Category: History

Historians are concerned with what people in the past believed and thought, and how people’s beliefs and thoughts influenced their actions. Cultural historians, more specifically, are interested in how and why people perceived of and constructed their world. They are interested in studying how people of the past understood their world, why they conceived of their world in the way they did, and how this influenced how people interacted with others. Historians refer to this approach of historical analysis and interpretation as l’Histoire des Mentalités. In order to comprehend the mentalité of the people of the past, historians analyze primary sources—artifacts created by the people under historical scrutiny. Primary sources can take many forms, such as diaries, letters, advertisements, laws, debates, furniture, architecture, arts, clothing, and even food.
Assignment
In this paper you will analyze a relatively new primary source, one invented in the previous century, the Hollywood film, and you will analyze that film as a cultural historian writing a histoire des mentalité of Americans during the Cold War. Your histoire des mentalités of Cold War America should address the following questions:
What does the film reveal about howAmericans perceived the Cold War and constructed their place as Americans in that war? 
What does the film reveal about whyAmericans conceived of the Cold War as they did?
Choose one of the following films below and write a histoire des mentalités of Americans and the Cold War.
Invasion of the Body Snatchers (1956) directed by Don Siegel
The Thing from Another World (1951) directed by Christian Nyby
The Manchurian Candidate (1962) directed by John Frankenheimer
The Bedford Incident (1965) directed by James Harris
Seven Days in May (1964) directed by John Frankenheimer
Strangelove Or: How I Learned to Stop Worrying & Love the Bomb (1964) directed by Stanley Kubrick
Although there are remakes of several of these films, you must watch the original film produced in the years listed above and directed by those named above. Watching and writing your paper on a remake will warrant an F on the paper. Do not watch the remake!
These films are available on Amazon, Netflix, your public library, iTunes, TCM Online, Paramount Plus, The Criterion Collection Online, and otheronline streaming services.
The essay should be three to five double-spaced typed pages in length.
Structure of Paper
You may structure your essay however way you desire, but you may want to use the following structure as a model, especially if you have organizational or structural difficulties with your writing. In your Introduction, summarize the film’s plot and assert your thesis, which answers the questions posited in the Overview above. The body paragraphs should support and develop your thesis by using evidence from the film. This evidence should be specific lines and/or descriptions of scenes from the film along with an explanation of how these lines and scenes support and develop the essay’s thesis. You must describe and explain in your body paragraphs what exactly in the movie lead you to draw your assertions and thesis. In your paper’s Conclusion you may discuss how this film in the context of the Cold War is relevant to the contemporary United States by answering the question: How are we today similar and/or different from the people who would have watched your chosen film during the Cold War?
Grading
The paper will be evaluated according to: (1) how well your arguments are supported and developed with evidence from your chosen film, and (2) how well the paper’s form, i.e. writing style, adheres to the rules of standard written academic English. See this grading rubric for what is expected for an A, B, or C grade, and what constitutes a D or F grade. The paper will be graded according to content and form.
Alternative to Watching a Cold-War Hollywood Movie
Rather than watching one of the movies listed above, you may watch a Hollywood sitcom that aired during the 1950s and/or early 1960s. If you chose this alternative, you must watch at least five episodes of the program. Since most of these episodes are only 30 minutes in length, you need to watch at least five episodes to get an idea of what the shows reveal about the Cold War. While the movies reveal quite a bit regarding politics, the family, and gender during the Cold War, the sitcoms divulge more about the family and gender. If you choose the sitcom option, you must notify me of which sitcom you wish to watch by May 10. You may also contact me for suggestions on possible sitcoms that may interest you. 

HIS 1301 UNIT 4 SHORT WRITTEN
RESPONSE TEST
Open
Stax Chapter Bullet Point Quotes:
·      
Required Bullet Point Sentence Quote/Evidence
One:
·      
Required Bullet Point Sentence Quote/Evidence
Two:
·      
Required Bullet Point Sentence Quote/Evidence
Three:
·      
Required Who Context Detail; list both groups
of people and individuals:
·      
Required When Context Detail:
·      
Required Where Context Detail; list both
general regional and specific locale information:
·      
Required Evidence – What Evidence survives
about the event/development that is the focus of the question; list material
and/or surviving primary source of evidence that help us know about the
event/development:
Open
Stax World History, Volume 1,
to 1500;
“Chapter
10: Empires of Faith” Questions; Select
one Chapter 10 question below to answer on this test. Delete the Questions from the section below that you do not answer.
