Why would it be interest of the entire revolution’ that this policy be implemented?

  1. Why would it be interest of the entire revolution’ that this policy be implemented?
  3. Why do you believe that lenin orders the Kulaks to be hanged as the method of execution?
  4. What is potential problem with Lenin ordering ‘at least 100’ executions?
  5. Why would it be interest of the entire revolution’ that this policy be implemented?
  6. What economic decisions were made to introduce communism? there are 5 here

What disadvantage would the Whites have based on the groups that made up the coalition? Why might the ordinary Russian be reluctant to support Whites?

What did Lenin institute a policy that is the anti thesis of communism?

I want it today.

What other events in Europe made the Russian Revolution likely?

Requirements

A word about the Case Studies: For each response, answer the question posed by incorporating quotes from the relevant primary source readings.   Reading first-hand accounts by the people who lived the history we are studying completes the image, giving you insight impossible to gain otherwise.

Also, keep in mind this checklist for your primary source case studies. 

  • Use direct quotes!
  • Use historical vocabulary
  • Use info from other sources, but do not forget to use direct quotes from the primary sources.
  • Include a works cited page.
  • Use MLA style.
  • Spelling, punctuation, and word choice DO matter. Avoid being vague or superficial.
  • Use the correct names for historical figures.  Some go by one name only; Napoleon, for example. Monarchs are referred to by their “state” name; for example, Queen Victoria, King George III, etc.  Ordinary people are referred to by their first and last name in the first reference; after this initial reference, refer to historical figures by their last name, not their first name.

Case Study 1: Russia into the Soviet Union after WWI.

Use the following links: 

Answer this question: What caused the collapse of the Russian Empire? What were the long and short term causes? What other events in Europe made the Russian Revolution likely? What key ideas of Socialism and Communism were incorporated into the new Soviet government?

WWII officially began in September of 1939 with Germany’s invasion of Poland.

Part 1-Primary Source Activity

Content:

Citation (source): The author of this is:

Connection: This connects to:

Part 2-WWII Propaganda- Women and War

Describe each propaganda image- discuss symbols, composition, color schemes, captions, etc.

What are the different ways women are represented in each image, and how does each image say something different about the role women play in the course of the war, either as potential victims,

Who do you think the target audience for each image was? Why do you think this? What are some of the persuasive techniques or strategies used in each piece of propaganda to reach a certain audience?

If you were going to include these examples as part of a larger research project on the use of propaganda, what is a sample research question you could come up with?

Part 3-Discussion

WWII officially began in September of 1939 with Germany’s invasion of Poland.

In your own words, please describe the circumstances that led to the start of the conflict that lasted between 1939 and 1945 in both Europe and the Asia-Pacific theaters.

Consider the following in your discussion, and speculate on what could have been done to prevent another major world war only two decades after the first one ended:

Treaty of Versailles’ terms

Rise of fascism in Europe

Mussolini’s expansionist policies and alliance with Hitler

Ascension of Stalin as Soviet dictator

Appeasement of Hitler

Imperial Japan’s expansionist policies

Your response should be two to three paragraphs long, and reference specific facts, persons, and events from your lessons!

how and why the Bosnian genocide was a natural consequence of the post-WWII polarization of Europe. 

 

A word about the Case Studies: For each response, answer the question posed by incorporating quotes from the relevant primary source readings.   Reading first-hand accounts by the people who lived the history we are studying completes the image, giving you insight impossible to gain otherwise.

Also, keep in mind this checklist for your primary source case studies. 

  • Use direct quotes!
  • Use historical vocabulary
  • Use info from other sources, but do not forget to use direct quotes from the primary sources.
  • Include a works cited page.
  • Use MLA style.
  • Spelling, punctuation, and word choice DO matter. Avoid being vague or superficial.
  • Use the correct names for historical figures.  Some go by one name only; Napoleon, for example. Monarchs are referred to by their “state” name; for example, Queen Victoria, King George III, etc.  Ordinary people are referred to by their first and last name in the first reference; after this initial reference, refer to historical figures by their last name, not their first name.

