623? What does Brook say is the significance of the Peace of Westphalia of 1648? What does Brook think are reasons the British empire replaced the Dutch as the leading trade power in the

world by the end of the 17th century? How did the Japanese respond to the rise in global trade? What did Vermeer’s wife testify that brought about her husbands’ death in 1675? What two countries’

conflict contributed?

(revised August 12, 2015)

 

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Humanities 3

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Humanities III: Age of Revolution to Present Syllabus

MEET YOUR INSTRUCTOR

Jesse G. Swan, Ph. D., Professor of English

Dr. Swan has published widely in humanities topics. His Ph.D. is in English Renaissance and early modern literature, with an especial concentration on textual studies and postmodernity. Dr. Swan’s research has taken him to many of the most important libraries in the US and Great Britain, including the Houghton Library at Harvard University, the Bodleian Library at Oxford University, and the University of Cambridge Library. For more information on Dr. Swan, visit his UNI web site at  https://sites.google.com/a/uni.edu/jesse-swan/

Contact Information: Office: BAR 1008 Tel.: 319-273-2089 Email: jesse.swan@uni.edu (The best way to communicate with me is by email)

COURSE OVERVIEW

Humanities III reviews, in broad terms, the major ways of being human realized in Western Europe and the United States from the Revolutionary period through High Modernity to postmodernity and globalization.  The epoch covered by Humanities III can be thought to cover the 18th century to the present, with the ways of being human realized during the time being variously characterized as Romantic, Realist, Modern, Postmodern, and Global.  To recreate the ways of being, students engage various forms of human expression in the manners implied by those expressions.  Most significantly, the history and literature of the epoch are explored in terms considered fundamentally “human.” Similarly, an exploration of musical and artistic expression is to reveal humane experiences.  Throughout the course, then, each student ideally advances his or her appreciation of the major Romantic, Realist, Modern, Postmodern, and Global ways of being and ways of knowing, which are ways of knowing that constitute what we mean by “the modern and contemporary west.”

Required Texts:

The following book is required for the course. Books may be purchased, either from the publishers or from a bookstore such as University Book and Supply, 1009 West 23rd Street, Cedar Falls, Iowa.

Fiero, Gloria K. The Humanistic Tradition, Book 5 (Romanticism, Realism, and the Nineteenth-Century World) and Book 6 (Modernism, Postmodernism, and the Global Perspective), 7th edition. Boston: McGraw Hill, 2015.

Select Required Texts (depending upon individual student selection; see Assignments 3, 6, and 9 for further information)

For Assignment 3, select from the following (select one book)

Blake, William. Blake’s Poetry and Designs. Ed. Mary Lynn Johnson and John E. Grant. 2nd edition. New York: W. W. Norton, 2008.

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Darwin, Charles. Darwin. Selected and ed. Philip Appleman. 3rd edition. New York: W. W. Norton, 2001.

For Assignment 6, select from the following (select two books)

Wiesel, Elie. Night. 1958, English 1960. Tr. Stella Rodway. New York: Bantam, 1982 AND Keynes, John Maynard. The General Theory of Employment, Interest, and Money. 1953. San Diego: Harcourt, 1964.

OR

Foucault, Michel. “What Is Enlightenment.” Tr. Catherine Porter. The Foucault Reader. Ed. Paul Rabinow. New York: Pantheon, 1984. Pp. 32-50. AND Wallace, David Foster. The Pale King: An Unfinished Novel. Ed. Michael Pietsch. New York: Back Bay Books / Little, Brown and Company, 2011.

For Assignment 9, select from the following (select two books)

West, Cornel. Prophesy Deliverance! An Afro-American Revolutionary Christianity. Anniversary edition with a new preface. Louisville, KY: Westminster John Knox Press, 2002. AND Duffy, Carol Ann. The World’s Wife. 1999. New York: Faber and Faber, 2001.

OR Duffy, Carol Ann. feminine gospels. 2002. New York: Faber and Faber, 2005.

