Who was Julius Rosenwald and what exactly was the Rosenwald school building program? Why did Tennessee become part of this program? What part did Booker T. Washington play in this program? How did this program impact African American communities in Tennessee? How did white communities react to this influx of outside money for black schools? According to the primary sources included in this weekís reading, how did African Americans react to the Rosenwald school building program? Why was so much emphasis placed on the buildings (schools) and not the teachers? What were the long term legacies of this program, if any?
Remember to include page numbers to cite your research from the chapters. You can include direct quotes from the chapters, but these should be short.
Who wrote this source? Where? When? What genre or genres does it belong to? Who was the audience; who was likely to read it?
The purpose of this source was to suppress Buddhism in the Tang empire. The author lists many reasons for this decision, some of which are economic. Identify and explain two ways in which the author thinks that suppressing Buddhism will improve the Tang economy.
On page 586, the Nestorian religion was the version of Christianity practiced in the Sasanian Empire. The Mazdean religion was Zoroastrianism, the official religion of the Sasanian Empire. The author of this source did not explain detail why these two religions were suppressed alongside Buddhism. However, based on what you know about the movement of religious ideas through the Silk Road network during the Tang period, explain why you think these two religions might have been associated with Buddhism and suppressed at the same time as Buddhism.
Finally, ask one or two questions that would help you to understand this source better.
We can write this or a similar paper for you! Simply fill the order form!
What was William Penn’s “Holy Experiment” and how was it inspired?
Please answer the following question in three double spaced pages using Times New Roman 12 point font. DO NOT: (1) re-post the question (2) Put any names, dates or titles in the response. Please use any of the reading materials of the course up to this point to answer the question descriptively and analytically.
1. What was William Penn’s “Holy Experiment” and how was it inspired? Describe its successes, shortcomings, and how it helped to build the city of Philadelphia. HINT: Please use a combination of materials from modules discussed in the course up til this week. The best papers will probably have a thesis statement incorporated within the first paragraph of the response.
Write about what it was and describe how it played out
-how do you think his experiment was used to build Philadelphia
-What his experiment did ( analyze)
-His success and shortcomings
– Incorporate how his experiment paved the way for other religious groups in Philadelphia (use reading that will be attached)
Please use and try to incorporate text as much as possible
We can write this or a similar paper for you! Simply fill the order form!
1.ó There is a clear sociological distinction between the cultural manifestations from the 1980’s studied in class and Ray Loriga’s novel. My brother’s gun (1994). It was published when Spain finally accomplished its transition. While it could be stated that during the 1980’s the traumatic Francoist past was present within the cultural manifestations from that period, Loriga a paradigm of the Generation X in Spain showcases a culture rejects any trace of history and depicts events as if they were recorded with a video-camera. This a formal characteristic that we studied at class, when we discussed how My Brother’s Gun plot is not conventional as it is characterized by its puzzling, fractured form, unresolved and even unclear actions. This is a formal manifestation of a globalized and postmodern culture, an epoch in which current theories endorse a conception about the end of art, the novel, the knowledge, representation of history and the dissolution or impossibility to represent the subject by means of discursive practices. At the same time, within this critical context, accepted meanings are plundered and laid bare, resulting in problems of legitimating reality. Furthermore, Loriga’s fiction belongs to an epoch in which theoreticians, such as Baudrillard, claim that there exists a crisis of representation, in particular, by the rising control of TV and its power to manipulating what is thought to be the real world, which turns out to be a simulacra.
First, you need to bear in mind the complex historical and political framework of Spain in the year 1994. Second, bear in mind Kathryn Everly’s argument in television and the Power of Image in CaÌdos del cielo and La pistola de mi hermano by Ray Loriga, where she discusses the role of the image and television within Loriga’s novel (the article also mentions Loriga’s own filmic adaptation [La pistola de mi hermano] of his novel but you just need to focus on what Everly says in regards to the novel: CaÌdos del cielo/My brother’s gun). How do you think the given fragments from My Brother’s Gun reflect the fake image of the killer as the Angel of Death(#2 #6) #14)? Does the idea of violence help the reader to correct the official truth about the events as well as the purpose of the killer (#14 #28))?
