Category: Uncategorized

Rise of centralized monarchies

QUESTION 1
The great significance of the Magna Carta, in demanding royal respect for the rights of vassals and of London burghers, was that the pope, speaking through his Archbishop and assembled noble supporters, was more important than the king.
True
False

QUESTION 2
In only 300 years, from the 11th to the 14th century, the population of Europe actually almost doubled from 38 to 74 million people.
True
False

QUESTION 3
The warrior aristocracy justified its privileges in society through its training as a Latin-educated elite, that could not only fight but compose poetry, sing ballads, write legal documents and peacefully resolve disputes.
True
False

QUESTION 4
Duke William of Normandy sailed with an army in 1066 from France to conquer England because he needed ‘lebensraum’ for the exploding French population and needed more land to accommodate the demands of a growing military elite.
True
False

QUESTION 5
The rise of centralized monarchies and the decline of the age of independent warriors whose violence was seen as wasteful and futile, led to a decline in the brutal and vicious holy crusades against Muslims and ‘heretical’ Christians.
True
False

QUESTION 6
Because of the Frankish custom of dividing up land between the surviving males, in medieval days, noble women were expected to have a small number of children, and often women used traditional and effective, though dangerous, methods of birth control bought from ‘wise women’ to avoid being constantly pregnant.
True
False

QUESTION 7
The institution of the English Parliament may have come from the custom under King Edward I, of seeking consensus (and funds) by summoning his barons, bishops and representatives of the towns and shires to participate in a “parley”.
True
False

QUESTION 8
By the twelfth century, commerce was considered by everyone to be a completely dishonorable occupation, these ‘bourgeois’ as they were called because they lived in the ‘bourgs’ or towns, were thought to be men driven by profit over either honor or faith. Churchmen condemned their greed; nobles condemned their cowardice.
True
False

QUESTION 9
A woman’s domestic tasks in the Middle Ages might include: wool carding, spinning, weaving, gardening, watching children and brewing beer.
True
False

QUESTION 10
Thomas Aquinas’s major contribution to theology was his division of Christian doctrine from Aristotelian philosophy, in which he argued that reason and faith could never be reconciled as each one was derived from a different way of knowing the world.
True
False

QUESTION 11
A ‘youth’ in medieval aristocracy was a young noble who had received his sword of knighthood, yet had not married, nor acquired lands.
True
False

QUESTION 12
In the eleventh century, Flanders, dealing with a population explosion as well as a lack of grazing land, opted to invest in the production of wagon wheels and metal tools of all varieties, and soon this became Europe’s first major industry.
True
False

QUESTION 13
The typical peasant’s diet in the Middle Ages, was composed of: wild boar, wild turkey, potatoes, tomatoes, corn and beans. p. 202
True
False

QUESTION 14
A fief, complete with serfs, was something that a vassal might expect from his lord
in exchange for fealty.
True
False

QUESTION 15
The church disliked lay investiture because it considered that it had the right to determine who was chosen as bishop and not some local king or even the emperor.
True
False

QUESTION 16
It was during the pontificate of Pope Innocent III that the papacy reached the low mark of its power, with corrupt popes having mistresses, illegitimate children, homosexual affairs, and owned slave galleys and led military forces as if they were common princes. Slowly, the papacy would regain power until the sixteenth century when popes no longer displayed the bourgeois materialism of their predecessors..
True
False

QUESTION 17
The titanic battles begun between Emperor Henry IV of the Holy Roman Empire, and Pope Gregory VII, eventually resulted without any kind of compromise between the empire and the church and this rift eventually ended with a complete separation of church and state and banishment of the Pope from the Holy Roman Empire.
True
False

QUESTION 18
In the 11th century most people were serfs but in spite of their low economic status, they led secure and peaceful lives, working on their lords’ estates, and receiving a free, basic education at the local parish school run by the local parish priest.
True
False

QUESTION 19
The crusades were religious wars of conquest authorized by popes and generally directed primarily against Europe’s Muslim enemies.
True
False

QUESTION 20
King John of England lost his lands to Phillip II, King of France, because he failed to appear when summoned, as required by feudal custom, as he was a vassal of the King of France for the lands of Normandy, Anjou, Maine and Touraine.
True
False

The history of the european exploration of africa

The history of the European exploration of Africa is a story of patience and dedication, as well as self-promotion and violence. Explorers opened the way for idealistic missionaries who hoped to eradicate the remaining slave trade.

