Category: History homework help

A response to below discussion of 120 words. 
 
The Byzantine Empire, with its capital in Constantinople, saw itself as the true heir to Rome. It preserved Roman traditions, laws, and even the Latin language. The Byzantines maintained a strong centralized government and a sophisticated bureaucracy, much like the Romans. While they inherited aspects of Roman culture, such as Christianity and some legal concepts, they developed their unique systems of governance and cultural practices. The Islamic Caliphate, which emerged in the 7th century, encompassed a vast territory and blended Arab, Persian, and other regional influences. While the Caliphate did not directly inherit Roman traditions, it absorbed and assimilated elements of Roman culture through conquests and interactions with Byzantine territories. The Caliphate developed distinct political and legal systems shaped by Islamic principles.
Gender roles in the Byzantine Empire, western European kingdoms, and the Islamic Caliphate between 500 and 950 varied across these cultures. In the Byzantine Empire, women had more rights and opportunities than their counterparts in other regions. Some Byzantine women held positions of power and influence, such as Empresses and regents. In Western European kingdoms, gender roles were more traditional, with women primarily occupying domestic and supportive roles. In the Islamic Caliphate, women had certain legal rights and responsibilities but were generally expected to fulfill traditional gender roles within the family and society.
In the Byzantine Empire, society was structured into distinct classes, including the aristocracy, clergy, and commoners. The aristocracy held significant wealth and power, while the clergy played a crucial role in religious affairs. The majority of the population was made up of commoners, comprising merchants, artisans, and peasants. In Western European kingdoms, feudalism shaped the social structure of kings, nobles, knights, and peasants. The Islamic Caliphate had a more egalitarian society, emphasizing religious equality and social mobility. 
In the Byzantine Empire, Christianity, specifically Eastern Orthodoxy, was the dominant religion. The Byzantines valued their religious traditions and had a solid connection to the Orthodox Church. In Western European kingdoms, Christianity played a significant role, but the specific branches varied. The Roman Catholic Church held influence, and the spread of Christianity continued throughout the region. In the Islamic Caliphate, Islam was the prevailing religion, focusing on the teachings of the Prophet Muhammad and the Quran.
In terms of being the truest heir to the Roman Empire, the Byzantine Empire stands out. It maintained a direct lineage from the Eastern Roman Empire, preserving Roman institutions and cultural practices. The Byzantines saw themselves as the continuation of Rome and held onto its legacy for centuries.

 discuss how  “The Banjo Lesson” painting SPEAKS to YOU about your WORLD, YOURSELF, or something you are going through.  If the work of art changed how you THINK or EXPERIENCE the world, talk about how it inspired you or gave you a new lens to look through 

We can only use I book below as a reference for discussion
Because I only require the use of the textbook, you can buy just a hardcopy of volume 1 of the textbook at  https://store.macmillanlearning.com/us/product/The-Making-of-the-West-Volume-1/p/131933153XLinks to an external site. (class Code: p8gj33) or through a book seller of your choice.  
 
In at least 300 words, answer the following question:
Focusing on at least three of the four course themes of religion, government, social class, and gender roles, explain which of the three cultures (the Byzantine Empire, western European kingdoms, and the Islamic Caliphate) between 500 and 950 was the truest heir to the Roman Empire and which one was the most different from the Roman Empire? 
Suggestion for formulating a clear answer: Instead of describing two cultures separately, you should compare all three in terms of at three of the four course themes in order to arrive at your conclusion about which culture was the truest heir to the Roman Empire and which culture was the most different from the Roman Empire. You should first compare them in terms of one of the themes. For example, you could compare them in terms of government to explain which culture had the most in common with the Roman Empire in terms of its government and which one had least common in terms of its government. Then you should do the same for two other themes. Then based on your conclusions about three of the themes, state your conclusion about which culture was the truest heir to the Roman Empire and which one was the most different from the Roman Empire.

What emotions were triggered when you watched both episodes?
Do you think these emotions were planned by the producers of the show?
If so, what language was used to incite these emotions?
Do you feel like you were led to a particular conclusion rather than left to make up your own mind? How so?
Was information presented in meaningful context when comparing both shows?
Was the information presented in a way that was factual, informative, descriptive, persuasive, coercive? Why?
Word count: 400. Going under or over the word count will be counted against your overall grade for the assignment.Times New Roman size 12 pt. double-spacedcan be written in first-person.

. primary and secondary sources to help you choose a historical perspective (social, political, or economic) to apply to your topic. Then consider the evidence you have found in those sources and if that evidence supports your research questions or suggests you need to go in another direction. Finally, you will choose one research question to focus on and revise it. Revising may involve rewriting your research question completely. Or you may need to narrow your focus or improve the clarity of the question.
my historical event is the Tulsa Race Riot of 1921. my research question is “If this event is considered a part of our nations history, why was it not taught in schools”?

 Choose an issue/topic about a country in the Asia Pacific region that you think should be of interest .

