Ancient Roman History Tacitus Paper

You are required to read Tacitus' Annales and write an 8-10 page paper answer four questions (about 2-2.5 pages per question). The questions are 1. What are Tacitus' reasons (both explicit and implicit) for writing the Annales? 2. What is Tacitus' attitude regarding the empire and Roman imperialism? 3. Tacitus is frequently considered by scholars a Republican author. What do you think scholars mean by this and do you agree with this characterization? 4. Explain the role that Stoic ideas, Stoicism, and Stoic philsophers play in the Annales To answer these questions effectively, each answer Will have a clearly defined central idea or thesis. Will provide adequate support (citations from the text) to your thesis and argument. Will be organized clearly and logically. Will show awareness of the conventions of standard written English. Will be formatted or presented in an appropriate way. The length of the paper will be 8-10 pages. All assignments must be typed, double spaced and 12 point Times New Roman font. Your essays must be clear, coherent, concise, and proofread. Your essays also must be analytical and argumentative. You are not required to use outside sources, but if you feel that in order to answer questions posed more fully, you may use any source available, provided that it has been properly vetted by professionals in the field. You may not use internet sources (except articles drawn from JSTOR) without my permission. Failure to abide by this will result in an F for the assignment. If you rely only on the primary source, you still must cite the text fully and correctly. All sources must be properly cited based on the Chicago Manual of Style.
 