Case Study 2: Defining Genocide in the modern era

Due by midnight March 11

Your required viewing for this case involves the documentary Genocide: Worse than War. (https://www.youtube.com/watch?v=w7cZuhqSzzc)Please also read:

Answer this question: Explain, using specific examples from the film and from the primary sources (maps count as a primary source, by the way), how and why the Bosnian genocide was a natural consequence of the post-WWII polarization of Europe.

Compare and contrast two ancient male rulers.

Write a 750-1,000 word essay which adequately address the topic and requirements stated below. Compare and contrast two ancient male rulers.

Step 1: Select a topic from the list below and include this topic on your title page.

· Ancient Male Rulers: Select any two (2) of these rulers: Ramses II, Shihuangdi, Constantine, Ashoka, Pericles, or Charlemagne. Select rulers from different cultures.

Step 2: In your first paragraph, establish a clear thesis about your chosen subjects that addresses:

· Who or what you are comparing

· The dates covered for each

· 3-4 sentences on the reason for your choice

Step 3: Using reasonable and scholarly resources:

· Compare 2 ways your choices are similar

· Compare 2 ways your choices are different

Step 4: Consider your findings on the similarities and differences mentioned earlier and what it might suggest about differences between the subjects’ cultures. Using reasonable and scholarly resources:

· Compare 3 ways your choices’ cultures are different

Step 5: Using reasonable and scholarly resources:

· Suggest a modern day example of your first choice, and provide a rationale for your suggestion

· Suggest a modern day example of your second choice, and provide a rationale for your suggestion

· Example: For Male rulers….Which President of f U.S, which Governor, Senator, Mayor reminds you of each ancient person you have chosen.

Step 6: In a concluding paragraph, summarize 2 things you learned that in some way ties together with your original thesis.

Step 7: Include a reference area that identifies at least 3 references.

What does the book tell you about Mumbai and urban India?

Your critical analysis of the readings from weeks six is to be based on Chapters 5, 6, 7, 8, 9from Katherine Boo, Behind the Beautiful Forevers. Each paper should be 1000-1200 words max. font 11, Times New Roman and double spaced. Paper should reflect the theoretical content taught in the course.(please related to the PPT) Boo’s book is a story of poverty and destitution in an informal settlement in Mumbai. The inhabitants of this settlement are primarily engaged in recycling waste, but the lack of state recognition of the settlement brings harassment from the police, local politicians and the state government. When you read the book, you should try to find excerpts from at least two chapters (of that particular week’s readings) that highlight social relations, gender relations within the settlement, the experiences of destitution and the aspirations of the poor in a city that is witnessing rapid economic growth. What are the main constraints the dwellers of the informal settlements face in their engagement with a corrupt state? Who are the slumlords and what are their machinations? What does the book tell you about Mumbai and urban India? How does the evidence in the book relate to urbanism in India and elsewhere that have been discussed in the first three weeks of class? These are some questions you could try to answer in both these papers. It is key that you have a separate and focused argument or insight in each of these papers.

I learned about the Vietnamese culture as an African American Christian woman. I’ve had the opportunity to attend worship service and have dinner with them at a Vietnamese restaurant. 

Instructions: You will interact with at least 2 classmates. When replying to your classmates, if someone else also did the same cultural group, you may interact with this person and compare/contrast experiences.

Each reply must be minimum 250 words APA format reference cited biblical worldview

For my cultural immersion project, I learned about the Vietnamese culture as an African American Christian woman. I’ve had the opportunity to attend worship service and have dinner with them at a Vietnamese restaurant. 

Gina Post Catholic Culture: I choose the catholic denomination for my cultural experience.  I  found a middle aged  Caucasian female her name is Lienne that agreed  to be interviewed  and share her experience of growing up in the catholic church.   Some of the early memories  she  shared that  she remembered was  starting catechism in the first grade. Which is catholic Sunday school that brings the educational history of the catholic church.  this  was also  a prerequisite  to her  first communion. which is the highlight for every boy and girl.  The catholic church Lienne  shared was intimidating to her as a young girl as she felt  afraid and had to learn these rituals to be forgiven.