1.      Describe the Crisis of the Third
Century.
2.     
Required Bullet Point Sentence Quote/Evidence
One:
3.     
Required Bullet Point Sentence Quote/Evidence
Two:
4.     
Required Bullet Point Sentence Quote/Evidence
Three:
5.     
Required Who Context Detail; list both groups of
people and individuals:
6.     
Required When Context Detail:
7.     
Required Where Context Detail; list both general
regional and specific locale information:
8.     
Required Evidence – What Evidence survives about
the event/development that is the focus of the question; list material and/or
surviving primary source of evidence that help us know about the
event/development:
Original
Abbreviated Answer without Full Contextualization: The
Crisis of the Third Century was a time in which there were many claimants to
the Roman imperial throne, almost constant civil wars on the frontiers, and
economic problems caused by inflation.
Open Stax World History, Volume 1, to 1500; Chapter 11: “The Rise of Islam
and the Caliphates” Questions Select one Chapter 11 question below to answer
on this test. Delete the Questions from the
section below that you do not answer.
9.     
Explain the impact of pre-Islamic monotheistic peoples in the Arabian
Peninsula.
10. Required
Bullet Point Sentence Quote/Evidence One:
11. Required
Bullet Point Sentence Quote/Evidence Two:
12. Required
Bullet Point Sentence Quote/Evidence Three:
13. Required
Who Context Detail; list both groups of people and individuals:
14. Required
When Context Detail:
15. Required
Where Context Detail; list both general regional and specific locale
information:
16. Required
Evidence – What Evidence survives about the event/development that is the focus
of the question; list material and/or surviving primary source of evidence that
help us know about the event/development:
Original
Abbreviated Answer without Full Contextualization: While most of the people in the Arabian Peninsula were
polytheistic, Christian monasteries such as St. Catherine’s had been
established. Also, the Himyarites converted to Judaism. They played a stronger
economic and cultural role because they provided agricultural produce and acted
as a center for long-distance trade.
OpenStax World History, Volume 1, to 1500 “Chapter 12: India, the Indian
Ocean Basin, and East Asia” Questions Select one Chapter 12 question below to answer
on this test. Delete the Questions from the
section below that you do not answer.
17.Who was Harsha Vardhana?
18. Required
Bullet Point Sentence Quote/Evidence One:
19. Required
Bullet Point Sentence Quote/Evidence Two:
20. Required
Bullet Point Sentence Quote/Evidence Three:
21. Required
Who Context Detail; list both groups of people and individuals:
22. Required
When Context Detail:
23. Required
Where Context Detail; list both general regional and specific locale
information:
24. Required
Evidence – What Evidence survives about the event/development that is the focus
of the question; list material and/or surviving primary source of evidence that
help us know about the event/development:
Original Abbreviated Answer without Full Contextualization
Sample Answer: Harsha Vardhana was a Buddhist ruler in India whose reign lasted from 606
to 647 CE. There were contemporary accounts of his reign by the Indian poet
Bana and the Chinese Buddhist monk Xuan Zang. According to both, Buddhism had
penetrated the region surrounding Thanesar to a considerable degree, despite
the Guptas’ earlier favoring of Hinduism, though Buddhism declined. Harsha’s
kingdom was described as well run, wealthy, and justly administered. It did not
outlive its king by many years, however. Soon after Harsha’s death, the Arab
advance that began in the early part of his reign had become a wave that, in
the early eighth century, swept across northern India.
Open Stax World History, Volume 1, to 1500; “Chapter 13: The Post-Roman West and the Crusading Movement” Questions Select one Chapter 13
question below to answer on this test. Delete the Questions from the section below that you do not answer.
25.
How did
the Germanic peoples and the Roman people blend cultural traditions?
