Category: History

This article analyzes how Byzantine historians utilized and reinterpreted classical sources to create narratives that legitimized and celebrated the Byzantine Empire. It discusses the adaptive techniques employed by historians, such as modifying classical stories, incorporating Christian values, and contextualizing historical events in light of Byzantine political and religious ideologies. The significance of classical education in shaping the intellectual and political elites of Byzantium is highlighted, showing its impact on the interpretation of the past. The article provides a detailed examination of the works of prominent Byzantine historians, including Procopius of Caesarea, Michael Psellos, and Anna Komnena, showcasing their methods of working with ancient texts. Examples are analyzed to demonstrate how Byzantine historiography used classical literary models to construct historical narratives that reinforced ideas of imperial majesty, divine right to rule, and the unity of the Christian empire. Methodology:
The article employs an interdisciplinary approach, combining methods from literary analysis, historical analysis, and philological analysis to examine the reception of classical sources in Byzantine historiography. The research is based on a critical review of original Byzantine historical texts, including those by Procopius of Caesarea, Michael Psellos, and Anna Komnena. The methodological framework includes:
Literary Analysis:
Identification and interpretation of classical literary models, such as narrative structures, motifs, and rhetorical styles.
Comparison with original Greek and Roman texts to determine the extent and nature of adaptations.
Historical Analysis:
Contextualization of historical narratives concerning the political and religious realities of the Byzantine Empire.
Examination of the propagandistic and didactic purposes these texts served in their respective periods.
Philological Analysis:
In-depth linguistic analysis of texts, considering linguistic changes and adaptations that reflect the reception and reinterpretation of classical sources.
Use of textual criticism tools to understand how Byzantine authors interpreted and transformed classical texts.
Comparative Studies:
Comparison of Byzantine historiography with classical historiography and other historical traditions to understand the unique features and contributions of Byzantium to the historiographical heritage.
By employing this comprehensive approach, the article aims to demonstrate how Byzantine historians not only preserved but also transformed classical heritage, creating narratives that addressed the needs and aspirations of their time.

The foundation of this project lies in the SIFT method (Stop, Investigate, Find better sources, Trace claims), a systematic approach to assessing online sources:
Stop: Pause before accepting information at face value. This step encourages critical thinking and skepticism.
Investigate: Scrutinize the website for credible, authoritative sources and potential biases. Consider the author’s qualifications and any discernible agendas.
Find Better Sources: Seek out alternative sources to cross-verify information and identify inconsistencies.
Trace Claims: Verify the accuracy and currency of the information presented on the website.
Upon evaluating the chosen website, students are expected to craft a thoughtful critique. They should ponder whether the site relies on credible, authoritative sources or if there’s a discernible bias or hidden agenda. Cross-referencing multiple sources to check for inconsistencies and ensuring the currency of information are essential steps in this process.
Furthermore, students will be required to share their findings with the class. This part of the assignment attempts to promote critical discussion and peer learning. The purpose of this assignment is to equip students with valuable skills in information literacy and critical thinking, vital not only for their future academic pursuits but also for their roles as informed citizens living in the digital age. It encourages students to explore African American history with discerning eyes, ensuring the integrity of their research and understanding.
Please describe (in no more that 250 words) what conclusions you made about the web site you examined, and please explain the process and resources you consulted to draw your conclusions.

defend a thesis/claim concerning a specific event/person/thing from the 9 units of ap world history through a work cited research paper. 

*READ INSTRUCTIONS CAREFULLY
*READ THE FULL ARTICLE OF “Women: getting a university education in Meiji Japan: discourses, realities, and individual lives.”
INSTRUCTION:
The purpose of the article summary is to write an analytical reflection on the assigned reading. As a goal of this course is to develop writing and critical thinking skills, responses will be graded on the student’s ability to identify the argument of the text and evaluate its significance. In the case of article analyses, responses should consist of three paragraphs. The first paragraph should introduce the topic and the author’s argument. The second paragraph should address the author’s “methodology”. In this section, students can evaluate what kind of sources they use, how they incorporate evidence to demonstrate their case, and address some of the text’s main points. The final paragraph should evaluate the significance of the text.