Parallel to this, in Beauty and Death as Simulacra in Ray Loriga’s CaÌdos del Cielo [My brother’s gun] and El hombre que invent Manhattan [another novel by the author; again, you just need to concentrate on what Everly argues in relation with Loriga’s My brother’s gun [CaÌdos del Cielo] Everly states that the collective agency of television produces an image of the assassin that mystifies his very existence. Why do you think the TV fabricates this image of the older brother (#22)? Does the narrator understand the violent acts of his brother in the same way as the TV (#21 # 28)? Why did the police reacted in such a violent way at the end of the older brother’s journey (#43 # 44 # 45 #46 #47 #48)? According to your point of view, who do you think is more free, the older brother or the rest of the society that he finds on the beach or attends to the TV Show Because we are all in this together?
You have to obviously create an answer taking into consideration the relevance of the selected fragments in relation with the plot of the novel. For this reason, it is highly important to bear in mind the totality of Loriga’s text. At the same time, it is equally important to support your answer by incorporating a textual discussion as well as the historical framework of Loriga’s novel.
EXTENSION LIMIT 1500 words.
We can write this or a similar paper for you! Simply fill the order form!
Consider this statement: “The twentieth century marks the end of western dominance in world history.”
What evidence from the course reading material might support this statement? What evidence might contradict it? Ways of the World: A Brief Global History, with Sources (3rd Ed., Vol. 2)
Chapter 23: “Capitalism and Culture: the Acceleration of Globalization since 1945”
Use at least three (3) quality references Note: Wikipedia and other related websites do not qualify as academic resources.
View Turntin for grading RUBRIC AND SUMMARY.
We can write this or a similar paper for you! Simply fill the order form!
Objective: You will be provided with a primary source from the Professor, and write a paper explaining the context of the source, utilizing at least 2-3 academic secondary sources. Why is the person you are writing about important? What is the person doing that is important? Are they advocating political, economic, cultural, social, or military change? Is your source actively influencing events in history? Is it observing people and events from afar? What might they discuss about historical events that are important?
This is not a book report- it is a paper that analyzes your topic in order to explain both its importance and historical context. Make sure that you choose secondary sources that help you flesh out their arguments, rather than tell me why Person A is “awesome”, or Person B is “evil.” Also, do not explain to me why the book is “great” or “boring.” You will write a 1,500-word paper (5-6 pages or longer) for this assignment, including footnotes and a bibliography. Please keep track of your word count!
This is to showcase how well you can critically understand history, read texts, and analyze sources to determine what is important about its historical context. It is important for you to conduct research in order to find proper sources and utilize them effectively. You are also looking to write a narrative, and build up a thesis statement and defend it in your paper.
The ability to make a cohesive argument is important for writing history. It is not enough to merely write, for instance, that Gandhi is important because we know that he is; you must show how he came to lead the Indian Independence movements with his non-violent protests, and how successful it was in creating India.
Basic Formatting Guidelines: The paper has to be 5-7 pages with a 1,500-word limit. That is a limit that you MUST attempt to reach. A 1,300-word paper is not acceptable. A 2,500-word paper is also not acceptable. However, if you have 1,999 words (or 2,020 words), don’t worry! I am not the kind of history professor that wants their students’ papers to be exactly 2,000 words and marks their papers a full letter grade for having only 1,999 words. But if your paper is 250 words over the limit, you will want to cut it down. Or, conversely, if your paper is 100 words short, you will want to find ways to add more detail and narrative focus to the paper. Writing history papers is an exercise in brevity, rather than babbling for the sake of it. I can type “All work and no play makes Jack a dull boy” over and over again on my keyboard, but that just means I like The Shining and Jack Nicholson. It doesn’t showcase the effectiveness of my writing abilities.
The paper will be in Times New Roman, Size 12 Font, with Double-Spaced Paragraphs, and regular black ink (I don’t want pink or blue ink; that just tells me you ran out of black ink at the last second, and is a sign of laziness and/or sloppiness).
You must also include a word count on the front page of your paper.
