Category: History

Read the questions carefully. Think about what is being asked. Be original!  DO USE ALL THE RESOURCES AVAILABLE FOR THE COURSE: PRIMARY SOURCES, TEXT BOOKS, LECTURE NOTES, AND SESSION DISCUSSIONS.  DO NOT USE WEB SITES UNLESS IT IS FOR THE DOCUMENTS. YOU MUST MAKE REFERENCE TO THE PRIMARY SOURCES ASSIGNED FOR THE COURSE AND TO THE ARGUMENTS MADE IN YOUR SECONDARY TEXTS.
It may be useful to provide some chronological reference, i.e., the trial of Urbain Grandier took place towards the middle of the seventeenth century, the Malleus Maleficarum was written in the late fifteenth, etc.  Provide examples from your readings.  Refer to specific texts in the course reader. Please do well! We want you to do as well as possible. Use page number. 12 Font Times Roman, double spaced. 1 inch margins throughout. Write the question you are answering on the text (single space).
In your take home final exam, your answers should not exceed a total of eight typewritten pages (double spaced), THAT IS EIGHT PAGES FOR A COMBINED  BOTH questions.  It can certainly be shorter than that (but not too short). The exam is due on Monday 10 June through Turn It In. The system closes at 6 PM and submissions cannot be uploaded after that time. If many of you submit around 6 PM, the system will crash. PLEASE DO NOT PROCRASTINATE. You may submit your exam before if you finish it earlier. 
Part I:  Choose One
After reading Natalie Z. Davis’ The Return of Martin Guerre, seeing the movie, and reading the original account of Jean de Coras what can you say about the lives and beliefs of French peasants in a specific part of France in the sixteenth century? What was their work like? What were their beliefs? What was the nature of peasant popular culture? How does the book compare to the movie and to the original account? What is different in the book? How different and why?
In either of Carlo Ginzburg’s great two books (optional for this class), Night Battles, and The Cheese and the Worms, we see the encounter between ancient peasant beliefs, peculiar ideas, and inquisitors. Select one of these two books: What is the book all about? What are Ginzburg’s main points? What do you think of the book and why?
The Italian Renaissance ushered a revival of classical culture, humanism, and extraordinary artistic production. It also led to the reception of ancient mysteries and esoteric doctrines. What was the nature of this knowledge? Why was that type of knowledge and what was its impact on the development of later European civilization? You may focus on one city. This question requires outside research from the books assigned in class or lectures. One good way to begin is Edgar Wind, Pagan Mysteries of the Renaissance, Francis Yates, Giordano Bruno and the Hermetic Tradition, or/and Jacob Burckhardt, The Civilization of the Renaissance in Italy. Do not tackle this question unless you know what you are doing. This question will receive additional credit.
Walter Benjamin in one of the opening excerpts on the website states that “there is no document of civilization which is not at the same time a document of barbarism.” Considering the themes of this course, the documents you have read, and the lectures you have heard, do you agree or disagree? Provide evidence for your answer from the sources.
Reflecting on the assigned readings and on the course lectures, discuss the development of the construction of the “Other” in late medieval Europe. How was this “Other” defined? Who fell into this category? What social, economic, political, and cultural forces contributed to this construction? What purposes did such construction serve? How did this play out in historical events? Be sure to provide specific examples from the assigned readings to support your argument. This “Other” here means old women, Jews, lepers, Muslims, and other religious, ethnic minorities, ill or older people who became scapegoats in the transition from late medieval to early modern.
Reflect on the performative aspects of inquisition trials, thinking in particular about the witchcraft cases on the website. To what extent can they be seen as performances? How might this affect the way you use inquisition records as historical documents?
What is the millennium? Discuss Norman Cohn’s description of millenarian movements in general and examine one of the movements he describes in his book in close detail.
