HIS 113 Entire Course NEW

UOP HIS 113 Complete Class
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HIS 113 History of Western Civilization
HIS 113 Week 1 DQ 1
HIS 113 Week 1 DQ 2
HIS 113 Week 1 Individual Three Estates in Medieval
Society Worksheet
HIS 113 Week 1 Summary
HIS 113 Week 2 DQ 1
HIS 113 Week 2 DQ 2

HIS 113 Week 2 Individual Reformation Timeline
HIS 113 Week 2 Learning Team Renaissance Matrix
HIS 113 Week 3 DQ 1
HIS 113 Week 3 DQ 2
HIS 113 Week 3 Individual Spanish Conquest Map
Presentation
HIS 113 Week 3 Learning Team Tudor Family Tree
HIS 113 Week 4 DQ 1
HIS 113 Week 4 DQ 2
HIS 113 Week 4 Individual War and Witchcraft Paper
HIS 113 Week 4 Learning Team Absolutism Matrix
HIS 113 Week 5 DQ 1
HIS 113 Week 5 DQ 2
HIS 113 Week 5 Individual Scientific Revolution and
Enlightenment Worksheet
HIS 113 Week 5 Learning Team Colonial Expansion

UOP HIS 113 Week 1 DQ 1
Week-1-DQ-1
HIS 113 Week 1 DQ 1
The Middle Ages is a period of time that covers roughly
1000 years of history and encompasses a wide range of
events and topics. Knowing that information, however,
still does not entirely explain the name. Why were the
Middle Ages named the Middle Ages?

UOP HIS 113 Week 1 Individual Three Estates in
Medieval Society Worksheet
Week-1-Individual-Three-Estates-in-Medieval-Society-
Worksheet
HIS 113 Week 1 Individual Three Estates in Medieval
Society Worksheet
• Download the Three Estates in Medieval Society
Worksheet.
• Fill In the four blank boxes for each of the Three
Estates in bullet-point format.

• Complete three separate paragraphs of at least 100
words each to answer the three questions at the bottom
of the worksheet.

UOP HIS 113 Week 1 Summary
Week-1-Summary
Write and present a summary of how this week’s
readings and activities have affected your thought
process regarding any aspect of understanding history
in general or the Middle Ages in specific.

Week-2-DQ-1
HIS 113 Week 2 DQ 1
Why was the Black Death so terrifying? Review the
MyHistoryLab resources about the Black Death and
compare what happened in the mid–14th century to the
1918 influenza epidemic, or compare the real historical
experience with the novel or film Andromeda Strain,
Stephen King’s novel The Stand, or the movie Outbreak.

Week-2-DQ-2
HIS 113 Week 2 DQ 2
Compare the importance of the printing revolution with
the Internet revolution. How is the world changing
because of the Internet? How does this compare with the
changes that affected the world during the Reformation?

UOP HIS 113 Week 2 Individual Reformation Timeline
Week-2-Individual-Reformation-Timeline
HIS 113 Week 2 Individual Reformation Timeline
• Download the Reformation Timeline & Journal
Worksheet, available on the student website.
• Analyze the Reformation by filling in information on
two different parts of the worksheet:
o PART #1: Complete the time line, identifying seven
events in history during the Reformation:
Identify where the event occurred on the specified date

in bullet-point format
Describe the event and its significance for each date
identified on the time line in 1-2 full sentences.
Follow the example of Martin Luther’s 95 Thesis as a
guide
Respond to the two questions after the timeline in 3-4
sentences of at least 75-100 words each.
o PART #2: Create journal entries about the Black
Death from different points of view:
Imagine you live in the time of the plague and you
request several people to add their personal perspective
to your journal. In each case, the questions are: Why is
the Black Death so terrifying? How has the plague
affected you?
Choose two perspectives and create two 100- to 200-
word journal entries based upon those perspectives. Be
imaginative, but base your entry on facts. Your choices
for the five perspectives include the following:
1. A person living in a city experiencing the plague
2. A young Martin Luther
3. Erasmus
4. A visitor traveling from village to village

5. A physician or health-care person trying to treat
plague victims
Answer the following question after and separate from
the two journal entries in one 75-100 word paragraph:
Was the Black Death the impetus for the Reformation?
Why?

UOP HIS 113 Week 2 Learning Team Renaissance Matrix
Week-2-Learning-Team-Renaissance-Matrix
HIS 113 Week 2 Learning Team Renaissance Matrix
• Download the Renaissance Matrix, available on the
student website.
• Divide the matrix into sections to make sure each
team member has enough work to do.
• Fill In the blank boxes for each of the three groups in
bullet-point format by identifying two examples of
leading figures in art, politics, and culture that represent
the ideals of the Renaissance period

• Complete two separate paragraphs of at least 100-
150 words each to answer the two questions at the
bottom of the worksheet.

Week-2-Summary

Week-3-DQ-1
HIS 113 Week 3 DQ 1
The Columbian Exchange, a term describing how and
when Europeans began mixing their culture with that of
the Native Americans, both invites discussion and
evokes controversy. What three parts are essential to
the Columbian Exchange and how did they reshape
Europe?