Thesis Statement: When you write an academic paper, it must present an argument to the reader. Typically, the thesis statement is in the first or second paragraph. That argument lets you structure the rest of the paper around defending and expanding upon it.
Primary Sources: The main source for your paper is the Primary Source. It could be an autobiography, a personal retelling of a historical event, a person’s collected letters and written documents, or a work of political (or technical) writing. The professor will assign you a primary source for the paper.
Secondary Sources: These are any source that is not attributed to a specific person who was writing it at the time that event or topic was occurring. It also refers to anyone writing an analysis of a political topic or book that predated them. Encyclopedias and dictionaries are NOT secondary sources (they are considered tertiary sources). Here are some good examples of secondary sources:
WW2:
Max Hastings, Armageddon: The Battle for Germany, 1944-1945, (New York: A. A. Knopf, 2004).
Japanese History
Herbert P. Bix, Hirohito and the Making of Modern Japan, (New York: Harper Collins, 2000).
Political Theory/John Stuart Mill
K.C. O’Rourke, John Stuart Mill and Freedom of Expression: The Genesis of a Theory, (London: Routledge, 2001).
Searching for Sources: You should look at the University of Dayton library, the University’s Inter-Library Loan resource, the Public Library system, Scholarly online sources (like JSTOR), online free books, and bookstores/internet storefronts (like Amazon) in your search. Don’t forget to ask the librarians (especially liaison librarians) for help if you need it! That’s what they’re around for. If you have any question about your sources, please contact the Professor to make sure that everything is in good order.
Also, the books that I have listed for the 1st paper topics all have their original publisher’s info on them. This is because many of them are published over and over again. Any edition of the books listed is fine, as long as it is not an “abridged” version. If you have any questions about the publication or edition of the book, feel free to contact the Professor.
What NOT to do:
1. This is not a book report. You are to critically analyze a work of history to understand its historical value and context.
2. The objective of this assignment is not to tell me if the work you choose is right or wrong. Writing a paper on how “imperialism sucks”, while discussing David Livingstone’s trips through Africa misses the point.
3. Remember to write a narrative and make sure that your paper has a thesis statement. I have seen many papers that discuss a topic, but never present a concise argument.
4. Make sure that your narrative is NOT emotional. I have seen many papers that merely state “slavery is bad!” or “The Holocaust was evil!” or “I like Ike!” Papers that don’t get beyond an emotional response to the topic at hand, hurts the writer’s because they are spending too much time debating a topic as a value judgment rather than understanding the topic’s historical context. Separate your emotions from your writing as best you can.
5. Do not write your paper as though you are speaking aloud. Beware passive voice. This is a good guideline against it: http://owl.english.purdue.edu/owl/resource/539/3/.
6. There is nothing worse than receiving a paper that is not stapled. The class is a professional setting- and it demands professionalism out of all of us. Papers that are not stapled are a sign of sloppy and rushed work.
7. Topics from the 17th Century to the 19th Century are what the 1st paper will cover. If you think your topic straddles the 19th to 20th Century line, ask the Professor if it is okay to choose it. Do not assume that I will accept it. Please do not use topics that are in the 20th or 21st Century; that is what the 2nd paper will be about. So, for the 2nd paper, do not write a paper on President Ronald Regan or the Soviet General Secretary, Josef Stalin.
8. Do not use internet sources that are not scholarly sources. Wikipedia is not a scholarly source. JSTOR and Google Scholar are scholarly sources, and I will only accept sources from them. Please do not use random websites as your sources, even if it is a university/history website. Use them with care. Ask the Professor if the sources are acceptable.
9. Please don’t space your paragraphs out and try to hide multiple paragraph spacing beyond double spaces in your paper. Also, don’t drag out your name/date/class/title out too far and “pretend” that you have 6 pages with it. I have seen these kinds of tricks to make your paper look longer than it really is.
10. You will be required to submit your paper to the turnitin.com; it is an anti-plagiarism tool that is available on Isidore. I have the 1st Paper listed under assignments, and you will upload a copy of the paper to turnitin through that device.