COURSE ORGANIZATION This course will be delivered over the World Wide Web, utilizing web pages, and a learning management system (eLearning). The course is divided into 10 Assignments and 3 examinations. All written assignments will be submitted via eLearning. Please refer to the assignments for specific instructions. Please note that UNI Guided Independent Study requires that you complete all assignments and exams to pass the course. Type all assignments using a word processing program and save as a file. If you are using a word processing program other than Microsoft Word, then please save the file as Rich Text Format.  Submit your assignment by clicking on the Assignment Submission link in the Course Content menu on the left and uploading your assignment. Need help? See the  eLearning Tutorials  for instructions on how to submit an assignment.

Assignments: For each written assignment you will read chapters from The Humanistic Tradition or a selected text. Read and learn the material covered. Use whatever online help that is available and which appeal to you. Most of the assignments require you to write a discursive response, and each exam will have one discursive essay required, among other things. The discursive writing you do for your assignments are, in part, practice at writing discursive responses on the exams.

Discursive writing is writing about a topic in personally associative terms as opposed to various kinds of structured ways of writing. In discursive writing, a person writes down everything he or she can think of in relation to the topic and material he or she is supposed to demonstrate knowledge of.

Further, and most importantly in discursive writing, the writer tries to demonstrate that he or she can use the knowledge he or she is to demonstrate that he or she possesses in creative and personally identifiable ways. Typically, the more one writes, the better a discursive response or essay is, which is why the only limit for this sort of writing is at the lower end – you must write at least 1,000 words, but you may write as many words as you like. You want to demonstrate that you know all the material and that you can use the material in meaningful, creative, and, at times, unique ways. Writing fewer than 1,000 words is okay, and you will receive some points, but not likely much more than half of the possible number of points, if that.

A note on Assignments 8 and 10: These are extra-credit and optional assignments. You do not have to do either of these two assignments. If you do one or both, you may receive as few as zero or as many as 25 extra points for each assignment added to your overall point accumulation.

Exams:

Each of the three proctored timed exams is cumulative and comprehensive. Each will have an objective section, which is taken without reference to books or notes, and an essay section, for which reference to books and notes is permitted.

On exams, you will be tested on your objective knowledge of the reading material and on your ability to draw on the best material from the chapters for essay responses. The objective part of the test is closed-book, while the essay responses are open-book, but still timed.

Course Outline:

Assignment 1 (60 Points) EXAM 1 (100 Points) Assignment 2 (50 Points) Assignment 3 (100 Points) Assignment 4 (60 Points) EXAM 2 (100 Points) Assignment 5 (50 Points) Assignment 6 (100 Points) Assignment 7 (50 Points) Assignment 8 (Optional and up to 25 Extra Points) Assignment 9 (100 Points) Assignment 10, (Optional and up to 25 Extra Points) EXAM 3 (200 Points)

You must proceed in this order. As this is Guided Independent Study, you decide how much time you take for each unit, within the parameters of the GIS program.

GRADING

The first two exams are each worth 100 points while Exam 3 is worth 200 points. The written Assignments vary in points.

Determination of Final Grades: 

Grades are awarded on a point accumulation basis. There are 970 points possible to earn. A Course grade is awarded according to typical percentage basis, as follows:

970-883: A / A-
882-776: B+ / B / B-
775-679: C+ / C / C-
678-582: D+ / D / D-
581-0: F

 

 

 

 

 

 

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paper assignment about Villa Rotonda

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Prepare an essay about Vill Rotonda that could be part of an academic publication. Your analysis will have to go beyond the visual and obvious. A close reading has to include conceptual ideas, the genesis of the building, as well as external influences and references. The assignment will be a 6 page paper (excluding images) in MLA format.

the main point :

the golden ratio, lighting, circulation, ventilation, site and The direction of the building.

add some images to support the essay.

please find the attachment.

 

thank you…

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History Questions

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Read the attachedment “Assignment #3” and then read the pages indicated in the prompt on  pages 109-118, in Hollitz.

 

Before I sign the handshake, Make sure you have the book and find the correct reading already. Let me know if you need help finding the reading. I will get it for you.