Jewish Civilization Final Paper 5 pg paper

FINAL PAPER TOPICS JEWISH CIVILIZATION — Online HEBR/J ST 010 (UP) & 010 (WD) GENERAL INSTRUCTIONS: Papers will be worth 200 points (20% of your total course grade) and are DUE BY THE DATE AND TIME LISTED IN THE COURSE SCHEDULE. (Eastern Standard Time). Late papers will NOT BE ACCEPTED. Submit papers to this course’s “Final Paper Drop-Box” in ANGEL. Papers should be concise and three to five pages, with a maximum of five pages per paper. Points will be deducted for each page over the five-page maximum. Papers should be typed and double-spaced. Do not forget to include your name at the top of the paper. Watch for grammar, spelling, etc., as a poor presentation may mean that your points are not conveyed as well as they might be. So, do not ignore those factors. READ THESE INSTRUCTIONS CAREFULLY. If you have questions about what to write, contact me about them before you submit your paper. The primary consideration in your paper scores will be the quality of your conceptual discussion. A second significant factor will be the accuracy of the information presented. Third, the information presented should follow a logical sequence and directly relate to your conceptual theme. Finally, I also will be looking for discussions that are specific and concrete; that do not over-generalize. Use specific examples and data to illustrate the conceptual points. State the conceptual points explicitly. Consider the nuances and complex distinctions to be made about your conceptual points, and explicitly mention the distinctions that you find. Address and discuss multiple aspects and various sides of your conceptual points. Do not make your theme overly simplistic. Be sure to focus on the factors that have produced the patterns that you discuss; avoid making generalizations about such patterns that are not supported by information, illustrations, or data. Be logical about causality; do not overstate the influence of the factors you present; be specific and direct with your causal assertions; limit the effects you ascribe to any particular factor. Refrain from making unsupported opinions, assertions, and predictions. Do not discuss whether a pattern or people have worth or value (i.e., do not discuss Jews or others as “good,” “bad,” “proud,” “strong,” etc.). This paper is being assigned in place of a comprehensive final examination, so be sure to consider all relevant course material when you write it. While I do not expect you to discuss all the relevant course material—that would exceed this paper’s scope—you should take into account material (from this course) that relates to your paper. Doing so will help you avoid unwarranted generalizations. Organize your paper according to standard writing techniques. That is, introduce your topic and themes, discuss them, and describe the conclusions that you have drawn based on the points made and the examples you have presented in the body of the paper. Read Dr. Sophia McClennen’s General Evaluation Rubric for Papers (link provided in ANGEL) for a further sense of how to write your papers and how they will be graded: .personal.psu.edu/users/s/a/sam50/rubric.htm">http://www.personal.psu.edu/users/s/a/sam50/rubric.htm. You are expected to write this paper on your own. PAPER TOPIC: Base your analyses upon concrete examples and keep your interpretations limited to the support you provide through research-based examples. Do not over-generalize or “philosophize.” Derive your conclusions or theme from the material included within the paper. Papers should discuss what we can be reasonably sure the Jews “have done” rather than on what Judaic sacred texts put forth or on what Jews may believe. The point in the question is to take into account Jewish experience in more than one time and place. This is not an opinion piece. It is an assignment that asks you to demonstrate an understanding of the course material that cuts across more than one lesson. TOPIC: Select two time periods and places in which Jews have lived. Compare and contrast Jewish society and/or culture in one time period and place with the other time period and place. The time periods should be separated by at least 100 years. Each “place” should be a region rather than a particular city. You may define “region” in your own way; however, the two “regions” should be two separate states (i.e., political units, kingdoms, empires, or nations). The two “regions” may refer to a single geographic region, if the paper discusses two separate states that ruled in that location (e.g., Judea under Persian rule and the State of Israel, or the Kingdom of Poland from about 1400 to 1648 and the Russian Pale of Settlement). Your discussion of Jewish society and/or culture (i.e., “lifeways”) in these two time periods and places should cover a range of patterns. The patterns might be in the realm of subsistence, language & writings, political organization & governance, relations with non-Jews, material culture, gender norms, religious practice, and so forth. Your discussion should explore the interconnections among several of the above kinds of patterns in Jewish lifeways. And, it should compare and contrast these interconnected patterns in one time period and place with those of another time period and place. Discuss the factors that produce the patterns that you present, as well as, the ways that a pattern in one realm affects a pattern in another realm. * * * · Always specify the times and places of the examples that you use in the paper. · Pay attention to any social tensions or crises that help to explain the patterns in Jewish history, culture, or identity that you are discussing. · Be sure to situate the changes you discuss within the social conditions in which Jews were living. · Draw only on events or patterns for which there is scholarly evidence. · Pay attention both to the conceptual assignment as well as the specific information that illustrates the conceptual theme of the paper. Link the information you provide to a conceptual point, and describe that link explicitly. The term “conceptual point” refers to the abstract framework in which the patterns you discuss are placed. Your “conceptual point” is, in effect, your theory about social processes and change. Your “conceptual point” is your hypothesis about the kinds of factors that shape social processes and that change them. · Any assertion or conclusion that you make should be supported by specific examples, by facts. If you have not done so for a particular assertion or conclusion, DO NOT include them in the paper! CITATIONS: Required course readings do not need to be listed on a separate works cited (references) page. However, quotations and specific figures from course readings should be cited parenthetically, that is, within the body of the text. For example: · In 1994, the number of Jews living in Canada was 360,000 (Scheindlin 1998:258). Or: · As Scheindlin (1998:53) writes, “By decentralizing public worship, the destruction of the Temple thus contributed to the rabbis’ program of putting the responsibility for religious life in the hands of each individual.” If you are citing or quoting something from one of the online lessons, a parenthetical citation is sufficient. For example: · (Benjamin Lesson X) If you wish to list an online lesson in a references page, one possible format is: · Benjamin, Alan F. 2006. Title of Page. In, Jewish Civilization, Lesson X. University Park: Pennsylvania State University. Viewed DATE. If you quote from materials that are not required in the course, they should be cited in full on a works cited page or in a footnote. Any generally used bibliographic format is ok. I care only that it is correct, complete, and used consistently. To be complete, a citation must include the following: author’s name; full title of the piece; name of the work within which the piece is published (if applicable); editors (if applicable); year published; publisher and city of publication (if a book); page numbers; and, if a journal, information about the volume and issue. WEB SITES should include the URL, the date you accessed the page, and the date the page was posted (if known) in addition to information about the page’s author, its title, and its sponsor or publisher.
 