Part II. Choose one
We are doing something different and adding a question to part II with a focus on the events of the last few weeks. You could choose this question instead of one of those listed for Part II. Rather than a partisan statement, we invite you to reflect on what happened (it could be personal) and to link it to what you have learned about Western European society in the late Middle Ages and early modern period. Here is the question: 
You are a historian, writing and analyzing the events at UCLA and other universities (as well as conflicts elsewhere), twenty years into the future. Is there  anything in this dark period of European history  we have studied that teaches us anything about the world in which we live? About the uses and misuses of power? About the representations of “others”? About the contradictory nature of those sharing in high culture while practitioners of violence? Does knowledge of the past help you locate the violence we experienced on campus and the turmoil within a larger historicalframework? It could be personal and a diary of your experiences and response(s).
Other questions:
1.  Choose one of the witch trial discussed in your course reader/web site. In light of Levack’s book and the lectures, what do these documents tell you about the witch craze. Please note the nature of authorship. Who is telling the story? Why? For which audience?
Outline briefly the main characteristics of witchcraft and in detail the development and history of the European witch craze. What are the explanations provided by Levack and in class?  Do you agree or disagree?  You must offer evidence taken from the documents in the Course Reader to discuss the nature of witchcraft and its evolution from the central Middle Ages to the early modern period. References to the Malleus Maleficarum must be included prominently.
You are a sixty-five year old woman/man from a small rural village in late sixteenth-century southern France. Under torture, you have just confessed to the local Dominican inquisitor your acts of necromancy and witchcraft. Tomorrow, since you are a relapsed witch/wizard you will be burned. In these last moments, what would you say about the society that has condemned you? About your own life? Give specific examples. Cite documents. Do not —- —-!
4.  When heresy trials died down, witch hunts increased. Keeping in mind the social, cultural, economic, and especially religious changes in Europe, discuss why this was the case. Provide specific references to your readings
.
Discuss the beginning of anti-witchcraft, anti-magic discourses, and discussions of the devil from Thomas Aquinas to the writing of Guazo’s Compendium Maleficarum, emphasizing the height, and decline of the witch craze. How did these phases differ geographically? Drawing from the documents and from Levack, make sure to give time periods and specific characteristics for each phase, and connect them to events occurring in the larger historical context of Europe.

You are an Asian history expert working in intelligence analysis for the U.S. government. You have been asked to present an overview product of the most important geopolitical issues to pay attention to in the region at present when considering U.S. interests and future policy. You will write a professional policy memorandum to be presented in an overview brief. At minimum, the memorandum should address China’s growing economic and military power, Japan’s role in regional and international politics, the geopolitical importance of India and Pakistan and their contentious relationship, and the rising power of the “Asian Tigers.” 
This project will be written in BLUF (Bottom Line Up Front) format, which allows policymakers to quickly locate and understand the most important information in an efficient manner. You have an in-depth understanding of the historical complexities of this region, but you do not have time to convey that expertise.
In 750-1,250 words, present your recommendations in a concise, efficient, and persuasive format.  
Required Sections: 
Key Judgments (bullet format, summarizes the most important points and conclusions of the piece) (Approximately 250 words) 
Background (short paragraphs highlighting and describing important developments in current Asia geopolitics) (250-500 words)
Analysis (key points on the geopolitical importance of certain developments) (250-500 words) 
Outlook (summarize the content of the memo and emphasize predictive analysis) (Approximately 250 words) 
Writing Style: 
In each paragraph, the details should be arranged from most to least important. The first sentence states the most important point in bold type. The rest of the paragraph supports or explains that point. Information that does not fall under that primary point should not be included in the paragraph. Be as clear, direct, and concise as possible. Get to the point as quickly as possible. Consider that the very important reader may only skim the product. 
Avoid bias and overt editorializing. All points must be as objectively stated as possible and only go as far as the facts and evidence presented allow. 
Cite and reference 3-5 provided or peer-reviewed sources in support of the content. Use only sources provided in Topic Resources or those found in the GCU Library.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. 
This assignment uses a scoring guide. Review the scoring guide prior to beginning the assignment to become familiar with the expectations for successful completion..

