Category: History homework help

Ancient River Civilization S.P.R.I.T.E Template
complete the chart below.
 

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MESOPOTAMIA
Tigris   and Euphrates Rivers
EGYPT
Nile   River Valley
INDUS   RIVER VALLEY
India   and Pakistan
EAST   RIVER VALLEY
Phoenicians   and Israelites
 
SOCIAL
Israelites and Phoenicians shared this area.
 
POLICAL
Aryans brought with them the concept of “Rajah.”
 
RELIGION
They practiced polytheism and related the pharaoh to a   god. They also believed in life after death.
 
INTELLECT
The Israelites followed the Ten Commandments, and the   Phoenicians created an alphabet like we use today.
 
TECHNOLOGY
They had the first walled cities and created the iron   plow, sail, and wheel.
 
ECONOMY
They traded with Mesopotamia and built granaries to store   surplus.
They relied on farming and trade.
Assignment: Choose FOUR of the questions below. Using details from the chart and the information in the lessons, answer each question in three or more sentences. Be sure to answer the questions in your own words using.

1. What      is a Theocracy? Which civilizations were governed under this method?
2. Compare      & contrast Ziggurats & Pyramids. What functions did they serve,      which groups of people within the society built them; when were they      built?
3. Select      one written work from THREE of the ancient societies and summarize what      they wrote about.
4. The      Phoenicians gave two important contributions to the world. Describe these      two things and explain their importance.
5. The      Indus river valley had kiln-baked bricks, while the Mesopotamians sun      baked their bricks. Which method was more effective, and why?
6. What      do the terms polytheism and monotheism mean? In which civilizations were      they practiced?
7. If      you could go back in history, which of the five civilizations would you      visit and why?

The final paper…
1.  Form a question relating to IPE
2. Answer the question in 5-7 pages
3. Get my approval on the question
4. Submit to me by 4:15 PM on April 19.
Now, some of the questions being asked are:
How successful has the IMF been insolving developing financial crises in developing countries with and without help from other int’l organizations?

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What was the affect of gold discoveries in the Americas on the Spain during the Spanish Empire?
Sustainable development goals:  Can trade agreements help to meet thos goals?
How do trade treaties and Int’l financial organizations (IMF, World Bank, etc.) successfully (or not) work together to promote economic development?
I look forward to your question.
 
 
Traditional Schools of IPE
Assignment: Oatley – Chapter 1
February 1:  Int’l Monetary System
Assignment: Oatley – Chapter 10
February 8:   Gold Standard & Bretton Woods
Assignments:  The Bretton Woods Conference (especially pg.5-9) – 0n Canvas
February 22: From the Gold Standard to flexible currency rates
Assignments:  Oakley – Chapter 12 & 13
Economist – Trilemma – on Canvas
CHANGE    EXAM 1 – Online due Feb. 28
March 1:      World Trade
Assignment: Oakley – Chapters 2 & 3
https://www.brookings.edu/podcast-episode/what-you-should-know-about-rcep-asias-new-trade-agreement/ (Links to an external site.)     or read transcript on Canvas
Order from Chaos – on Canvas
March 8:       Society vs. State Centered Trade
Assignment: Oakley Chapter 4 & 5
March 15:      State Centered Trade continued and Economic Development – ISI
Assignments: Oakley Chapters 5 & 6
Another look at ISI – on Canvas
March 22:     Economic Development and Multinational Corporations (MNCs)
Assignments: Oakley – Chapters 7,8, & 9
“The Ladder is Broken…” on Canvas
EXAM 2 – Online due March 28
March 29:
Financial Crises
Assignments:  Oakley – Chapter 15
Trilemma (van der Kamp) – on Canvas
April 5:          Financial Crises – continued
Assignments  – Oakley – Chapter 11
http://www.youtube.com/watch?v=2v8J8sgik&NR=1&feature=fvwp (Links to an external site.)
April 12:     Successes & Possibilities
Assignment:  Oakley – Chapter 16
“Yuan as a reserve currency”, “Reserve currency – Bitcoin” – both on canvas
 

Argumentative Essay
There are 2 options for the Argumentative Essay. Option #1 covers the New Deal and Option #2 covers the use of atomic weapons at the end of WWII. Pick the option you feel you can best answer.
Option #1
During the Great Depression, President Roosevelt radically changed the relation of the US government to the American people by promoting aid, relief, and government intervention in the economy. These changes had enormous benefits but also came at a huge cost. In a detailed essay, describe the actions of FDR during the New Deal and argue its successes and/or failures. In your own educated and well-explained opinion, did the New Deal either go too far in providing aid to Americans or not far enough (make sure to use the provided sources for specifics)?