Lienne shared that after making her first holy communion she was able to go to her first confession. This is when she admitted her sins to the priest also called father and she would go into the  dark booth  that was referred to as the confession booth that was private after the father heard my sins he forgave them and gave me what we called pennence. This allowed me to go to the alter and pray ten our fathers and,5 hail Mary’s and an act of contrition prayer. when that was finished  I was free to go. Saturdays was the day for confession. The next day on Sunday is when we would  go to the catholic church for communion. the history of the catholic church is so rich in history.  it dates back to ancient Rome. The beauty and sounds of the  catholic cathedral can  compare to no other. Beautiful stained glass windows  with the sun shinning through  I will always remember the presence that I felt and still feel to this day . The statues of Mary and the saints of old  bring a holy atmosphere  to breathe in . A place of peace and reverence and respect.

The robes and rituals and nuns and priests giving their lives to serve at the temple and minister God’s peace. As I listened to Lienne share I had felt that  atmosphere and   also watched the sun shine through the beautiful stained glass windows/ I believe the catholic  church has deep roots in history and  is full of God’s love and God’s people.

Eileen Post Greek Culture: The culture I chose to study was the Greek culture. This culture was amazing to explore because of its history and ties to the United States culture. Our country’s culture has its roots in ancient Greece, and also all of Western civilization. Ancient Greece was the cradle of Western philosophy, law, and democracy.  I decided to study the Greek culture because I was very much familiarized with the ancient Greek culture, but not with the Modern Greek culture.

Even though my initial encounter was not a very positive one, I did gather a lot of information and cultural perceptions during that time.  Also, the Lord provided two amazing individuals that I could interview and learn from, which helped answer many of the questions I had when I had the first encounter. What I learned about the Greek culture during the individual interviews was complementary to what I learned during my first group encounter.  Yet the interview experience was an extremely positive one.

Greece is a country with many regional local cultures that celebrate a number of life events with religiosity and food.  Also, just like many other modern cultures, the advent of postmodern secular thought has made the traditional culture at odds with the modern one in their own country (Efthimiou, 2000).  As a result of this divide, the Greek culture in the diasporic communities tend to cling to traditional ways, so the expatriate culture is preserved, but also being expressing full Greek American identity (Efthimiou, 2000) .

As I studied the culture, the most interesting thing I found about it was how in order for the older generations to consider themselves Greek, they must be part of the Greek Orthodox Church (Roudometof, 2008).  And yet, the newer generations of Greek citizens do not consider the church as integral in their citizen identity, even though there is still a strong nationalistic sense of belonging (Triandafyllidou, & Kouki, 2013).  This is because Greek identity has been historically a matter of heredity more than religion, even though both are necessary for a Greek person to be considered part of their culture (Triandafyllidou, & Kouki, 2013). This really explains the initial findings in Part I of my Cultural Immersion Paper, where I found that most Greek immigrants and their children do not have a permanent status, and are not considered fully Greek (Triandafyllidou, & Kouki,  2013).  I am still learning more about this culture, and plan on learning as much as possible from it.  Also, loving my Greek neighbor is an action that is commanded by the Lord since he said in Galatians 3:28 (ESV) “ There is neither Jew nor Greek, there is neither slave nor free, there is no male and female, for you are all one in Christ Jesus”.

what is your view of NAFTA? Is globalization good?

By the 1990s, the US was stepping into the “Information Age”. This would coincide with the presidency of Bill Clinton. One can also see this as a period when global connections really became more visible and faster, in part because of new trade agreements around the globe. In North America, there was NAFTA—the North American Free Trade Agreement. By the late 1990s the US economy was entering a dynamic period of growth.

Choose and discuss one of the following two topics related to the American history under President Clinton:

  1. Discuss opposing viewpoints about free trade during the 1990s.
    • For the period of the Clinton presidency, identify one view of those favoring “free trade” and one view of those who were opposed.
    • Explain how you would weigh the pros and cons of this policy. In hindsight, what is your view of NAFTA? Is globalization good?
    • Identify the source(s) where you read about these “free trade” issues of that time.
  2. Discuss the “economic rebound” of the late 1990s under President Clinton.
    • Identify three of the “package” of changes that characterized the economic boost of the “information revolution” in the late 1990s.
    • Discuss and explain what you think was the most important of these changes. What can we learn from that sort of period of economic rebound?
    • Identify the source(s) where you read about these changes during the late 1990s.

