: Drawing on your reading of chapter 2 and 3 of our textbook New Mexico: A History  and provide a  2 to 3-paragraph

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Instructions: Drawing on your reading of chapter 2 and 3 of our textbook New Mexico: A History  and provide a  2 to 3-paragraph response to ONE of the two questions below. No outside sources just whats in chapter 2 and 3.

Find a copy chapter 2 under Week 2 readings on Blackboard

Include a footnote referring to particular pages or page in the textbook following this example: Zadie Smith, Swing Time (New York: Penguin Press, 2016), 315–16.

 

Questions:  Choose 1 of the following

  1. What was the role of Spanish Missions in the colonization of New Mexico? Discuss
  2. “Franciscan missionaries failed in their quest to convert Pueblo Indians to Catholicism” Do you agree or disagree with this statement, why or why not, explain.
  3. In what ways did the Pueblo rebellion of 1680 contested Spain’s authority in New Mexico?
  4. What was the purpose of the Spanish laws known as Reglamento of 1772? Why did these Reglamento targeted nomadic bands such as the Apaches, Utes, and Comanches?

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HIST 102 DLA Online – Europe Since 1500 Instructor: Alisa Stern

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Fall 2018

HIST 102 DLA Online – Europe Since 1500

Instructor: Alisa Stern

Email: alisa.stern@hotmail.com

COURSE DESCRIPTION: Welcome to History 102! In this course we will learn about the major events and ideas of the Western world from 1500 to the present, including the Reformation, the Scientific Revolution, the Enlightenment, the French Revolution; the Industrial and Agricultural Revolution, Liberalism, Conservatism and Socialism; Nationalism, Imperialism and Colonialism; World Wars I and II; the Cold War and the fall of Communism.

STUDENT LEARNING OUTCOMES:

Students should be able to:

· learn about the major events and ideas of the Western world from 1500 to the present.

· gain an appreciation for the study of history and its relevance to present day society and current issues.

· develop critical thinking, reading and writing skills.

GENERAL EDUCATION HISTORICAL & GLOBAL PERSPECTIVES LEARNING OUTCOMES:

Students should be able to:

a. Describe how knowledge from different cultural perspectives might affect interpretations of prominent problem in politics, society, the arts and/or global relations. b. Evaluate the sources of his or her own perspectives on selected issues in culture, society, politics, the arts or global relations and compare that perspective with other views. c. Identify a significant issue affecting at least two countries or continents d. Justify a position on a public issue and relate this position to alternate views within the community/policy environment.

REQUIRED TEXTS:

Hunt, Lynn. The Making of the West: Peoples and Cultures. Volume II. NY, New York: (Bedford/St. Martin’s), Fifth Edition, 2015. ISBN-13: 978-1-319-06666-6

Lualdi, Katharine J., Sources of The Making of the West, Peoples and Cultures, Volume II: Since 1500 NY, New York (Bedford/ St. Martin’s) Fifth Edition, ISBN 13: ISBN-13: 978-1-319-06666-6 (Free when packaged with The Making of the West)

COURSE BLACKBOARD SITE:

This course has a blackboard web site at (http://mercy.blackboard.com).

You must have a college email account to access the site. On this site, I will post all course materials, and course modules, including, your syllabus, course documents, useful questions (study guides) and other information, as well as any announcements for the class. It is your responsibility to access this site several times a week.

HOW THE CLASS WORKS:

There are 12 Course Modules, following the first Introductory Module. A new module will be posted on Blackboard each week on Monday. You have one week to complete the module (Due dates will be posted in the module)

Each module consists of

1. Reading Assignment (approx 30 pages per week)

1. Written Assignment (2-4 pages, Times New Roman 12 pt. + 1 inch margins)

AND/OR

1. Discussion Board Question (approx. 150 words), Response Post (approx. 50 words)

In order to be successful in the class you MUST do the reading first. Then you can complete the Written Assignment and post to the Discussion Board.

The Introductory Module is worth 4 points. Each written assignment is worth 5 points. Each Discussion Board Post is worth 2 points. Your response to someone else’s post is worth 1 point. (Additionally, the introductory assignment is worth 4 points) All the points add up to 100 – so it is easy to calculate your grade as the course progresses.

NOTE: The written assignment is NOT a summary of the reading. You will be required to analyze the reading and write an essay that shows that you have thought critically about the reading.

Online courses require effort and motivation. Do not fall behind with the reading and assignments. It will be difficult to catch up.