You are an Asian history expert working in intelligence analysis for the U.S. government. You have been asked to present an overview product of the most important geopolitical issues to pay attention to in the region at present when considering U.S. interests and future policy. You will write a professional policy memorandum to be presented in an overview brief. At minimum, the memorandum should address China’s growing economic and military power, Japan’s role in regional and international politics, the geopolitical importance of India and Pakistan and their contentious relationship, and the rising power of the “Asian Tigers.” 
This project will be written in BLUF (Bottom Line Up Front) format, which allows policymakers to quickly locate and understand the most important information in an efficient manner. You have an in-depth understanding of the historical complexities of this region, but you do not have time to convey that expertise.
In 750-1,250 words, present your recommendations in a concise, efficient, and persuasive format.  
Required Sections: 
Key Judgments (bullet format, summarizes the most important points and conclusions of the piece) (Approximately 250 words) 
Background (short paragraphs highlighting and describing important developments in current Asia geopolitics) (250-500 words)
Analysis (key points on the geopolitical importance of certain developments) (250-500 words) 
Outlook (summarize the content of the memo and emphasize predictive analysis) (Approximately 250 words) 
Writing Style: 
In each paragraph, the details should be arranged from most to least important. The first sentence states the most important point in bold type. The rest of the paragraph supports or explains that point. Information that does not fall under that primary point should not be included in the paragraph. Be as clear, direct, and concise as possible. Get to the point as quickly as possible. Consider that the very important reader may only skim the product. 
Avoid bias and overt editorializing. All points must be as objectively stated as possible and only go as far as the facts and evidence presented allow. 
Cite and reference 3-5 provided or peer-reviewed sources in support of the content. Use only sources provided in Topic Resources or those found in the GCU Library.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. 
This assignment uses a scoring guide. Review the scoring guide prior to beginning the assignment to become familiar with the expectations for successful completion..

He wants some details from the lectures it’s videos. If you can provide email so I can send them to you. 

Your research paper must be 8-10 pages long (Times New Roman Font, size 12, Double Spaced, 1″ Margins). The minimum number of sources and citations for your research paper is five (outside of class resources). You will need to use reliable academic research, and you may not use encyclopedia sites, such as Wikipedia, Britannica, and About.com. Also pick sources appropriate for the level of this course. For example, do you not use site that are designed for elementary or high school. You will need to cite throughout your paper, anything not general knowledge, using Chicago Style. The library will be a valuable source to you in the course of your research; there are ebooks as well as scholarly articles. Please let me know if you need any assistance navigating the library. You can also access Google Scholar directly from the library page and it connects the results to the library for easy access. 
Note: Encyclopedias are not allowed; this includes Wikipedia.com, Britannica, and About.com. Your research needs to be more in depth at the college level.
This assignment is an opportunity for you to research a topic related to the study of the Holocaust that interests you in depth.  This paper is not a historical narrative, but is an analytical paper. You need to form a thesis statement and include your analysis throughout your paper. Utilized detailed examples from your research to prove your thesis. 
Note: I am available to read rough drafts that are submitted one week before the due date. I am available to discuss this project with you at any stage of research. You may email me theses statements to check, topic ideas, outlines, sources, etc. Remember I am here to help you!
Tips for your Final Paper:
-Include a Title Page (this does not count into the total page count for the assignment)
-Include a Bibliography or Works Cited Page (this does not count into the total page count for your assignment)>
-Cite all quotations, paragraphing, ideas, and information that is not general knowledge using Chicago Style footnotes.
-Develop a strong and specific thesis statement (argument) for your paper.
-Include a clear and focused introduction that establishes both your thesis and the main points for your paper.
-Tie information back to your thesis throughout.
-Include your analysis throughout; do not just give a historical narrative.
– Transition between topics and make connections (use your paragraph topic and concluding sentences to your advantage).
-Bring together your main points and re-summarize your thesis in a clear and focused conclusion.

You must use the link and four PDF I provided and see also Jane Gerhard’s Judy Chicago and the Practice of 1970s Feminism, use them as references, based on the information in these resources and turn in a research proposal. Your research proposal should include: 
• Your main research question. (Research question is: How did the feminist art movement in the 1970s, particularly among Los Angeles-based artists, utilize visual art to challenge traditional gender norms?)
• A summary (550 words) outlining the goal of the research question and why it is important to
complete this research.
• An annotated bibliography comprising of 5 to 7 sources reliable. The annotated bibliography includes a paragraph description of the source and a sentence or two on how this source is useful for
solving your research question. 
• The annotated bibliography must follow the conventions of the Chicago Manual of Style.)
Use 1-inch margins and 12 pt. font. You may choose any professional font, such as Arial, Times
New Roman, etc.
Sources includes 1 article link, 4 PDF and one source you need to find online which is Jane Gerhard’s Judy Chicago and the Practice of 1970s Feminism.
Article link: https://www.artforum.com/features/the-private-and-the-public-feminist-art-in-california-209385/

Directions: For full credit, craft your response as you would a thoroughly developed paragraph. Include a topic sentence and use the remainder of the paragraph to develop your ideas. Include details and examples, as well as analysis, to support your main idea. Remember to adhere to MLA style and to use an academic tone by remaining in the third person (avoid “I” and “you” in all college writing). Include a works cited and in-text documentation if quoting or paraphrasing from a source. (250 words)
Choose one of the assigned readings by Paine or Franklin. Explain and illustrate how the author’s writings embody and reflect the values and doctrines of the time.

