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The document provides instructions for writing an essay examining the rise of the polis in ancient Greece during the Archaic Period from 750-500 BC. It asks the writer to discuss how the "8th century revolution" fundamentally changed Greek society and how Athens and Sparta specifically shaped their governments in response. The writer should also consider how these choices influenced the Persian and Peloponnesian Wars in the Classical Period from 500-323 BC. The instructions provide an outline for a three paragraph response discussing the problems created by changes in the Archaic Period, how Athens and Sparta addressed these problems differently, and the results in terms of each city-state's power and influence over major wars.
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Ancient Egyptian Civilization
The passage provides a vivid description of the landscape of ancient Egypt along the Nile River valley. It describes the Nile carving a path through the desert, creating a narrow belt of lush green land fertile for agriculture between barren hills on either side. A network of canals branches out from the Nile like arteries, further diverging into lesser veins and trickling rivulets that irrigate the patchwork of varied crops through the use of water wheels. Scattered date palms and villages dotted the landscape, which centered around irrigation from the predictable flooding of the Nile each year.
Timelines & Source Types
Introduces students to the use and interpretation of timelines. Then defines primary and secondary sources and tasks students through a source identification task.
Cloze sheets have been included for lower ability students and could be printed out as individual slides
Chapter 3The Civilization of the GreeksCopyright © 2017 Ceng.docx
Chapter 3
The Civilization of the Greeks
Copyright © 2017 Cengage Learning. All Rights Reserved.
1
Learning Objectives (Slide 1 of 3)
Explain how the geography of Greece affected Greek history
Summarize the contributions of Homer and why his work was used as the basis for Greek education
Identify the chief features of the polis, or city-state
Compare the major city-states of Athens and Sparta
Copyright © 2017 Cengage Learning. All Rights Reserved.
2
Learning Objectives (Slide 2 of 3)
Describe the Greek ideal of democracy and the ways in which the Athenian political system was a democracy
Discuss the effect of the two great fifth century B.C.E. conflicts – the Persian wars and the Peloponnesian War –- on Greek civilization
Copyright © 2017 Cengage Learning. All Rights Reserved.
3
Learning Objectives (Slide 3 of 3)
Describe the ideals upon which Greek art was based and how those ideals were expressed
Debate the questions posed by Greek philosophers, as well as their own responses to these questions
Copyright © 2017 Cengage Learning. All Rights Reserved.
4
Early Greece (Slide 1 of 2)
Greek history has been shaped by its:
Mountainous terrain: Separated independent Greek communities from one another
Long seacoast: Enabled contact with outside world; later establishment of colonies
Minoan Crete
A Bronze Age civilization that used metals in making weapons
Established by 2800 B.C.E.
Not Greek in language or religion
Copyright © 2017 Cengage Learning. All Rights Reserved.
Early Greece (Slide 2 of 2)
The first Greek state: Mycenae
Flourished between 1600 and 1100 B.C.E.
Warriors who prided themselves on their heroic deeds in battle
The most famous of all their supposed military adventures: the epic poetry of Homer
Invaded from the north by Greek-speaking people; torched around 1190 B.C.E
Copyright © 2017 Cengage Learning. All Rights Reserved.
The Greeks in a Dark Age
(ca. 1100–ca. 750 B.C.E.) (Slide 1 of 2)
Homer and Homeric Greece
Illiad
Epic poem of Trojan War
The tale of the Greek hero Achilles and how the “wrath of Achilles” led to disaster
Odyssey
Epic journey of a Greek hero
Tests Odysseus’ heroism until, by both cunning and patience, he prevails
Copyright © 2017 Cengage Learning. All Rights Reserved.
The Greeks in a Dark Age
(ca. 1100–ca. 750 B.C.E.) (Slide 2 of 2)
Homer’s enduring importance
His Iliad and the Odyssey were regarded as authentic history
Used as standard texts for the education of generations of Greek males’ striving for excellence, called arete
In the Homeric world, aristocratic women were expected to pursue excellence
Copyright © 2017 Cengage Learning. All Rights Reserved.
The World of the Greek City-States
(ca. 750–ca. 500 B.C.E.) (Slide 1 of 5)
The polis
The central institution in Greek life
The acropolis, or hill, was the central point where the citizens of the polis could assemble for political, social, and religious activities
A new military system: the Greek way of war
Hoplites, Phalanx
Co ...
Chapter 3The Civilization of the GreeksCopyright © 2017 Ceng.docx
Chapter 3
The Civilization of the Greeks
Copyright © 2017 Cengage Learning. All Rights Reserved.
1
Learning Objectives (Slide 1 of 3)
Explain how the geography of Greece affected Greek history
Summarize the contributions of Homer and why his work was used as the basis for Greek education
Identify the chief features of the polis, or city-state
Compare the major city-states of Athens and Sparta
Copyright © 2017 Cengage Learning. All Rights Reserved.
2
Learning Objectives (Slide 2 of 3)
Describe the Greek ideal of democracy and the ways in which the Athenian political system was a democracy
Discuss the effect of the two great fifth century B.C.E. conflicts – the Persian wars and the Peloponnesian War –- on Greek civilization
Copyright © 2017 Cengage Learning. All Rights Reserved.
3
Learning Objectives (Slide 3 of 3)
Describe the ideals upon which Greek art was based and how those ideals were expressed
Debate the questions posed by Greek philosophers, as well as their own responses to these questions
Copyright © 2017 Cengage Learning. All Rights Reserved.
4
Early Greece (Slide 1 of 2)
Greek history has been shaped by its:
Mountainous terrain: Separated independent Greek communities from one another
Long seacoast: Enabled contact with outside world; later establishment of colonies
Minoan Crete
A Bronze Age civilization that used metals in making weapons
Established by 2800 B.C.E.
Not Greek in language or religion
Copyright © 2017 Cengage Learning. All Rights Reserved.
Early Greece (Slide 2 of 2)
The first Greek state: Mycenae
Flourished between 1600 and 1100 B.C.E.
Warriors who prided themselves on their heroic deeds in battle
The most famous of all their supposed military adventures: the epic poetry of Homer
Invaded from the north by Greek-speaking people; torched around 1190 B.C.E
Copyright © 2017 Cengage Learning. All Rights Reserved.
The Greeks in a Dark Age
(ca. 1100–ca. 750 B.C.E.) (Slide 1 of 2)
Homer and Homeric Greece
Illiad
Epic poem of Trojan War
The tale of the Greek hero Achilles and how the “wrath of Achilles” led to disaster
Odyssey
Epic journey of a Greek hero
Tests Odysseus’ heroism until, by both cunning and patience, he prevails
Copyright © 2017 Cengage Learning. All Rights Reserved.
The Greeks in a Dark Age
(ca. 1100–ca. 750 B.C.E.) (Slide 2 of 2)
Homer’s enduring importance
His Iliad and the Odyssey were regarded as authentic history
Used as standard texts for the education of generations of Greek males’ striving for excellence, called arete
In the Homeric world, aristocratic women were expected to pursue excellence
Copyright © 2017 Cengage Learning. All Rights Reserved.
The World of the Greek City-States
(ca. 750–ca. 500 B.C.E.) (Slide 1 of 5)
The polis
The central institution in Greek life
The acropolis, or hill, was the central point where the citizens of the polis could assemble for political, social, and religious activities
A new military system: the Greek way of war
Hoplites, Phalanx
Co.
Essays Write a response of about a paragraph in length to answer .docx
Essays
: Write a response of about a paragraph in length to answer any
SIX (6)
of the following questions.
1.)
What conditions led to the rise of the Uruk? How was Uruk society organized and what kinds of structures were they famous for building? Where did the Uruk found colonies and what was the reason for the Uruk taking this action?
2.)
Historians and archaeologists have different systems that they use to date different civilizations. Where did historians and archaeologists get the system that they use to date the Egyptians? How does this chronological system divide up and make sense of Egyptian history?
3.)
What are the differences between and relative advantages of cuneiform and hieroglyphics as systems of writing? Who are the most famous users of each system and what kinds of information do these early writing systems preserve?
4.)
Following the Bronze Age collapse, Neo-Assyria and Neo-Babylonia arose to unite the Ancient Near East. What are some of the factors which enable them to build bigger and stronger empires than their predecessors?
5.)
Egypt is most famous for building pyramids, but for most of their history, underground tombs were their most common form of grand architecture. What is the shared purpose of both structures and how does this reflect a major concern in Egyptian culture? What factors caused the Egyptians to switch from pyramid-building to tomb-building and what are some of the advantages that the Egyptians sought to gain from this transition?
6.)
The
Enuma Elish
is the Babylonian creation myth. What kinds of changes do scholars note between the story as told in the
Enuma Elish
and earlier stories about creation that we know were told in Mesopotamia? Why were these changes made and what is the historical context of the world in which the
Enuma Elish
in its current form was composed, approximately 1800-1700 BCE?
7.)
