History

Write an essay, this is for the IB. Stretch: “How far do you agree that the Spanish Civil War was really an ideological struggle between fascism and communism?”

Migration is a significant feature of ancient and medieval life. Using examples from the medieval world, consider how the name we give to these movements of peoples shapes our view of their cultures. How do we define migration vs. invasion? Which term is most appropriate to the more fluid pre-modern political entities of this period? Were migration and invasion more harmful or more beneficial in the early medieval period? Explain.

part 1 Compare the backgrounds of Jefferson and Paine; did Paine have an advantage or disadvantage by not being born in the colonies? Explain. Examine the language used in both documents; who is the audience for each writer? Why does Jefferson not discuss slavery in the Declaration? What did Paine and Jefferson say about the monarchy in their respective documents? Why does Jefferson focus more on the king than parliament? You are required to submit an initial posting (200 words minimum) that addresses the items above. You are also expected to respond to the posting of at least one other student BY NAME (100 words minimum). Your response should address why you agree/disagree with their posting, support it with new evidence to bring a new perspective to the topic. Do NOT submit anything as an attachment since some people cannot open certain formats. Part 2 Why do you think the accusations made by Callender were ignored during Jefferson’s lifetime and later by historians? Why do you think Madison Hemings’ assertions were ignored? Why do you think Callender’s claims failed to hurt Jefferson politically? Do you think a similar scandal would hurt an American president or elected leader today? Why or why not? Based on Madison Hemings’ family history, how common was racial intermixing in 18th and 19th century Virginia? According to Eric Foner, how and why has the work of Annette Gordon-Reed fueled a controversy over the Hemings-Jefferson relationship? Should his relationship with Sally Hemings influence how we view Jefferson and his place in American history? If no, why not? If yes, how should they influence how we view him? You are required to submit an initial posting (200 words minimum) that addresses the items above. You are also expected to respond to the posting of at least one other student BY NAME (100 words minimum). Your response should address why you agree/disagree with their posting, support it with new evidence to bring a new perspective to the topic. Do NOT submit anything as an attachment since some people cannot open certain formats.

Week 3 Discussion: Influences of Ancient Architecture33 unread replies.33 replies.Required ResourcesRead/review the following resources for this activity:Textbook: Chapter 6 Lesson 2Minimum of 1 scholarly source (in addition to the textbook)Initial Post Instructions This week you will read about architecture. The lesson includes information on Roman architecture, which was greatly influenced by the Greeks and Etruscans. Locate at least two architectural works that were influenced by Greco-Roman architecture. These can be from any time period after the Greco-Roman period but should be from different periods themselves (e.g., one from Renaissance and one from Baroque). Then address the following: What is the function of each structure? How does each work exhibit the influence of the Greco-Roman period? Is the influence specifically Greek, Etruscan, or Roman – or a combination? How would you compare the two selected works? Take the role of the evaluative critic. Use examples from the text, the lesson, and the library to help support your answer. Please remember to provide images and citations to help illustrate your points. Follow-Up Post Instructions Respond to at least two peers or one peer and the instructor. Further the dialogue by providing more information and clarification. Writing Requirements Minimum of 3 posts (1 initial & 2 follow-ups)Minimum of 2 sources cited (assigned readings/online lessons and an outside source)APA format for in-text citations and list of referencesGrading This activity will be graded using the Discussion Grading Rubric. Please review the following link: For more information read this:https://en.wikipedia.org/wiki/History_of_architecture

Discussion #3    In a book about rituals in ancient civilizations, one author makes this point: “The modern world…has generally lost the concept of sacredness and the deep meaning of the ritual. Few of us believe our rituals can change anything. In the past, people believed that the world could be coped with and changed through ritual. Today, we try to master it with technology alone”.Do you agree?  Why or why not? Links for discussion:https://www.huffpost.com/entry/rituals_b_3294412https://www.scientificamerican.com/article/why-rituals-work/ For more information read this:https://en.wikipedia.org/wiki/Ancient_history