PART 1
In preparation for the initial post, consider two
(2) of the leading causes of the American Revolution: 
·    The Proclamation Act of 1763 
·    The Navigation Acts 
·    The Stamp Act 
·    The Declaratory Act 
·    The Townshend Act 
·    The Boston Massacre 
·    The Coercive Acts 
Then, in one (1) paragraph address the following:  
·    Examine and explain the significance
of the Declaration of Independence to the development of the American
Revolution.
PART 2
In preparation for the initial post, consider two
(2) issues of the Articles of Confederation and describe the main problems
that the United States faced under the Federation government. 
Then, in one (1) to two (2) paragraphs, address the following:  
·    Discuss the ratification process of
the Constitution of 1787. 

Respond to each person below either agreeing with something they said or giving positive feedback in 200+ words the original question being asked is also included

Discussion Question:  Putting it all Together
Discuss the benefits and importance of using drills and tests to provide realistic response scenarios. Conduct research on the Internet to identify a recent drill or test of a disaster response plan from any jurisdiction and summarize the “lessons learned”.
STUDY MATERIALS
Textbook Readings
Chapter 8 in James F. Miskel, Disaster Response and Homeland Security: What Works, What Doesn’t.
Online Resources
Case Study: New Jersey First Responder Training Programs Relies on Outsourcing, HRO (2007)
CERT (Community Emergency Response Team)
DHS Training and Exercises, DHS
FEMA Mapping and Analysis Center (MAC) and Geographic Information System (GIS)
NATO Euro-Atlantic Disaster Response Coordination Centre (North Atlantic Treaty Organization)
FEMA Incident Command System Resources (no date)
Emergency Preparedness and Response: Responders, US Department of Labor (2007)

Descibe the events of the battle of Pylos,what lead to the battle of Pylos, the two sides thoughts on the battle of Pylos, what the generals thought on the war, what kind of strategies each side did to win the war or tryed to win, what citenes thought about the Pylos war, would would win the battle, the aftermath of the battle of Pylos, The term-paper for this course is to be done on a topic of your choice from the subject matter and time period this class covers, meaning: 
Greece, 499-323BCE
It is to be between 10 (full) pages and 12 (full) pages (NO MORE & NO LESS).  Do not use: large/small fonts, abnormal spacing, massive chapter subdivisions, outlines/numbered sequence points etc.)  Do not use extended quotes (meaning more than a few lines).  Double spacing, 12 point fonts and 1 inch margins are the maximum.
You must turn in an electronic copy to the link on the class website on Canvas 
AND a hard copy to me.
For the paper you must use at least 6 sources:
2 secondary sources: scholarly books written by a university professor.  Any book or ebook from the campus library will fulfill this requirement.  If you find books elsewhere and are unsure, look inside the book since many provide a biography of the author.  Also you can check the publisher; if the publisher is a university press it is fine. Books assigned for this class do not count.
2 secondary sources: Journal articles.  The campus library is full of scholarly journals.  Another good place to find the journal articles is online on JSTOR which is accessible through the campus library website.  Remember, these articles must come from scholarly journals such as the Journal of Roman Studies or the Journal of Asian Studies.  Articles from magazines such as National Geographic or Newsweek do not count.     
With the exception of JSTOR internet sources such as sites like Wikipedia are NOT acceptable and will not fulfill this requirement.  
Lecture notes DO NOT count as secondary sources.  They represent my research and should not be cited in your paper. 
Do NOT use papers from previous classes-this must be original work.
2 primary sources written by someone who was roughly contemporaneous with the topic you are describing.  You always want to find eyewitness accounts (if they exist) or accounts written by someone who was alive during the period of your topic.  If these do not exist, then you want to find sources written by someone who lived shortly after the period of your topic.  This could mean as much as a few centuries afterwards since these people would have access to sources that no longer exist today.  For example, if you are writing a paper on Julius Caesar you would first use Caesar’s own accounts of his military campaigns.  Then you could also find accounts written by his contemporaries such as Cicero before moving on to later authors who wrote biographies of Caesar or histories of his time.  Some of these authors lived a few centuries later but are still acceptable. 