The “scramble for Africa” after 1870 resulted in the European exploitation of the continent for financial gain and geopolitical advantage. European colonial rule is one of the uglier chapters of modern history, whose worst legacy was the apartheid state of South Africa.

Why did Europe want to get involved in Africa after 1880 given its initial lack of material wealth?

Discuss function of war for the various civilization studied

Discussion board

Watch the documentaries/lectures and complete the readings. Pick one of the topics below to discuss. (The topics should foucs on the period in world history from 500 B.C. to A.D. 1450 roughly).

Student should applies relevant information from readings, documentaries and lectures in a thoughtful manner and provides valuable insight into the topic.

Discuss the spectrum of power-to-powerlessness women possessed in the various civilizations studied.
Discuss the function of war for the various civilizations studied.
Discuss the similarities and dissimilarities of the various political institutions studied.
Discuss the place of social justice for the civilizations studied.
Discuss the nature of family bonds for the various civilizations studied.
Discuss perspectives of death and life for the various civilizations studied.

The approximate length for posts and responses will be 50 to 100 words.

For weekly discussion, each student will have 1 post and 2 responses (that is, 150-300 words in total for each week).

Points will be deducted for late participation in weekly forum discussions.

Forum discussions will be evaluated on creativity of analysis of weekly readings.

Video and reading are below.

Videos:

https://www.youtube.com/watch?v=rDgznF2jSzE

https://www.youtube.com/watch?v=9qsuE9lTBOg

Below are two discussions from my classmates that need a respond. responds must be acording to the knoledge you read dont only say i like what you did and i agree with what you did.

Discussion 1:

Title: Family Bonds

Family bonds in the civilizations studied this week do not seem to carry as much value as they do in the modern world. People denounce family relations in the face of death (the plague) or power struggle (Chinese civilization, Mongolian civilization). “A Woman in Power Empress Lu” reading an incredibly violent depiction of atrocities committed against family members. Empress Lu only needed relatives to fill up the positions of power with the members of the same family, for absolute control, but would not think twice to get rid of the ones who disobeyed. No wonder that Confucius put a special emphasis to “filial piety”. Maybe he felt that focusing more on “moral force” and family relationships could help the Chinese civilization reverse its bloody history.

Discussion 2:

Title: Family bonds

Family bonds have always played an important role throughout history, especially when speaking in context of rulers. According to “A Woman in Power Empress Lu,” ancestry is formed one person at a time as a family expands through marriage or reproduction. When I think of the concept of ancestry as discussed in the readings from this particular time frame in history, I think of heirs to the throne and royal families ruling for centuries fighting to continue their rule. In both Chinese and Roman culture, the idea of having the bloodline continue ruling was pertinent to the success of the family name. Another factor of family bonds that was important during those times especially was an unrelenting respect for your parents and the things they asked you to do and the things they did. For example, according to “Confucius and Laozi,” the relationship between children and their parents is described as one where the child should show love and respect to their parents always. While family bonds can help a family rise to success or continue a path of success, it can also prove to be detrimental as seen in Europe and Cairo during Plague outbreaks where children were often abandoned by their parents due to their condition.

Discuss about evaluation of thematic development

EVALUATION OF THEMATIC DEVELOPMENT

Acts 1:8 serves as the key verse of the book.Jesus’ words give an “inspired outline” for Acts, as the witnessing mission is launched in Jerusalem (Acts 1-7), spreads throughout Judea and Samaria (Acts 8-12), and then advances across the Mediterranean world to the capital city of Rome.