EVALUATION PLAN:

Your final grade will be based on the following;

1. Written Assignments (60%)

1. Discussion Board (36%)

1. Introductory Assignment (4%)

GRADE BREAKDOWN:

89 – 100 points – A

79 – 88 points – B

69 – 78 points – C

59 – 68 points – D

Below 59 – F

ASSIGNMENTS:

There are 12 Course Modules (following the first Introductory Module). A new module will be posted on Blackboard each week on Wednesday. You have one week to complete the module (Due dates will be posted in the module)

Each module consists of

1) Reading Assignment (approx 30 pages per week)

2) Written Assignment (2-4 pages, Times New Roman 12 pt. + 1 inch margins)

3) Discussion Board Question (approx. 150 words), Response Post (approx. 50 words)

In order to be successful in the class you MUST do the reading first. Then you can complete the Written Assignment and post to the Discussion Board.

MISSED ASSIGNMENTS AND DISCUSSION BOARD:

Missed written assignments can be made up only with a valid and documented excuse. Discussion Board assignments CANNOT be made up. Please do not miss the deadline to post and respond on the Discussion Board.

MERCY COLLEGE’S ACADEMIC INTEGRITY POLICY:

“Students are expected to submit their own work for all course assignments. Academic integrity is of particular importance in the Mercy learning environment. For all data, texts, or other information reported, quoted, or otherwise used in student work, the sources from which the data, texts, or other information were obtained (including, but not limited to, persons, books, and articles) must be cited. Without appropriate citation, the use of such data, texts, or other information is considered plagiarism and has serious consequences. These consequences include, but are not limited to, a failing grade for the assignment or course, as well as possible expulsion from the College.

All materials entered in public conferences and communication with College personnel should adhere to standards of civility. Any communication that embarrasses, harasses, or causes concern will be referred to the appropriate School Dean.” [footnoteRef:1] [1: Mercy College, “Student Handbook, 2014-2015” (Mercy College, 2014), 25, https://www.mercy.edu/student-affairs/sites/www.mercy.edu.student-affairs/files/basicpage/documents/Student-Handbook-9-16-2014.pdf.]

PLAGIARISM:

“Plagiarism, which is the appropriation of words or ideas of another without recognition of the source, is a form of cheating.”[footnoteRef:2] You must do your own work and make sure that your work is not being plagiarized by others. Committing plagiarism could result in a “0” for the assignment, an “F” for this course and/or possible dismissal or suspension from the College. It is also considered plagiarism if you turn in the same paper for multiple classes. In other words – do your own work. [2: Mercy College, “Student Handbook, 2014-2015,” 26.]

STUDENTS WITH DISABILITIES:  Mercy College is committed to achieving equal educational opportunities and full participation for persons with disabilities. Persons with disabilities who may need classroom accommodations are encouraged to contact the Office of Accessibility before the semester begins to learn about the different accommodations available and the process for obtaining reasonable accommodation(s).   Please contact the Office at (914) 674-7523, accessibility@mercy.edu or visit our website at www.mercy.edu/student-affairs/access.

SYLLABUS CHANGE POLICY

Except for changes that substantially affect implementation of the evaluation (grading) statement, this syllabus is a guide for the course and is subject to change with advance notice.

The instructor reserves the right to make changes to this syllabus, including the schedule of assignments, lectures, and the selected readings.

COURSE SCHEDULE:

Sept 5 – Introductory Assignment

Sept 12 – Primary Documents vs. Secondary Sources.

Sept 19 – No Assignment

Sept 26 – Scientific Revolution

Oct 3 – Enlightenment

Oct 10 – French Revolution

Oct 17 – Industrial Revolution

Oct 24 – Imperialism

Oct 31 – World War I

Nov 7 – Russian Revolution

Nov 14 – Nazi Germany

Nov 21 – No Assignment – Thanksgiving Recess

Nov 28 – World War II – Holocaust

Dec 5 – Rescue and Resistance

Dec 12 – Cold War

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NOTES – Module 3: Module Notes: Ancient Aegean World and Emergence of Greek Civilization

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NOTES – Module 3: Module Notes: Ancient Aegean World and Emergence of Greek Civilization

Detail of the Minoan Sarcophagus of Agia Triada, 1600-1450 BCE, Archaeological Museum of Heraklion. Author: Wolfgang Sauber. Creative Commons 3.0.

Module 3 presents two cultures of the Aegean: the Minoans of Crete, and the Mycenaean people on the Greek mainland. The rarity of written evidence from this period forces historians to rely on architectural remains and artifacts to interpret the cultures. We will do the same.

Two vibrant Aegean civilizations existed that were concurrent with Middle and New Kingdom Egypt. These were the cultures of the Minoans, based on the large island of Crete (c.1900-c.1450), and the Mycenaean people, based on today’s mainland Greece (c.1600-c.1100 BCE). These were not Greeks, but pre-Greek peoples. Very few written records survive, and so we do not have the same full picture of history here that we do for the Egyptians. Archaeological evidence, however, shows these cultures to be prosperous groups whose wealth was based on seafaring trade.