 

(In your handshake, tell me a little bit about yourself, and also how are you going to do this assignment?  I am looking for long term writer)

 

Serious writers only. I have a lot of work on hand. I am just looking for someone who can provide quality work.

 

Again, serious writers only. Please check my activity. I had experienced bad tutors on this site, and I do care about the grade that I get. If I get anything below a B. I will definity get my money back. Beware of my refund ratio, for people who wants to cheat on me, and scam me with low quality works, I will fight and get my money back for sure. So if you are not serious with my assignment, please pass.

 

 

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Document Paper Assingment

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History 110B

Sect. 07 (8:30 am), 10 (2:30 pm), and 30 (4 pm)

Cal. State Fullerton

Dr. J.B. Thompson

Spring 2017

 

DOCUMENTS PAPER

 

Overview : The documents paper, which is the second longer-format assignment of this course, gives us opportunities to work with the building blocks that form history. By definition, primary sources are written documents and non-written objects created by persons living years ago, which can be used in order to reconstruct the past. Such items allow today’s readers and viewers to connect with the ideas, points of view, lifestyles and material conditions of earlier generations. Carefully utilized, primary sources ultimately give users clearer insights into human nature, the practices we do and the objects we use today. By noting differences and similarities, primary sources can help us to build an appreciation of diversity and to understand ourselves and our world better in the present time.

 

Assignment goals : This assignment, weighted as 30% of your course grade, will look carefully at the primary document, a source written by a person of an earlier generation and originally intended (usually) for use by a contemporary.

This paper has the following objectives in mind:

 

· To unearth lifestyles and worldviews of people from the past, as seen in primary sources.

· To gain skills that can help us to explore documents for history courses.

· To see how a study of the past can help us to better understand ourselves today.

 

You will summarize a few aspects that you believe to be important from select documents. Furthermore, your analysis will involve comparing and contrasting selected aspects of these sources, as well as stating your overall personal opinion about these sources.

 

Instructions : Except for chapters 10 and 11 (which cover content solely or largely relevant to Hist. 110A), select any ONE other chapter (12-21) from Pollard, Concise Edition, Vol. 2, then prepare to cover some of the documents SOLELY from that chapter. (Because content in each chapter is grouped thematically, you will NOT be allowed to select documents from more than one chapter. Furthermore, extra credit is not available for this assignment.) After selecting a chapter, pick ANY THREE written primary sources from that chapter. All of the source material will be located at the end of your selected chapter. Written sources will be grouped under the heading, “Competing Perspectives.”

There are a few things you should do before examining the written sources. You will need to know what to look/read for in order to best tackle the written sources. First, read the introduction to each of the documents you selected. Written by Pollard and her co-authors, the document introduction will furnish much information: authorship, purpose of the document, societal conditions during the time the document was created, and more. Next, take a look at the criteria in “Handling primary documents,” at the end of this prompt.

Once you’ve prepped, plunge into the documents. In examining the sources the first time, keep your eyes open to anything that fascinates you. As this is different for each person, I will not give you a hard and fast rule about what is “fascinating.” What you SHOULD do is to jot down anything that YOU find to be important. The goal here is to select at least three items from each of your chosen written documents, nine points total that catch your eye and you believe to be important. (This is the same process as for the God’s Bits of Wood paper.) You may select up to five items you find to be noteworthy from each of the documents, but definitely no more than that. Please note: Since you are reading in order to discuss what interests you, NOT Pollard, you may ignore the “Questions for analysis” in the written sources section of Pollard.

You may need to examine each piece about three times. The first time, read it quickly for general impressions. Don’t be alarmed or frustrated by passages that you might find to be challenging to understand or by unfamiliar terminology. After the first run through, jot down any questions you may have about the piece. During the second reading, look for content that is clearer and more familiar. This could include a person’s livelihood, material possessions, religious or philosophical beliefs, ways of handling the natural environment, forms of conflict resolution, or anything else to which you can relate in some way. Be sure, as well, to look for terminology that is spelled similarly to words in present-day use. The third reading will involve digging deeper, trying to make sense of what’s not so clear and not as familiar. Use the third reading to answer any questions you raised at first about the piece.

