Anti Seminist underpinned many Nazi actions and policies during the 1930. Why do you think so many “Ordinary” German were seduced into supporting Nazi atrocities?
In the context of the economic depression of the 1930s, the Nazi Party gained popularity in part by presenting “Jews” as the source for a variety of political, social, economic, and ethical problems facing the German people. The Nazis used racist and also older social, economic, and religious imagery to this end. After seizing power, they continued to used the same means to gain legitimacy.Inspired by Adolf Hitler’s theories of racial struggle and the “intent” of the Jews to survive and expand at the expense of Germans, the Nazis, as a governing party from 1933-1938, ordered anti-Jewish boycotts, staged book burnings, and enacted anti-Jewish legislation.
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Research paper on the Atlantic slave trade and its effect on the United States.
Over the course of more than three and a half centuries, the forcible transportation in bondage of at least twelve million men, women, and children from their African homelands to the Americas changed forever the face and character of the modern world. The slave trade was brutal and horrific, and the enslavement of Africans was cruel, exploitative, and dehumanizing. Together, they represent one of the longest and most sustained assaults on the very life, integrity, and dignity of human beings in history.
In the Americas, besides the considerable riches their free labor created for others, the importation and subsequent enslavement of the Africans would be the major factor in the resettlement of the continents following the disastrous decline in their indigenous population. Between 1492 and 1776, an estimated 6.5 million people migrated to and settled in the Western Hemisphere. More than five out of six were Africans. Although victimized and exploited, they created a new, largely African, Creole society and their forced migration resulted in the emergence of the so-called Black Atlantic.
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The Paleolithic and Neolithic Periods Getlein, Mark. Living with Art, 11th Ed.
Chapter 14 and 15 of Getlein, Mark. Living with Art, 11th Ed., New York: McGraw-Hill, ISBN13: 978-0073379319
1. First Assignment
Distinguish between the Paleolithic and Neolithic Periods in terms of time and cultural developments. Compare and contrast specific examples of artifacts, practices, and systems of belief.
The Paleolithic and Neolithic Periods
Discuss why art survives or does not. Include the four reasons Getlein cites for how art survives, giving an example of art work from both the Paleolithic and Neolithic Periods that meet one of these requirements. What types of art work or materials would not likely survive? How might this affect our opinion of a culture?
2. Second Assignment
The Paleolithic and Neolithic Periods Description
This is a two-part discussion – be sure to clearly label each part of your response. Both parts should be submitted together in the same initial post.
First, describe the shift in the Roman Empire that created Byzantium in the East and what would eventually become Europe in the West and explain the impact of this political, religious, and social split on the art produced in these regions in this era. Provide specific examples of particular works of art or architecture to illustrate your points.
Second, trace the subsequent development of art in the East and the West from the Early through the High and Late Middle Ages by citing specific works of art or architecture and describing characteristic features these works exemplify. Be sure to include the each of the following terms in your discussion:
• animal style
• Carolingian
• Romanesque
• Gothic
The final exam is to answer the ONE of the two open ended questions below. Answers must be supported by information from your textbook, you may also use academic publications or newspapers – No other sources are acceptable! Cite your sources both in text and at the end of your paper. Plagiarism will result in a zero for the paper.
Your answer should be a minimum of 2 pages. Think about the big picture and the kinds of things that shape history and the world. Your grade will be based on your ability to write a thoughtful, coherent and well supported argument for whichever question you choose to answer.
Western civilization was mainly built on Judeo-Christian, Greco-Roman cultures, blended with all the cultures and peoples that settled, traded with, or conquered Europe in the past 2500 years. You have spent the semester reading, writing and discussing the people, events and ideas that shaped Western Civilization. What do you think are the 5 most pivotal people, events and/or ideas that shaped Western Civilization? Clearly describe your examples and explain your points using the textbook to help support your argument.
It is often said that those who do not learn from the past are doomed to repeat it. Think about some of the major problems people faced in the past. Outline those in your paper and address the ways, successful or not that people dealt with them. Are these problems we still face, if so, where and how? Based on what you have studied this semester, what lessons can we learn from the past? Are there mistakes we seemed doomed to repeat or is the past too different and distinct to offer lessons for the modern day? Clearly explain and support your argument.