Week-3-DQ-2
HIS 113 Week 3 DQ 2
How did other countries compete with Spain for access
to the New World and the East? Were Francis Drake and
John Hawkins pirates?

UOP HIS 113 Week 3 Individual Spanish Conquest Map
Presentation
Week-3-Individual-Spanish-Conquest-Map-Presentation
HIS 113 Week 3 Individual Spanish Conquest Map
Presentation
• Create a 6- to 8-slide Microsoft® PowerPoint®
presentation that addresses following:
o The motivations for Spain’s explorations in to the
West
o Identify two events that contributed to the rise of
Spain as a superpower
o The result of the attack on England and the
destruction of the Spanish Armada

• Explain why you chose each image and/or line of text
in the speaker notes. As you will not be “presenting”
your final PowerPoint to the class, the speaker’s notes
are crucial to helping your reader understand your
rational for including the information that you put on
your slides.
o Your slides should represent a good balance of both
text and pictures.
o Text on a PowerPoint should be no smaller than
30pt.
• Include at least three references on the final slide as
part of a bibliography to support your results and
conclusions. Only one of your sources can be from an
outside website. The other two sources must be articles
downloaded from one of the many online reference
archives provided through the Phoenix Online
Library. You are allowed to use actual books instead of
web-based articles for any of the sources.

UOP HIS 113 Week 3 Learning Team Tudor Family Tree
http://www.uopassignments.com/HIS-113/HIS-113-Week-
3-Learning-Team-Tudor-Family-Tree
HIS 113 Week 3 Learning Team Tudor Family Tree
· Divide the tree into sections to make sure each
team member has enough work to do.
· Complete every question for each king/queen in
separate paragraphs of at least 75-100 words.
· Fill In the blank boxes for the matrix on Henry
VIII’s wives with the information requested

3-Summary
Write and present a summary of how this week’s readings
and activities have affected your thought process regarding
any aspect of understanding history in general or the Middle
Ages in specific.

4-DQ-1
HIS 113 Week 4 DQ 1
How did coffee, sugar, and tea change the world of business,
the global network of trade, as well as regional daily living?

4-DQ-2
HIS 113 Week 4 DQ 2
There were many religious splinter groups formed in the
wake of the 17th century English Civil War. Which of them
seemed to be the most outrageous, in your
opinion? Remember this is a religion-based question, so we
are likely to encounter strong opinions here. I don’t ask you
to agree with anyone, per se, but I do expect you to keep an
open mind.

UOP HIS 113 Week 4 Learning Team Absolutism Matrix
Week-4-Learning-Team-Absolutism-Matrix
HIS 113 Week 4 Learning Team Absolutism Matrix
· Divide the matrix into sections to make sure each team
member has enough work to do.
· Fill In the blank boxes for England and France on the
right according to your analysis of why the various events on
the left happened.

· Complete a 1-2 page paper (250-300 words, 3
paragraphs) describing why the English and French
monarchies adopted different ruling models using the
information from the matrix. Additional research may be
conducted if necessary.

Week-4-Summary

Week-5-DQ-1
HIS 113 Week 5 DQ 1
Listen to examples of the music of Mozart. Does his
music reflect the ideals of the Enlightenment? How? If
not Mozart, whose music better represents the era?

Week-5-DQ-2
HIS 113 Week 5 DQ 2
Review the map of the British Empire. How did England
become Britain? Which countries were the superpowers
of the 18th century? What was at stake?

UOP HIS 113 Week 5 Individual Scientific Revolution
and Enlightenment Worksheet
Week-5-Individual-Scientific-Revolution-and-
Enlightenment-Worksheet
HIS 113 Week 5 Individual Scientific Revolution and
Enlightenment Worksheet
Fill In the THREE blank boxes for each of the five
scientists and the FOUR blank boxes for each of the six
philosophers in bullet-point format.

UOP HIS 113 Week 5 Learning Team Colonial Expansion
Week-5-Learning-Team-Colonial-Expansion
HIS 113 Week 5 Learning Team Colonial Expansion
• Create a 10- to 12-slide Microsoft® PowerPoint®
presentation that answers the following questions:
o Who were the great powers of Europe in the 18th
century?
o How and why did the balance of power shift in
Europe during the 18th Century?
o How did colonial possessions in the New World and
Asia affect the balance of power?

o Choose one major power, either Britain or France,
and address the following:
Address the who, what, when, where, and why of the
colonial expansion for this major power
What conflicts arose because of colonization? Why?
What were the significant outcomes of the conflict?
• Divide the presentation into sections to make sure
each team member has enough work.
• Explain why you chose each image and/or line of text
in the speaker notes. As you will not be “presenting”
your final PowerPoint to the class, the speaker’s notes
are crucial to helping your reader understand your
rational for including the information that you put on
your slides.

Week-5-Summary

HIS 113 Entire Course NEW

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