Category: World history homework help

 
With the exception of Egypt, Africa is commonly thought of as a place where no major civilization arose to dominate the many tribal groups of the continent. After reviewing this week’s materials do you think that this idea holds merit? How do these civilizations compare to the other civilizations?
Consider the influence of these groups.
How did they influence African trade and integration?
Have they had a long-lasting impact on the development of African societies?
Provide an example to support your thoughts.

Analyze the significance of the Silk Road in ancient China’s economic and cultural development. How did it facilitate exchange with other civilizations?
Compare the social structure of ancient China to that of another ancient civilization you’ve studied. What similarities and differences do you observe?
Analyze the impact of the Great Wall on Chinese history. How did it shape China’s relationship with nomadic peoples and influence its military strategies?
How did ancient China’s agricultural practices and innovations contribute to its population growth and economic stability?

  
Throughout history, men have typically held more power than women in societies around the world. This system is called patriarchy. In recent years, historians have become very interested in studying patriarchy and how it has affected people’s lives. Some key questions historians are trying to answer include:
· How did patriarchy start and change over time?
· What were women’s experiences like under patriarchy?
· What opportunities and limitations did women have?
· How did different cultures define gender roles for men and women?
· Were some women able to resist unfair treatment or take on non-traditional roles?
Studying these questions can be challenging because we don’t have many historical documents written by women, especially from long ago. Most of the writings we do have from women are from upper-class ladies. This means historians often have to carefully examine documents written by men and try to figure out women’s perspectives from those.
Choose one of the following civilizations we have looked at this semester. Ancient Egypt, Greece, Aztec, Ming, or Ottoman.
For your Chosen Civilization consider the following.
How did women push back      against unfair treatment in these ancient societies? Can you spot any      early signs of feminist ideas or actions that remind you of modern women’s      rights movements?
Did women in these old      societies sometimes agree with or accept the male-dominated system? Why do      you think they might have done this?
If you could time travel and      live as a woman in your civilization choice, do you think you would be      happy? Is it fair to judge these old societies by our modern standards?      What are the pros and cons of looking at history this way?

  
Throughout history, men have typically held more power than women in societies around the world. This system is called patriarchy. In recent years, historians have become very interested in studying patriarchy and how it has affected people’s lives. Some key questions historians are trying to answer include:
· How did patriarchy start and change over time?
· What were women’s experiences like under patriarchy?
· What opportunities and limitations did women have?
· How did different cultures define gender roles for men and women?
· Were some women able to resist unfair treatment or take on non-traditional roles?
Studying these questions can be challenging because we don’t have many historical documents written by women, especially from long ago. Most of the writings we do have from women are from upper-class ladies. This means historians often have to carefully examine documents written by men and try to figure out women’s perspectives from those.
Choose one of the following civilizations we have looked at this semester. Ancient Egypt, Greece, Aztec, Ming, or Ottoman.
For your Chosen Civilization consider the following.
How did women push back      against unfair treatment in these ancient societies? Can you spot any      early signs of feminist ideas or actions that remind you of modern women’s      rights movements?
Did women in these old      societies sometimes agree with or accept the male-dominated system? Why do      you think they might have done this?
If you could time travel and      live as a woman in your civilization choice, do you think you would be      happy? Is it fair to judge these old societies by our modern standards?      What are the pros and cons of looking at history this way?

 
Analyze the architectural achievements of ancient American civilizations and those of Mesopotamia and Egypt. What similarities and differences do you observe in their monumental structures, and what might these reveal about their societies?
How did trade networks differ between ancient American civilizations and those of Mesopotamia and Egypt? Consider factors such as geography, resources, and cultural exchange.
Compare the writing systems developed by ancient American civilizations (e.g., Maya glyphs) with those of Mesopotamia (cuneiform) and Egypt (hieroglyphics). What purposes did these systems serve in their respective societies?
Compare the role of religion in ancient American societies with that in Mesopotamia and Egypt. How did religious beliefs shape their respective cultures and power structures?

 
How do these artworks reflect the technological capabilities and cultural priorities of prehistoric societies? Provide specific examples from the paintings to support your answer.
To what extent can we use art as evidence to determine the level of civilization in a society? Discuss the strengths and limitations of using art as a historical source.
How might our modern interpretation of these paintings be influenced by our own cultural biases? Discuss the challenges historians face when analyzing prehistoric art.
Prehistoric cave paintings, Chauvet. Photograph. Britannica ImageQuest, Encyclopædia Britannica, 2 Mar 2017. quest.eb.com/images/132_1438762. Accessed 3 Sept 2024.
Cave painting showing kudu (antelope), Zimbabwe. Photography. Britannica ImageQuest, Encyclopædia Britannica, 25 May 2016. quest.eb.com/images/132_1232091. Accessed 3 Sept 2024.
Cave paintings in the Cave of Hands, Cueva de las Manos, UNESCO World Heritage Site, Santa Cruz Province, Argentina, South America. Photograph. Britannica ImageQuest, Encyclopædia Britannica, Apr 22 2020. quest.eb.com/images/322_3064654. Accessed 3 Sept 2024. 

Word PDF 500 words min. Please read instructions thoroughly. Source links included in instructions or attached as a document. 

You must submit your answers to the reading questions in two places each module: 1) as a Microsoft Word file in the reading questions submission link, and 2) copied into a discussion thread in the discussion forum for that week. Both submissions are due by Wednesday. If you post your answers in just one place or the other, you will receive zero points for the reading questions. 
Specs for reading questions

Length: 100+ words per question

Citations: Each answer must contain at least two parenthetical citations. Most citations will be in sentences that do not include quotations. 

Quotations: No more than 10 words quoted in entire assignment

Content: A good-faith effort to answer the question with specific details from assigned materials

Grammar: A good-faith effort to write in complete sentences with proper spelling, capitalization, and punctuation is required (see grammar handout for details)

Outside research: Absolutely no outside research is permitted

Plagiarism: Paraphrase plagiarism, outside source plagiarism, and AI plagiarism will all result in a zero (see specs grading handout for details on each)

Format: Assignment must be submitted as a Microsoft Word file with your name on the first page. Each question must be answered in a separate paragraph, and the questions must be answered in the order in which they are posted below.
For more information on each of the specs, see the reading questions and discussion requirements section of Canvas. Remember to check all assignments for spelling and grammar; for help, see the grammar handout Download grammar handout
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Module 2 reading questions
Is Eusebius a biased source for the life of Constantine? Why or why not?
What do the laws found in the Twelve Tables tell us about what Rome was like in the fifth century BCE? What kind of society do they reflect?
What qualities did Pliny believe characterized a loyal Roman subject? How did this understanding influence Pliny’s criticisms of Christians and his justification for punishing them?
Based on the assigned Crash Course World History video assigned for this module, why did people become Christians in the first centuries CE? According to Eusebius, why did Constantine become a Christian? How are these reasons similar to or different from how and why people might become Christians today?
What did Eusebius think made a good ruler? What did he think made a bad ruler?

I recently discovered Zameen Locator, and I’m interested in exploring its resources for country maps and regional population data, along with historical information. Does anyone have experience using this platform for such purposes? How accurate and detailed is the information on Zameen Locator regarding countries, regions, and their histories? I’d appreciate any guidance or tips on how to navigate the site for these features. 

I recently discovered Zameen Locator, and I’m interested in exploring its resources for country maps and regional population data, along with historical information. Does anyone have experience using this platform for such purposes? How accurate and detailed is the information on Zameen Locator regarding countries, regions, and their histories? I’d appreciate any guidance or tips on how to navigate the site for these features.