How did America’s War for Independence affect various groups in colonial America, particularly women and blacks?

1.Based on your reading of Chapter 6 in the textbook, the primary source documents, and the online lessons, please share your views on ONE of the discussion topics.

  1. How did America’s War for Independence affect various groups in colonial America, particularly women and blacks?
  2. Explain the Indian Five Nations Confederacy.  On what bases did they decide to join the American Revolution?  How did the war leave the Indian confederacy and culture shattered and their land destroyed?

2.

Based on your reading of Chapter 7 in the textbook, the primary source documents, the online lessons, and the videos, please share your views on ONE of the discussion topics.

  1. How did the Federalists and Anti-federalists differ on the Constitution?  What visions did they have for America? 
  2. What do you see as the strength and weaknesses of the Constitution and why?

 

3. Based on your reading of Chapter 8 in the textbook, the primary source documents, and the online lessons, please share your views on ONE of the discussion topics.

  1. What was George Washington’s presidential style?  What were the significance and consequences of his selection of Alexander Hamilton and Thomas Jefferson as key aides and advisers in his cabinet?
  2. What was behind President Jefferson’s decision to purchase and explore the Louisiana territory?

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What are the differences between Threats and Vulnerabilities?

1.  What are the differences between Threats and Vulnerabilities?

2.  How does Risk information change depending on different decision-makers?  Describe one scenario and explain how different decision-makers (e.g., a facility manager, a governor, a public health official, or a federal infrastructure protection official, etc.) would have different needs for inputs and outputs.

3.  What are the benefits of risk-based approaches?  When might an examination of only one risk factor be appropriate for decision-making? And, when might only reviewing one risk factor lead to poor results?

500 words

APA format

3 sources

Reading Material

·  DHS. (2011, April). Risk Management Fundamentals: Homeland Security Risk Management Doctrine, 1-15.  https://www.dhs.gov/xlibrary/assets/rma-risk-management-fundamentals.pdf

·  Kaplan, S. & Garrick, J. (1981). On the Quantitative Definition of Risk, 1-9.

·  Stern, P. & Fineberg, H. (1996, June). Understanding Risk: Informing Decisions in a Democratic Society. Chapters 1-2.  http://www.nap.edu/openbook.php?isbn=030905396X

·  Committee to Review the Department of Homeland Security’s Approach to Risk & National Research Council of the National Academies. (2010). Review of the Department of Homeland Security’s approach to risk analysis. Washington, D.C.: National Academies Press.

·  http://www.fema.gov/pdf/government/grant/2011/fy11_hsgp_risk.pdf

·  Testimony before Congress on TSA Risk Based Security Efforts. (2013, April 11).TSA’S Efforts to Advance Risk-Based Security: Stakeholder Perspectives. https://homeland.house.gov/hearing/tsas-efforts-advance-risk-based-security-stakeholder-perspectives/

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Discussion #1-Comparing ancient civilizations.

Discussion #1-Comparing ancient civilizations.

Few events can rival the significance of the rise of the first complex societies, and seldom in history has a society been as influential as the Mesopotamians.  The Sumerians were just the first in a series of brilliant cultures in southwest Asia, an area enriched by successive migrations. The ancient Hebrews also originated in this region of the ancient Middle East,  while another great first civilization emerged in northern Africa, Egypt the “Gift of the Nile.”   Both the Mesopotamians and Egyptian civilizations are often referred to as cradles of civilization. Each successive civilization made significant contributions to the world, but did any one group contribute more?

In order to prepare for this discussion you must first complete the following readings.

· Read Chapter 1, focusing on the sections that are relevant to the statements that you are being asked to discuss for each question, specifically the  Comparative Essay From Hunter-Gatherers and Herders to Farmers on page 8 if you to discuss Question 1

· Read The Code of Hammurabi on page 13 if you choose to discuss Question 6.

· Read Opposing Viewpoints on page 27, if you choose to respond to Question 7.

After you have completed your readings, respond to only ONE of the following questions, and post your response. Choose 1, 2, 3, 4, 5, 6, or 7.

1. Discuss the role played by agriculture in the emergence of civilization, and identify at least one characteristic that was essential to the emergence of the first civilizations.

2. Examine the similarities and differences among the polytheistic and monotheistic religious beliefs and practices of the peoples of the early Middle East.

3. Discuss the importance of writing in Mesopotamia and Egypt. Show how it contributed to our knowledge of early Egyptian civilization but also point out its unique features.

4. Discuss if you support or reject the following statement: “The ancient Hebrews were the most important peoples of the ancient Middle East”.

5. Discuss if you support or reject the following statement: ” Both the Mesopotamians and Egyptian civilizations are often referred to as cradles of civilization. Each one made significant contributions to the world, but was the Egyptian civilization in fact original?

6. What are social and legal principles on which Hammurabi’s Code is based?  Who does the code focus on,  and why do you think it sees these people or aspects of society as crucial for maintaining order?

7. What do these two documents reveal about the different ways conquerors from Assyrian and Persia treated the people they conquered? How do you account for the differences? Is violence ever an effective strategy?