The campus library has a huge selection of primary sources translated into English for all periods of history no matter what your topic.  Also, many primary sources are now online.  It is acceptable to use the internet to fulfill the primary source requirement.
Primary sources assigned for this class CAN be used towards fulfilling this requirement.
The first step in finding sources is choosing a topic.  Once you have a topic go to the campus library and search the library computer catalogue.  For example, if your topic is the Chinese voyages of Yung-lo look up China and Yung-lo.  Sometimes you get lucky and there is a specific book about your topic.  In other cases you may find general histories of your period such as, in this case, a history of China that covers the late 1300’s and early 1400’sAD.  Once you find the book or books on the library shelves, you can then find information about your topic.  More importantly, these books can lead you to other secondary and primary sources.  Check the bibliographies of the books you found since they will list dozens of secondary sources (books and articles) the author used which you can then find in the library.  Also, the author will discuss in detail the various primary sources for your topic which you can then find in the library or online.
Your paper must have a proper bibliography page at the end (the bibliography page does not count towards the page total).  The bibliography must contain all the information about each source you used.  It must include the author’s name (last name first), the year the book was published, the title of the book (in italics), and the publisher.  For a journal article, you must include the author’s name, year published, title (in quotation marks), the name of the journal (in italics), and page numbers.  For primary sources either include the above information from the book along with the name of the translator or the information from the website where you found the source.
In your paper all references and quotes must have proper footnotes.  Since there will be a full citation in the bibliography you do not need a full citation in each footnote.  Instead in the footnotes only include the author’s name and the page number where you found your information.  If the footnote is from a primary source include the author’s name and page or chapter number. When trying to decide when to quote the sources, a few “rules of thumb” are useful. You should always cite the sources if you are using information from them that you did not already know (again don’t cite the lectures). Additionally, cite the sources or offer quotations when you think they enrich or support your point. For instance, if you are describing the cruelty of Caligula, offer a quote from a source that would make your point. Imagine that you were reading your paper in a presentation and think of the quotes as if they were pictures: whenever you would want to show the audience a picture to make your point or give them a better idea of what you mean, then add a quote. If you are making claims that may be controversial, then quotes/citations are more important.  Chicago, APA or MLA are all OK.
These are the requirements. 
Do not turn in papers which ignore these requirements or your paper will be marked down. 
Late papers will marked down as well: 1 letter grade for each day it is late. 
These papers must be your own work: PLAGIARISM IS ILLEGAL.  Plagiarized papers will be given a zero and you will receive an F for the course.  In addition the matter will be referred to university administration. 
Last but not least: proofread your papers!  Do not ruin an “A” paper with shoddy grammar/spelling etc. 
If you are having problems fulfilling these guidelines please see me.
Suggestions
1. Your paper should have a clear thesis or argument within the introduction. The introduction itself is one of the most important parts of the paper. As a rough suggestion, the introductory paragraph (or few paragraphs) should introduce the subject of your paper, state your thesis, and offer some information on how the paper will be organized or how your argument will proceed.
For instance, if the topic of your paper was on the role/importance of the Praetorian Guard in the early Roman Empire, you could offer a thesis such as: “The Praetorian Guard exerted noticeable influence on the political system of the early Roman Empire, at least during key moments of crisis.” When commenting on the structure of your argument (or organization of the paper), you could write: “The terror carried out by Sejanus, the role of Macro in Gaius Caligula’s rise to the position of emperor, the conspiracy of Cassius Chaerea, and the insertion of Claudius by the Praetorian Guard all indicate that this elite body of troops was able to threaten, remove, and even install emperors during this period of the Empire.” In this example, your reader would know that you were going to discuss (1) Sejanus, (2) Macro/Caligula, (3) Cassius Chaerea’s conspiracy, and (4) Claudius in separate sections or paragraphs of your paper. That format could provide the general outline of your whole paper.