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Requirements:
– 3 – 5 pages (it cannot go over). The minimum and maximum are firm rules.
– Double spaced, 11 or 12pt font, full citation of sources
–You may only use the two sources I provided and the textbook. You must use all three sources at least once in your essay. You must cite these sources in your paper. No other sources are acceptable!
– Fully answer the question and support your argument with fact.
-You must use both of the supplied sources somewhere in your essay. If your argument goes against what the evidence in the source, use it as a counterpoint that you can contradict.
Sources:
– The only sources you may use for this assignment are the three listed below. You must cite the material you use and you must use all three at least once..
1) The textbook, Give Me Liberty. Chapters 20 and 21 cover the Great Depression, FDR, and the New Deal. Still, you may use other sections from the textbook if they fit your essay. In fact, it is possible to find good material in Chapters 18 and 22.
2) This is an essay written by the historian Jim Powell for the Cato Institute. The Cato Institute is a largely libertarian think-tank that promotes limited government involvement. Keep that in mind while reading the article:
https://www.cato.org/publications/commentary/tough-questions-defenders-new-deal (Links to an external site.)
3) The “Every Man a King” and “Share our Wealth” speeches by Huey Long. At the time of these speeches, Long served as a Senator from Louisiana. He was often critical of FDR for not going far enough with the New Deal. As you will see after reading, Long’s plan for government aid was very radical.
https://www.americanyawp.com/reader/23-the-great-depression/huey-p-long-every-man-a-king-and-share-our-wealth-1934/ (Links to an external site.)
Option #2
Prompt:
On August 6, 1945 the US B-29 bomber, Enola Gay, dropped an atomic bomb on Hiroshima, Japan. Three days later, a second bomb was dropped on Nagasaki by Bockscar. The question remains: was the use of atomic weapons on Japan in 1945 justified? In a detailed essay using the supplied sources, discuss the origins of, the use of, and the reasons for dropping the bombs on Hiroshima and Nagasaki. In your own educated and well-formed opinion, discuss whether you think the use of the two bombs was justified. Be detailed and give good explanation to support your reasoning. Make sure you only use the textbook and the three supplied sources for your reasoning.
Requirements:
– 3 – 5 pages (it cannot go over). The minimum and maximum are firm rules.
– Double spaced, 11 or 12pt font, full citation of sources
–You may only use the three sources I provided and the textbook. You must use all four sources at least once in your essay. You must cite these sources in your paper. No other sources are acceptable!
– Fully answer the question and support your argument with fact.
-You must use the three supplied sources somewhere in your essay. If your argument goes against what the evidence in the source, use it as a counterpoint that you can contradict.
Sources:
– The only sources you may use for this assignment are listed below. You must cite the material you use and you must use all the sources at least once..
1) The textbook, Give Me Liberty. Chapter 22 covers WWII and the atomic bomb. Still, you may use other sections from the textbook if they fit your essay. In fact, it is possible to find good material in Chapters 23.
2) Statement from Truman on using the atomic bomb:
https://www.trumanlibrary.gov/library/public-papers/93/statement-president-announcing-use-bomb-hiroshima (Links to an external site.)
3) The decision to use the atomic bomb- arguments in favor:
https://www.historyonthenet.com/decision-use-atomic-bomb-arguments-support (Links to an external site.)
4) The decision to use the atomic bomb- arguments against:
https://www.historyonthenet.com/reasons-against-dropping-the-atomic-bomb

Pick three of the following terms and describe their significance as it relates to the global impact on world history during 1914-1960.
1. Fascism                                                          6. The Holocaust
2. The Great Depression                                   7. Treaty of Versailles
3. Adolf Hitler                                                    8. European Economic Community
4. Marshall Plan                                                 9. Benito Mussolini
5. NATO                                                           10. Total War

Consider the following points when researching and writing your paper:
1) Briefly describe the issues involved in the case. Identify the plaintiff and defendant.
2) When did it occur? What contexts (historical, political, judicial, etc.) are important to understanding the case and its outcome?
3) How and where did the case originate? What were the decisions of the lower courts (if any)?
4) Provide relevant details about the Court itself. What was the final vote tally on the decision? Who was the Chief Justice? Who wrote the majority decision? Discuss their backgrounds, if important. You can pay for a paper to be written here.