Paper organization: Following an introduction of a few paragraphs, which will preview for the reader the content that you will cover, the completed assignment will consist of the following two sections: (1.) Summation of key aspects of your written sources, and (2.) Analysis of the written sources, followed by your personal views of this assignment. By analysis, I mean that you should compare and contrast the documents with one another. After this more traditional analysis, finish your paper with your overall thoughts on your experiences with the sources that you selected. For stylistic reasons and due to the nature of this assignment, you are encouraged to write with self-references (“I,” “we,” or “us”) throughout. Be sure to experiment to find the balance of summation and analysis that works best for you.

Here are the technical requirements for this assignment. Your paper should be (on average) about five pages long of text (notations lengthen the paper by one or two pages.), double-spaced, with twelve-point font and one-inch margins. Be sure to paginate (number each page), and write both the class designation and the section number on the front page (History 110B, and your section number). An optional title page will not be included in the total number of pages. (A five page paper is not a title page and four pages of content, for instance.) To indicate a new section, the title of a section should appear above the beginning of that section. Avoid large amounts of blank space between sections, as this is bad formatting! As with the God’s Bits of Wood term paper, endnotes are REQUIRED. (A bibliography is optional.) I am somewhat flexible as to the exact page count. But avoid extremes. It’s unlikely you will be able to do your best work if the prose in the final paper is under 4.5 pages in length. A paper that is less than four long pages will be too brief, but one of thirteen or more will need to be trimmed. Please contact me before the very last minute if you face any problems regarding this assignment.

Regarding endnotes: You will notice that Pollard has reproduced primary documents that were included in the books of other scholars. In order to streamline your endnotes for the Journal assignment, you will take a simpler, but style-book correct, way. At the beginning of the summation section of your paper, you will identify each of the primary sources that you used. You could write something like this: “In this section, I will be summarizing a few key points from Okuna, Fifty Years of New Japan and Charles Darwin, On the Origin of Species.” By doing this, you are furnishing very clear identification of the sources you’re using, ones that were reproduced in Pollard, vol. 2. Identifying each source at the very beginning of the summation section, you will not be compelled to write complicated endnotes. (Important: this identification at the beginning of the summation section does NOT replace endnotes!)

Once you do this, you are now ready to include the endnotes in your paper. For the purposes of this assignment, your endnotes will take the form of one author and one book (the same format as for the God’s Bits of Wood paper). The first note must be written in the long-format citation and second and subsequent ones done in short-format citation.

 

Long-format: Elizabeth Pollard and others, Worlds Together Worlds Apart, Concise Edition, Vol. 2 (New York and London: W.W. Norton, 2015), __. [Underscored is where the page number goes.

 

Short-format: Pollard, Worlds Together, Vol. 2, __. [The volume number is essential. Vol. 1 is for 110A courses.]

 

For more information, please refer to “Endnote formatting 110B sections S17,” found in the Course Guides folder.

 

Due date : Please turn in your paper NO LATER THAN Tuesday, April 18 by 6 p.m. Late penalties apply after this.

 

HANDLING PRIMARY SOURCES:

 

There are several things to keep in mind (but not to write about) when examining and assessing a primary source. Pay the closest attention to the ones explained here in depth.

 

Types of source :

 

· A law, constitution, pamphlet, treaty, city council proceedings (all for political history).

· Court transcript, judicial ruling, police report, parole officer report (all for legal history).

· Map, soldier diary, strategic and tactical plans, training manual, weaponry, uniform (all for military history).

· Business ledger, contract, tax filing, will, foreclosure records, patent applications, placards (all for economic history).

· Lyrics [especially from protest songs], laws, college catalogues [for curriculum and types of students], biographies, letters, contemporary new reports [from television, radio or newspapers], pamphlets, posters (all for social history).

· Novel, dance, music, visual art, costume, religious tract, oral traditions, key religious work, training manual for new converts (all for cultural history).