WOMEN IN REFORMATION EUROPE – HISTORY

In 1569, the Scottish Presbyter John Knox wrote a powerful treatise against the idea of women in government. He was responding in part to the swift changes in society caused by the Reformation, but also responding to the accident of history that brought multiple women into roles of power in the mid-sixteenth century, including: Mary, Queen of Scots; Mary Tudor, Queen of England; and Catherine de Medici, Queen Mother and Regent of France. Hoping for a favorable Protestant King, Knox wrote this and published it a year after the Protestant Elizabeth took the English throne (which changed his tune, since her Protestant faith was in line with Knox’s wishes for governance). However, Knox did not know what to expect from Queen Elizabeth when he wrote the following words: For who can deny but it repugneth to nature, that the blind shall be appointed to lead and conduct such as do see? That the weak, the sick, and impotent persons shall nourish and keep the whole and strong, and finally, that the foolish, mad and frenetic shall govern the discrete, and give counsel to such as be sober of mind? And such be all women, compared unto man in bearing of authority. For their sight in civil regiment, is but blindness: their strength, weakness: their counsel, foolishness: and judgment, frenzy, if it be rightly considered. ~John Knox, “The First Blast of the Trumpet against the Monstrous Regiment of Women” Kevin Reed. (1995). The First Blast of the Trumpet Against the Monstrous Regiment of Women 1558 Retrieve from.swrb.com/newslett/actualNLs/firblast.htm">http://www.swrb.com/newslett/actualNLs/firblast.htm The following passage is taken from the 1542 publication of Agrippa von Nettesheim, A treatise of the nobility and excellence of womankind. Consider the different views on womanhood expressed here: The woman has that same mind that a man has, that same reason and speech, she goes to the same end of blissfulness [heaven]. And thus between man and woman by substance of the soul, one hath no higher preeminence of nobility above the other, but both of them naturally have equal liberty of dignity and worthiness. For all, a woman was the last of the creatures created, the full end and most perfect of all God’s work. It is well known, that for the more part, a woman hath always more pity and mercy than a man. Moreover, it was proved by the civil laws that women might lawfully look to their own profit, to other men’s hindrance. Women should not merely grind at the mill, nor drudge in the kitchen. It is permitted unto noble women to judge, to arbitrate and decide matters, to do and take homage and fealty, to keep courts, and minister Justice among their tenants. And for this purpose, the woman may have servants of her own, as well as the man may: and a woman may be judge, yea among strangers. She may also give name to her family and kindred: so that the children shall be named after their mother, and not after their father. ~Agrippa von Nettesheim, 1542 (source: Bodleian Library, Oxford University, STC 71:08) Question: What do these passages say about the status of women in Renaissance and Reformation Europe? Write 200 – 250 words explaining your reaction to these descriptions and what they tell us about European women between 1200 and 1600
 

Research Paper

Research 2 pages on an aspect of Greek culture that fascinates you. Question and requirement attached.

Reformation and Political Authority

Reformation and Political Authority The following passage was written in the twelfth century by a Dominican Priest named John of Paris. Read this and consider what it tells us about the later dispute between the political power of Church versus State. Secular power is more diverse, because of the diversity of climates and physical constitutions. Secondly, because one man alone cannot rule the world in temporal affairs as can one alone in spiritual affairs. Spiritual power can easily extend its sanction to everyone, near and far, since it is verbal. Secular power, however, cannot so easily extend its sword very far, since it is wielded by hand. It is far easier to extend verbal than physical authority. Third, because the temporalities of laymen are not communal…; each is master of his own property as acquired through his own industry. There is no need therefore for one to administer temporalities in common since each is his own administrator to do with his own what he wishes. On the other hand, ecclesiastical property was given to the [Christian] community as a whole… (pp. 85-6). J.A. Watt. (n.d.). John of Paris Retrieved from.fordham.edu/Halsall/source/johnparis-y67s14a.asp">http://www.fordham.edu/Halsall/source/johnparis-y67s14a.asp The next passage was written by Marsilius of Padua in 1324. It is part of a longer list of “truths” about the nature of authority. Consider again what it tells us about disputes of power during the later Reformation. There can be only one supreme ruling power in a state or kingdom. The number and the qualifications of persons who hold state offices and all civil matters are to be determined solely by the Christian ruler according to the law or approved custom [of the state]. No prince, no partial council, nor single person of any position, has full authority and control over other persons, laymen or clergy, without the authorization of the legislator. No bishop or priest has coercive authority or jurisdiction over any layman or clergyman, even if he is a heretic. The prince who rules by the authority of the "legislator" has jurisdiction over the persons and possessions of every single mortal of every station, whether lay or clerical, and over every body of laymen or clergy. No bishop or priest or body of bishops or priests has the authority to excommunicate anyone or to interdict the performance of divine services, without the authorization of the "legislator." Paul Halsall. (1996). Medieval Sourcebook: Marsiligio of Padua: Conclusions from Defensor Pacis, 1324 Retrieved from.fordham.edu/Halsall/source/marsiglio1.asp">http://www.fordham.edu/Halsall/source/marsiglio1.asp Question: Both of these works enjoyed a resurgence during the religious conflict of the sixteenth century. How would these arguments be used to support or challenge a break between the political king and the spiritual center in Rome? Be sure to mention which passage would support Catholic goals and which would support Protestant reforms. Write 200 – 250 words