1.  
So first you need to read chapter 5, and then answer the following 3 questions:
Besides the objects themselves, what are some of the sources of information that can be used to help us understand material culture?
How did the changes to buildings, discussed at a number of points in the chapter, reflect social and cultural changes that the US was going through in the late 18th and early 19th centuries?
How is the idea of a “consumer revolution” as described on page 13 (last page) reflected in the differences between the two major paintings Quilting Frolic (pg. 5) and the parlor engraving (pg.11)?
Each answer should be a few paragraphs long and fully answer all parts of the question.  Once you are done with your answers the file can be uploaded to me.
2.  
This week we begin our most significant writing, emphasizing themes. We have been practicing so we can get to this point, doing more of what historians actually do. 
As you know, historians do not memorize facts. They see trends throughout time, and use these trends to understand both the past and the present.
A historical theme is a trend, presented as an interpretive thesis, but supported by evidence from several different eras instead of just one or two. 
A number of weeks throughout the semester, we have posted evidence from one particular time-frame or era on a Primary Sources Board, but our writing this week must include evidence from multiple eras. 
Yes – the work you do here may be considered as the outline for your final assignment, so long as you are happy with your subject!
Themes are narrow enough to have a point of view, even though they are broad enough to cover several eras. They show a repeating trend, rather than progress over time. 
One way to begin a theme is to focus on a topic area, such as fashion, sexuality, class differences, cloth-making technology, the role of philosophy, ways in which literature reflects society, sports, games, furniture design, domestic architecture, dancing, political conflict, holiday celebrations, religious texts, expressions of spirituality, mass communication – the possibilities are endless.
Format
For this assignment we start with a theme (in bold text), and use six sources in pairs with a topic sentence (in italics) that covers them both. The format will be like an assignment, with no numbers or letters:
I. Historical theme
II. Topic sentence that supports the theme
     A. Primary source #1 with explanation
     B. Primary source #2 with explanation
III. Topic sentence that supports the theme
     A. Primary source #3 with explanation
     B. Primary source #4 with explanation
IV. Topic sentence that supports the theme
     A. Primary source #5 with explanation
     B. Primary source #6 with explanation
V. Brief conclusion
Avoid problems with themes
Here’s a list of common problems to avoid for themes:
•    The progressive theme problem.
The theme features advancement or improvement over time, when it needs to focus on a repeating trend.
•    The “throughout history” problem.
The theme should not use phrases like “throughout history” or “across the ages”. 
•   The “and” problem.
The theme should not try to cover more bases by using “and”, unless everything in it is proven in every paragraph. 
•    The “or” problem.
The theme should not contain “or”, which encourages paragraphs that focus on only part of the theme. 
•    The so broad it’s obvious problem.
This is similar to the big, factual thesis problem.
Writing assignment instructions (50 points, 45 points for your original post & 5 points for your reply):
Create an outline with a theme and three topic sentences, each supported by two fully-cited primary sources from various Primary Sources Boards, with a brief explanation of how each source supports the topic. All sources must be from a Primary Sources Board (you may add any fully cited sources to any Board at any time).
The After the Fact assignments are graded credit/no credit

1.  Watch the following video:https://youtu.be/GJ6RxRP_yPc?si=FKcQqY4UGWy20igJ 
 
When did the Ottomans gain control of Anatolia (the historic homeland of the Armenians)?
Describe the “millet system” of the Ottoman Empire.
What is a “designated infidel?” 
Who did the Ottomans ally themselves with as German and Russia went to war? 
Where were the Armenians told they would be taken during the deportations? 
 List three American leaders who protested the Armenian Genocide.
What organization was established in the U.S. to aid the Armenians? How much money did they raise? 
Why does the Turkish government deny the Armenian Genocide today? 
2.
 
Choose one of the three topics below for your assignment, reference rubric 
Actionsbefore beginning. Minimum word count 750 words, all sources must be cited (in text and citation page), minimum of 5 sources, 3 must be primary sources. MLA format. 
Topic 1
Describe in detail two Cold War crises and two Cold war policies from 1945 to 1956 that are covered in the book. What missteps did the Soviet Union make during this time?
Topic 2
Examine the outbreak and course of the great revolutions of 1848 and their impact on Europe and the world.  Why did revolution break out across the continent in 1848? Evaluate and analyze the following: Were these truly ‘European’ upheavals, sustained by trans-national networks and communications, or parallel tumults generated by the same continent-wide socio-economic pressures? Who were the revolutionaries of 1848 and what did they want to achieve?  Why did the traditional regimes cave in so fast to their demands? 
Topic 3
Evaluate and analyze how did the New Deal bring America out of the Depression? 
 

 
Present a Description and Analysis of two Current Events in Community Corrections OR Private Security OR CJ Supervision/Administration.  Remember that both cases need to be in the SAME area.

Read the section called reading philosophy in Hugh LaFollette ,ethics in practice : An Anthology and write a paper at least 400 words. In paper include Author’s prima conclusion, most Compelling Arguments and dialectic dialogue