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5) How was the decision situated with regard to existing constitutional precedents? Did it build on them or represent a new direction? Place your case firmly in the context of important related decisions.
6) Were there significant dissents to the decision of the Court majority? How was the decision publicly received? Was it politically controversial? Who favored and who opposed it?
7) Describe the significance of the Court’s decision in both the short and long term. Remember, the specific details of the case itself are sometimes less important than the platform that the decision provided for the Court to set forth doctrines of much wider significance.
Some papers may focus on one or more of these questions as opposed to others, depending on their relative importance to the particular case. But understanding historical events means placing them in contexts, so the second question always deserves attention in your paper.
Research Paper Guidelines
Each student will submit an original report of six-to-twelve full pages (plus a Works Cited list) on the origins, outcome, significance, and context of a Supreme Court decision from a preapproved list. These papers are due in three groups on dates staggered throughout the semester. Students should also be present and prepared to informally discuss their case and answer questions about it in class on the date that the decision is listed on the detailed weekly course schedule.
Format Requirements:
1) Papers should run at least 6 full pages in length and no more than 12. No headers or footers except page numbers should appear in the text of the paper.
2) Separately include a cover page (title, name, course info, etc.) and a Works Cited list.
3) Use a 12-point font (Times New Roman or Arial only!)
4) All lines of the text should be double-spaced. Do not place an extra line between paragraphs.
5) Margins should be one-inch in width (top, bottom, and both sides).
Submission: The due dates for Groups 1, 2, and 3 are listed on the syllabus. Papers must be submitted in hardcopy and also uploaded online to the E-Learn dropbox. If you have trouble, then send me the paper as an e-mail attachment. All electronic versions should be saved and uploaded as MSWord or rich text format (.rtf) files only!
Late Papers: These will be subject to steep penalties per what is described on the syllabus.
Citations: All quotes and paraphrases must be cited as footnotes (or endnotes) according to the Chicago Manual of Style, also available in the Turabian Guide. See the History Department’s website: http://www.memphis.edu/history/using_sources.php Another good online guide to citations and other issues is http://library.duke.edu/research/citing/workscited/ These also show how to cite websites. Do NOT use the MLA parenthetical style of citations or you will get no higher than a B+ on the paper. I encourage you to speak with me with questions.
Works Cited List: This should list all sources alphabetically by author, for ex.: Irons, Peter. A People’s History of the Supreme Court (rev. ed., Penguin Books, 2006). I am somewhat less concerned with the precise form as I am with: 1) consistency; 2) being able to locate the source from the info provided; and, most of all, 3) that you acknowledge all the sources you use. Not doing so is a form of . . .
Plagiarism: E-Learn routinely runs papers through the plagiarism-detection service Turnitin.com, which compares your work against an enormous database (including college-paper vending sevices). Moreover, your instructor is very skilled at recognizing work that has been improperly lifted or appropriated from unacknowledged outside sources. When plagiarism is detected, the penalties for it will be strictly enforced. More detailed information on plagiarism is available on the syllabus and the History Department’s website listed above—but if you have any questions or doubts, you should contact me or my graduate assistant before submitting the paper.
Doing Research
When you begin doing your research, look first at our course textbooks. Check the index of the book by Peter Irons for your case, and read that chapter carefully to get a sense of how your case fits into wider historical contexts. His book also has a bibliography.
To begin searching for outside sources, you might begin with the bibliographical essay at the end of Irons. Only a few cases are likely to have entire books devoted to them, which means that you may need to hunt for books in which your case is likely to be discussed. Some of these might be books on particular topics (for ex., judicial review, labor policies), or about particular time-periods (for ex., constitutional developments during the Civil War and Reconstruction).
Check some of the websites on the list posted on E-Learn under “Content,” Google your case, and/or look it up on Wikipedia. Wikipedia entries will often list “external references” at the end, which can direct you to books and other sources that discuss your case. I am not putting limits on your use of online vs. published sources for this project, as long as the origin of all information and quotations is properly cited. However, the more sources you show evidence of having examined, the better—and like most scholars, I prefer published sources (like books or journal articles) over web-based sources, because they tend to be more consistently reliable. I leave it up to you to decide how much effort you want to devote to this project to earn the grade you want.
Use the library catalog to look up books you’ve found listed elsewhere. If you find one or more records, be aware that you can click on the “Subject” link for that record to bring up other books that may have relevant information too. Sometimes it’s also a good idea to look through some of the other books nearby on the shelf. You may find that some books are not held in McWherter Library—they’re in the law library instead, which is located on Front St in downtown Memphis. For most items, you have the same borrowing privileges there that you do at McWherter Library.
One book worth looking up your case in is Kermit Hall / The Oxford Companion to the Supreme Court of the United States. This book is available in the Reference Room of the university’s McWherter Library (call no. KF8742.A35 O93) and also in an online version accessible through the library catalog portal.
Feel free to get in touch with me or my graduate assistant about your project, especially if you run into difficulties finding good sources. I’ll try to offer suggestions and help you out as best I can. But don’t procrastinate! Get started on your project as soon as possible—remember, it counts for 25% of your final grade.

