Category: History

Provide comprehensive answers for each of the following questions. Each answer must be AT LEAST one page long and no longer than three (double-spaced, standard margins, font 12, not including the question). Your answers must be based on the PowerPoint lectures and/or the video-documentary assignments. Use of any external sources is not allowed and will lead to a zero on the question even if the sources are paraphrased or cited. Use of A.I. (Artificial Intelligence) is forbidden and will be treated as an instance of academic dishonesty. Transcribing long segments from the lectures, textbook and/or documentary will lead to a zero on the question even if the sources are cited. Any plagiarized material will lead to a zero on the whole assignment. Answer each question separately. I want you to express your understanding of the issues with your own thoughts and words; provide support to your statements with specific historical facts/examples. Each question is worth 7 points. The assignment can be uploaded at any time before Thursday, January 23 at 11:59 PM. Do not wait until the last minute to upload your work. Make sure that the file has been uploaded before login out of Brightspace; it is always useful to take a picture showing the posted assignment with the date and time of submission in the rare case that some malfunction may occur. No late assignments will be accepted after 11:59 PM. If you miss the deadline, do not submit any work to me via email; I will not read anything that is not uploaded on Turnitin.

Explain Aristotle’s categorization of governments in the ancient Greek poleis; describe the Spartan social and political system and explain how it fits or doesn’t within the Aristotelian chart. What are the values upon which the Spartan system is built? How are these values reflected in the formation of Spartan homoioi (provide details about that process)? Discuss two aspects described in the lecture in which Spartan society is emblematic of Greek civilization and values and two aspects which Spartan society departs fundamentally from the Greek norm.

What is the political context for the formation of the Delian League? How did the creation of the league contribute in the long run to the Peloponnesian War? How did Athens and Sparta approach the conflict initially, what strategies did they adopt? What led to the signing of the Peace of Nicias? Who do you think was primarily responsible for the war? Explain why.

Why did the peace not last? Do you think long-term peace doomed? Explain your answer providing factual evidence from the lecture. What prompted the Spartan to renew the conflict? Besides military defeat, what are the political consequences of the Peloponnesian War for Athens? In spite of achieving victory, what are the long-term consequences of the war for the Spartans? Why were the Spartan unable to cope with the consequences of victory?

What led to the development of the democratic system in Athens; how did the system evolve from the time of Solon to the time the time of Pericles? How did democracy operate in ancient Athens? How was the government organized, what mechanisms enabled the participation of the citizens? What were the processes that ensured the full participation of the citizenry? What are the democratic values and practices articulated by Pericles in his oration to the fallen Athenians?

Discuss how philosophy emerged in Ancient Greece. Discuss how Thales of Miletus and Anaximander try to explain the world around them. How do Democritus and Pythagoras conceptualize the structure and operation of the world? Why might the philosophical perspective of the Skeptics might be considered more radical than the views of the Sophists, Stoics, the Epicureans and even the Cynics? How is the concept of ataraxia different in each philosophical school discussed in the lecture?

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Certainly! Here’s a breakdown of how you might approach answering these questions comprehensively, while ensuring each response meets the required page length and focuses on key details. I’ll provide examples for the first question to give you a better understanding of how to approach the others.

1. Aristotle’s Categorization of Governments and Spartan Social & Political System

Aristotle’s Categorization of Governments: Aristotle categorizes governments based on who rules and for whose benefit. In his work Politics, he identifies six forms of government, divided into two categories: correct and corrupt. The correct forms are those that aim for the common good, while the corrupt forms are those that benefit the rulers rather than the people.

• Monarchy (one ruler for the common good) can degrade into Tyranny (one ruler for personal benefit).
• Aristocracy (a government by the few for the common good) can degrade into Oligarchy (a government by the few for their own benefit).
• Polity (a mixed government aimed at the common good) can degrade into Democracy (rule by the many for their own benefit).

Spartan Social and Political System: The Spartan system fits within Aristotle’s categories as a form of Oligarchy. It was ruled by a small, elite group—the Spartiates (the fully-citizen warriors), who were motivated by military discipline, duty, and the maintenance of power within their class. The Spartan system was characterized by its emphasis on military readiness, hierarchical society, and control over a large slave population known as helots.

The values of the Spartan system revolved around discipline, strength, and austerity. Spartan society was built on the belief that individuals should subordinate their personal interests to the collective good of the state, particularly in terms of military and societal dominance. This is seen in the rigorous education and training of Spartan males, who were enrolled in the agoge system, a state-sponsored training process designed to mold young boys into warriors.