1. Choose a film from the Required Readings & Resources list for Week 3  and respond (written, video, et al) about its aesthetics. What are the aesthetics of the film?  How was it made? Explore through additional research and provide at least one External link. OR 2. Choose one idea or set of ideas from Lecture Slides for Week 3 – and respond. (written response or video, ok) For instance, ‘persistence of vision’, scientific photography, Thomas Eakins and movement, etc. Explore through additional research and provide at least one External link.AND (Required) Watch Dziga Vertov’s Man with a Movie Camera in its entirety. (Approx 1 hour) Note: This version has music added later from the Cinematic Orchestra as a soundtrack, but the original film was silent. link: https://vimeo.com/143512746 Required: (You may respond with a posted writing, stills, video…)Name 2 – 3   main themes of the film.  (You may want to do a little research and that’s fine!)Read Manovich’s prologue (see Required Readings). Which editing techniques or film practices does Manovich discuss?  e.g. temporal montage. Give examples of each technique and were used by Vertov. Please include screen grabs or stills as needed)How does Vertov’s editing help him to form a narrative about the man and his camera? Ask a question of your classmates about this film or type of filmmaking and how it relates to other ideas we have been talking about in class or in any of your other knowledge pursuits.Finally, how new was *cinema* by 1914 and in which countries?

2. Write a Secondary Response (SP) Respond thoughtfully to a fellow student’s original post on the OPPOSITE document or question your did your OP on.  Simply writing “I agree” without any discussion will get you no points on this part. Please do not respond to an original post that has more than 2 secondary responses already. If you respond to the OP that addresses the same document or question from you wrote your original post on you will only receive half credit at most.  About one robust paragraph.  (5 points) This is a free post.  You can thoughtfully respond to one of the SPs on your own or any other OP or write a TP on any post in the forum. (5 points)2. Bartolome de Las Casas documented the cruelties waged upon the Native Americans in the New World. Originally,  de Las Casas was a land seeking Spaniard and a slave owner. However, he grew to detest the encomienda system which justified the cruelties waged upon the Native Americans. Eventually, he earned the title “Protector of the Indians.” His writings, which sought to expose the violent enslavement of the natives by the conquistadors, were aimed at the Spanish Crown. His objective was to persuade the monarch of Spain to abolish slavery and to emancipate the natives. The greed-driven Spaniards overworked the enslaved Natives to death to satisfy their lust for gold. In de Las Casas documentation, Indians’ life was described as “totally deprived of freedom” and that they were treated as “perpetual slaves.” The most striking account of de Las Casas was how he compared the lives of the Indians to that of the animals: “even beasts enjoy more freedom when they are allowed to graze in the fields.” Indigenous people being looked down upon and treated as less-evolved humans is a disturbing but constant subject in history. Even Takaki in his book revealed how the English colonizers would equate Indians with the devil and the Irish as savages. These groups were not considered civilized because they did not identify with the Eurocentric definition of civilized- monotheistic religion, clothing, writing3. I totally agree with you. I was also struck by the humbleness of the Powhatan Indians. I was surprised that Powhatan was looking for a peaceful solution with patience. English colonists destroyed peace. People want to give up something when they experience despair. But they were not. Seeking a peaceful solution is not an easy way. Moreover, they do those things during the colonial time. Can we do the same at that time? Extra Credit: National Geographics Reckons with its Past (NPR, 3-12-18)  (Links to an external site.)National Geographic November Cover falls back on a Racist Cliche’ (VOX, 1-1-18)  (Links to an external site.)Please read the NPRs discussion of the article that National Geographics posted in early 2018  as well as the later VOX article.  Then answer the questions I post in a robust paragraph. (I can’t post the NG article because it’s behind a paywall).  What is the argument about how National Geographics covered “exotic” places and cultures in its past? What role did race play in their coverage? In what ways does their reckoning connect to Ronald Takaki’s argument in chapter two about how “civilization” and savagery” were depicted by the English colonists (and in Shakespeare!)?  Please give an example or two. Do you agree with the VOX article’s argument?  Why or why not?