Choose to either be for American involvement in the Vietnam war or against US involvement. 

part oneAn Op Ed is an opinion editorial piece. The author creates a strong argument based on opinion. It usually has some form of bias and is meant to sway the audience in siding with the author’s opinion.

This assignment asks you to create an OpEd piece for a local American newspaper. Choose to either be for American involvement in the Vietnam war or against US involvement.

Your Op Ed piece should be about 3-4 paragraphs long, with a clear introduction to the topic of American involvement in Vietnam, the pros and cons of such involvement, and your opinion whether or not such involvement is warranted and why. Conclude your argument by reiterating your main reasons for or against!

Your Op Ed piece should use at least 5 of the following terms in their appropriate context:

  1. Proxy War
  2. Containment
  3. Domino Theory
  4. Proxy War
  5. Civilian casualties
  6. Military casualties
  7. Napalm
  8. Agent Orange
  9. Gulf of Tonkin
  10. Vietcongpartone：

part two：

The issues we discuss in the context of world history often seem remote, but issues involving war, peace, terrorism, alliances, political tensions, and military competition remain a part of the contemporary world.

  • Your task for this assignment is to write a review on a current article that connects to some of the social, political, economic, military, and diplomacy topics facing us today.
  • By current, that means it should be dated within the past 3 months!

Potential ideas (you can begin with a search through Google News): current wars, containment strategies, alliances, acts of appeasement, tolerance/lack of tolerance, terrorism, economic competition, military competition, cultural conflict, riots/protests, government corruption, military spending, weapons development, environmental, etc.

Your current event should include

  • Paragraph 1: a brief summary of the article including:
    • The title of the article
    • Author
    • List the source
    • Why you chose this article/why you think the issue at hand is important
  • Paragraph 2: list which of the 5 World history themes this event falls under, and briefly explain WHY the issue this article discusses falls under the given category.
    • Theme 1: Development and Transformation of SOCIAL Structures
    • Theme 2: POLITICAL – State-Building, Expansion, and Conflict
    • Theme 3: INTERACTION Between Humans and the ENVIRONMENT
    • Theme 4: Development and Interaction of CULTURES
    • Theme 5: Creation, Expansion, and Interaction of ECONOMIC Systems
    • Part three：

    In this primary source analysis, you are required to read an excerpt from a 1961 speech made by Fidel Castro, the communist revolutionary who seized power on the island of Cuba in 1959.

The purpose of this activity is to examine a primary source speech that is of one ideological persuasion, and examine how persuasive messages and rhetorical devices act as evidence of a certain ideological background (in this case, the socialist message of Fidel Castro following his political ascension).

After a close reading, please respond to the questions below!

May 1st 1961: Castro’s Address

We have been witnesses, all of us Cubans, of every step taken by the revolution, so maybe we cannot realize how much we have advanced as fully as can be understood by visitors, particularly those visitors from Latin America, where today they are still living in a world very similar to the one we lived in yesterday. It is as if they were suddenly transported from the past to the present of our revolution, with all its extraordinary progress as compared to the past. We do not intend tonight to stress the merit of what we have done. We merely want to locate ourselves at the point where we are at the present.

We had a chance today to see genuine results of the revolution on this May Day, so different from the May Days of the past. Formerly that date was the occasion for each sector of labor to set forth its demands, its aspirations for improvement, to men who were deaf to the working class interests, men who could not even accede to those basic demands because they did not govern for the people, for the workers, for the peasants, or for the humble; they governed solely for the privileged, the dominant economic interests. Doing anything for the people would have meant harming the interests that they represented, and so they could not accede to any just demand from the people. The May Day parades of those days marked the complaints and protest of the workers.