This geographic advance of the church is not Luke’s only indication of his structure for the book.Acts divides neatly into 2 parts, focusing in the first12 chapters upon Peter’s witness of the resurrected Jesus.Then Acts focuses upon Paul witnessing for the resurrected Jesus in chapters 13-28.Luke carefully draws parallels between the ministries of these two men (Peter heals a lame man, Paul heals a lame man; Peter raises a woman from the dead, Paul raises a boy from the dead; Peter confronts Simon the sorcerer, Paul confronts Elymas the magician; etc.).

Perhaps the most helpful markers of Luke’s development of the book’s content are the periodic “summary statements” or “progress reports” that punctuate the narrative.The first and most extensive summary comes at the end of chapter 2 (verses 42-47), closing the introductory portion of Acts.The preparations for the witnessing mission have been completed by Jesus (the indisputable proofs of His resurrection; the Great Commission to His followers; the promise of the baptism by the Holy Spirit to empower the witnesses; His ascension to the Father’s right hand to receive and pour out the Holy Spirit) and by His followers (obediently and prayerfully awaiting “the promise of the Father”; discerning the one Jesus has chosen to replace the betrayer as the 12th Apostolic witness).The witnessing mission has been launched with great success, and more than 3,000 believers now constitute the newborn church, poised to go forward in obedience to Jesus’ command.
Chapter 3 begins the second “panel” of the unfolding story of the church’s witness to the risen Lord.It ends with the summary statement at 6:7.Succeeding “panels” of the story end with summaries at 9:31, 12:24, 16:5, 19:20, and 28:30-31.

INSTRUCTIONS

In Modules/Weeks 1-7, you are provided with a template to complete as you evaluate the thematicpanels of the Acts narrative.The template consists of 4 columns:

1. The paragraphs.

2. The immediate context units.In the Acts narrative, these are stories and speeches.

3. The major points.These are thematically-related stories and speeches.

4. The title and statement of the theme for the panel.

• Prepare to begin your evaluation of a thematic panel by reading through that section of Acts.The NIV text of Acts is already included in your textbook, so choose a different translation.The New American Standard Bible is an excellent choice and is available online, as is the New English Translation.Reading through the material several times from different translations will help you grasp the scope of the panel and the themes Luke is developing.

• Once you’ve read the panel through at least twice, you are ready to begin filling out the template.

1. In Column 1 of the template

a. Write a brief statement of the main point of each paragraph.

b. The paragraphs are already identified for you on the template.Do not change the paragraphing.

c. Column 1 will have titles in every block; it will contain no arrows.

2. In Column 2 of the template

a. Identify how the paragraphs fit together to form immediate contexts (stories or speeches).

b. Give each unit a title that captures its main thematic point.Do not attempt to create titles that are novel or “cute.”Use the arrows provided in the template to showwhich paragraphs are included in each context and where that section of text ends. For example, Peter’s testimony to the risen and exalted Christ on the day of Pentecost is found in Acts 2:14-36.In the template, you will place your thematic title for the speech in the box in Column 2 beside Acts 2:14-21 (the first paragraph of the speech).

c. In the box underneath the one in which you wrote the title, you will then paste a downward-pointing arrow, indicating the speech continues.

d. Finally, in the next box in Column 2 (beside paragraph 2:29-36) you will paste a left-pointing arrow, indicating that the speech ends with this paragraph.

e. Follow this pattern throughout the column.

3. In Column 3 of the template

a. Identify how the stories and speeches fit together to form major points within the panel.

b. Give each major point a title that communicates its main thematic emphasis.

c. This column will have more arrows and fewer titles than Column 2.

4. In Column 4 of the template

a. Write a title and a statement that describes the primary themes you see Luke developing in this panel of the Acts narrative.Polhill delineates 8 major thematic emphases in Acts.Ask yourself, “Which of the themes is Luke developing in this panel?” Make sure that the titles in the immediate context and major point columns reflect the themes introduced or developed in them.
Your Thematic Panels are dueby 11:59 p.m. (ET) on Monday of Modules/Weeks 1-7.