Spartan Homoioi: The process of becoming a homoios (a full citizen or equal in Spartan society) was integral to the Spartan system. Only those who passed the grueling agoge system, endured the training, and demonstrated loyalty to the state could become homoioi. The rigorous nature of this process created a cohesive, disciplined warrior class that maintained the political and military supremacy of Sparta.

Spartan Society and Greek Civilization: Two aspects of Spartan society that were emblematic of Greek civilization include its focus on military excellence and a commitment to civic duty. These values were shared across Greek city-states, where personal contribution to the state’s well-being was emphasized.

However, Spartan society departs from the Greek norm in its militarized focus and subjugation of women. Unlike other Greek city-states that allowed women to participate in the social and political life to a degree, Spartan women were subject to strict military-oriented roles and had fewer personal freedoms than their Athenian counterparts.

Moving Forward:

For each of the other questions, follow a similar approach:

• For the political context of the Delian League and the Peloponnesian War: Discuss the creation of the Delian League as a collective defense against Persian threats, how Athens’ dominant role caused resentment, and how this contributed to the war. Analyze the strategies employed by Athens and Sparta, the significance of the Peace of Nicias, and the causes of the conflict.
• For the collapse of the peace and the Peloponnesian War’s aftermath: Focus on the internal and external reasons for the failure of peace, such as Athens’ internal strife and Sparta’s challenges post-victory. Explore the long-term political consequences for Athens and the Spartans.
• For the development of Athenian democracy: Trace the evolution from Solon’s reforms to Pericles’ establishment of direct democracy. Explain how the Athenian government operated with a focus on citizen participation, and discuss the democratic values in Pericles’ oration.
• For the emergence of Greek philosophy: Explain the contributions of philosophers like Thales, Anaximander, and others in trying to explain the world. Discuss the difference between their views and the philosophical skepticism of the Skeptics. Compare how the concept of ataraxia is viewed differently across philosophical schools.

By following these guidelines, each response can be thoroughly explored in a 3-5 paragraph format. Ensure that historical examples are cited directly from the provided materials, avoiding any use of external sources or AI tools.

There are four sections in this exam, with four questions each. You are required to answer only one question in each section. Be sure to include as much information as possible to support your answer. Each answer should be 3-5 paragraphs in length, and a well-developed paragraph has 5-7 sentences. You only need to cite your sources if you use direct quotes, but make sure you put everything in your own words.
3. What was the role of the colonies in the British mercantilist system?

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

In the British mercantilist system, the role of the colonies was integral to maintaining the wealth and economic power of Britain. Mercantilism, an economic theory that dominated European thought from the 16th to the 18th century, emphasized the importance of accumulating wealth, particularly gold and silver, through a favorable balance of trade. Colonies were viewed as crucial to this system, providing raw materials that Britain lacked and serving as guaranteed markets for British manufactured goods. This setup allowed Britain to expand its economy and maintain a favorable trade balance.

The colonies played a significant role as sources of valuable raw materials such as tobacco, sugar, cotton, and timber. These materials were sent to Britain, where they were processed into finished goods. These finished goods were then exported back to the colonies, which formed a continuous cycle of trade designed to benefit the British economy. This system ensured that Britain’s economy remained strong, as it was able to control both the supply of raw materials and the market for finished products. The colonies, however, were restricted in their ability to trade freely with other nations, as Britain implemented various laws, including the Navigation Acts, to limit colonial trade to only British ships and ports.

Furthermore, the colonies were expected to remain economically dependent on Britain, preventing them from developing their own industries or engaging in trade with foreign powers. This one-sided relationship was designed to ensure that the colonies were subordinate to Britain in economic terms. While the colonies did benefit from some of the goods they imported from Britain, their role as suppliers of raw materials and consumers of British goods meant that they were often economically exploited. The relationship, however, was not without tension, as the colonies sometimes resisted the constraints placed upon their economic freedom, leading to tensions that would eventually contribute to the American Revolution.

In summary, the colonies were vital to the British mercantilist system because they provided raw materials, served as captive markets for British goods, and helped ensure a favorable balance of trade for Britain. Although the system was designed to benefit the British economy, it also placed limitations on colonial economic growth and independence, leading to resentment that would shape the future relationship between Britain and its colonies.