Memoir Paper/Analysis and Reaction Paper to Night

The purpose of the reaction paper is to provide you with the opportunity to explore the perpetration of the Holocaust from a historical/psychological/sociological perspective in depth. The paper will consist of an evaluation of Night in relation to material discussed and readings, and will present your reflections and reactions to the book. Your paper will deal with how the book helps you understand the nature and reality of the Holocaust. Your essay should be double-spaced, four pages minimum-length. Use Times New Roman 12 with 1 inch margins all around. For a detailed description of this assignment on Night, click on Memoir Paper/Analysis and Reaction Paper to the left. Memoir Paper/Analysis and Reaction Paper How does Night help you understand the nature and/or reality of the Holocaust? Describe 3 or 6 issues/incidents in the book, and express your opinions/views on each of them. The goal of the essay is to demonstrate your knowledge and comprehension of 3 or 6 issues/key aspects of the Holocaust in the book Night, through analytic and synthetic thinking, and effectively communicating your INSIGHTS/personal thoughts in essay format. All of your work must express your own views, thoughts, ideas, and/or evaluation of the readings. Do NOT write the STORY ofNight. Do not copy from websites or Cliffs Notes. This is an opportunity for the student to freely write his/her thoughts about the Holocaust, with evidence from Night. Paper Requirements How long should the paper be?Four pages. Paper is double-spaced and uses Times New Roman 12 font. At the top of the first page, you write your name, the CRN of the course, and in the same page one, you start to write your paper. Pages are numbered. All words & ideas gleaned from my sources have been properly cited within the body of the paper. Each citation includes both the author and the page number where quotation or idea was found. Use the Submit tools below to submit your paper in Microsoft Word Instructions IntroductionYou must write the paper as if the person reading it knows nothing about Night and Elie Wiesel. Therefore, in your introduction, you must introduce the TITLE of the BOOK, name of AUTHOR, and SUBJECT of the book (what it is ABOUT, who, when, where, why? Do not forget to mention dates, city and country). DevelopmentDo NOT write the STORY of Night. The students who tell the story of Night, will receive an F. Don't write about the meaning of the title, irony in the text, belief in God, death, and other issues one can find in Cliff's Notes or other web sources. The paper will consist of an EVALUATION of Night in relation to material discussed and readings, and will present your REFLECTIONS and REACTIONS to 3 or 6 issues/incidents in the book – The paper is based on your reflections/reactions to Night and the required readings. You MUST include some personal responses to the work, or questions that intrigue you. All of your work must express your own views, thoughts, ideas, and/or evaluation of the readings. Do NOT summarize the book, but reflect on 3 or 6 incidents/issues in the story, and focus on one or two critical approaches; for example, the interaction or the terms of perpetrators, victims, bystanders, and the development of World War II. You must incorporate concepts and perspectives from the lectures. Your essay should make a reasonable use of the lectures as well as your textbooks. Use precise terminology, for example, the actual names of important historical events, individuals, dates, literature, and key places. Finish with a good CONCLUSION, with your reflections. Ex: "This memoir … illustrated … "we can learn from …" ".we can begin to understand … Wiesel also helped give insight into … , it is difficult to imagine …"'Night' also helps readers understand the …" " In the end, I feel I have a better perspective …" . Read the document, How to write an essay. Pay attention to punctuation and grammar. I expect you to check historical details and correctly spell names and words.