Late 19th and early 20th century digs have uncovered important citadel or palace complexes related to these groups. For the Minoans, the text concentrates on the Palace of Knossos on Crete. This labyrinthine structure included living quarters, mercantile areas, courtyards, a processional corridor, theaters and religious spaces. Surviving wall paintings have an informal, even playful quality. Pottery, an important art and export item, show painted motifs whose curling, free-floating forms derive from sea life and other nature subjects.

Minoan Marine-style pot, 1600-1450 BCE, glazed ceramic, Museum of Mediterranean Archaeology, Marseille. Author: Andree Stephan. Creative Commons 3.0.

For the Mycenaean culture, the text concentrates on the hilltop site of Mycenae, for which this culture is named. Here, you will find massive defensive walls, evidence of palace architecture, and shaft graves which held gold funerary masks and decorative items of wealth, incorporating the same playful Minoan imagery.

In this module, you will also be introduced to the Greeks. These people migrated onto the Greek peninsula between 1200 and 1100 BCE, ending Mycenaean dominance there. History is sparce for several hundred years, but a strong Greek culture emerged around 800 BCE. We saw how important tradition and persistent conventions were to the Egyptians. The Greek culture contrasts with this traditionalism by embracing experimentation and exploration in everything from political systems, to philosophical ideas, to empirical science. Competition between the separate Greek city states helped spur on their seemingly modern notion of progress. In art, we also see experimentation and evolution of style. In this module, we can focus on pottery alone to see rapid style changes that form a traceable, linear progression. The four Greek pottery phases are Geometric, Orientalizing, Black Figure and Red Figure. Each style presents beautiful representation of Greek myths and legends, along with athletic events and secular Greek life.

Now that you have completed the module readings, please move to the next learning activity, Dissecting a Palace in Search of Minoan Culture.

Assignment –

The written documents that come from ancient Crete are few and provide little information regarding religion, politics or lifestyle of the Minoan people. Our best window into this world is through the excavated art and architecture. For this activity, you will select evidence from the palace complex (and complex it is!) to search for clues about culture.

Begin by searching the text or online sources to locate three examples of architectural detail, wall painting, pottery or sculpture from Knossos. An exceptional site for a virtual tour has been created by the British School at Athens (Links to an external site.)Links to an external site.. This site provides fascinating 360 degree views of rooms. (Be aware that the initial excavator, Sir Arthur Evans, made some controversial restorations to the palace. Know that what you are seeing may not be all original.) A great website for art from Knossos is that of the Heraklion Museum in Crete (Links to an external site.)Links to an external site.. Painted pottery, sculpture and frescoes will be found here. Another option for learning about Knossos is this video available through the Excelsior Library:

  • Mycenaean Knossos (Links to an external site.)Links to an external site. [Video file] [03 mins 19 sec]
  • City of Knossos (Links to an external site.)Links to an external site. [Video file] [04 mins 02 sec]

In the essay, use your three examples as evidence for some aspect(s) of Minoan culture. You may find your material evidence indicates commerce, seafaring, or perhaps a love of nature. Maybe your sampling speaks of religion, ceremony, or costume. Be sure to identify fully your examples, and include plenty of specific description as you make a case for them as cultural evidence. Illustrations are helpful.

Essay Writing Requirements:

  1. Double-space
  2. Two pages or 500+ words
  3. Follow the APA style.
  4. Proofread: Be sure to check your work and correct any spelling or grammatical errors before you post it.
  5. Submit the essay to the assignment dropbox.
  6. Tutoring help is available through Smarthinking (Links to an external site.)Links to an external site..
  7. Grammar assistance is available using the Online Writing Lab (Links to an external site.)Links to an external site. (OWL).
  8. Submit the paper by the due date.

Compose your work in a .doc or .docx file type using a word processor (such as Microsoft Word, etc.) and save it frequently to your computer. For those assignments that are not written essays and require uploading images or PowerPoint slides, please follow uploading guidelines provided by your instructor.

Check your work and correct any spelling or grammatical errors.

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Compare and contrast the views of Epicurus, Zeno and the Stoics, and the Cynics on civic duty, virtue, and happiness.

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Compare and contrast the views of Epicurus, Zeno and the Stoics, and the Cynics on civic duty, virtue, and happiness.

The post Compare and contrast the views of Epicurus, Zeno and the Stoics, and the Cynics on civic duty, virtue, and happiness. appeared first on homeworkhandlers.com.