The paper must be formatted in Chicago style. This means using footnotes instead of in-text citations. A reminder that every direct quote or claim you make must be cited. No works cited page is needed with this assignment, let your footnotes do the work for you. The paper must be three pages double spaced, or 750 words

Everything on the Discussion Board must be written in your own words and please do not use any citations. Your first post should respond to the prompt below and include a follow-up question that extends the discussion on the topic. Prompt: Discuss the differences between the Fauve and Expressionist styles.
Link to articles to help you answer the question.
https://www.khanacademy.org/humanities/art-1010/early-abstraction/fauvism-matisse/a/a-beginners-guide-to-fauvism
https://www.khanacademy.org/humanities/art-1010/early-abstraction/fauvism-matisse/a/matisse-bonheur-de-vivre

Expressionism, an introduction

https://www.khanacademy.org/humanities/art-1010/early-abstraction/expressionism1/v/ernst-ludwig-kirchner-street-dresden-1908

Everything on the Discussion Board must be written in your own words and please do not use any citations. Your first post should respond to the prompt below and include a follow-up question that extends the discussion on the topic. Prompt: Discuss the differences between the Fauve and Expressionist styles.
Link to articles to help you answer the question.
https://www.khanacademy.org/humanities/art-1010/early-abstraction/fauvism-matisse/a/a-beginners-guide-to-fauvism
https://www.khanacademy.org/humanities/art-1010/early-abstraction/fauvism-matisse/a/matisse-bonheur-de-vivre

Expressionism, an introduction

https://www.khanacademy.org/humanities/art-1010/early-abstraction/expressionism1/v/ernst-ludwig-kirchner-street-dresden-1908

Note: Depending on the source you choose, not all of the above questions may be relevant. Answer those which are relevant to your source. Try to select a document/source that interests you. If it is a topic/person that you are unfamiliar with, be sure to do at least a little research to give you a better background for analyzing the source. If you would like to use additional sources (internet web sites, books, periodicals, etc.,) you are more than welcome to, as long as your focus is on the primary source. Your essay should consist of two sections: a summary of the article and then an analysis of the article. In writing your essay, you should follow the below guidelines: Your essay should be a MINIMUM of 800 words (it can be longer if you like). Your completed essay should consist of a summary (about 2/3 of your essay) and an analysis (roughly 1/3 of your essay). All persons, events, concepts in your paper should be introduced/explained clearly…in other words, write your essay as if your audience was another student! Your essay should follow the basic style guidelines of MLA, APA or Chicago (your choice). Your essay should have a cover page and bibliography page in the style you have chosen (these pages do NOT count towards the essay length). Your essay should be double-spaced with #12 fonts and 1-inch margins. The essay needs to be written entirely in your own words. Use quotes very sparingly and only to highlight a point you are trying to make. Quoted material does NOT count towards the length of your essay. Your essay needs to be neatly written and grammatically correct (points will be deducted for sloppy papers). Your essay should be saved as either a Word (.doc or .docx) file or as a Rich Text File (.rtf). To submit your paper just click on the blue hyperlinked title above. To be safe, you should upload your essay file and copy/paste your essay in the textbox on the submission page! It is your responsibility to submit a file that I can open and read. Late points will apply to files that I cannot open or that are in the wrong format. Any essay submitted after the assignment has closed will be docked 10 points per day! ABSOLUTELY NO excuses (legit or otherwise) will be accepted! Primary Sources (select ONE): Treaty of Paris, 1898 The treaty which ended the Spanish-American War. The Galveston Hurricane, 1900 An eyewitness account of the most deadly hurricane in U.S. history. William McKinley’s Second Inaugural Address, 1901 President McKinley’s address to the nation, given just six months before his assassination. The Death of a President, 1901 An eyewitness account of the assassination of William McKinley. Panama Canal Act, 1902 This act passed by Congress authorized the purchase of land for, and building of, a canal to connect the Atlantic with the Pacific. Booker T. Washington on Industrial Education for the Negro, 1903 A speech by the father of the Tuskegee Institute. History of the Standard Oil Company (excerpts), 1904 Excerpts of the expose of Standard Oil done by the famous “muckraker” Ida Tarbell. Theodore Roosevelt’s First Inaugural Address, 1905 President Roosevelt’s first inaugural address after his election in 1904 (he had been president since McKinley’s 1901 assassination). The Treason of the Senate (excerpts), 1906 Excerpts of the expose of corruption surrounding the selection of senators by famous “muckraker” David Graham Phillips. Also includes the 17th Amendment. William H. Taft’s First Inaugural Address, 1909 President Taft’s first address to the nation after his swearing in. Bull Moose Party Platform, 1912 The political platform of the Progressive (Bull Moose) Party, with Theodore Roosevelt as its candidate for the 1912 election. The Rights of Women, 1913 Speech given by the famed British suffragette Emmeline Pankhurst in Hartford, Connecticut. Woodrow Wilson’s War Message to Congress, 1917 President Wilson presents the case for war against Germany (during WWI) to Congress. The Case Against Joining the War, 1917 Senator Robert M. La Follette argues against President Wilson’s war proposal. The Espionage Act of 1917 Controversial act passed by Congress to assist the war effort by punishing spying and other anti-war, anti-government behaviors. Woodrow Wilson’s 14 Points, 1919 President Wilson’s 14-point peace plan which he took with him to the Paris Peace Conference. The Treaty of Versailles (excerpts), 1919 Excerpts of some of the key articles of the Treaty of Versailles. A Critique of the League of Nations, 1919 Senator William Borah argues against the U.S. joining the League of Nations. Eighteenth Amendment, 1919 and the Volstead Act, 1920 The 18th Amendment, which began Prohibition, and the Volstead Act, which was the enforcement mechanism of Prohibition. Calvin Coolidge’s Fourth of July Address, 1926 President Coolidge marks the 150th Anniversary of the Declaration of Independence. Lindbergh’s Epic Flight, 1927 Excerpts from Charles Lindbergh’s account of his solo flight across the Atlantic. FDR Promises a New Deal for America, 1932 Franklin Roosevelt’s acceptance speech at the Democratic convention. Herbert Hoover’s Campaign Speech, 1932 President Hoover criticizes his opponent’s “New Deal” plans and offers his own vision for America. Franklin Roosevelt’s First Inaugural Address, 1933 FDR addresses the nation after his swearing in. FDR’s Speech on the Banking Crisis, 1933 President Roosevelt’s first “fireside chat” to the nation. Huey Long Criticizes the New Deal, 1935 Presidential hopeful Long criticizes FDR’s New Deal (as not going far enough) and offers his own “Share our Wealth” solution. The Neutrality Act of 1935 Isolationist Congress reacts to the gathering war clouds in Europe by passing this act. Also includes a brief criticism of the act by Senator Tom Connally. The Atlantic Charter, 1941 Statement of Allied war aims (though America was still neutral–sort of–at the time) released by Britain and America after FDR met with Winston Churchill. Charles Lindbergh Speaks at an America First Rally, 1941 Famed aviator and staunch isolationist Lindbergh urges American neutrality in WWII. FDR’s “Day of Infamy” Speech, 1941 President Roosevelt asks Congress for a declaration of war after Japan’s surprise attack on Pearl Harbor. FDR’s Fireside Chat, 1942 FDR updates the nation on the progress of the war. Japanese Internment, 1942 Two documents: FDR’s executive order creating an exclusion zone on the West Coast and a Supreme Court decision upholding this government policy. Bataan Death March, 1942 An eyewitness account of the brutal treatment of Allied prisoners by the Japanese after the fall of the Philippines in 1942. The Doolittle Raid, 1942 An account of the daring raid on Japan by one of the pilots who took part in it. The Battle of Midway, 1942 An eyewitness account of the crucial turning point in the Pacific, as told by a Japanese pilot. A Death at San Pietro, 1943 Famous war dispatch from the journalist Ernie Pyle, on the death of an American soldier in the Italian Campaign. The Tarawa Killing Ground, 1943 An eyewitness account of the brutal struggle to take Tarawa atoll from the Japanese.