The Battle of Kadesh is the first battle for which we have detailed information and the Treaty of Kadesh, some 12 years later, is the first surviving international agreement between two empires. Describe the following three elements of the treaty and explain what purpose each would serve: 1) mutually exclusive borders, 2) defensive alliance, 3) extradition
8.)
In the years after about 900, we see that there is an explosion of activity in the Ancient Near East. What factors contributed to this resurgence of activity? What were the two dominant powers which dominated the region imperially down until the 6
th
Century BCE and what power ultimately ended this period of competition?
9.)
What is the earliest Indian civilization, where were they primarily located, and what are some of their key characteristics? Under what name does this group of people seem to have entered Indian cultural memory?
10.)
There is a long-standing scholarly dispute about the so-called Aryan migration/invasion into India. Briefly describe the cases that scholars make for an Aryan/Indo-European migration or invasion a.
Georgi Lyubenov Manolov Power and privileges in political history (XXX centur...
It is a prehistoric truth that antiquity is the origin of human civilization. This truth is often forgotten and ignored today because in many cases the back is turned to the distant past. This past, however, continues to provide us with an enormous amount of knowledge, both in terms of facts, phenomena and processes, and as new grounds for building hypotheses, concepts and theories. In this sense, authentic historical sources (and references) and the dozens of monographs devoted to this era can help us make sense of what is happening in the contemporary world and its social development. Such is also the problem of political privilege, which is almost impossible to study and explain analytically without tracing its genesis, conceived in the bosom of antiquity. For the problem dates back to the earliest „infancy“ of human history, when there were no state entities, institutions and organs of power. But there is something else: a thorough study of privilege from the dawn of its primary germination gives us rich opportunities to trace its evolution as a social phenomenon more comprehensively, to „unravel“ its real manifestations in different types of societies, and to make comparative characterizations (in quantitative and qualitative terms) according to one or another historical epoch, political system, and party leaders. This is what makes it necessary to consider privilege in a deep historical context whose roots are to be sought in the Old World, in the functioning of tribal societies several thousand years back.
Essay 10-13Historians have seen the reform movements of the .docx
Essay 10-13
Historians have seen the reform movements of the 1830s and 1840s as both conservative and radical. Give at least two specific examples of how aspects of the movement were conservative (how they upheld institutions and values). Then suggest at least two examples of how other aspects were radical (how they overturned institutions and values). On balance, was reform a greater force for change or for preservation? (chapter 12)
List three ways that the government promoted economic growth after 1815. Which do you think was the most important and why? Why did factories develop in the United States? How did they change over time? How did the Supreme Court aid the development of a market economy? (chapter 10)
Describe the change in attitudes toward slavery in the South before and after the early 1830s. What events contributed to that change? What arguments did southerners use to defend slavery? (chapter 13)
Give three ways that the Jacksonian era was, and three ways that it was not, an era of the common people. On the whole, which of the two arguments do you think was more important in the Jacksonian era? Please use examples from your readings. (chap 11)
...
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Essays: Write a response of about a paragraph in length to answer any SIX (6) of the following questions. 60%
1) What conditions led to the rise of the Uruk? How was Uruk society organized and what kinds of structures were they famous for building? Where did the Uruk found colonies and what was the reason for the Uruk taking this action?
2) Historians and archaeologists have different systems that they use to date different civilizations. Where did historians and archaeologists get the system that they use to date the Egyptians? How does this chronological system divide up and make sense of Egyptian history?
3) What are the differences between and relative advantages of cuneiform and hieroglyphics as systems of writing? Who are the most famous users of each system and what kinds of information do these early writing systems preserve?
4) Following the Bronze Age collapse, Neo-Assyria and Neo-Babylonia arose to unite the Ancient Near East. What are some of the factors which enable them to build bigger and stronger empires than their predecessors?
5) Egypt is most famous for building pyramids, but for most of their history, underground tombs were their most common form of grand architecture. What is the shared purpose of both structures and how does this reflect a major concern in Egyptian culture? What factors caused the Egyptians to switch from pyramid-building to tomb-building and what are some of the advantages that the Egyptians sought to gain from this transition?
6) The Enuma Elish is the Babylonian creation myth. What kinds of changes do scholars note between the story as told in the Enuma Elish and earlier stories about creation that we know were told in Mesopotamia? Why were these changes made and what is the historical context of the world in which the Enuma Elish in its current form was composed, approximately 1800-1700 BCE?
7) The Battle of Kadesh is the first battle for which we have detailed information and the Treaty of Kadesh, some 12 years later, is the first surviving international agreement between two empires. Describe the following three elements of the treaty and explain what purpose each would serve: 1) mutually exclusive borders, 2) defensive alliance, 3) extradition
8) In the years after about 900, we see that there is an explosion of activity in the Ancient Near East. What factors contributed to this resurgence of activity? What were the two dominant powers which dominated the region imperially down until the 6th Century BCE and what power ultimately ended this period of competition?
9) What is the earliest Indian civilization, where were they primarily located, and what are some of their key characteristics? Under what name does this group of people seem to have entered Indian cultural memory?
10) There is a long-standing scholarly dispute ...
Recommended
Ancient Egyptian Civilization
The passage provides a vivid description of the landscape of ancient Egypt along the Nile River valley. It describes the Nile carving a path through the desert, creating a narrow belt of lush green land fertile for agriculture between barren hills on either side. A network of canals branches out from the Nile like arteries, further diverging into lesser veins and trickling rivulets that irrigate the patchwork of varied crops through the use of water wheels. Scattered date palms and villages dotted the landscape, which centered around irrigation from the predictable flooding of the Nile each year.
Timelines & Source Types
Introduces students to the use and interpretation of timelines. Then defines primary and secondary sources and tasks students through a source identification task.
Cloze sheets have been included for lower ability students and could be printed out as individual slides
Chapter 3The Civilization of the GreeksCopyright © 2017 Ceng.docx
Chapter 3
The Civilization of the Greeks
Copyright © 2017 Cengage Learning. All Rights Reserved.
1
Learning Objectives (Slide 1 of 3)
Explain how the geography of Greece affected Greek history
Summarize the contributions of Homer and why his work was used as the basis for Greek education
Identify the chief features of the polis, or city-state
Compare the major city-states of Athens and Sparta
Copyright © 2017 Cengage Learning. All Rights Reserved.
2
Learning Objectives (Slide 2 of 3)
Describe the Greek ideal of democracy and the ways in which the Athenian political system was a democracy
Discuss the effect of the two great fifth century B.C.E. conflicts – the Persian wars and the Peloponnesian War –- on Greek civilization
Copyright © 2017 Cengage Learning. All Rights Reserved.
3
Learning Objectives (Slide 3 of 3)
Describe the ideals upon which Greek art was based and how those ideals were expressed
Debate the questions posed by Greek philosophers, as well as their own responses to these questions
Copyright © 2017 Cengage Learning. All Rights Reserved.
4
Early Greece (Slide 1 of 2)
Greek history has been shaped by its:
Mountainous terrain: Separated independent Greek communities from one another
Long seacoast: Enabled contact with outside world; later establishment of colonies
Minoan Crete
A Bronze Age civilization that used metals in making weapons
Established by 2800 B.C.E.
Not Greek in language or religion
Copyright © 2017 Cengage Learning. All Rights Reserved.
Early Greece (Slide 2 of 2)
The first Greek state: Mycenae
Flourished between 1600 and 1100 B.C.E.
Warriors who prided themselves on their heroic deeds in battle
The most famous of all their supposed military adventures: the epic poetry of Homer
Invaded from the north by Greek-speaking people; torched around 1190 B.C.E
Copyright © 2017 Cengage Learning. All Rights Reserved.
The Greeks in a Dark Age
(ca. 1100–ca. 750 B.C.E.) (Slide 1 of 2)
Homer and Homeric Greece
Illiad
Epic poem of Trojan War
The tale of the Greek hero Achilles and how the “wrath of Achilles” led to disaster
Odyssey
Epic journey of a Greek hero
Tests Odysseus’ heroism until, by both cunning and patience, he prevails
Copyright © 2017 Cengage Learning. All Rights Reserved.
The Greeks in a Dark Age
(ca. 1100–ca. 750 B.C.E.) (Slide 2 of 2)
Homer’s enduring importance
His Iliad and the Odyssey were regarded as authentic history
Used as standard texts for the education of generations of Greek males’ striving for excellence, called arete
In the Homeric world, aristocratic women were expected to pursue excellence
Copyright © 2017 Cengage Learning. All Rights Reserved.
The World of the Greek City-States
(ca. 750–ca. 500 B.C.E.) (Slide 1 of 5)
The polis
The central institution in Greek life
The acropolis, or hill, was the central point where the citizens of the polis could assemble for political, social, and religious activities
A new military system: the Greek way of war
Hoplites, Phalanx
Co ...
Chapter 3The Civilization of the GreeksCopyright © 2017 Ceng.docx
Chapter 3
The Civilization of the Greeks
Copyright © 2017 Cengage Learning. All Rights Reserved.