Compose an essay on building political policies and alliance

For this assignment, you are no longer a mere student of world history. Today you have become the leader of an entire nation in the early 20th century. This nation bears your name. Whether your title is president, emperor, czar, prime minister, or another supreme title, you must take the reigns and take decisive action. The decisions you make have the power to change the lives of the people in your nation, and around the world, for better or worse.

As you envision your created country, you will need a full understanding of what makes up a nation-including its people, its history, its governance, and its goals for the future. In addition, you will need to understand the complex state of world affairs at this time in history. Will nations discussed in this week’s readings be your allies or your foes? Given a chess game analogy, how will you keep your king safe and which countries will be your pawns?

For this week’s Application Assignment, you will create your nation, and build it to prosper within the context of an early 20th century world.

To prepare for this Application:

-Envision your own country called YOUR-NAME-HERE-land.

-Review Chapter 3 (pp. 32-40) and Chapter 5 (pp. 55-68) in this week’s Learning Resources to more clearly understand the realities of the world in which you will create your country.

-Consider what life was like for the average person in Europe, Russia, or North or South America during that time. Is life in your created country similar or different?

-Consider the political policies countries were pursuing at this time in history and the struggles they were facing. How about in your created country?

-Reflect on how countries felt about each other, and the alliances they were building. Which would be your created country’s allies and its foes?

The assignment:

-Compose a 2-page essay in which you do the following:

-Describe what kinds of political policies your created country (again named YOUR-NAME-HERE-land) would hold and why, and decide which other countries you would align yourself with and why. Be sure to consider the consequences of the political policies, alliances, and interconnectivity of European, Russian, and North and South American countries in the early part of the 20th century.

-Support your assertions by making at least 2 references, in proper APA format, to your course readings.

Illustrate the impacts islamic beliefs had on the style

In a 500-600 word piece, use at least FIVE specific examples (below) to illustrate the impacts Islamic beliefs had on the style and form of Islamic cultural productions. Be sure you are not just describing how the artifact looks, but EXPLAINING how the look was influenced by particular beliefs.

Describe some of the challenges facing workers

Essay question. Please give me good main points and some supporting details Describe some of the challenges facing workers in the late 1800s. What did the workers do to improve their situation. How successful were they?

Describe the structure of the confederation

Below you will find the pages you will need to read and the questions to answer before our next class meeting. p9.249, 254-257 (The Articles of Confederation, The Confederation’s Weakness-Nationalists of the 1780,)

1. Describe the structure of the Confederation, and what powers May held anti what powers were with held from them.

2. Explain the weaknesses of the Confederation (notice the word explain, tlo not simply list Me weakness, explain them).

3. Analyze Thomas Jefferson’s a. James Madison’s quote explain how rebellions like Shays can be a positive or negative for Me count,.

4. What demographics of American society support a stronger national government,

5. Why did Shays Rebellion ‘greatly strengMened the nationalists’ .use.,

Religion in philadelphia or the delaware valley

Write a 2500-3000-word research paper (roughly 8-10 pages of narrative in 12 cpi Times New Roman with 1 in. margins). The topic is “open game,” as long as it has something to do with religion in Philadelphia or the Delaware Valley, past or present, and it is approved in advance by the professor. The word count must be indicated on the title page. At least three scholarly sources must be cited and a bibliography and complete citations provided.

Explain the alliance system in the late eighteenth centuries

Western Civilization II

Discuss the intention of and describe the alliance system in the late 18th and early 19th centuries. Was war inevitable?

Your response should be at least 200 words in length.

APA Format

Must be orginal work because my professor uses a system that checks for Plagirism

Book Reference;Levack, B. P., Muir, E., & Veldman, M. (2011). The West: Encounters & transformations (Vol. 2: Since 1550) (3rd ed). New York, NY: Longman.