26. Required
Bullet Point Sentence Quote/Evidence One:
27. Required
Bullet Point Sentence Quote/Evidence Two:
28. Required
Bullet Point Sentence Quote/Evidence Three:
29. Required
Who Context Detail; list both groups of people and individuals:
30. Required
When Context Detail:
31. Required
Where Context Detail; list both general regional and specific locale
information:
32. Required
Evidence – What Evidence survives about the event/development that is the focus
of the question; list material and/or surviving primary source of evidence that
help us know about the event/development:
Original Abbreviated Answer without Full Contextualization: The Germanic peoples and
the Roman population they conquered were able to create a new society by
blending cultural traditions—a process called acculturation—in three ways. First, conversion to Christianity helped reduce
differences between the two groups. Second, the Christian Church and the Roman
aristocracy offered a useful example of bureaucratic organization and diplomacy
that the successor kingdoms adopted. Finally, the erosion of Roman society
enabled a new society to emerge in the Middle Ages.
OpenStax World History, Volume 1,
to 1500 “Chapter 14: Pax
Mongolica: The Steppe Empire of the Mongols” Questions; Select one Chapter 14 question below to answer on
this test. Delete the Questions from the
section below that you do not answer.
33. Who were the People of the
Felt Walls?
34. Required
Bullet Point Sentence Quote/Evidence One:
35. Required
Bullet Point Sentence Quote/Evidence Two:
36. Required
Bullet Point Sentence Quote/Evidence Three:
37. Required
Who Context Detail; list both groups of people and individuals:
38. Required
When Context Detail:
39. Required
Where Context Detail; list both general regional and specific locale
information:
40. Required
Evidence – What Evidence survives about the event/development that is the focus
of the question; list material and/or surviving primary source of evidence that
help us know about the event/development:
Original Abbreviated Answer without Full Contextualization: The
People of the Felt Walls were the increasingly ethnically and linguistically
diverse portion of the steppe people. Chinggis Khan called them this name
because they lived in homes with fabric covered walls.
Open Stax World History, Volume 1, to 1500; Chapter 16: “Climate Change and
Plague in the Fourteenth Century” Questions; Select one Chapter 16 question below to answer on
this test. Delete the Questions from the
section below that you do not answer.
41.  How did the Mongols
incorporate and refuse to incorporate Chinese culture in their rule?
42. Required
Bullet Point Sentence Quote/Evidence One:
43. Required
Bullet Point Sentence Quote/Evidence Two:
44. Required
Bullet Point Sentence Quote/Evidence Three:
45. Required
Who Context Detail; list both groups of people and individuals:
46. Required
When Context Detail:
47. Required
Where Context Detail; list both general regional and specific locale
information:
48. Required
Evidence – What Evidence survives about the event/development that is the focus
of the question; list material and/or surviving primary source of evidence that
help us know about the event/development:
Original Abbreviated Answer without Full Contextualization: Many
adopted the practice of Buddhism. Although Yuan rulers incorporated some
elements of Chinese political culture into their governmental organization,
such as the Confucian emphasis on filial piety and the veneration of ancestors,
they also sought to maintain cultural distance from their Chinese subjects by
forbidding them to adopt Mongol dress or learn the Mongol language. They
enforced rigid hierarchies based on ethnicity and capitulation to their rule.
Their four-tiered social structure placed Mongols at the top, followed by
non-Mongol foreigners. Their ethnic Chinese subjects were relegated to
the bottom two categories: those who had submitted to Mongol rule earlier, the
Han Chinese in the north, were ranked higher than those in the south, who held
out longer.
DIRECTIONS FOR
THE WEALTH TEXTBOOK QUESTION RESPONSES
Respond to the designated
number of questions from each chapter category below.
Directions for Completing the Wealth, Power &
Inequality in World History Textbook Questions
Use the template
provided below to answer all the Wealth, Power & Inequality in World
History textbook questions below (as for all previous guided reading review
and critical thinking notes assignments); i.e., copy/paste the template under
each question. Use the bullet points and historical context details that you
list to help you write a properly contextualized response to each question.