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Watts riots, writing prompt: What were the causes of the Watts riots? What were the effects on race relations in America after these riots?
The Watts Riot, which raged for six days and resulted in more than forty million dollars worth of property damage, was both the largest and costliest urban rebellion of the Civil Rights era. The riot spurred from an incident on August 11, 1965 when Marquette Frye, a young African American motorist, was pulled over and arrested by Lee W. Minikus, a white California Highway Patrolman, for suspicion of driving while intoxicated. As a crowd on onlookers gathered at the scene of Frye’s arrest, strained tensions between police officers and the crowd erupted in a violent exchange. The outbreak of violence that followed Frye’s arrest immediately touched off a large-scale riot centered in the commercial section of Watts, a deeply impoverished African American neighborhood in South Central Los Angeles. For several days, rioters overturned and burned automobiles and looted and damaged grocery stores, liquor stores, department stores, and pawnshops. Over the course of the six-day riot, over 14,000 California National Guard troops were mobilized in South Los Angeles and a curfew zone encompassing over forty-five miles was established in an attempt to restore public order. All told, the rioting claimed the lives of thirty-four people, resulted in more than one thousand reported injuries, and almost four thousand arrests before order was restored on August 17.
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What were the contributing factors of the Kent State University shootings? Who was responsible?
In May 1970, students protesting the bombing of Cambodia by United States military forces, clashed with Ohio National Guardsmen on the Kent State University campus. When the Guardsmen shot and killed four students on May 4, the Kent State Shootings became the focal point of a nation deeply divided by the Vietnam War.
The most well known protest involving the Vietnam War occurred at Kent State University in Ohio in May 1970. On May 1, Kent State students held an anti-war protest. That evening several incidents occurred, including rocks and bottles being thrown at police officers and the lighting of bonfires. These incidents led to the closure of bars by authorities before normal closing time to reduce alcohol consumption. Eventually students, other anti-war activists, and common criminals began to break windows and loot stores.
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American foreign policy in the late 1800s and early 1900s
American foreign policy in the late 1800s and early 1900s
In this essay, you get to become an expert on American foreign policy in the late 1800s and early 1900s. The United States started to have more influence in the world during that time. Was that a good thing or not? In this essay you get to choose whether you would like to write a dialogue between a famous person who believes the U.S. should have more influence and extend its reach (Imperialists) and someone who is against the U.S. exerting it’s power and might over other nations (anti-imperialist), or if you would just like to write an essay comparing the opinions of those two people. You will have to do the research and use it to inform your writing. You need to have introduction with thesis, conclusion, event/issue 1 and 2 discussion, and your personal opinion. At the end of the essay you need to have a work cited page. Introduction needs to have a clear thesis statement. Body 1 Why America became an imperialist nation. explain at least 2 reasons. Body 2, why people were against imperialism. Your opinion on imperialism. Conclusion- talk about why it matters.
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In this unit, we have looked at the experience of former colonies in a post-colonial world. Sometimes in was a successful transition (Hong Kong and Singapore). In other cases it was not (Rwanda and Cambodia). What do you think are the most important factors in making the leap from colony to that of stable, independent nation? Why?
The year 1960 is conventionally used as the “stylised date” of independence, for the good reason that it saw the end of colonial rule in most of the French colonies south of the Sahara as well as in the most populous British and Belgian ones (Nigeria and Congo respectively).Half a century is a reasonable period over which to review the economic impact of legacies because it allows us to consider the issue in the context of different phases of post-colonial policy and performance
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Contemporary World Issues and Ancient World Take an issue in the contemporary world that interests you, and trace its deep ancestry in the ancient world. Look for origins and roots of your issue and see how past peoples/societies/cultures/systems/civilization have dealt with it in ways that may form and shape the current issue.