Your initial post must be a minimum of 150 words. Your response to your classmate must be a minimum of 75 words.**You are encouraged to respond to more than one peer, but your primary peer response must meet the word count. Choose one of the following questions: Discuss the sentiments of Phillis Wheatley as expressed in her poem “On Being Brought from Africa to America” and that of the spirituals. Do you believe Wheatley’s gratefulness for her condition is warranted despite not being free? Should she have expressed a longing for freedom as her fellow Africans and African Americans did as they sang spirituals? 2.  Explore Horton’s feelings about liberty as captured in the following lines from his poem “On Liberty and      Slavery”: “Oh, Liberty! thou golden prize, So often sought by blood— We crave thy sacred sun to rise, The gift of nature’s God!” https://www.poetryfoundation.org/poems/45465/on-being-brought-from-africa-to-americahttps://bconline.broward.edu/d2l/le/content/462167/viewContent/11946486/Viewhttps://www.poetryfoundation.org/poems/52307/on-liberty-and-slavery

Much of early American history revolves around trade, and this trade took a very specific form for British North America: what is commonly known as the Triangle Trade. Research the Triangle Trade, using scholarly Internet sources; please do not use history.com, Wikipedia, or the like. You can use the citations at the end of a Wikipedia article to find other sources, but you should not use Wikipedia as a source itself. Then, create a timeline of the Triangle Trade, including the years (or specific dates, if applicable) of at least five important events in its story. Be sure to briefly (a few sentences) describe the event, and why it was important. —————————————— Additional info: When you complete the assignment, you will encounter the terms “primary source” and “secondary source”. What do these terms mean? First, it does NOT refer to how important the source is to your work. The main source you’re using is not your “primary source”, and supporting sources are not your “secondary sources”. That’s not what it means. A primary source is usually from the time you’re studying and often is intended to serve a purpose other than being a historical source. Often, they are created by eyewitnesses, and generally don’t derive from other sources. For example Newspaper articles from the time. They are intended to give the news to people that day. Pop culture (music, novels, poetry, artwork, movies and TV shows, comic books, etc.) from the time. They are intended to inspire/entertain/affect the people at the time. Diaries, journals, and memoirs, written by witnesses or people who had personal experience. These may be intended as historical sources, but often they are written first just for the person who wrote them. Letters, telegrams, etc. Their purpose is to communicate between people at the time. An interview would also be a primary source if the person was a witness or was personally affected by what you’re writing about (for example if you interview a relative who was in the Vietnam War). A secondary source is more recent, and it is generally derived from other (often primary) sources. It compiles other sources and draws conclusions from them. For example Encyclopedia articles. Books or journal articles by historians. The text on museum displays (unless it’s a direct quote from someone at the time). Web sites (unless they are the digitized text of a primary source). ——————————————- ** will need to use Chicago Style to cite references- can use this link to generate citations: https://www.citationmachine.net/chicago

Traditional Culture in the Modern World: The Elders RoleThis week there are two topics to discuss – please post about each discussion in a separate thread. (One should thread should be labeled Elders, the other Languages). Both are equally important. First, read what the Royal Commission on Aboriginal Peoples (RCAP) Elders say about traditional roles today click here. (pdf)Listen to the following story -Sage Girls- about the role this Elder played in young women’s lives. (mp3 Why do you think elder McKenna accomplished what she did? How does what she accomplished establish an argument for a return to Indigenous teachings in conjunction with Western teaching in schools throughout Canada?LanguagesListen to the following story and watch the following video:Language camp – Piapot reserve (mp3)Language Camp video (MP4 2m)How can this camp help young Aboriginal People regain a sense of culture and identity through language? Is it the responsibility of Canadians, as a whole, to ensure opportunities like this are afforded to young people to retain their language? Learning From Elders – Elder Rose RichardsonPlease answer all three questions in one post! You have listened to Elder Rose Richardson talk about different plants. Listen to why she wants all people – not just First Nations or Métis people – but all people to understand. (mp3)What do you think about the need to save this knowledge? How could all of society benefit from this knowledge? If we share this knowledge – how can it also be protected from those who may want to exploit it?