· Human/animal remains; building ruins; slag; tools/weapons; pottery (archaeology)

· Any of the above (for environmental history)

 

Determine the category of history to which the source is relevant. Political (constitutional, legal, diplomatic, electoral, criminal-judicial); military; economic (agricultural, trade, fiscal, transportation, labor, manufacturing); technological; social (migration, gender, ethnicity, LGBT); cultural (artistic, religious); environmental. Much of the time, a source will have relevance to at least two types of history.

 

Other factors: authorship of source; bias/perspective; purpose for which the source was created; credibility of the source.

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Religious Studies

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   I wantt he Journal. By “Journal” I mean a final essay :

– where you articulate the important points you learned from this course, how the course   contributed to your knowledge and your life outlook.

I need Sammury that coverd all subjects in papers in attachments and answers the questions above

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LIBERTY UNIVERSITY

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

LIBERTY UNIVERSITY BIBL 104 QUIZ 2  ANSWERS (A+)

Set 2019:

1. The spirituality of Samuel’s lineage is seen in Hannah’s prayer for a child and her vow to dedicate her child to the Lord.

2. Theologically, the story of Ruth and Boaz illustrates the biblical concept of

3. The book of Judges concludes with a civil war in Israel that almost exterminated the tribe of

4. David obeyed God in purchasing a threshing floor to build “an altar to the Lord.” On this site Solomon would later build the temple.

5. Each cycle in the book of Judges portrays a downward spiral. This spiral includes Barak’s reluctance.

6. The distribution of Levites among the people and the establishment of cities of refuge
were to help ensure spiritual, social, and civil justice in the future.

7. The book of _____________ opens the section of the Historical Books in the English Bible.

8. The Judge ________________ equipped his men with trumpets, pitchers, and torches and surprised the unsuspecting Midian and Amalekite raiders. The enemy was thrown into
confusion and led to an incredible Israelite victory.

9. _____________ served as the nation’s religious headquarters for about 300 years.

10. Boaz was not only Ruth’s kinsman redeemer, he was also the one carrying the Davidic lineage.

11. In Joshua’s farewell address he explains to the people of Israel that they will remain in Canaan and prosper in the land only when they comply with the Mosaic covenant.

12. In the ________________ campaign, God sent a hailstorm in order to defeat Israel’s enemies.

13. The beginning chapters of 1 Samuel draw a sharp contrast between Eli and his ungodly sons and the godly prophet Samuel.

14. The emphasis on true worship in 1 & 2 Chronicles explains why the word “___________” is found thirty-two times.

15. Elijah was primarily a prophet to the Southern Kingdom.

16. The book of _____________ shows how the remnant were motivated to “rise up and build” Jerusalem’s walls.

17. ____________ refused to go and confront the Canaanites unless ____________ came with into the battle.

18. ______________ was not a Judge in Israel.

19. The middle of 1 Samuel draws a contrast between the godly prophet Samuel and King David.

20. The main body of the story of the Judges revolves around __________ cycles of apostasy, repentance, and deliverance.

21. The Judge _________________ made a rash vow to the Lord saying, “whatever” came out of his house to greet him upon his return from battle “will belong to the Lord, and I will offer it as a burnt offering.”

22. Each cycle in the book of Judges portrays a downward spiral. This spiral includes Jephthah’s immoral relationship with foreign women.

23. According to our textbook, the story of _____________ is a ray of hope during the period of the Judges.

24. When the nation of Israel divided the Kingdom to the north was known as

25. The major theological theme of 1–2 Chronicles is the importance of true worship.

26. The real key to the success of the Judges was the empowerment of the Spirit of God who enabled them to accomplish great feats.

27. In the ________________ campaign, God miraculously extended the day. This allowed
Israel time to rout the enemy.

28. Ruth’s kinsman redeemer was

29. So prosperous was Solomon that God expanded Israel’s borders to the degree originally promised in the Abrahamic covenant and reaffirmed to Joshua.