What TO do:
1. Make sure that you footnote your paper properly. Please use the Chicago Manual of Style or MLA (Modern Language Association) for proper citation format. The same goes for the Bibliography. The library should have a copy of the Chicago Manual of Style and the MLA in reference. Ask the librarians and the writing center for help with it. There are also citation devices like Refworks and Zotero that can help you with formatting. This is a good starting point for understanding the way MLA works: (http://owl.english.purdue.edu/owl/resource/747/01/) and this also shows the Chicago Manual of Style works: (http://www.chicagomanualofstyle.org/tools_citationguide.html). Your paper should have at least 3-6 citations in it. The more you cite (properly) the better off you are. Err on the side of caution!
2. Make sure that you finish with enough time to look over your paper. You might want to have roommates or friends look over your paper to make edits and corrections. Take advantage of the writing center on campus, as well.
3. If you have an outline or a rough draft, feel free to send it to the Professor for review, comments, and corrections, up to a week and a half before the paper is due.
4. Find a topic that you like. Don’t settle for something that you don’t really enjoy working on. Think of the topic list as a general list to choose from, rather than a strict guideline. If you have a primary source that you think can work, ask the professor.
5. Don’t forget to have fun!
6. Below, on the 5th page, is an example of a cover page.
We can write this or a similar paper for you! Simply fill the order form!
In reading Texas’s Declaration of Secession, Keep in mind the following questions
Why did Texas secede following the presidential election of Abraham Lincoln?
What type of Union did Texas view the country as having that would allow secession? (Federal, Confederal, or Unitary)
How did the civil war effect our conception of the nature of the US?
Please answer the questions in a minimum 250 word essay.
DECLARATION OF CAUSES: February 2, 1861
A declaration of the causes which impel the State of Texas to secede from the Federal Union.
The government of the United States, by certain joint resolutions, bearing date the 1st day of March, in the year A.D. 1845, proposed to the Republic of Texas, then a free, sovereign and independent nation, the annexation of the latter to the former as one of the co-equal States thereof,
The people of Texas, by deputies in convention assembled, on the fourth day of July of the same year, assented to and accepted said proposals and formed a constitution for the proposed State, upon which on the 29th day of December in the same year, said State was formally admitted into the Confederated Union.
Texas abandoned her separate national existence and consented to become one of the Confederated States to promote her welfare, insure domestic tranquility [sic] and secure more substantially the blessings of peace and liberty to her people. She was received into the confederacy with her own constitution, under the guarantee of the federal constitution and the compact of annexation, that she should enjoy these blessings. She was received as a commonwealth holding, maintaining and protecting the institution known as negro slavery–the servitude of the African to the white race within her limits–a relation that had existed from the first settlement of her wilderness by the white race, and which her people intended should exist in all future time. Her institutions and geographical position established the strongest ties between her and other slave-holding States of the confederacy. Those ties have been strengthened by association. But what has been the course of the government of the United States, and of the people and authorities of the non-slave-holding States, since our connection with them?
The controlling majority of the Federal Government, under various pretences and disguises, has so administered the same as to exclude the citizens of the Southern States, unless under odious and unconstitutional restrictions, from all the immense territory owned in common by all the States on the Pacific Ocean, for the avowed purpose of acquiring sufficient power in the common government to use it as a means of destroying the institutions of Texas and her sister slave-holding States.
By the disloyalty of the Northern States and their citizens and the imbecility of the Federal Government, infamous combinations of incendiaries and outlaws have been permitted in those States and the common territory of Kansas to trample upon the federal laws, to war upon the lives and property of Southern citizens in that territory, and finally, by violence and mob law, to usurp the possession of the same as exclusively the property of the Northern States.
The Federal Government, while but partially under the control of these our unnatural and sectional enemies, has for years almost entirely failed to protect the lives and property of the people of Texas against the Indian savages on our border, and more recently against the murderous forays of banditti from the neighboring territory of Mexico; and when our State government has expended large amounts for such purpose, the Federal Government has refused reimbursement therefor, thus rendering our condition more insecure and harrassing than it was during the existence of the Republic of Texas.
These and other wrongs we have patiently borne in the vain hope that a returning sense of justice and humanity would induce a different course of administration.