1
Learning Objectives (Slide 1 of 3)
Explain how the geography of Greece affected Greek history
Summarize the contributions of Homer and why his work was used as the basis for Greek education
Identify the chief features of the polis, or city-state
Compare the major city-states of Athens and Sparta
Copyright © 2017 Cengage Learning. All Rights Reserved.
2
Learning Objectives (Slide 2 of 3)
Describe the Greek ideal of democracy and the ways in which the Athenian political system was a democracy
Discuss the effect of the two great fifth century B.C.E. conflicts – the Persian wars and the Peloponnesian War –- on Greek civilization
Copyright © 2017 Cengage Learning. All Rights Reserved.
3
Learning Objectives (Slide 3 of 3)
Describe the ideals upon which Greek art was based and how those ideals were expressed
Debate the questions posed by Greek philosophers, as well as their own responses to these questions
Copyright © 2017 Cengage Learning. All Rights Reserved.
4
Early Greece (Slide 1 of 2)
Greek history has been shaped by its:
Mountainous terrain: Separated independent Greek communities from one another
Long seacoast: Enabled contact with outside world; later establishment of colonies
Minoan Crete
A Bronze Age civilization that used metals in making weapons
Established by 2800 B.C.E.
Not Greek in language or religion
Copyright © 2017 Cengage Learning. All Rights Reserved.
Early Greece (Slide 2 of 2)
The first Greek state: Mycenae
Flourished between 1600 and 1100 B.C.E.
Warriors who prided themselves on their heroic deeds in battle
The most famous of all their supposed military adventures: the epic poetry of Homer
Invaded from the north by Greek-speaking people; torched around 1190 B.C.E
Copyright © 2017 Cengage Learning. All Rights Reserved.
The Greeks in a Dark Age
(ca. 1100–ca. 750 B.C.E.) (Slide 1 of 2)
Homer and Homeric Greece
Illiad
Epic poem of Trojan War
The tale of the Greek hero Achilles and how the “wrath of Achilles” led to disaster
Odyssey
Epic journey of a Greek hero
Tests Odysseus’ heroism until, by both cunning and patience, he prevails
Copyright © 2017 Cengage Learning. All Rights Reserved.
The Greeks in a Dark Age
(ca. 1100–ca. 750 B.C.E.) (Slide 2 of 2)
Homer’s enduring importance
His Iliad and the Odyssey were regarded as authentic history
Used as standard texts for the education of generations of Greek males’ striving for excellence, called arete
In the Homeric world, aristocratic women were expected to pursue excellence
Copyright © 2017 Cengage Learning. All Rights Reserved.
The World of the Greek City-States
(ca. 750–ca. 500 B.C.E.) (Slide 1 of 5)
The polis
The central institution in Greek life
The acropolis, or hill, was the central point where the citizens of the polis could assemble for political, social, and religious activities
A new military system: the Greek way of war
Hoplites, Phalanx
Co.
Essays Write a response of about a paragraph in length to answer .docx
Essays
: Write a response of about a paragraph in length to answer any
SIX (6)
of the following questions.
1.)
What conditions led to the rise of the Uruk? How was Uruk society organized and what kinds of structures were they famous for building? Where did the Uruk found colonies and what was the reason for the Uruk taking this action?
2.)
Historians and archaeologists have different systems that they use to date different civilizations. Where did historians and archaeologists get the system that they use to date the Egyptians? How does this chronological system divide up and make sense of Egyptian history?
3.)
What are the differences between and relative advantages of cuneiform and hieroglyphics as systems of writing? Who are the most famous users of each system and what kinds of information do these early writing systems preserve?
4.)
Following the Bronze Age collapse, Neo-Assyria and Neo-Babylonia arose to unite the Ancient Near East. What are some of the factors which enable them to build bigger and stronger empires than their predecessors?
5.)
Egypt is most famous for building pyramids, but for most of their history, underground tombs were their most common form of grand architecture. What is the shared purpose of both structures and how does this reflect a major concern in Egyptian culture? What factors caused the Egyptians to switch from pyramid-building to tomb-building and what are some of the advantages that the Egyptians sought to gain from this transition?
6.)
The
Enuma Elish
is the Babylonian creation myth. What kinds of changes do scholars note between the story as told in the
Enuma Elish
and earlier stories about creation that we know were told in Mesopotamia? Why were these changes made and what is the historical context of the world in which the
Enuma Elish
in its current form was composed, approximately 1800-1700 BCE?
7.)
The Battle of Kadesh is the first battle for which we have detailed information and the Treaty of Kadesh, some 12 years later, is the first surviving international agreement between two empires. Describe the following three elements of the treaty and explain what purpose each would serve: 1) mutually exclusive borders, 2) defensive alliance, 3) extradition
8.)
In the years after about 900, we see that there is an explosion of activity in the Ancient Near East. What factors contributed to this resurgence of activity? What were the two dominant powers which dominated the region imperially down until the 6
th
Century BCE and what power ultimately ended this period of competition?
9.)
What is the earliest Indian civilization, where were they primarily located, and what are some of their key characteristics? Under what name does this group of people seem to have entered Indian cultural memory?
10.)
There is a long-standing scholarly dispute about the so-called Aryan migration/invasion into India. Briefly describe the cases that scholars make for an Aryan/Indo-European migration or invasion a.
Georgi Lyubenov Manolov Power and privileges in political history (XXX centur...
It is a prehistoric truth that antiquity is the origin of human civilization. This truth is often forgotten and ignored today because in many cases the back is turned to the distant past. This past, however, continues to provide us with an enormous amount of knowledge, both in terms of facts, phenomena and processes, and as new grounds for building hypotheses, concepts and theories. In this sense, authentic historical sources (and references) and the dozens of monographs devoted to this era can help us make sense of what is happening in the contemporary world and its social development. Such is also the problem of political privilege, which is almost impossible to study and explain analytically without tracing its genesis, conceived in the bosom of antiquity. For the problem dates back to the earliest „infancy“ of human history, when there were no state entities, institutions and organs of power. But there is something else: a thorough study of privilege from the dawn of its primary germination gives us rich opportunities to trace its evolution as a social phenomenon more comprehensively, to „unravel“ its real manifestations in different types of societies, and to make comparative characterizations (in quantitative and qualitative terms) according to one or another historical epoch, political system, and party leaders. This is what makes it necessary to consider privilege in a deep historical context whose roots are to be sought in the Old World, in the functioning of tribal societies several thousand years back.
Essay 10-13Historians have seen the reform movements of the .docx
Essay 10-13
Historians have seen the reform movements of the 1830s and 1840s as both conservative and radical. Give at least two specific examples of how aspects of the movement were conservative (how they upheld institutions and values). Then suggest at least two examples of how other aspects were radical (how they overturned institutions and values). On balance, was reform a greater force for change or for preservation? (chapter 12)
List three ways that the government promoted economic growth after 1815. Which do you think was the most important and why? Why did factories develop in the United States? How did they change over time? How did the Supreme Court aid the development of a market economy? (chapter 10)
Describe the change in attitudes toward slavery in the South before and after the early 1830s. What events contributed to that change? What arguments did southerners use to defend slavery? (chapter 13)
Give three ways that the Jacksonian era was, and three ways that it was not, an era of the common people. On the whole, which of the two arguments do you think was more important in the Jacksonian era? Please use examples from your readings. (chap 11)
...
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Essays: Write a response of about a paragraph in length to answer any SIX (6) of the following questions. 60%
1) What conditions led to the rise of the Uruk? How was Uruk society organized and what kinds of structures were they famous for building? Where did the Uruk found colonies and what was the reason for the Uruk taking this action?
2) Historians and archaeologists have different systems that they use to date different civilizations. Where did historians and archaeologists get the system that they use to date the Egyptians? How does this chronological system divide up and make sense of Egyptian history?
3) What are the differences between and relative advantages of cuneiform and hieroglyphics as systems of writing? Who are the most famous users of each system and what kinds of information do these early writing systems preserve?
4) Following the Bronze Age collapse, Neo-Assyria and Neo-Babylonia arose to unite the Ancient Near East. What are some of the factors which enable them to build bigger and stronger empires than their predecessors?
5) Egypt is most famous for building pyramids, but for most of their history, underground tombs were their most common form of grand architecture. What is the shared purpose of both structures and how does this reflect a major concern in Egyptian culture? What factors caused the Egyptians to switch from pyramid-building to tomb-building and what are some of the advantages that the Egyptians sought to gain from this transition?
6) The Enuma Elish is the Babylonian creation myth. What kinds of changes do scholars note between the story as told in the Enuma Elish and earlier stories about creation that we know were told in Mesopotamia? Why were these changes made and what is the historical context of the world in which the Enuma Elish in its current form was composed, approximately 1800-1700 BCE?