How different today’s parade has been! How different even from the first parades after the revolution triumphed. Today’s parade shows us how much we have advanced. The workers (Light applause) now do not have to submit themselves to those trials; the workers now do not have to implore deaf executives; the workers now are not subject to the domination of any exploiting class; the workers no longer live in a country run by men serving exploiting interests. The workers know now that everything the revolution does, everything the government does or can do, has one goal: helping the workers, helping the people. (Applause)

Fruits of the revolution are seen everywhere. The first to parade today were the children of the Camilo Cienfuegos school center. We saw the Pioneers parade by with the smile of hope, confidence, and affection. We saw the young rebels parade by. We saw the women of the federation go by. We saw children from numberless schools created by the revolution parade. We saw 1,000 students from the 600 sugar-cane cooperatives who are studying artificial insemination here in the capital. We saw young people, humble people, parade with their uniforms of the school center where they are learning to be diplomatic representatives of the future.

We saw the pupils of the schools for young peasants of the Zapata swamps parade by, the swamps that the mercenaries chose for their attack. We saw thousands and thousands of peasants who are studying in the capital and who come from distant mountain areas or from cane cooperatives or from people’s farms parade. We saw the young girls studying for children’s club work. And here everyone of these groups staged scenes that are worthy of praise. And we saw also what is going into the rural areas. The volunteer teachers paraded and also representatives of the 100,000 young people on their way to the interior to wipe out illiteracy. Where does this strength come from? It comes from the people, and it is devoted to the people in return.

These young people are truly children of the people. When we saw them today writing Long Live Our Socialist Revolution with their formations we thought how hard it would have been to have all this without a revolution; how hard for any of these children from the mountains to have paraded here today, or any of these young people from the rural areas to have a chance to get to know the capital, or to study in any of these schools, or to parade with the joy and pride shown here today, or to march with the faith in the future shown today, because schools, university professions, art, culture, and honors were never for the children of poor families, in town or in the country. They were never for the peasant of the remote rural areas; they were never for the poor young fellow, black or white, or our countryside and cities.

Prompt

Summarize Castro’s speech in your own words, and respond to the following as you go:

  • Who is Castro addressing, what past events does he allude to, and who does he characterize as being members of the working class?
    • Who did the previous government of Cuba support, according to Castro, and at the expense of whom?
  • How do descriptions of youth and education factor into this speech? Why do you think Castro is keenly focusing his rhetoric on the lives of Cuba’s youth?
  • What “fruits of the revolution” are now visible in Cuba? Why do you think these references serve to validate Castro’s speech?
  • Do you think Castro’s language, statements, and references are persuasive? How do you think this speech might have appealed to persons coming from the poorer classes of Cuban society?

Comparing Erasmus and Luther on Reform

“Reform” Please respond to the following, using sources under the Explore heading as the basis of your response:

  • Compare Erasmus and Luther in their attempts to bring about religious reform. Consider the role of the printing press and the actions of German princes in helping Luther to succeed. Next, identify one (1) example of the Protestant Reformation’s impact on visual arts. Pretend you are in a company or some other group in which you feel there is corruption. (Use a real incident if you wish). You have the option of remaining and working for reform from within, or of leaving and hoping to start or land something new. Describe your decision and the “dangers” of that decision, and describe the factors that you had to consider.

Explore

Reform

  • Chapter 17 (pp. 571-3), Erasmus; (pp. 573-7), Reformation and the princes; (pp. 570-1; 579-580), printing press; (pp. 587-591), visual arts; review Week 9 Music Folder

Week 9 Discussion Question Template

Comparing Erasmus and Luther on Reform

What was Martin Luther’s point of the of the reform? Two reason you agree or disagree with Martin Luther.

Erasmus view and Two reason you agree or disagree with Erasmus.

• Role of the printing press

Two roles of the printing and why they were important:

• Role of The  German Princes

Two roles and why they were important:

  • Pretend you are in a company or some other group in which you feel there is corruption. (Use a real incident if you wish). You have the option of remaining and working for reform from within, or of leaving and hoping to start or land something new. Describe your decision and the “dangers” of that decision, and describe the factors that you had to consider.