One way of evaluating your introduction is to ask yourself: “If all of my paper blew away in the wind on the way to class and the professor could read only my introduction, would he know what my paper is about?” If not, then you may want to rework your introduction. I stress this because the best papers have the best introductions.
2. If you are having trouble deciding what will be the topic of your paper, a good place to start would be to choose a topic that interests you personally. If you are interested in food or dress, write on Roman sumptuary laws (laws governing consumption: what can people eat, who can wear what, etc.) and if you are interested in boxing, then write on Roman gladiatorial fights. As long as you are scholarly in your approach, even unconventional subjects may be appropriate. If you are interested in your topic, your paper will generally be more enjoyable to read. Of course, for controversial topics, you should ask the professor first.  In any event it is usually a good idea to run ideas by your professor before you begin since you do not wish to choose a subject that is so big it will not fit into a 5-7 page paper.  For example, a biography on the whole life of Alexander or Cleopatra will simply not work since there is far too much information for a short paper of this type.  It is possible though to pick 1 specific event or aspect of their careers to write about.  Also, you do not want to pick a topic that is so obscure you cannot find enough information or enough sources to fill a 5-7 page paper.
3. When trying to decide on the thesis of your paper, a few considerations are helpful. Ask yourself what drew you to the topic. If you had a specific question in mind, then providing the answer to that question could be a valid thesis. If you had no specific questions in mind, then you can look at the secondary literature you are reading for the paper (i.e. things written by modern scholars/historians) and see what their thesis is. Their thesis might give you ideas. An important consideration when deciding on a thesis is that you should only present a specific thesis when you have enough sources/evidence to argue for that conclusion. For instance, if you have a large number of sources (primary and secondary) that claim that Tiberius encouraged Sejanus in his reign of terror, then you are warranted in positing that as your thesis. If not, then you probably can’t argue that thesis effectively.
4. Likewise, when trying to decide on how to focus your paper, a major consideration should be the amount of material you have on each subject. For instance, if you are writing on Ovid’s banishment by Augustus and can’t decide whether you should focus more on the actual conditions of living in Tomis or on the significance of the banishment, determine what amount of evidence you have from the sources. If the vast majority of your sources describe the significance, then focusing on the living conditions will prove very difficult. In other words, write what the sources enable you to write. Another consideration is the “So what?” question: decide which elements are most important and interesting. Of course, I can give suggestions on this matter.
5.  When trying to decide what you need to explain or include in your paper, assume that your audience is a fellow classmate with fairly respectable attendance in our class. You may exclude things from your paper that they could be expected to know, except if it is essential to your subject. For instance, you don’t have to state that Augustus was effectively the first emperor and then cite your source. Still, anything that you feel is necessary to convince your reader of the truth of your thesis should be included. Likewise, facts that are completely irrelevant to your argument can probably be removed.
6. Think of your paper as a combination of narrative and argumentation. You are telling a story in your paper, but you want the reader to draw very specific conclusions from what you have said. Have enough narration (story-telling) to make sure your reader can follow the arguments, and enough argumentation that your reader understands the significance or meaning of the story you are telling.

USE SIMPLE WORDS NOTHING FANCY WRITE IT AS IF A 6TH GRADER WAS WRITING IT. ALSO FAKE SURE TO FOLLOW THE INSTRUCTIONS I GAVE YOU, IF THERE IS A SINGLE WORD I SEE THAT I DONTKNOW WHAT IT MEANS YOUR NOT GETTING PAID.

A close reading of the book The Terror of History. What is the book all about? How does it fit into the topics of this course? What do you think? Do not be afarid of being critical. This assignment is NOT a summary of the book, but an attempt to read it critically. 
The topics of the coure are: Europe in the Middle ages and the early modern period, Hersey and Apocalypses: Millennial Dreams in Action, Signicance of May Day: A digression

The review of the new immigration should include a short summary of the documentary (Title and Title URL link), and a full analysis of the content.