Contemporary World Issues and Ancient World
This paper is 5-7 pages long, excluding bibliography. It will have 5 sources, at least one of which must be a primary text. The other sources must be scholarly or otherwise appropriate for an academic paper. You may use any documentation style you are familiar with. (For help with documentation style, go to the Online Writing Laboratory (OWL) at Purdue University: https://owl.purdue.edu/owl/purdue_owl.html)
Contemporary World Issues and Ancient World Instructions
First choose an issue in our contemporary world that you are passionate about. For example: food scarcity-food deserts; education/violence/technology/power and control/gender roles/religious tensions/medicine/political culture/imperialism/communication/climate change-geopolitics/clean drinking water/the ethics of genetically modified foods-agriculture/morality/crime and punishment/slavery and distribution of labor/income inequality/healthcare/reproductive rights/technology of war/peace/social inequality/travel/diversity-homogeneity/economy/government and leadership styles/justice and the courts/conspiracy theories/community, etc.
If none of these issues interest you, find one that does.
Next find some sources. One of these must be a primary text (this can be a work of art, such as an illustration from the Egyptian Book of the Dead, or the pyramids of Teotihuacan, a literary text such as such as the Epic of Gilgamesh, the Sayings of Lao-Zi, the Code of Hammurabi, or the Hippocratic Oath.) The other sources should be from books or articles that seriously treat either your topic or the ancient sources (Ask.com is not a legitimate source). Read these sources to see if they will be useful and prepare an annotated bibliography (this is a bibliography consisting of the citation information on the book or article, a brief summary of the content, and an explanation of how you expect it to be useful to you)
Passage Under the 1979 Taiwan Relations Act Consider the following Passage Under the 1979 Taiwan Relations Act Under the 1979 Taiwan Relations Act, official U.S. law stipulates that the United States would view any conflict over Taiwan with grave concern.
Passage Under the 1979 Taiwan Relations Act
Any war between Taiwan and the People’s Republic of China would therefore quite likely embroil the United States. Look at the 1995-96 Taiwan Strait crises, too.
Passage Under the 1979 Taiwan Relations Act Paper Writing Guideline
As it showed, the United States does not take its interest in Taiwan’s security lightly.
(a)Write down the statements the passage contains.
(b)Write down the statement that serves as the conclusion.
(c)How you can tell that statement is the conclusion?
(d) Is the argument inductive or deductive? If it’s inductive, tell me what makes it inductive. If it’s deductive, tell me what makes it deductive.
4. Consider the following passage:
When it comes to discussions about slowing population growth, we tend to focus on the poor, preaching to them about birth control. But while poverty-stricken parents with four, five, or six children are the most publicized aspect of population growth, they are by no means the most important numerical aspect of the problem. The four-fifths of the nation’s families who earn more than the poverty-line income and who can afford two, three, or four children produce a greater total of children than the one poor couple out of five who may have six youngsters (Lilienthal, David, “300,000,000 Americans Would Be Wrong,” New York Times , January 9, 1966).
(a)The author is recommending that we do something, but his recommendation remains unstated. Write down what the author is recommending.
(b) The author’s support for his recommendation can be represented using only one premise. Write down this premise.
5. Consider the following statement:
Classes are cancelled today.
(a) Write down a credible explanation in which this statement serves as an explanandum. (Make sure it’s obviously an explanation.)
(b) Write down a credible argument in which this same statement serves as a conclusion. (Make sure it’s obviously an argument.)
(c) What makes the statement in 4a an explanandum rather than a conclusion?
Passage Under the 1979 Taiwan Relations Act and Argument
6. Recall the following argument from Exam 2, presumably made by an airline representative and addressed to a potential passenger:
Look, a service animal is an animal that’s been trained to help a person with disabilities, and service animals are certainly allowed on our flight. But the boa constrictor around your neck can’t even be trained. This demonstrates that your boa doesn’t count as a service animal. So I don’t think you’re allowed to bring it on the flight.
Suppose the passenger responds thusly:
Actually, I think I am, because my boa does count as a service animal. Boas are sensitive to the patterns of neuronal electrical activity that typically precede epileptic convulsions. My boa has been trained to give me a slight squeeze whenever she senses that I might be about to have a seizure.
(a) Write down the two conclusions contained in the passenger’s response.
(b) Tell me which of these conclusions is the conclusion of the passenger’s sub argument
(c) The conclusion of the passenger’s subargument serves as one of two premises in the passenger’s main argument. Write down the main argument’s other premise. (Keep in mind that the passenger is replying to someone else, so for the sake of ease and brevity the passenger might have left some relevant considerations unstated.)