7) The Battle of Kadesh is the first battle for which we have detailed information and the Treaty of Kadesh, some 12 years later, is the first surviving international agreement between two empires. Describe the following three elements of the treaty and explain what purpose each would serve: 1) mutually exclusive borders, 2) defensive alliance, 3) extradition
8) In the years after about 900, we see that there is an explosion of activity in the Ancient Near East. What factors contributed to this resurgence of activity? What were the two dominant powers which dominated the region imperially down until the 6th Century BCE and what power ultimately ended this period of competition?
9) What is the earliest Indian civilization, where were they primarily located, and what are some of their key characteristics? Under what name does this group of people seem to have entered Indian cultural memory?
10) There is a long-standing scholarly dispute ...
I. Choose five of the following terms or individuals and in shor.docx
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- The ancient Greeks and Romans made significant contributions to architecture, government, and sports that still influence society today.
- Key terms are defined, such as contribution, direct democracy, and representative democracy.
- Greece and Rome are compared on architecture (Greek columns vs. Roman aqueducts and colosseums) and forms of government (direct democracy in Greece vs. representative democracy in Rome).
Intro to Greece, Rome, and Mali
The document provides information about ancient civilizations such as Greece, Rome, and Mali. It includes terms related to each civilization and their contributions. Specifically, it discusses how Greece and Rome influenced modern architecture, government, and sports. It also notes that the ancient Greeks used columns in buildings like the Parthenon and that the Romans built structures featuring aqueducts and arches.
Unit 8: Ancient Greece
Ancient Greece developed on the Balkan peninsula and surrounding areas from 800 BC to 30 BC, consisting of three periods - Archaic, Classical, and Hellenistic. During the Archaic period, the polis system emerged along with colonization. The Classical period saw the development of Athenian democracy and the Persian and Peloponnesian wars. Alexander the Great then conquered vast territories during the Hellenistic period, though his empire fragmented after his death.
Dean r berry The Ancient Civilizations of Greece and Rome
The document provides information about the ancient civilizations of Greece and Rome. It discusses the Mycenaean civilization that preceded the Athenians and Spartans in Greece. The Mycenaeans controlled Greece for 300 years from 1400 BC to 1100 BC and were known for their warlike nature. It also outlines the growth of the Roman Empire from a small area around Rome to a vast empire stretching from Britain to Turkey and northern Africa between 517 BC to 117 AD. The Roman Empire is described as being at its largest size between 100 AD to 117 AD when it included the entire Mediterranean region.
Economics 463 Economic Development Before 1900 Fall 2015Prof. .docx
Economics 463 Economic Development Before 1900 Fall 2015
Prof. Christopher Clague Nasatir 318
Phone 594-5503 Home Phone (858) 412-3251 (not after 9PM, please!)
Office Hours: MWF 10-10:45 and by appointment
Email: [email protected]
Required texts (all are paperback; used books may be available at lower prices)
1. David Landes, The Wealth and Poverty of Nations, 1998, W. W. Norton ($17)
2. Robert C. Allen, The British Industrial Revolution in Global Perspective, 2009, Cambridge University Press ($28)
3. Robert B. Marks, The Origins of the Modern World: Fate and Fortune in the Rise of the West ($27) Roman and Littlefield, 3rd edition, paperback
4. Reader contains exercises, sources for paper topics, and the following articles:
a. Timor Kuran, “Why the Middle East is Economically Underdeveloped,” JEP, 2004
b. Kenneth Sokoloff and Stanley Engerman, “History Lessons: Institutions, Factor Endowments, and Paths of Development in the New World,” (JEP, 2000)
The following articles are posted on Blackboard
c. Elinor Ostrom, “Collective Action and the Evolution of Social Norms,” (JEP, 2000)
d. Eric Chaney, “Separation of powers and the medieval roots of the institutional divergence between the Middle East and Europe.” (2011)
Grading
Test 1 25%
Test 2 25%
Homework and Quizzes 25%
Optional Paper (+) up to 5%
Final exam 25%
Students may add up to 5 percentage points to their overall grade by writing a paper on a topic approved by the instructor. The Course Reader contains a list of reading suggestions for paper topics. You are not limited to these topics. The paper must address a well-defined question and must make use of reasoning related to course material. To write a paper, you must hand in a sheet of paper describing the topic and listing at least a couple of sources. The topic sheet is due by November 20 and the paper itself is due by December 4. Earlier submissions are welcome, and they will increase the opportunity for my comments on your paper. The paper should be about 8 double-spaced pages and must be no longer than 15 pages. The paper should contain a list of sources at the end. The body of the paper should contain specific references to these sources.
Students who have written a paper, have completed all the assignments in the course, and have B+ or better going into the final do not need to take the final exam.
Date
Topics
Reading
Aug 24-28
The Rise of the West; the World in 1400
Game Theory: Assurance Game
Marks, Intro, Chaps 1, 2
Aug 31-Sept 4
Europe and China in pre-modern period
Marks, Chap 3
Landes, Chap 1,2
Ex1 Assurance
Ex2 Speciali-
zation
Sept 9-11
European Exceptionalism; Technological Change in Middle Ages; Europe, China, and Islamic World
Game Theory: PD Game
Malthus, Population
Landes, Chap 3-4
*Chaney, Middle East and Europe on BB
Ex3 Empires, States, Trade
Ex4 PD game
Sept 14-18
Age of Discovery 1500-1750
Landes, Chap 6
Ex5,5a Malthus
Sept 21-23
Dutch Golden Age
European ...
Ancient Greece Essay
Ancient Greece Geography Essay
Ancient Greece Research Paper
Greece Essay
Ancient Greek Legacy Essay
Chapter 3: Ancient Greek Civilization
Ancient Greek Influences Essay
Ancient Greek Inventions Essay
Ancient Greece: Course Analysis
Ancient Greece Essay
Ancient Greek Art
Hellenism Ancient Greece
Ancient Greece Geography Essay
Ancient Greece Research Paper
A Reflection On Society Of Ancient Greece Essay
Essay On Greek Philosophy
Classical Ancient Greece Essay examples
Ancient Greece Dbq
Ancient Greece Research Paper
Pros And Cons Of Ancient Greece Dbq Essay
The History of Ancient Greece Essay
GEA S 2018 Steger chap 2 show.pptGlobalization in history i.docx
GEA S 2018 Steger chap 2 show.ppt
Globalization in history: is globalization a new phenomenon?
Manfred B. Steger, Globalization, chap. 2
Chap. 2 “Globalization in history: is globalization a new phenomenon?”
Our focus: Understanding globalization through the foods we eat
World cuisine/Culinary culture
Tues. 2/6 Sidney W. Mintz, “Asia’s Contributions to World Cuisine,” japanfocus.org (2009)
Thurs. 2/8 Matthew Allen & Rumi Sakamoto, “Sushi reverses course: consuming American sushi in Tokyo.” japanfocus.org (2011)
Chap. 2 Recitation on Wed. Feb. 14
Response paper due Tues. Feb. 13 at 10:00 pm
Chap. 1 Recitation: “Globalization: a contested concept”
Steger’s theory of globalization: Global-local nexus
Beijing Olympics 2008 in East Asian context
North Korean Mass Games and Third Worldism in Guyana 1980-92
Global-local nexus
Global
International
"West"
Local
National
“Rest”
Tools for analysis
Globalization is defined by the links between dichotomies
Binaries (global/local) are not exclusive but work together
Global-Local Nexus is a Horizontal relationship, not Vertical
Globalization is multi-dimensional
“Parable of the elephant”
Globality (social condition) is uneven
Global imaginary (consciousness of ourselves and others) is product of our existence & participation on the global stage
Electronic devices OFF
Chap 2 Globalization in history
Is globalization a new phenomenon?
“Where do we begin?”
Post-1989? Some scholars limit globalization to post-1989 to focus on the recent quantum leap in the pace of change.
19th century? Other scholars look to the Industrial Revolution and other developments in the 19th c.
16th century? Others look to 16th c. and the emergence of modernity, when trade routes first connected Eurasia, Africa, and America.
Prehistory? Finally, a few say these processes have been unfolding for thousands of years.
“Parable of the elephant”: each perspective contains important insights.
Globalization unfolds over time
There are deep, historical roots for the current increase in economic & social interdependence and rise in the global imaginary.
New technologies stand upon earlier innovations from earlier centuries.
Globalization unfolds over time
The dynamic (or direction) of globalization processes changes over time
Clickers ON
Question
What term does Steger use to describe the “dynamic” (or direction) of globalization in the pre-historic period?
Divergence
Convergence
Homogenous
Civilized
Steger
“Perhaps the best way to characterize the dynamic of this earliest phase of globalization would be to call it ‘the great divergence’—people and social connections stemming from a single origin but moving and diversifying greatly over time and space.” (p. 24)
Question
What term does Steger use to describe the “dynamic” (or direction) of globalization in the contemporary period?
Dive ...
1- Identify at least two means of communication used by the ancient .docx
1- Identify at least two means of communication used by the ancient American civilizations. Then, compare and contrast (differences and/or similarities) their functions in their respective societies? Discuss whether there are any features they have in common? Explain. Next, describe how the ancient American means of communication have evolved in the modern society.