please two pargraph further the discussion with additional information and support ideas
intext citation and 2 references.
 
Many years ago, Israel was threatened by the Arab’s aggression towards them (Duiker, 2015). The leaders of Israel established a home for the Jews. The Jews were assisted by the German government in which they were provided with assets for living (Duiker, 2015). Throughout this time, the United States tried to establish both a democratic and modern state so Jews would be attracted to it (Duiker, 2015). With many different views throughout Israel, they developed a parliament also known as Knesset (Duiker, 2015). Because there were so many differences of votes, the government designed a coalition of multiple parties. The secular leader had to provide to multiple parties with many religious assemblies (Duiker, 2015).
In the 1950 to the 1960’s, the arguments between Israel and other states in the Middle East sored. Israel “adopted a policy of determined resistance and immediate retaliation against PLO and Arab provocations” (Duiker, 2015). In Mid-1967, Israel and the encompassing Arab communities continued to decline (Duiker, 2015). Nasser increased military actions and forced a blockage against Israeli commerce (Duiker, 2015). In June 1967, Israel threw air attacks against Egypt and the army of Israel was able to break the blockade at the top of the Gulf of Aqaba (Duiker, 2015). Other forces of Israel confronted the Jordanian ground (Duiker, 2015). They also engaged in Jerusalem and detained Syrian military spots in the Golan Heights along the Israeli-Syrian border (Duiker, 2015). Within the six-day war, Israel was able to triple the extent of its territory and improve the security (Duiker, 2015). Nasser agreed to sign the peace treaty as long as Israel extracted its boundaries prior to 1967 (Duiker, 2015). Israel was concerned about the other Arab countries refusing (Duiker, 2015). In 1973 on Yom Kippur day, the Egyptians sprung an attack on Israel. Eventually a cease-fire was attained (Duiker, 2015). The years following the cease-fire, peace was sustained, but on shaky ground (Duiker, 2015).

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The Balfour Declaration also known as “scrap of paper” led to the formation of the current state of Israel which allowed Jews to return if they wanted to (Balfour Declaration, 2016). This was an understanding from the British government for the formation of a residence for the Jewish people in Israel (Balfour Declaration, 2016). The League of Nations allowed for “official recognition from the international community to the Jewish national movement, which lead to Israel’s independence on May 14, 1948” (Balfour Declaration, n.d.). The Balfour Declaration made known to others of the Jewish rights (Balfour Declaration, n.d.).
References
Balfour Declaration. (2016, May 9). New World Encyclopedia, . Retrieved 01:21, April 7, 2021 from https://www.newworldencyclopedia.org/p/index.php?title=Balfour_Declaration&oldid=995856 (Links to an external site.).
Duiker, W. J. (2015). Contemporary world history (6th ed.). Stamford, CT: Cengage Learning
The Balfour Declaration. (n.d.). Retrieved April 07, 2021, from https://mfa.gov.il/MFA/ForeignPolicy/Issues/Pages/The-Balfour-Declaration.aspx