HERE IS THE
TEMPLATE TO COPY/PASTE BELOW FOR ALL OF YOUR WEALTH TEXTBOOK QUESTION
RESPONSES
Wealth Textbook Chapter Bullet Point Quotes:
Required Bullet Point Sentence Quote/Evidence One:
Required Bullet Point Sentence Quote/Evidence Two:
Required Bullet Point Sentence Quote/Evidence Three:
Required Who Context Detail; list both groups of people and individuals:
Required When Context Detail:
Required Where Context Detail; list both general regional and specific
locale information:
Required Evidence – What Evidence survives about the event/development
that is the focus of the question; list material and/or surviving primary
source of evidence that help us know about the event/development:
Question Response; 10 or more sentences; write completely in your own
words:
WEALTH, POWER & INEQUALITY
TEXTBOOK; Chapter 11 “The Fragmentation of Europe, ca. 400–ca. 750”
Questions; Answer ONE Chapter 11 Wealth Textbook Question from the Chapter
11 Question List Below; Delete
the Other Chapter 11 Questions from your Test Sheet.
Choose One to Answer on the Test:
1.     
What were the results of the
breakdown of imperial Roman governance in the West?
2.     
Required Bullet Point Sentence Quote/Evidence
One:
3.     
Required Bullet Point Sentence Quote/Evidence
Two:
4.     
Required Bullet Point Sentence Quote/Evidence
Three:
5.     
Required Who Context Detail; list both groups
of people and individuals:
6.     
Required When Context Detail:
7.     
Required Where Context Detail; list both
general regional and specific locale information:
8.     
Required Evidence – What Evidence survives
about the event/development that is the focus of the question; list material
and/or surviving primary source of evidence that help us know about the
event/development:
WEALTH, POWER & INEQUALITY TEXTBOOK; Chapter 12 “Conversion, Conquest,
and Commerce in the Islamic World, 610–ca. 1000” Questions; Answer ONE Chapter 12
Wealth Textbook Question from the Chapter 12 Question List Below; Delete the Other Chapter 12
Questions from your Test Sheet.
Choose One to
Answer on the Test:
1.     
During his lifetime, how did
Muhammad’s teachings change the Arab world?
2.     
Required Bullet Point Sentence Quote/Evidence
One:
3.     
Required Bullet Point Sentence Quote/Evidence
Two:
4.     
Required Bullet Point Sentence Quote/Evidence
Three:
5.     
Required Who Context Detail; list both groups
of people and individuals:
6.     
Required When Context Detail:
7.     
Required Where Context Detail; list both
general regional and specific locale information:
8.     
Required Evidence – What Evidence survives
about the event/development that is the focus of the question; list material
and/or surviving primary source of evidence that help us know about the
event/development:
WEALTH,
POWER & INEQUALITY
TEXTBOOK; Chapter
13 – “The Song Dynasty and Conquerors from the North: China from
900–1300” Questions; Answer ONE Chapter 13 Wealth Textbook Question from the Chapter 13
Question List Below; Delete the Other Chapter 13 Questions from your Test Sheet.
Choose One to
Answer on the Test:
4-How was the Mongol Empire established? What role did
China play in it?
Required Bullet Point Sentence Quote/Evidence
One:
Required Bullet Point Sentence Quote/Evidence
Two:
Required Bullet Point Sentence Quote/Evidence
Three:
Required Who Context Detail; list both groups
of people and individuals:
Required When Context Detail:
Required Where Context Detail; list both
general regional and specific locale information:
Required Evidence – What Evidence survives
about the event/development that is the focus of the question; list material
and/or surviving primary source of evidence that help us know about the
event/development:
WEALTH,
POWER & INEQUALITY TEXTBOOK; Chapter 14 “Territorial Expansion
and Economic Growth in Europe, 750–1300” Questions; Answer ONE Chapter 14
Wealth Textbook Question from the Chapter 14 Question List Below; Delete the Other Chapter 14
Questions from your Test Sheet.
Choose One to
Answer on the Test:
4. What were the causes and consequences of European
economic growth from 1000–1300?