Please elaborate by writing at least two well-developed paragraphs of at least five sentences each.
2- Answer the following questions in one paragraph of at least five sentences
a- How have the lives of the European people improved during the 18th century and what influenced this progress?
b- Who were the big European powers and how did they gain their global influence?
c- What is the
Great War for Empire
and where did it occur?
d- What is the
American Revolution
and what events motivated it?
c- Which European power first colonized Florida?
3- Explain how the intellectual ideas of the Enlightenment influenced the political and social changes of the 18th century. How did those changes impact our current society? Provide specific examples.
Please elaborate by writing at least two well-developed paragraphs of at least five sentences each.
.
Unit 3. Greek civilisation
The document provides an overview of ancient Greek civilization from its origins to the Hellenistic period. It describes the terrain of ancient Greece influencing the rise of independent city-states. Early civilizations like Minoan and Mycenaean preceded ancient Greek civilization. The Archaic period saw the rise of poleis and colonization spreading Greek culture. Athens developed democracy while Sparta used an oligarchy. The Classical period was defined by Persian and Peloponnesian wars between city-states. Alexander the Great then conquered much of the known world before his empire fractured into Hellenistic kingdoms after his death.
Early RomeI. The Beginnings of RomeII. Family .docx
Early RomeI. The Beginnings of RomeII. Family and Society (Roman Family Values)III. Early Republican Political Structure
I. Beginnings of Rome
1 Differentiating between Myth, Legend, and History
Prehistoric Archaeological Evidence
2 Founding Myths (Historic Source: Livy First Century BCE)
Aeneas (Legendary Ancestor)
Romulus and Remus (Founders of Rome) 753 BCE
Lucretia (Revolt against the king Lucius Tarquinus Superbus) 509 BCE; Founding of the Republic
Myth: Traditional story of supposedly historical/past events that reveal or maintain the world view of a people or society
Aeneas arriving in Latium.
*
Romulus and Remus suckling from the she-wolf.
*
Lucretia taking her life.
*
The rape of Lucretia.
*
II. Family and Society1. A Patriarchal SocietyGaius Julius Caesar; gens=clan (For Caesar the gens Julia)Familia=household; Rule of the Father (paterfamilias) 2. Piety (Pietas)=selfless concern and regard for parents and ancestors (ancestral spirits)3. Monitoring Morality: Censors, honor, infamy4. Patron-Client Relations: Informal political networks of personal interdependence
III. Early Republican Political Structure1 Patricians and Plebians2 Three-part systemConsuls (2)Held imperium (the right to command; executive powers; one year term)Senate (~300); council of elders (patricians)Assemblies (Century and Tribal)3 Struggle of the Orders
3. Struggle of the OrdersEstablishment of the Office of Tribune (494 BCE) Spokesmen for the PlebiansCouncil of the Plebians (471 BCE)Intermarriage allowed (445 BCE)Consulship open to Plebians (367 BCE)Laws passed in the Council of Plebians binding for all Romans (287 BCE)
IV. Expansion of the Republic1. Coalition of Latin speaking cities (Central Italy)2. Defeat of Latin Allies (338 BCE)Extension of partial and full citizenship3. Punic Wars Against CarthageSecond Punic War (218-201 BCE)First Contact with Hellenistic Kingdoms War with Macedonia 200 BCEWar with Seleucid Monarch 191 BCE
The End of the Republic: Victory Will Eat Itself (133-31 BCE)
Why did the Republic end after over 450 years?
The victories of the Roman Republic destroyed the institutions of the Republic
“Trying to govern these sprawling territories with institutions and social traditions suited for a city-state overwhelmed the Roman Republic and led to the establishment of a new form of government.”
I. The Late Republic and Its ProblemsII. Causation: A modern historical diagnosis
I. The Late Republic and Its Problems
1. Polarization of wealth; large landed estates
2. Political conflict between Senatorial factions: “Optimates” versus “Populares”
Tiberius Gracchus (163-133 BCE)
Gaius Gracchus
3. The size of the city of Rome and the “Mob”: Bread and Circuses
4. Increasing importance and influence of generals
Marius (157-86 BCE) and Sulla (138-78 BCE)
II. Causation: A Modern Historical Diagnosis1. Growth of Empire and Wealth for a Few2. Generals as Politicians and Dictators: ...
Essay Questions (15 points each4 will be graded for 60 points total.docx
Essay Questions (15 points each/4 will be graded for 60 points total):
a.
With the advent of maritime exploration the influence of the West (at this point, meaning Western Europe) changed greatly.
Describe how the influence of the West changed with regards to economic, political, and cultural influence.
Further, discuss the original motivations for Western maritime exploration and the consequences of this new venture.
Be sure to use specific examples.
b.
Early modern Europe experienced tremendous upheaval during the 15
th
through 18
th
centuries due to the Renaissance and Reformation.
Discuss how these two movements were intertwined.
In other words, how did the Renaissance influence the Reformation and vice versa, how did the Reformation influence the Renaissance.
Be sure to use specific examples.
c.
Discuss the specific doctrinal and political issues that led to the Protestant Reformation.
How did the Catholic Church respond to the Reformation?
d.
Compare and contrast the political situations in early modern England and France with regards to the structure of the government and the power of the monarchy.
e.
The creation of the Atlantic World resulted in a period of exchange unparalleled in human history.
This period of exchange is commonly referred to as the Columbian Exchange and involved the widespread exchange of food, animals, plants, human populations, diseases, ideas, and religion, just to name a few, between the different continents and ethnic groups of the Atlantic World.
Discuss at least three different large categories of exchanges (food, animals, plants, human populations, diseases, ideas, and religion) and the consequences of these exchanges.
Be sure to discuss three different aforementioned categories, but be sure to list specific examples for each category.
f.
Discuss European, American, and African participation in the Atlantic slave trade.
What was the impetus behind the slave trade and the consequences for each of the three participant groups (European, American, and African)?
Finally, what effect did the slave trade have on the economy and social structure of each participant group?
g.
Describe the interactions between the rulers of the Ottoman Empire and non-Muslims within the empire.
Also describe the interactions between the rulers of the Mughal Empire and non-Muslims within the Empire.
Finally, compare and contrast the two empires with regards to how they tolerated non-Muslims within their respective empires.
h.
Why was the Ottoman Empire more powerful, in the early modern period, than any other European or Islamic power?
Be sure to discuss specific political, economic, military, cultural and social reasons behind their power.
.
Should Marijuana Be Legal For Medical Purposes Persuasive Essay
This document provides instructions for submitting a request to have an essay written on the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the paper.
Write an essay in response to ONE of the following three questio.docx
Write an essay in response to
ONE
of the following three questions:
1. As citizens of the democratic city-state of Athens, why did Cleon and Diodotus disagree about the value and role of public debate and democracy, especially for deciding issues of foreign policy?
2.
Using evidence from Suetonius'
Life of Julius Caesar
, explain how a Roman citizen became politically influential during the period of the Late Republic (the first century BCE).
3. Using evidence from Josephus' account of the the situation in Judea in the decades before the outbreak of the Jewish War in 67 AD, explain why segments of the Jewish population rebelled against Roman rule? (Keep in mind that Josephus' account covers over half a century. Don't focus excessively on events from a single year, especially if the events took place forty years before the rebellion.)
Essay requirements and grading criteria
1. It should be between 1000 and 1200 words in length.
2. The introduction paragraph must contain an analytical statement (thesis) that answers the topic question and states the argument you are making in the essay.
3. Any subsequent paragraphs (body paragraphs) should begin with an analytical topic sentence.
4. It must not quote more than 75 words.
5. It should make at least seven references to the text. You must provide page citations for these references. You may use parenthetical references for these citations. For example, cite in the following manner, (Josephus, 54).
6. It should be free of spelling or grammatical mistakes.
This is not a research paper but an essay in which you develop an argument about one of the primary sources we have read. No other research is required. Using uncited information from a web source constitutes plagiarism.
.
Final Lesson Plan 6
This document provides an overview of course standards and essential questions for 6th grade social studies subjects including government and economics, language arts, world history, math, and geography. It lists the instructors and their subject areas, along with relevant state standards and example essential questions for each subject.
15752020.ppt historical context of International Relations
This document provides a historical overview of key concepts and events that have shaped international relations. It discusses the development of ideas from ancient Greek thinkers like Thucydides and Plato through the modern era. Major topics covered include the Peace of Westphalia establishing sovereignty, the Concert of Europe maintaining balance of power in the 19th century, World War I leading to new international organizations, World War II establishing the US and USSR as superpowers during the Cold War, and post-Cold War changes like the war on terror. The document traces the evolution of international relations from its roots in classical philosophy to its current globalized state.