30. Joshua’s theophanic encounter affirmed his leadership to the people of Israel.

31. The tribe of Dan settled land on the East bank of the Jordan River.

32. Ahab and his wife Jezebel were wicked rulers in the Northern Kingdom.

33. According to our textbook, one reason for the northern kingdom’s downfall is that they rejected the covenant itself.

34. ______________ was a Judge in Israel

35. The reforms of _______________ categorize him as one of Judah’s best kings.

36. God’s promise to Abraham that He would bless all nations begins to come to fruition through Boaz and Ruth.

37. In the _______________ campaign, the town of Ai was captured.

38. Samuel’s anointing of David and _____________________ introduce David as God’s choice to lead the nation of Israel.

39. The books of _____________ form the transition from the era of the judges to that of the kings.

40. In the _______________ campaign, Joshua destroyed Hazor, a major Canaanite fortress city.

41. According to our textbook, one reason for the northern kingdom’s downfall is that they rejected the ministries of the prophets who sought to enforce the covenant.

42. Nehemiah’s covenant enforcement took the form of excluding foreigners from the assembly, removing Tobiah from the temple, restoring the Levitical tithes, stopping Sabbath breaking, and disciplining those who had intermarried with pagans.

43. The book of _____________ shows how God providentially acted so that His people could return to their land and rebuild their temple.

44. Which son of David led a rebellion against him?

45. References to Joshua’s death and the elders that outlived him indicate that these final notations in Joshua were added by another inspired writer, perhaps ___________.

46. Saul’s disobedience of the divine command to abolish the Moabites caused Yahweh to reject him as king.

47. Through ____________, the miraculous healing of leprous Naaman demonstrates Yahweh’s supremacy and grace to all people, even those outside the covenant community.

48. David’s character is highlighted in that he refuses to kill Saul. This shows his respect for the office of king and the significance of God’s anointing.

49. According to our textbook, one reason for the northern kingdom’s downfall is their intermarriage with pagan nations.

50. Because the temple represented the presence of God among His people, the pinnacle of Solomon’s career was His construction and dedication of the temple.

Set 2018:

1. According to our textbook, _______________ is obvious throughout the book of Esther.

2. Because the temple represented the presence of God among His people, the pinnacle of Solomon’s career was His construction and dedication of the temple.

3. While Joshua prepared to attack Jericho he

4. When the nation of Israel divided, the Kingdom to the south was known as

5. Ruth’s kinsman redeemer was

6. Through the birth of ____________ to Ruth and Boaz, Naomi’s prior emptiness and bitterness is reversed.

7. David obeyed God in purchasing a threshing floor to build “an altar to the Lord.” On this site Solomon would later build the temple.

8. So prosperous was Solomon that God expanded Israel’s borders to the degree originally promised in the Abrahamic covenant and reaffirmed to Joshua.

9. Samuel’s anointing of David and _____________________ introduce David as God’s choice to lead the nation of Israel.

10. The high point for David is the reception of the Davidic covenant. The covenant’s unconditional nature and conditional blessing set the stage for the rest of 2 Samuel.

11. According to our textbook, one reason for the northern kingdom’s downfall is their intermarriage with pagan nations.

12. Whose bones were buried in the Promised Land at Shechem?

13. Through idolatry, the apostate tribe of ______________ not only abandoned its God-given inheritance but forsook the Lord as well.

14. Saul was from the tribe of Benjamin and not Judah. Thus, he could not be the rightful King of Israel.

15. Joshua’s theophanic encounter affirmed his leadership to the people of Israel.

16. The main body of the story of the Judges revolves around __________ cycles of apostasy, repentance, and deliverance.

17. In the ________________ campaign, God miraculously extended the day. This allowed
Israel time to rout the enemy.

18. The Judge ________________ equipped his men with trumpets, pitchers, and torches and surprised the unsuspecting Midian and Amalekite raiders. The enemy was thrown into
confusion and led to an incredible Israelite victory.

19. Saul’s disobedience of the divine command to abolish the Moabites caused Yahweh to reject him as king.

20. Ahab and his wife Jezebel were wicked rulers in the Northern Kingdom.

21. The major theological theme of 1–2 Chronicles is the importance of true worship.

22. The book of Joshua concludes by recording the second covenant renewal ceremony at Shiloh.

23. According to our textbook, one reason for the northern kingdom’s downfall is that they rejected the covenant itself.

24. The end result of the downfall of northern kingdom was the Babylonian captivity.

25. The Judge ___________, was a left-handed Benjamite, who assassinated King Eglon with a dagger.

26. The middle of 1 Samuel draws a contrast between the godly prophet Samuel and King David.

27. ______________ was not a Judge in Israel.