 

Discussion #2:  Which Chinese Dynasty…? Which philosophy…?

Humans have resided in east Asia since at least two thousand years ago.  Rice was cultivated around 7000 BCE and societies were established in the Yellow River valley at approximately 5000 BCE. Each of these early dynasties saw the rise of distinctive societies, gradually moving toward the establishment of a remarkably sophisticated political and social structures.  

In order to prepare for this discussion you must first complete the following readings.  

· Read the relevant sections of Chapter 3 that address the topics to be discussed.

· Read the following Primary Source Documents: The Anaclets  (Link).  In the textbook- Primary Sources (Boxed Documents): “The Wit and Wisdom of Confucius” on pg 66-67, and  “The Daoist answer to Confucianism” pg. 70.

After you have completed your readings, respond to only ONE of the following questions, and post your response. Choose 1, 2, 3, or 4.

1. Review each of the Chinese dynasties discussed in this chapter, identifying one which will be the focus of your discussion .  In your opinion, which one made the most significant contributions to the development of China?  Choose ONE dynasty and support your position.

2. What are the most important elements of Confucian thought as seen in this selection? How do Confucius’s teachings fit in with Chinese beliefs we have already examined? Do his views on the family reflect the rest of his thought?

3. Read Opposing Viewpoints: A Debate on Good and Evil, on pg 68.   In your opinion, which of the arguments proposed by one these Confucian thinkers advance to support his point of view about the essential elements of human nature (is more persuasive).  Explain why.

In order to earn the full credit points for this assignment, students must discuss at least one question, and must respond to a fellow student’s posting:

· Directly and completely respond to the question that you select. Clearly and accurately explain your answer based on factual information contained in the readings. Make sure that all statements are supported with facts from the readings. (80 points)

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“Intrusions in Asia; Opera and Society and a Dilemma”

“Intrusions in Asia; Opera and Society and a Dilemma” Please respond to one (1) of the following, using sources under the Explore heading as the basis of your response:

  • Describe two (2) examples of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. Compare this to a modern example of art used for social protest.
  • Describe the key motives involved in the increased presence of Westerners in India, China, and Japan in the 1700s and 1800s. Identify the key factors that led to Britain’s successful imposition of its presence and trade policies on China, despite communications like those from Emperor Ch’ien-lung (i.e., Qianlong) and Commissioner Lin Zexu (i.e., Lin Tse-hsu). Argue for or against the British policies regarding China in the 1800s, using analogies from our own modern times.
  • Read, listen to, and watch the sources for the opera composers at the Websites below and in this week’s Music Folder. Describe the major influences that Verdi, Wagner, or Puccini exerted upon opera in terms of making it more innovative, realistic, and even controversial. Next, consider Wagner and this dilemma: Wagner’s brilliance is clear because his works remain some of the most popular and admired productions in our own time. Yet, he was a blatantly antisemitic and held notions of racial purity, traits that have stained his artistic legacy. (This was compounded by the later celebration of Wagner’s music by Hitler and the Nazis). New York Times writer Anthony Tommasini wrote of Wagner in 2005: “How did such sublime music come from such a warped man? Maybe art really does have the power to ferret out the best in us.” So, consider the issue of whether we should or can separate the artist from the art, whether we can appreciate the art but reject the artist. Or whether we should reject both the person and his or her art. Identify one (1) modern musician or artist where this dilemma arises.

Explore:

American Dilemma–Slavery – The Art & Literature of Protest

  • Chapter 29 (pp. 962-976); slavery, literature, and art
  • Haven’s article on Goodman’s scholarship on art protesting slavery before the Civil War at http://news.stanford.edu/news/2009/february18/artists-slavery-protests-021809.html
  • Art and Slavery article at http://www.realhistories.org.uk/articles/archive/the-art-of-slavery.html

Intrusions in Asia

  • The Opium Wars and Foreign Encroachment: http://afe.easia.columbia.edu/special/china_1750_opium.htm
  • Opium Wars with visuals at http://ocw.mit.edu/ans7870/21f/21f.027/opium_wars_01/ow1_essay01.html
  • Key documents from China at http://www.fordham.edu/halsall/mod/1793qianlong.asp and http://acc6.its.brooklyn.cuny.edu/~phalsall/texts/com-lin.html

Opera and Society

  • Chapter 30 (pp. 999-1004), Wagner and Verdi; (pp. 1133-1134), Puccini; review the Week 5 “Music Folder”
  • Huizenga article and audio selections at http://www.npr.org/blogs/deceptivecadence/2012/04/11/150420827/talk-like-an-opera-geek-how-verdi-wagner-and-puccini-got-their-grooves
  • Wagner video of a stage production (Tristan und Isolde) at http://www.youtube.com/watch?v=OAEkTK6aKUM
  • Verdi video clip of stage production (Rigoletto) at https://www.youtube.com/watch?v=Q4UdG9CXz1I and a clip of the film at https://www.youtube.com/watch?v=NWwg_VtrTdg
  • Puccini video clip of stage production (Tosca) at http://www.youtube.com/watch?v=5sSoKbv46zc
  • Budget: $5

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