Unit 3. Greek civilisation
Ancient Greek civilization began between the Ionian Sea and the Aegean Sea in a mountainous region called Hellas. This terrain influenced the development of independent city-states rather than large kingdoms. Two early civilizations, the Minoans and Mycenaeans, preceded ancient Greek civilization. The Archaic period saw the rise of poleis and the spread of Greek culture through colonization. The Classical period was defined by the growth of Athenian democracy and Spartan oligarchy and wars with Persia. The Hellenistic period began with the conquests of Philip and Alexander the Great, spreading Greek culture further and dividing Greece into Hellenistic kingdoms.
Unit 3. greek civilisation
Ancient Greek civilization began between the Ionian Sea and the Aegean Sea in a mountainous region called Hellas. This terrain influenced the development of independent city-states rather than large kingdoms. Two early civilizations, the Minoans and Mycenaeans, preceded ancient Greek civilization. The Archaic period saw the rise of poleis and the spread of Greek culture through colonization. The Classical period was defined by the growth of Athenian democracy and Spartan oligarchy and wars with Persia. The Hellenistic period began with the conquests of Philip and Alexander the Great, spreading Greek culture further and dividing Greece into successor kingdoms.
Essay Questions A Rose For Emily
The document discusses issues surrounding the safety of firefighter equipment and argues that while equipment protects firefighters from many dangers like smoke inhalation and heat, constant improvements are still being made to create even better protections. It notes some of the key pieces of equipment firefighters use, such as oxygen tanks, knee pads, and heat-resistant coats and pants, but suggests this gear may not be completely safe enough yet. Further advances are still needed to safeguard firefighters facing life-threatening hazards.
Hello,250 words minimum each question, 1. Dickinson and Whit.docx
Hello,
250 words minimum each question,
1. Dickinson and Whitman are two important poets from the antebellum period. They are very different, both in terms of form (what their poetry looks like on the page) and content. Write a comparison, using poems from the assigned reading, that includes at least three terms defined in the Poetry Lecture in Week 1, as well as the poets' purpose in writing. What messages are they trying to convey in their poetry? Are they successful? Of the two poets, which one do you prefer and why?
2
. In "What to the Slave is the Fourth of July?" Douglass, a former slave and abolitionist, gives a speech about what the Fourth of July means to those who were and are still slaves (note that this speech was given in 1852, almost 10 years before the beginning of the Civil War). Discuss the purpose of the piece--what does Douglass hope to accomplish here? Does he succeed? Discuss the overall tone and supply examples of the diction (word choice) that support the tone of the piece.
Walt Whitman
"Crossing Brooklyn Ferry"
Emily Dickinson
("These are the days when Birds come back")
("I taste a liquor never brewed")
("Some keep the Sabbath going to Church")
Frederick Douglass
"What to the Slave is the Fourth of July?"
.
Hello, I am looking for an english major to make a revision essay f.docx
Hello, I am looking for an english major to make a revision essay for me that I would need by Saturday at 12PM pacific standard time. I can forward you my orinigal essay also. Below i will post the Ruberic and the instructions. I wrote about subject 1 and the health care clinic.
Students, please view the "Submit a Clickable Rubric Assignment" video in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 2.1: The Public Needs to Know
– Draft Version
Due Week 4 and worth 150 points
Select one (1) of the scenarios on which to focus your informative paper. Research the topic and include credible sources to support claims. Identify your purpose clearly, incorporate audience needs, establish a desired tone, and organize information and / or claims effectively.
Your boss has asked you (a communication specialist) to write an informative paper about the free clinic that will be opening in your local neighborhood for those without medical insurance. Describe the process and benefits of the program for the public.
The state school board chairperson has asked you (a consultant on health and wellness) to write an informative paper about the recent changes to the national breakfast and lunch program to improve nutrition and health. Describe the process and benefits of the programs for parents.
The director of a local domestic violence shelter has asked you (a board member and volunteer for the organization) to write an informative paper about your local organization’s program. Describe the process and benefits of the program for the community members.
Write a three to four (3-4) page paper in which you:
Provide a clear thesis statement.
Describe the process (decisions, steps) involved in the program.
Explain the benefits of the program.
Develop a coherently structured paper with an introduction, body, and conclusion.
Provide three (3) relevant and credible sources to support claims.
Note:
Wikipedia and other Websites do not qualify 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; 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 page length.
The specific course learning outcomes associated with this assignment are:
Associate the features of audience, purpose, and text with various genres.
Recognize the elements and correct use of a thesis statement.
Recognize how to organize ideas with transitional words, phrases, and sentences.
Incorporate relevant, correctly documented sources to substantiate claims.
Apply the writing process to develop various writing genres.
Write clearly and concisely about sele.
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- The ancient Greeks and Romans made significant contributions to architecture, government, and sports that still influence society today.
- Key terms are defined, such as contribution, direct democracy, and representative democracy.
- Greece and Rome are compared on architecture (Greek columns vs. Roman aqueducts and colosseums) and forms of government (direct democracy in Greece vs. representative democracy in Rome).
Intro to Greece, Rome, and Mali
The document provides information about ancient civilizations such as Greece, Rome, and Mali. It includes terms related to each civilization and their contributions. Specifically, it discusses how Greece and Rome influenced modern architecture, government, and sports. It also notes that the ancient Greeks used columns in buildings like the Parthenon and that the Romans built structures featuring aqueducts and arches.
Unit 8: Ancient Greece
Ancient Greece developed on the Balkan peninsula and surrounding areas from 800 BC to 30 BC, consisting of three periods - Archaic, Classical, and Hellenistic. During the Archaic period, the polis system emerged along with colonization. The Classical period saw the development of Athenian democracy and the Persian and Peloponnesian wars. Alexander the Great then conquered vast territories during the Hellenistic period, though his empire fragmented after his death.
Dean r berry The Ancient Civilizations of Greece and Rome
The document provides information about the ancient civilizations of Greece and Rome. It discusses the Mycenaean civilization that preceded the Athenians and Spartans in Greece. The Mycenaeans controlled Greece for 300 years from 1400 BC to 1100 BC and were known for their warlike nature. It also outlines the growth of the Roman Empire from a small area around Rome to a vast empire stretching from Britain to Turkey and northern Africa between 517 BC to 117 AD. The Roman Empire is described as being at its largest size between 100 AD to 117 AD when it included the entire Mediterranean region.
Economics 463 Economic Development Before 1900 Fall 2015Prof. .docx
Economics 463 Economic Development Before 1900 Fall 2015
Prof. Christopher Clague Nasatir 318
Phone 594-5503 Home Phone (858) 412-3251 (not after 9PM, please!)
Office Hours: MWF 10-10:45 and by appointment
Email: [email protected]
Required texts (all are paperback; used books may be available at lower prices)
1. David Landes, The Wealth and Poverty of Nations, 1998, W. W. Norton ($17)
2. Robert C. Allen, The British Industrial Revolution in Global Perspective, 2009, Cambridge University Press ($28)
3. Robert B. Marks, The Origins of the Modern World: Fate and Fortune in the Rise of the West ($27) Roman and Littlefield, 3rd edition, paperback
4. Reader contains exercises, sources for paper topics, and the following articles:
a. Timor Kuran, “Why the Middle East is Economically Underdeveloped,” JEP, 2004
b. Kenneth Sokoloff and Stanley Engerman, “History Lessons: Institutions, Factor Endowments, and Paths of Development in the New World,” (JEP, 2000)
The following articles are posted on Blackboard
c. Elinor Ostrom, “Collective Action and the Evolution of Social Norms,” (JEP, 2000)
d. Eric Chaney, “Separation of powers and the medieval roots of the institutional divergence between the Middle East and Europe.” (2011)
Grading
Test 1 25%
Test 2 25%
Homework and Quizzes 25%
Optional Paper (+) up to 5%
Final exam 25%
Students may add up to 5 percentage points to their overall grade by writing a paper on a topic approved by the instructor. The Course Reader contains a list of reading suggestions for paper topics. You are not limited to these topics. The paper must address a well-defined question and must make use of reasoning related to course material. To write a paper, you must hand in a sheet of paper describing the topic and listing at least a couple of sources. The topic sheet is due by November 20 and the paper itself is due by December 4. Earlier submissions are welcome, and they will increase the opportunity for my comments on your paper. The paper should be about 8 double-spaced pages and must be no longer than 15 pages. The paper should contain a list of sources at the end. The body of the paper should contain specific references to these sources.
Students who have written a paper, have completed all the assignments in the course, and have B+ or better going into the final do not need to take the final exam.
Date
Topics
Reading
Aug 24-28
The Rise of the West; the World in 1400
Game Theory: Assurance Game
Marks, Intro, Chaps 1, 2
Aug 31-Sept 4
Europe and China in pre-modern period
Marks, Chap 3
Landes, Chap 1,2
Ex1 Assurance
Ex2 Speciali-
zation
Sept 9-11
European Exceptionalism; Technological Change in Middle Ages; Europe, China, and Islamic World
Game Theory: PD Game
Malthus, Population
Landes, Chap 3-4
*Chaney, Middle East and Europe on BB
Ex3 Empires, States, Trade
Ex4 PD game
Sept 14-18
Age of Discovery 1500-1750
Landes, Chap 6
Ex5,5a Malthus
Sept 21-23
Dutch Golden Age
European ...