Required Bullet Point Sentence Quote/Evidence
One:
Required Bullet Point Sentence Quote/Evidence
Two:
Required Bullet Point Sentence Quote/Evidence
Three:
Required Who Context Detail; list both groups
of people and individuals:
Required When Context Detail:
Required Where Context Detail; list both
general regional and specific locale information:
Required Evidence – What Evidence survives
about the event/development that is the focus of the question; list material
and/or surviving primary source of evidence that help us know about the
event/development:
PART TWO: 5-Point
Questions
Use primary source
evidence from the designated documents the Primary Sources in
World History: Wealth Power and Inequality Sourcebook to
answer each question in this section of the test.
Before responding to the
question, include 3 direct sentence quotes from the primary source
document to show your work. 
These bullet points must
be from the ancient primary source document and NOT from the introduction
to the document.
Write a five or more
sentence paragraph response to the question in your own words.
Integrate direct evidence
from the bullet point primary source quotes into each of your paragraph
responses.
Do not paraphrase or
summarize the introduction to each primary source document in your
response.
Primary Sources in World History: Wealth Power
and Inequality Sourcebook Question Options. Select Five Different
Primary Sources from the List Below.
Answer
ONE Question for FIVE Different Primary Sources Below.
Delete
the Questions you do not Answer from the Test Sheet.
Directions for
Completing the Wealth, Power & Inequality in World History Primary
Sourcebook Questions
Use the template
provided below to answer all the Wealth, Power & Inequality in World
History Primary Sourcebook questions below (as for all previous
guided reading review and critical thinking notes assignments); i.e.,
copy/paste the template under each question.
Use the bullet
point quotes that you list to help you write an evidence-based response to each
question.
HERE IS
THE TEMPLATE TO COPY/PASTE BELOW FOR EACH OF THE WEALTH SOURCEBOOK
QUESTION RESPONSES YOU SELECT; REMEMBER TO SELECT FIVE DIFFERENT PRIMARY SOURCE DOCUMENTS AND ANSWER
ONE QUESTION PER YOUR SELECTED GIVE PRIMARY SOURCE DOCUMENTS:
Wealth Primary Sourcebook Bullet Point Direct Primary Source Document Quotes:
Required Bullet Point Sentence Quote/Evidence One:
Required Bullet Point Sentence Quote/Evidence Two:
Required Bullet Point Sentence Quote/Evidence Three:
QUESTION RESPONSE:
Document 20 – “The
Theodosian Code, 438,” begin reading on page 67
Wealth Primary Sourcebook Bullet Point Direct Primary Source Document Quotes:
Required Bullet Point Sentence Quote/Evidence One:
Required Bullet Point Sentence Quote/Evidence Two:
Required Bullet Point Sentence Quote/Evidence Three:
·        
Why did the emperor decree a law concerning the production, marketing, and
use of a dye?
·
·        
How did the emperor enforce this legislation?
·        
How were violators of this law treated? Why?
Document 21 – “Priscus
Panites, Huns and Romans, c. 450 CE,” begin reading on page 69
Wealth Primary Sourcebook Bullet Point Direct Primary Source Document Quotes:
Required Bullet Point Sentence Quote/Evidence One:
Required Bullet Point Sentence Quote/Evidence Two:
Required Bullet Point Sentence Quote/Evidence Three:
·        
How do the experiences of the defector provide insight into Hunnish social
practices and the institution of slavery?
·
·        
In what ways do the Huns compare favorably to the Romans?
·        
What problems and weaknesses of the late Roman Empire does his critique
reveal?
·
·        
How can injustice and misery dominate a state system with fair laws and a
just constitution? How can corruption of a fair system be prevented?
Document 22 – “The Laws
of the Salian Franks, 507–511,” begin reading on page 72
Wealth Primary Sourcebook Bullet Point Direct Primary Source Document Quotes:
Required Bullet Point Sentence Quote/Evidence One:
Required Bullet Point Sentence Quote/Evidence Two:
Required Bullet Point Sentence Quote/Evidence Three:
·        
What indicators in these laws suggest the importance of property in
Frankish culture?
·
·        
Why do laws protect the treatment of children?
·
·        
What gender distinctions do you perceive in the laws? Why are women treated
as they are in these laws?