hist405 finall exam latest 2016 december

Week 8 : Final Exam – Final Exam Time Remaining: Page: 1 2 Page 1 Question 1.1. (TCO 4) What were encomiendas? (Points : 2) Indian structures for religious ceremonies Military forts in New Spain Golden cities that the Spanish hoped to find Spanish plantations where enslaved Indians labored Type: MC Question 2.2. (TCO 1) What made Rhode Island unique? (Points : 2) Religious dissenters founded the colony. Colonists bought the land from Native Americans. Suspected witches were tried and executed there. Colonists agreed to separate church and state. Type: MC Question 3.3. (TCO 4) Slave traders from the colonies (Points : 2) supported the kidnapping of Africans. directly seized Africans for enslavement. worked to remedy the poor conditions of the Middle Passage. profited from the poor conditions of the Middle Passage. Type: MC Question 4.4. (TCO 4) The French and Indian War was also called (Points : 2) King George’s War. Seven Years’ War. Pontiac’s Rebellion. the Pequot War. Type: MC Question 5.5. (TCO 2) To protest British taxes, colonists often organized boycotts to (Points : 2) destroy British property. stop buying British goods. attack British officials. seize British food supplies. Type: MC Question 6.6. (TCO 2) According to the Loyalists, legitimate authority over the colonists was held by the (Points : 2) state governments. French government. British government. government in Washington, D.C. Type: MC Question 7.7. (TCO 2) General Washington won the Battle of Trenton primarily because (Points : 2) the enemy troops did not speak English. the weather was cold. his troops outnumbered enemy troops. he surprised the enemy. Type: MC Question 8.8. (TCO 1) The Articles of Confederation created a national government with (Points : 2) three branches of government. a president. a bicameral parliament. a congress of delegates. Type: MC Question 9.9. (TCO 1) The Three-Fifths Compromise benefited _____ states. (Points : 2) large small northern southern Type: MC Question 10.10. (TCO 3) The Corrupt Bargain of 1824 secured the presidency for (Points : 2) Andrew Jackson John Quincy Adams Henry Clay William Crawford Type: MC Question 11.11. (TCO 3) In the early 19th century, the largest source of European immigration came from (Points : 2) Germany. Poland. England. Ireland. Type: MC Question 12.12. (TCO 3) Slavery expanded with the growth of (Points : 2) freight shipment. public education. cotton plantations. northern industries. Type: MC Question 13.13. (TCO 3) James Polk (Points : 2) opposed the annexation of Texas. purchased Texas from Mexico. favored the annexation of Texas. was the only governor to serve two terms in Texas. Type: MC Question 14.14. (TCO 2) The Fugitive Slave Act adopted in 1850 required private citizens to assist (Points : 2) with apprehending runaway slaves. required private citizens to help runaway slaves escape. applied only to northern states. applied only to southern states. Type: MC Question 15.15. (TCO 2) How did Northerners respond to the Fugitive Slave Act? (Points : 2) Some northern states enacted legislation opposing it. Some northern states supported it. Some northern states enacted the Wilmot Proviso. Some northern states challenged it in the Supreme Court. Type: MC Question 16.16. (TCO 8) Lee's smaller army defeated McClellan's larger force and kept Union troops out of Richmond because (Points : 2) Lee was lucky. McClellan surrendered. Lee found McClellan’s battle plans. McClellan was too cautious. Type: MC Question 17.17. (TCO 8) Which of the following characterizes Sherman's march across Georgia? (Points : 2) He took the shortest, narrowest route. He only destroyed Confederate military sights. He destroyed everything in his path. He tried to negotiate with southerners. Type: MC Question 18.18. (TCO 10) After the Civil War, a new immigrant was most likely to be from (Points : 2) England. Germany. Ireland. Italy. Type: MC Question 19.19. (TCO 10) Progressivism and populism largely differed in (Points : 2) their goals. their ideology. that progressives built political coalitions that transcended party lines. their organization. Type: MC Question 20.20. (TCO 7) The invasion of Belgium turned American opinion against Germany because (Points : 2) many Americans were immigrants from Belgium. Americans depended on products imported from Belgium. Belgium was an important U.S. ally. Belgium was a neutral nation. Type: MC Question 21.21. (TCO 7) During World War I, which of these did the Germans use against British ships? (Points : 2) Radar Convoys Airplanes Submarines Type: MC Question 22.22. (TCO 11) This trial became a symbol of the conflict within Protestantism between modernists and fundamentalists. (Points : 2) Scopes Monkey Trial Sacco and Vanzetti Trial Fatty Arbuckle Trial None of the above Type: MC Question 23.23. (TCO 11) Prohibition was enforced by the (Points : 2) Volstead Act. Kellogg-Briand Act. National Industrial Recovery Act. None of the above Type: MC Question 24.24. (TCO 11) The Great Depression affected (Points : 2) only American farmers. only the U.S. economy. only the U.S. and European economies. the global economy. Type: MC Question 25.25. (TCO 7) The three Allied leaders of World War II were (Points : 2) Stalin, Eisenhower, and Churchill. Stalin, Hitler, and Mussolini. Roosevelt, Eisenhower, and Stalin. Roosevelt, Stalin, and Churchill. Question 1.1. (TCOs 1 and 2) Identify and analyze at least two major actions taken by the English Parliament during the 1760s that angered the colonists, and discuss specifically at least one act that dealt with what the colonists viewed as unfair taxation. Then discuss the significance to the colonists of the Tea Act and the Coercive Acts and why these particularly galled the colonists. Make sure you use enough details to support your answer. (Points : 50) Question 2.2. (TCO 2) Identify and analyze the main provisions of the Compromise of 1850. Be sure to analyze the problem of California and how this led to the Compromise. Then analyze how the Compromise set off a storm of political controversy between 1849 and 1850. Identify the key players and how they viewed the Compromise. What was the role of President Zachary Taylor in these discussions? Be sure to use enough details to support your answer. (Points : 50) Question 3.3. (TCOs 6 and 7) Identify and explain at least two causes of World War I. Then analyze the events that drew the United States into World War I. Evaluate America’s contribution to the war effort and to what extent America’s entry contributed to the end of the war. Make sure you use enough details to support your answer. (Points : 50) Question 4.4. (TCOs 7 and 9) Identify and analyze the main events of the Korean War and Cuban Missile Crisis. Then assess how these events affected the relationship between the United States and the Soviet Union. Make sure you use enough details to support your answer. (Points: 50)
 