Ancient Greece Essay
Ancient Greece Geography Essay
Ancient Greece Research Paper
Greece Essay
Ancient Greek Legacy Essay
Chapter 3: Ancient Greek Civilization
Ancient Greek Influences Essay
Ancient Greek Inventions Essay
Ancient Greece: Course Analysis
Ancient Greece Essay
Ancient Greek Art
Hellenism Ancient Greece
Ancient Greece Geography Essay
Ancient Greece Research Paper
A Reflection On Society Of Ancient Greece Essay
Essay On Greek Philosophy
Classical Ancient Greece Essay examples
Ancient Greece Dbq
Ancient Greece Research Paper
Pros And Cons Of Ancient Greece Dbq Essay
The History of Ancient Greece Essay
GEA S 2018 Steger chap 2 show.pptGlobalization in history i.docx
GEA S 2018 Steger chap 2 show.ppt
Globalization in history: is globalization a new phenomenon?
Manfred B. Steger, Globalization, chap. 2
Chap. 2 “Globalization in history: is globalization a new phenomenon?”
Our focus: Understanding globalization through the foods we eat
World cuisine/Culinary culture
Tues. 2/6 Sidney W. Mintz, “Asia’s Contributions to World Cuisine,” japanfocus.org (2009)
Thurs. 2/8 Matthew Allen & Rumi Sakamoto, “Sushi reverses course: consuming American sushi in Tokyo.” japanfocus.org (2011)
Chap. 2 Recitation on Wed. Feb. 14
Response paper due Tues. Feb. 13 at 10:00 pm
Chap. 1 Recitation: “Globalization: a contested concept”
Steger’s theory of globalization: Global-local nexus
Beijing Olympics 2008 in East Asian context
North Korean Mass Games and Third Worldism in Guyana 1980-92
Global-local nexus
Global
International
"West"
Local
National
“Rest”
Tools for analysis
Globalization is defined by the links between dichotomies
Binaries (global/local) are not exclusive but work together
Global-Local Nexus is a Horizontal relationship, not Vertical
Globalization is multi-dimensional
“Parable of the elephant”
Globality (social condition) is uneven
Global imaginary (consciousness of ourselves and others) is product of our existence & participation on the global stage
Electronic devices OFF
Chap 2 Globalization in history
Is globalization a new phenomenon?
“Where do we begin?”
Post-1989? Some scholars limit globalization to post-1989 to focus on the recent quantum leap in the pace of change.
19th century? Other scholars look to the Industrial Revolution and other developments in the 19th c.
16th century? Others look to 16th c. and the emergence of modernity, when trade routes first connected Eurasia, Africa, and America.
Prehistory? Finally, a few say these processes have been unfolding for thousands of years.
“Parable of the elephant”: each perspective contains important insights.
Globalization unfolds over time
There are deep, historical roots for the current increase in economic & social interdependence and rise in the global imaginary.
New technologies stand upon earlier innovations from earlier centuries.
Globalization unfolds over time
The dynamic (or direction) of globalization processes changes over time
Clickers ON
Question
What term does Steger use to describe the “dynamic” (or direction) of globalization in the pre-historic period?
Divergence
Convergence
Homogenous
Civilized
Steger
“Perhaps the best way to characterize the dynamic of this earliest phase of globalization would be to call it ‘the great divergence’—people and social connections stemming from a single origin but moving and diversifying greatly over time and space.” (p. 24)
Question
What term does Steger use to describe the “dynamic” (or direction) of globalization in the contemporary period?
Dive ...
1- Identify at least two means of communication used by the ancient .docx
1- Identify at least two means of communication used by the ancient American civilizations. Then, compare and contrast (differences and/or similarities) their functions in their respective societies? Discuss whether there are any features they have in common? Explain. Next, describe how the ancient American means of communication have evolved in the modern society.
Please elaborate by writing at least two well-developed paragraphs of at least five sentences each.
2- Answer the following questions in one paragraph of at least five sentences
a- How have the lives of the European people improved during the 18th century and what influenced this progress?
b- Who were the big European powers and how did they gain their global influence?
c- What is the
Great War for Empire
and where did it occur?
d- What is the
American Revolution
and what events motivated it?
c- Which European power first colonized Florida?
3- Explain how the intellectual ideas of the Enlightenment influenced the political and social changes of the 18th century. How did those changes impact our current society? Provide specific examples.
Please elaborate by writing at least two well-developed paragraphs of at least five sentences each.
.
Unit 3. Greek civilisation
The document provides an overview of ancient Greek civilization from its origins to the Hellenistic period. It describes the terrain of ancient Greece influencing the rise of independent city-states. Early civilizations like Minoan and Mycenaean preceded ancient Greek civilization. The Archaic period saw the rise of poleis and colonization spreading Greek culture. Athens developed democracy while Sparta used an oligarchy. The Classical period was defined by Persian and Peloponnesian wars between city-states. Alexander the Great then conquered much of the known world before his empire fractured into Hellenistic kingdoms after his death.
Early RomeI. The Beginnings of RomeII. Family .docx
Early RomeI. The Beginnings of RomeII. Family and Society (Roman Family Values)III. Early Republican Political Structure
I. Beginnings of Rome
1 Differentiating between Myth, Legend, and History
Prehistoric Archaeological Evidence
2 Founding Myths (Historic Source: Livy First Century BCE)
Aeneas (Legendary Ancestor)
Romulus and Remus (Founders of Rome) 753 BCE
Lucretia (Revolt against the king Lucius Tarquinus Superbus) 509 BCE; Founding of the Republic
Myth: Traditional story of supposedly historical/past events that reveal or maintain the world view of a people or society
Aeneas arriving in Latium.
*
Romulus and Remus suckling from the she-wolf.
*
Lucretia taking her life.
*
The rape of Lucretia.
*
II. Family and Society1. A Patriarchal SocietyGaius Julius Caesar; gens=clan (For Caesar the gens Julia)Familia=household; Rule of the Father (paterfamilias) 2. Piety (Pietas)=selfless concern and regard for parents and ancestors (ancestral spirits)3. Monitoring Morality: Censors, honor, infamy4. Patron-Client Relations: Informal political networks of personal interdependence
III. Early Republican Political Structure1 Patricians and Plebians2 Three-part systemConsuls (2)Held imperium (the right to command; executive powers; one year term)Senate (~300); council of elders (patricians)Assemblies (Century and Tribal)3 Struggle of the Orders
3. Struggle of the OrdersEstablishment of the Office of Tribune (494 BCE) Spokesmen for the PlebiansCouncil of the Plebians (471 BCE)Intermarriage allowed (445 BCE)Consulship open to Plebians (367 BCE)Laws passed in the Council of Plebians binding for all Romans (287 BCE)
IV. Expansion of the Republic1. Coalition of Latin speaking cities (Central Italy)2. Defeat of Latin Allies (338 BCE)Extension of partial and full citizenship3. Punic Wars Against CarthageSecond Punic War (218-201 BCE)First Contact with Hellenistic Kingdoms War with Macedonia 200 BCEWar with Seleucid Monarch 191 BCE
The End of the Republic: Victory Will Eat Itself (133-31 BCE)
Why did the Republic end after over 450 years?
The victories of the Roman Republic destroyed the institutions of the Republic
“Trying to govern these sprawling territories with institutions and social traditions suited for a city-state overwhelmed the Roman Republic and led to the establishment of a new form of government.”
I. The Late Republic and Its ProblemsII. Causation: A modern historical diagnosis
I. The Late Republic and Its Problems
1. Polarization of wealth; large landed estates
2. Political conflict between Senatorial factions: “Optimates” versus “Populares”
Tiberius Gracchus (163-133 BCE)
Gaius Gracchus
3. The size of the city of Rome and the “Mob”: Bread and Circuses
4. Increasing importance and influence of generals
Marius (157-86 BCE) and Sulla (138-78 BCE)
II. Causation: A Modern Historical Diagnosis1. Growth of Empire and Wealth for a Few2. Generals as Politicians and Dictators: ...
Essay Questions (15 points each4 will be graded for 60 points total.docx
Essay Questions (15 points each/4 will be graded for 60 points total):
a.
With the advent of maritime exploration the influence of the West (at this point, meaning Western Europe) changed greatly.
Describe how the influence of the West changed with regards to economic, political, and cultural influence.
Further, discuss the original motivations for Western maritime exploration and the consequences of this new venture.
Be sure to use specific examples.
b.
Early modern Europe experienced tremendous upheaval during the 15
th
through 18
th
centuries due to the Renaissance and Reformation.
Discuss how these two movements were intertwined.
In other words, how did the Renaissance influence the Reformation and vice versa, how did the Reformation influence the Renaissance.