When we advert to the course of individual non-slave-holding States, and that [of] a majority of their citizens, our grievances assume far greater magnitude.
The States of Maine, Vermont, New Hampshire, Connecticut, Rhode Island, Massachusetts, New York, Pennsylvania, Ohio, Wisconsin, Michigan and Iowa, by solemn legislative enactments, have deliberately, directly or indirectly violated the 3rd clause of the 2nd section of the 4th article of the federal constitution, and laws passed in pursuance thereof; thereby annulling a material provision of the compact, designed by its framers to perpetuate amity between the members of the confederacy and to secure the rights of the slave-holdings States in their domestic institutions–a provision founded in justice and wisdom, and without the enforcement of which the compact fails to accomplish the object of its creation. Some of those States have imposed high fines and degrading penalties upon any of their citizens or officers who may carry out in good faith that provision of the compact, or the federal laws enacted in accordance therewith.
In all the non-slave-holding States, in violation of that good faith and comity which should exist between entirely distinct nations, the people have formed themselves into a great sectional party, now strong enough in numbers to control the affairs of each of those States, based upon the unnatural feeling of hostility to these Southern States and their beneficent and patriarchal system of African slavery, proclaiming the debasing doctrine of the equality of all men, irrespective of race or color–a doctrine at war with nature, in opposition to the experience of mankind, and in violation of the plainest revelations of the Divine Law. They demand the abolition of negro slavery throughout the confederacy, the recognition of political equality between the white and the negro races, and avow their determination to press on their crusade against us, so long as a negro slave remains in these States.
For years past this abolition organization has been actively sowing the seeds of discord through the Union, and has rendered the federal congress the arena for spreading firebrands and hatred between the slave-holding and non-slave-holding States.
By consolidating their strength, they have placed the slave-holding States in a hopeless minority in the federal congress, and rendered representation of no avail in protecting Southern rights against their exactions and encroachments.
They have proclaimed, and at the ballot box sustained, the revolutionary doctrine that there is a “higher law” than the constitution and laws of our Federal Union, and virtually that they will disregard their oaths and trample upon our rights.
They have for years past encouraged and sustained lawless organizations to steal our slaves and prevent their recapture, and have repeatedly murdered Southern citizens while lawfully seeking their rendition.
They have invaded Southern soil and murdered unoffending citizens, and through the press their leading men and a fanatical pulpit have bestowed praise upon the actors and assassins in these crimes, while the governors of several of their States have refused to deliver parties implicated and indicted for participation in such offences, upon the legal demands of the States aggrieved.
They have, through the mails and hired emissaries, sent seditious pamphlets and papers among us to stir up servile insurrection and bring blood and carnage to our firesides.
They have sent hired emissaries among us to burn our towns and distribute arms and poison to our slaves for the same purpose.
They have impoverished the slave-holding States by unequal and partial legislation, thereby enriching themselves by draining our substance.
They have refused to vote appropriations for protecting Texas against ruthless savages, for the sole reason that she is a slave-holding State.
And, finally, by the combined sectional vote of the seventeen non-slave-holding States, they have elected as president and vice-president of the whole confederacy two men whose chief claims to such high positions are their approval of these long continued wrongs, and their pledges to continue them to the final consummation of these schemes for the ruin of the slave-holding States.
In view of these and many other facts, it is meet that our own views should be distinctly proclaimed.
We hold as undeniable truths that the governments of the various States, and of the confederacy itself, were established exclusively by the white race, for themselves and their posterity; that the African race had no agency in their establishment; that they were rightfully held and regarded as an inferior and dependent race, and in that condition only could their existence in this country be rendered beneficial or tolerable.
That in this free government all white men are and of right ought to be entitled to equal civil and political rights; that the servitude of the African race, as existing in these States, is mutually beneficial to both bond and free, and is abundantly authorized and justified by the experience of mankind, and the revealed will of the Almighty Creator, as recognized by all Christian nations; while the destruction of the existing relations between the two races, as advocated by our sectional enemies, would bring inevitable calamities upon both and desolation upon the fifteen slave-holding States.