RJM3 — RJM3 Task 3: Rise and Fall of Empires
World History: Diverse Cultures and Global Connections — D266
PRFA — RJM3
Task OverviewSubmissionsEvaluation Report
Competencies
1024.1.3 : Explains rise and fall of empires
The learner explains the factors that contributed to the rise and fall of empires.
1024.1.4 : Explains development of nation states
The learner explains the factors that contributed to the development of nation states.
Introduction
The “new imperialism” of the nineteenth century profoundly affected global power structures as European countries engaged in renewed efforts to expand and conquer. As nations like Britain and France lost their North American colonial footholds, they turned their sights to lands and peoples like Asia and Africa to seek wealth, territories, labor, and authority. Other nations—like Germany, Belgium, and Italy—joined this imperial competition.
All European countries in the scramble used various justifications for the invasion of other countries—from religion to nationalism to “civilization” efforts. This new imperialism also brought with it fierce and dynamic resistance tactics among colonized peoples who refused to relinquish their countries to foreign powers. Strategies varied in each region as individuals organized, leaders emerged, and independence movements took shape to fight back well into the twentieth century. Decolonization relied on factors both internal and external to the empires—with political and economic pressures combining with local opposition to force change.
In this task, you will explore the example of one empire that expanded in this period and one colony controlled by that empire that strove for and obtained its independence. You will also consider how the Cold War of the twentieth century affected the process of decolonization and the nation-states that emerged.
Requirements
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

A. Describe the rise of European empires in the 19th century by doing the following:
1. Explain two reasons (e.g., economic, political, technological, ideological) why one European empire expanded in the 19th century.
2. Explain one way in which the empire discussed in part A1 established and maintained control in one of the areas that they colonized.