Be sure to use specific examples.
c.
Discuss the specific doctrinal and political issues that led to the Protestant Reformation.
How did the Catholic Church respond to the Reformation?
d.
Compare and contrast the political situations in early modern England and France with regards to the structure of the government and the power of the monarchy.
e.
The creation of the Atlantic World resulted in a period of exchange unparalleled in human history.
This period of exchange is commonly referred to as the Columbian Exchange and involved the widespread exchange of food, animals, plants, human populations, diseases, ideas, and religion, just to name a few, between the different continents and ethnic groups of the Atlantic World.
Discuss at least three different large categories of exchanges (food, animals, plants, human populations, diseases, ideas, and religion) and the consequences of these exchanges.
Be sure to discuss three different aforementioned categories, but be sure to list specific examples for each category.
f.
Discuss European, American, and African participation in the Atlantic slave trade.
What was the impetus behind the slave trade and the consequences for each of the three participant groups (European, American, and African)?
Finally, what effect did the slave trade have on the economy and social structure of each participant group?
g.
Describe the interactions between the rulers of the Ottoman Empire and non-Muslims within the empire.
Also describe the interactions between the rulers of the Mughal Empire and non-Muslims within the Empire.
Finally, compare and contrast the two empires with regards to how they tolerated non-Muslims within their respective empires.
h.
Why was the Ottoman Empire more powerful, in the early modern period, than any other European or Islamic power?
Be sure to discuss specific political, economic, military, cultural and social reasons behind their power.
.
Should Marijuana Be Legal For Medical Purposes Persuasive Essay
This document provides instructions for submitting a request to have an essay written on the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the paper.
Write an essay in response to ONE of the following three questio.docx
Write an essay in response to
ONE
of the following three questions:
1. As citizens of the democratic city-state of Athens, why did Cleon and Diodotus disagree about the value and role of public debate and democracy, especially for deciding issues of foreign policy?
2.
Using evidence from Suetonius'
Life of Julius Caesar
, explain how a Roman citizen became politically influential during the period of the Late Republic (the first century BCE).
3. Using evidence from Josephus' account of the the situation in Judea in the decades before the outbreak of the Jewish War in 67 AD, explain why segments of the Jewish population rebelled against Roman rule? (Keep in mind that Josephus' account covers over half a century. Don't focus excessively on events from a single year, especially if the events took place forty years before the rebellion.)
Essay requirements and grading criteria
1. It should be between 1000 and 1200 words in length.
2. The introduction paragraph must contain an analytical statement (thesis) that answers the topic question and states the argument you are making in the essay.
3. Any subsequent paragraphs (body paragraphs) should begin with an analytical topic sentence.
4. It must not quote more than 75 words.
5. It should make at least seven references to the text. You must provide page citations for these references. You may use parenthetical references for these citations. For example, cite in the following manner, (Josephus, 54).
6. It should be free of spelling or grammatical mistakes.
This is not a research paper but an essay in which you develop an argument about one of the primary sources we have read. No other research is required. Using uncited information from a web source constitutes plagiarism.
.
Final Lesson Plan 6
This document provides an overview of course standards and essential questions for 6th grade social studies subjects including government and economics, language arts, world history, math, and geography. It lists the instructors and their subject areas, along with relevant state standards and example essential questions for each subject.
15752020.ppt historical context of International Relations
This document provides a historical overview of key concepts and events that have shaped international relations. It discusses the development of ideas from ancient Greek thinkers like Thucydides and Plato through the modern era. Major topics covered include the Peace of Westphalia establishing sovereignty, the Concert of Europe maintaining balance of power in the 19th century, World War I leading to new international organizations, World War II establishing the US and USSR as superpowers during the Cold War, and post-Cold War changes like the war on terror. The document traces the evolution of international relations from its roots in classical philosophy to its current globalized state.
Unit 3. Greek civilisation
Ancient Greek civilization began between the Ionian Sea and the Aegean Sea in a mountainous region called Hellas. This terrain influenced the development of independent city-states rather than large kingdoms. Two early civilizations, the Minoans and Mycenaeans, preceded ancient Greek civilization. The Archaic period saw the rise of poleis and the spread of Greek culture through colonization. The Classical period was defined by the growth of Athenian democracy and Spartan oligarchy and wars with Persia. The Hellenistic period began with the conquests of Philip and Alexander the Great, spreading Greek culture further and dividing Greece into Hellenistic kingdoms.
Unit 3. greek civilisation
Ancient Greek civilization began between the Ionian Sea and the Aegean Sea in a mountainous region called Hellas. This terrain influenced the development of independent city-states rather than large kingdoms. Two early civilizations, the Minoans and Mycenaeans, preceded ancient Greek civilization. The Archaic period saw the rise of poleis and the spread of Greek culture through colonization. The Classical period was defined by the growth of Athenian democracy and Spartan oligarchy and wars with Persia. The Hellenistic period began with the conquests of Philip and Alexander the Great, spreading Greek culture further and dividing Greece into successor kingdoms.
Essay Questions A Rose For Emily
The document discusses issues surrounding the safety of firefighter equipment and argues that while equipment protects firefighters from many dangers like smoke inhalation and heat, constant improvements are still being made to create even better protections. It notes some of the key pieces of equipment firefighters use, such as oxygen tanks, knee pads, and heat-resistant coats and pants, but suggests this gear may not be completely safe enough yet. Further advances are still needed to safeguard firefighters facing life-threatening hazards.
Similar to Greek and Roman classicsInstructions Write an ess.docx (20)
I. Choose five of the following terms or individuals and in shor.docx
I. Choose five of the following terms or individuals and in shor.docx
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300 word mini essay question.Textbook is Getlein, Mark. Living wi.docx
Dean r berry The Ancient Civilizations of Greece and Rome
Dean r berry The Ancient Civilizations of Greece and Rome
Economics 463 Economic Development Before 1900 Fall 2015Prof. .docx
Economics 463 Economic Development Before 1900 Fall 2015Prof. .docx
GEA S 2018 Steger chap 2 show.pptGlobalization in history i.docx
GEA S 2018 Steger chap 2 show.pptGlobalization in history i.docx
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Early RomeI. The Beginnings of RomeII. Family .docx
Early RomeI. The Beginnings of RomeII. Family .docx
Essay Questions (15 points each4 will be graded for 60 points total.docx
Essay Questions (15 points each4 will be graded for 60 points total.docx
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Should Marijuana Be Legal For Medical Purposes Persuasive Essay
Write an essay in response to ONE of the following three questio.docx
Write an essay in response to ONE of the following three questio.docx
15752020.ppt historical context of International Relations
15752020.ppt historical context of International Relations
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Hello,
250 words minimum each question,
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Students, please view the "Submit a Clickable Rubric Assignment" video in the Student Center.
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Assignment 2.1: The Public Needs to Know
– Draft Version
Due Week 4 and worth 150 points
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Note:
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Hello, My topic is effectiveness of Labor Unions in the United states. Please use the references I have posted below and other scholarly articles related to the topic for the literature review.
Writing Assignment #3
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KEY IDEA
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Analyze the impacts of various healthcare departments and their interrelationships on the revenue cycle
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Hello Tutors,
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Thanks.
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Hello to whonI have a essay in english composition class that is d.docx
Hello to whon
I have a essay in english composition class that is due November 16, 2015 before 11:59 pm central time
I have the instructons to the essay as atttechment to do the essay as follows , you will need the textbook to help out on the essay, i do have a ebook, to whom i trust i will give login info to do the esssay...thanks .. i need a good grade on this
.
Hello to whomI have writing assignment to do in Sociology class a.docx
Hello to whom:
I have writing assignment to do in Sociology class and the directions is 500- 750 words (two to two and a half pages). It should be 12 point font and it should be in MLA format, please. (this writing assignment is due central time on January 25, 2016 before 11:59 pm)
PLEASE READ:
(B) I have argued that the different disciplines that attempt to explain the behavior and actions of human beings, drawing upon different
perspectives,
each conceptualizes or
thinks
about human beings in fundamentally different ways. A biologist might think of us as bundles of genes with innate biological tendencies, an economist might think of us as rational and utilitarian decision-makers, a psychologist might think of us as a “learning machine” or as a complex bundle of unconscious and repressed emotions, a sociologist might think of us as someone who occupies specific social positions (i.e., upper class, African-American, female).
Perhaps most important, I have argued that since each perspective has
something
of interest to contribute and that their ideas are complementary to one another rather than being contradictory. In other words, to say that one is greatly affected by rewards and punishments – as do behaviorists – doesn’t invalidate the fact that one’s social class – whether one is rich or poor – also contributes greatly to how one behaves. What does differ – and this is important – is how one might go about trying to modify an individual’s behavior and the policy implications that follow.
For this summary – response paper you will compare and contrast the sociological way of thinking about human beings with that presented by two other disciplines discussed in the class lecture notes. What are the main assumptions of each and how do they differ in their recommendations to change peoples’ behavior?
.
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