The maximum word count for this essay is 4500 words. Here is the essay brief of the project – This should be an extended essay on a single or small number of directly related primary sources. The source/s should be focused, ie. a single book, painting, collection of letters, museum object, or alike. You should not try and select a broad range of different sources covering some theme.
The focus of the essay should be on situating the source/s in the appropriate historical context, advancing an argument with regards to interpretation, and reflecting on methodological and historiographical problems the source/s pose. You will also need to identify and make use of appropriate secondary literature yourself. The best essays will offer a novel interpretation of how to think about a particular period, place, episode, theme, or genre of source.
The 3 sources you’ll be looking at are 1)The Trench 2)The war 3)War cripples. in this essay you’ll have to analyse each source drawing onto what it highlights. Mention histography, historical context and discuss provenance when analysing each source. Discuss ideas of total war, social impacts, militarisation, expressionism in Germany at the time all leading back to the question and what insights the paintings offer on the horrors of war. When looking at the source and weighting it its important to critically evaluate the strengths and limitations of using visual sources like paintings as historical evidence, addressing issues of subjectivity, interpretation, and cultural context.
Interpreting Dix’s paintings within a historical context requires careful consideration of methodological approaches and historiographical debates. Formal analysis, iconographic interpretation, and contextual understanding are essential tools for unraveling the layers of meaning in these artworks. Moreover, engaging with secondary literature on German Expressionism, World War I history, and art historiography enriches our understanding of Dix’s contributions and the broader cultural milieu of his time.
Here are all possible ideas to tie in cial and Political Turmoil: Explore the broader socio-political context of Germany during World War I, including the effects of the war on civilian populations, the rise of revolutionary movements, and the collapse of traditional societal structures. Discuss how Dix’s paintings reflect these upheavals and contribute to our understanding of the era’s social dynamics.
Psychological Impact of War: Delve into the psychological consequences of total war, examining how soldiers and civilians alike grappled with trauma, anxiety, and disillusionment. Analyze how Dix’s artistic choices, such as distorted figures and haunting imagery, convey the psychological toll of wartime experiences.
Technological Advancements in Warfare: Consider the technological innovations introduced during World War I, such as mechanized weaponry, chemical warfare, and aerial bombardment. Discuss how these advancements influenced the nature of combat and contributed to the devastation depicted in Dix’s paintings.
Cultural and Artistic Movements: Connect Dix’s work to broader cultural and artistic movements of the time, such as Dadaism and Futurism. Explore how these avant-garde movements responded to the chaos of war and challenged traditional artistic conventions, influencing Dix’s own artistic style and thematic choices.
Memory and Remembrance: Reflect on the role of art in shaping collective memory and remembrance of war. Consider how Dix’s paintings, with their raw depiction of suffering and sacrifice, contribute to ongoing discussions about war memory, memorialization, and the ethical responsibilities of representing historical trauma through art.
Be sure to support the anaylsis with fact. You are analysing how well these paintings portray actual events. So be sure to be detailed and historically accurate. The essay should follow these points Argument: does the work give a persuasive answer to the question, with good use of evidence?
Knowledge: is the work based on a thorough factual knowledge of relevant historical events?
Understanding: does the work give a critical analysis of sources, theories, methods, and/or debates that are relevant to the topic at hand?
Presentation: is the work clearly written, logically organised, and correctly referenced?
In each class below, the bullet points cover argument, knowledge, understanding, and presentation, in that order.
First (88, 94, 100)
Compelling answer to the question, expertly supported by evidence
Comprehensive and precise knowledge of relevant topics and sources
Original and sophisticated understanding of relevant sources, theories, methods, and/or debates
Superb presentation, including elegant writing style, strong organisation, and flawless referencing
May achieve, or be close to, a publishable standard
ive added a sample essay. As well as these sources use secondary literate, histiogrphy and academic work to support your points. Also as its a painting have a photo of each painting above each section. Keep in mind the following points when anylsing a painting Visual Analysis: Begin by conducting a thorough visual analysis of each painting. Pay attention to details such as color palette, composition, brushwork, use of symbolism, and depiction of figures. Consider how these visual elements contribute to the overall message and emotional impact of the painting.
Contextual Understanding: Place each painting within its historical context, specifically the context of World War I. Consider the time period, societal norms, political climate, and the experiences of people during the war. Think about how these contextual factors influenced Dix’s artistic choices and the themes he explored in his paintings.
Interpretation and Meaning: Move beyond the surface level and delve into the deeper meaning of each painting. Interpret the symbolism used by Dix and analyze what each element represents in the context of the war. Consider how Dix’s personal experiences as a soldier in World War I may have influenced his interpretation of the subject matter.
Comparison to Written Sources: Compare and contrast the insights gained from the paintings with information from written historical sources. Consider how the paintings offer a unique perspective or complement the narratives found in traditional historical texts. Reflect on the strengths and limitations of using visual art as a historical source compared to written documents.
Impact and Legacy: Finally, discuss the impact and legacy of these paintings both during and after World War I. Analyze how they were received by contemporary audiences and how they have been interpreted by historians and art critics over time. Consider the role of art in shaping public memory and understanding of historical events.