B. Describe the process of decolonization and the creation of nation-states by doing the following:
1. Using the colony discussed in part A2, describe two reasons (e.g., ideologies, individuals, organizations, conflicts) that people in that colony organized for independence.
2. Describe two specific actions or events that led to the establishment of an independent nation from the colony discussed in part A2.

C. Describe how the Cold War affected decolonization and newly independent states.

D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
Rubric
A1:EUROPEAN EMPIRE EXPANSION
Not Evident
An explanation of how 1 European empire expanded in the 19th century is not provided.
Approaching Competence
The explanation of how 1 European empire expanded in the 19th century is provided but only includes 1 reason, or it does not include specific or relevant details.
Competent
The explanation of how 1 European empire expanded in the 19th century includes 2 reasons and specific and relevant details.
A2:EUROPEAN EMPIRE CONTROL
Not Evident
An explanation of how 1 European empire established and maintained control in 1 of the areas they colonized is not provided.
Approaching Competence
An explanation of how 1 European empire established and maintained control in 1 of the areas they colonized is provided but does include specific or relevant details. Or the empire discussed differs from the empire from part A1.
Competent
An explanation of how 1 European empire established and maintained control in 1 of the areas they colonized discusses the same empire from part A1 and includes specific and relevant details.
B1:COLONY ORGANIZATION FOR INDEPENDENCE
Not Evident
An descriiption of how people from 1 colony organized for independence is not provided.
Approaching Competence
The descriiption of how people from 1 colony organized for independence is provided but only includes 1 reason, or the reasons are not specific or relevant. Or the colony discussed differs from part A2.
Competent
The descriiption of how people from 1 colony organized for independence discusses the same colony as in part A2 and includes 2 specific and relevant reasons.
B2:INDEPENDENT NATION
Not Evident
A descriiption of specific actions or events that led to the establishment of an independent nation is not provided.
Approaching Competence
The descriiption of specific actions or events that led to the establishment of an independent nation is provided but only includes 1 action or event. Or it includes 2 actions or events, but they are not specific or inaccurate. Or the colony discussed differs from part A2.
Competent
The descriiption of 2 actions or events that led to the establishment of an independent nation is specific and accurate. It discusses the same colony as in part A2.
C:DECOLONIZATION
Not Evident
A descriiption of how the Cold War affected decolonization is not provided.
Approaching Competence
The descriiption of how the Cold War affected decolonization and newly independent states is provided but is inaccurate or does not include specific details.
Competent
The descriiption of how the Cold War affected decolonization and newly independent states is accurate and includes specific details.
D:SOURCES
Not Evident
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
Competent
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
E:PROFESSIONAL COMMUNICATION
Not Evident
This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education.  If you need additional assistance preparing your submission, please contact your Instructor.
Approaching Competence
This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions.
Competent
This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.

please write a newspaper article following the instructions on the assignment page. Please make sure you no plagiarism becuase the school uses turnin to check for plagiat. thanks

Topic must be Analysis of the differing prewar diplomatic maneuverings of major and minor powers or The diplomatic and strategic working relationships between the Axis and Allied powers. After choosing the topic, narrow your focus to a manageable question that can be answered in a coherent, thesis-driven fashion. Analyze the causes and conditions that led up to WWII Analyze the basic reasons and motivations that lead nations to pursue military objectives in dealing with other nations Assess the primary reasons and causes that previously divided the world between the eastern and western blocks of nations from 1945 to 1989

What you learn during the Pharmacology coures
Example note
Great post. This class was intense, at least to me. I would be lying if I said I was not stressed out more times than I would like to admit. Recent research concerning healthcare-related fields and stress has indicated that nursing students experience higher stress levels compared to other majors and that these levels are on the rise. Stress is a common human experience blamed for many ills. Stressors can be broadly defined as situations or events that potentially affect health outcomes because there is a gap between students’ needs in a specific clinical case and their resources or ability to cope with a task or situation. Additionally, student nurse clinical experiences may adversely affect their learning outcomes, academic performance, overall health, well-being, and quality of life. There is a shortage of data addressing the prevalence of stress in nursing students. Therefore, identifying most stressors in the clinical setting is necessary for providing measures that enable the development of healthy coping mechanisms that minimize stress and maximize student clinical learning, Zheng, Jiao & Hao, (2022).