The New Immigration. (2003). [Film]. The Great Courses.
https://www.kanopy.com/en/bvu/video/10473650
login to Kanopy to buena vista universty

Instructions:
Please select one of the secondary articles from the units in the modules. After carefully reading the article, please complete the secondary source analysis worksheet. Be sure to fully address each question; you will be graded on the depth of your answers and the accuracy of your analysis and interpretation. This worksheet is slightly different from Secondary Source Analysis Worksheet #1. It has two more questions at the end that require research. The secondary articles you can choose from are:
Brenda Stevenson, Distress and Discord in Slave Families (Unit 9).
Vincent Carretta, Phyllis Wheatley: An Eighteenth Century Genius in Bondage (Unit 5)This is the document you will be using!
Link to secondary article: https://publicdomainreview.org/essay/phillis-wheat…
Primary sources to potentially use for last two questions: 1) http://slavenarrativeanthology.weebly.com/to-the-r… 2) https://www.masshist.org/database/viewer.php?item_… 3) https://history.hanover.edu/courses/excerpts/165ad… 4) https://encyclopediavirginia.org/primary-documents…
it all needs to be in Chicago style format!
Peter Kolchin, Antebellum Slavery: Slave Religion and Community (Unit 11).
Amy Crawford, Liberia’s Elusive Founding Document, (Unit 13).
Ira Berlin, Who Freed the Slaves? Emancipation and Its Meaning (Unit 15).
Here are the questions (Answer in Question Format not Essay Format):
ANALYZING A SECONDARY SOURCE
Who is this author and what are his/her credentials? (you may have to do a little research here)
Who are the key people in this article?
What are the key events?
What are the key subjects?
Name one primary source the historian uses and explain how he/she uses it
Does the historian use secondary sources? If so, name one secondary source the historian uses and explain how he/she uses it.
What is the main argument or thesis?
What is the most convincing aspect of the author’s argument? Why do you find it convincing?
How would you critique or question this argument?
Through research, please find a primary source document that would support this author’s conclusions in this article. Provide a link to this document. web address of the document: In a detailed answer at leas a paragraph in length, explain why you believe this document supports the author’s thesis. *Remember, you will be graded on the depth of your analysis, the detail of your answers, and your research. Rubric
CriteriaRatingsPts
This criterion is linked to a Learning Outcome
Question 1: Level of DetailYour answer should provide detail about the author, reflecting research.
5 ptsFull Marks
0 ptsNo Marks
5 pts
This criterion is linked to a Learning Outcome
Question 2: Depth & Accuracy
10 ptsFull Marks
0 ptsNo Marks
10 pts
This criterion is linked to a Learning Outcome
Question 3: Depth & Accuracy
10 ptsFull Marks
0 ptsNo Marks
10 pts
This criterion is linked to a Learning Outcome
Question 4: Depth & Accuracy
10 ptsFull Marks
0 ptsNo Marks
10 pts
This criterion is linked to a Learning Outcome
Question 5: Understanding of Primary Sources
15 ptsFull Marks
0 ptsNo Marks
15 pts
This criterion is linked to a Learning Outcome
Question 6: Understanding of Secondary Sources
15 ptsFull Marks
0 ptsNo Marks
15 pts
This criterion is linked to a Learning Outcome
Question 7: Accurately Identifies and Comprehends the Thesis
15 ptsFull Marks
0 ptsNo Marks
15 pts
This criterion is linked to a Learning Outcome
Question 8: Identifies and Explains a Convincing Aspect of the Article
15 ptsFull Marks
0 ptsNo Marks
15 pts
This criterion is linked to a Learning Outcome
Question 9: Poses a Thoughtful Question
5 ptsFull Marks
0 ptsNo Marks
5 pts
This criterion is linked to a Learning Outcome
Question 10: Research uncovered a related documentYour document is connected to the author’s thesis in a clear way.
20 ptsFull Marks
0 ptsNo Marks
20 pts
This criterion is linked to a Learning Outcome
Question 11: Depth of Historical AnalysisYour paragraph should provide enough detail to connect your document to the author’s thesis in a clear and convincing way.
30 ptsFull Marks
0 ptsNo Marks
30 pts