Explain the origins of the American Indians

Explain the origins of the American Indians and compare the general cultures that they develop in south, North and central America ?

Formal essay

This course has traced the development of business, industry, and work in American History. We asked you to share you and your families work history during our first class session. This 3-5 page essay brings this theme of change back as the focus of your second essay. Please go back and read the responses in the introduction section of the discussion board. You can either choose a vocation in which you are currently working, have worked in the past, would like to pursue – OR – you may choose a vocation from someone in your family (like a parent or grandparent). your vocation a documented essay, describe how your vocation has developed since World War II. Explain any involvement n may have had with regard to unions. Make sure to provide a bibliography for all sources used to trace the history and movement of your vocation. As always, use proper APA and submit via Safe Assign. I am choosing Ford motor company. My grandfather worked for them before he retired.
 

Need help with Assignment for HIS105

Assignment 2.2: Policemen of the WorldFinal Paper Due Week 10 and worth 120 points You have already developed a thesis statement and developed an outline in which you explored two (2) real-life international incidentsfrom the past five (5) years involving the United States as they received an elevated status as a world power. Now you will develop the final paper in which you explore your main points in detail. Write a three to five (3-5) page paper in which you: Introduce your paper with your previously crafted thesis statement. Identify two to three (2-3) international events from the past five years that can be traced back to a foreign policy created after the Civil War. Discuss three (3) aspects of US history since 1865 that has led to the US’s rise as a world super power policeman. Identify three to five (3-5) international incidents since World War II where America has taken on a policing role. Determine three to five (3-5) driving forces that fueled international policy decisions involving the international incidents you outlined previously. (Consider treaties, exit strategies, elections, wars, etc.) Use at least three (3) quality references. Note: Wikipedia and other Websites do not quality as academic resources. Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: Analyze the rise of the United States to a world “superpower” and how that status has shaped its internal developments in recent decades. Recognize the major turning points in American history since the Civil War. Use technology and information resources to research issues in contemporary U.S. history. Write clearly and concisely about contemporary U.S. history using proper writing mechanics.