By the secession of six of the slave-holding States, and the certainty that others will speedily do likewise, Texas has no alternative but to remain in an isolated connection with the North, or unite her destinies with the South.
For these and other reasons, solemnly asserting that the federal constitution has been violated and virtually abrogated by the several States named, seeing that the federal government is now passing under the control of our enemies to be diverted from the exalted objects of its creation to those of oppression and wrong, and realizing that our own State can no longer look for protection, but to God and her own sons–We the delegates of the people of Texas, in Convention assembled, have passed an ordinance dissolving all political connection with the government of the United States of America and the people thereof and confidently appeal to the intelligence and patriotism of the freemen of Texas to ratify the same at the ballot box, on the 23rd day of the present month.
Adopted in Convention on the 2nd day of Feby, in the year of our Lord one thousand eight hundred and sixty-one and of the independence of Texas the twenty-fifth.
SOURCE:
Winkler, Ernest William, ed. Journal of the Secession Convention of Texas 1861, Edited From the Original in the Department of State…. Austin: Texas Library and Historical Commission, 1912, pp. 61-65.
We can write this or a similar paper for you! Simply fill the order form!
In Plato’s Gorgias, callicles says to Socrates: ”… For the truth is, Socrates, that you who pretend to be engaged in the pursuit of truth, are appealing now to the popular and vulgar of right, which are not natural, but only conventional. Convention and nature are generally at variance with one another….” What does Callicles mean? What is his view of natural justice? How, according to Callicles, does it differ from conventional justice? Meanwhile, Thrasymachus states in Plato’s Republic that ” justice is nothing else than the interest of the stronger…” What do you take thrasymachus to be saying? How does Socrates challenge Thrasymachus’s definition of justice? What is your view of Thrasymachus’s claim that the rulers, who rule because they are strong, infallibly know what is in their best interests? Please compare and contrast the two accounts of justice mentioned above. Are callicles and thrasymachus basically making the same point? If their views of justice differ, how do they differ? How does Palmer characterize rational thought in the first chapter of his textbook? Is there a difference between thinking rationally and asserting one’s strength? Please explain your views, be thorough, and show that you have read the material closely.
We can write this or a similar paper for you! Simply fill the order form!
The Nature of Oedipus Responsibility Essay Support answers with direct quotes from Oedipus. Your essay must be typed and approximately two pages double spaced in length.
The Nature of Oedipus Responsibility Essay
Oedipus book is the source.
What is tragic and what is heroic about a tragic hero? what is the nature of Oedipus’ responsibility for his Fate and the fate of Thebes? What is the role of the tragic hero in Oedipus? What is the play’s intended lesson? Sophocles, one of the most noted playwrights of the ancient world, wrote the tragedy Oedipus Rex in the first half of the decade 430–420 bc. A lethal plague is described in this drama.
In this paper, we will be exploring the Reformation, also known as the Protestant Reformation. This was a most vital time in the History of not just Europe but of the world. You will pick a topic relating to some aspect of this movement and write about it in detail. However, I don’t want you to only give me a play by play account of an event.
You must use your view point and investigate it. Go beyond just writing down what happens. This is going to be investigative and not descriptive.
Sources: For this paper, you will need to use both primary and secondary sources (five of both). Use these sources to defend the thesis of your writing.
Thesis: The thesis is the idea that you will be working on, everything that you write you need to think about how this relates to the thesis. The thesis must be your own.
However, this means that you can be creative with it. Nevertheless, be sure that you can find the information to support your idea.
Paper Requirements:
• Your paper MUST include six pages of content, EXCLUDING the References/Footnotes/etc.
• Cutting and pasting from websites or using someone else’s work will be considered as plagiarizing and result in a grade of ZERO (0) for this assignment.
NO EXCEPTIONS. And also, might lead to the removal from class. Do not use Wikipedia or any type of blogs to complete this or any assignment in the
course.
• Quotations will not count to your six-page count.
• Use Chicago format (Include a Reference Page and in-text citations to cite your textbook and any additional sources.)
We can write this or a similar paper for you! Simply fill the order form!