28. ____________ killed the unsuspecting commander Sisera with a tent peg and a mallet.

29. As a Gentile who marries a Hebrew from Bethlehem, Ruth pictures the love of God for both Hebrews and Gentiles.

30. The book of _____________ opens the section of the Historical Books in the English Bible.

31. 2 Samuel records only the highlights and positive episodes in King David’s reign.

32. Elijah, the lone prophet of God, confronted the 450 prophets of Baal on

33. The Judge _________________ made a rash vow to the Lord saying, “whatever” came out of his house to greet him upon his return from battle “will belong to the Lord, and I will offer it as a burnt offering.”

34. ______________ was a Judge in Israel

35. Each cycle in the book of Judges portrays a downward spiral. This spiral includes Jephthah’s immoral relationship with foreign women.

36. David captures Jerusalem from the Jebusites and moves the Ark of the Covenant there.

37. When the nation of Israel divided the Kingdom to the north was known as

38. The books of _____________ form the transition from the era of the judges to that of the kings.

39. The distribution of Levites among the people and the establishment of cities of refuge
were to help ensure spiritual, social, and civil justice in the future.

40. According to our textbook, the story of _____________ is a ray of hope during the period of the Judges.

41. Each cycle in the book of Judges portrays a downward spiral. This spiral includes Barak’s reluctance.

42. Theologically, the story of Ruth and Boaz illustrates the biblical concept of

43. The rediscovery of the covenant law caused King Josiah to lead the nation of Judah in covenant renewal and reform.

44. God’s promise to Abraham that He would bless all nations begins to come to fruition through Boaz and Ruth.

45. _____________ served as the nation’s religious headquarters for about 300 years.

46. The political capital of the Northern tribes was at

47. The book of 2 Kings transitions away from the Elijah narratives and into the Elisha narratives.

48. The end result of the downfall of the southern kingdom was the Assyrian captivity.

49. The book of _____________ shows how God providentially acted so that His people could return to their land and rebuild their temple.

50. References to Joshua’s death and the elders that outlived him indicate that these final notations in Joshua were added by another inspired writer, perhaps ___________.

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history homework

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This is the story of America dividing along north/south lines, as slave states and free states become more and more hostile to one another. Expansion into the new territories acquired in the previous chapter, and the desire to connect the east to the west, increase the already-there tensions until, after the election of Lincoln, southern states break away to form their own country, the Confederate States of America. When Lincoln refuses to allow that to happen, war breaks out between the Union and the Confederacy.

 

Reading:

  • Outline: Chapter 6
  • Johnson: Part 3, “The Ideology of the North-South Battle”; Part 4, the first 6 sections (through “Jefferson Davis…”)
  • Zinn: Chapter 9, until the War starts

 

Questions (for each, note what each author has to say):

  1. What is the California Crisis, and what are the consequences?
  2. What is the Kansas Crisis, and what are the consequences?
  3. Why does the South leave/fight? Why does the North fight?

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Documents of Freedom: Short Essay & Primary Source Analysis (History)

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Please read below. I know it seems like a lot but it really isn’t.

 

 

Directions:

Answer the following questions using complete sentences. It is expected that you include statements or quotations from the text in your responses. The purpose is to enhance the quality and creditability of the answer. The short essay must be at least 3 double-spaced typed pages.

 

Question:

 

The American and French of experienced a major transformation in the form of a drastic or violent Revolution, brought on by a desire to create a better society that reflected the will of the people. Using at least two of the documents, explain how freedom is achieved or maintained through the establishment of the American Declaration of Independence and/or the French Declaration of Rights of Man and/or The Napoleonic Code. Finally, how do these documents embody the ideas of the Enlightenment and remain a testament/example in the world today.

 

DIRECTIONS AND INTRODUCTIONS ARE ATTACHED BELOW. PLEASE TAKE A LOOK.

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