Document 23 – “The
Institutes of Justinian, 533,” begin reading on page 76
Wealth Primary Sourcebook Bullet Point Direct Primary Source Document Quotes:
Required Bullet Point Sentence Quote/Evidence One:
Required Bullet Point Sentence Quote/Evidence Two:
Required Bullet Point Sentence Quote/Evidence Three:
·        
Why does Justinian want to see the laws compiled in a systematic way?
·
·        
How does a single, unified code of law benefit the people? How might it
benefit the emperor?
·
·        
What is meant by the concept of justice, and how is it expressed in law?
Document 24 – “Corpus Juris Civilis, Justinian on
Slavery, 533,” begin reading on page 79
Wealth Primary Sourcebook Bullet Point Direct Primary Source Document Quotes:
Required Bullet Point Sentence Quote/Evidence One:
Required Bullet Point Sentence Quote/Evidence Two:
Required Bullet Point Sentence Quote/Evidence Three:
·       How was slave status acquired or
transmitted?
·
·       In what way did slavery seem
“contrary to nature”? What might this reveal about the way that Romans and
Byzantines understood the natural relation-ship between one human and another?

Final Exam
In a 4 to 5-pararaph essay response, answer one of the two questions below. Be sure to have a clear thesis that you defend with relevant evidence from the textbook. Use concrete examples and direct quotes from the textbook, and cite your sources like this, (Chap 11, Section III).
*You may use other course materials, but do not use outside sources, this will result in a loss of points.
Include the question you’re responding to at the top. Organize your paper with a logical structure and use clear topic sentences and transitions. Edit your paper thoroughly to avoid errors and to improve readability. Practice academic integrity – any sign of cheating, plagiarism, or AI use will result in an automatic zero; the similarity report should not exceed 20 %.
Questions: (Choose one)
How did the interplay between diverse religious beliefs and reform movements, particularly the Second Great Awakening, shape American society in the 19th century?
Delve into the complex web of factors that led to the Cotton Revolution, analyzing both its immediate economic consequences and its long-term impact on American society, including the institution of slavery.
Explore how the concept of Manifest Destiny fueled U.S. territorial expansion westward, examining its influence on the government’s policies and the devastating consequences it had on Native American populations and their ancestral lands.
Analyze the key events and political, economic, and social issues that culminated in the outbreak of the Civil War, considering the escalating tensions between the North and South.
Evaluate the successes and limitations of Reconstruction in addressing the deeply entrenched social, political, and economic legacies of slavery, including the ongoing struggle for racial equality in the United States.
Grading criteria:
Argument: 25% Does the paper have a clear, singular, specific argument that answers the question?
Evidence: 25% Is all the relevant evidence used to defend the argument?
Organization: 25% Does the paper have a logical structure and use clear topic sentences and transitions?
Clarity: 25% Is the prose efficient, crisp and polished, free of excessive passive voice or distracting spelling or grammatical errors?
Formatting:
Include heading – Name, Class, Date, etc.
Don’t put it in the margin because it will repeat on every page.
Use the standard 1-inch margins and leave text to the left (don’t center or justify the text).
12-pt., Times New Roman font, and double space your response.

Please, use ONLY THE ASSIGNED READING to complete this essay. The PDF will be attached.
Please write about prompt A. while focusing on Goth (chapter 22 pdf.)
In the introduction to Rip It Up And Start Again, Simon Reynolds writes “[t]he post-punk era certainly rivals the sixties in terms of the sheer amount of great music created, the spirit of adventure and idealism that infused it, and the way that the music seemed inextricably connected to the political and social turbulence of the times.”(xiv)  Does he make a convincing case in support of this bold contention?  Why or why not?  (Rather than attempting to master the vast and diverse body of pop music produced in Britain 1978-84, you may concentrate on a specific music scene or genre, for example Leeds (chap. 7), Sheffield (chap. 9), Manchester (chap. 10), Neo-Ska (chap. 15), Synthpop (chap. 17). Goth (chap. 22), Neo-Psychedelica (chap. 23), etc.

one of the main jobs of historians is to interpret the past by
reviewing primary documents, scholarly secondary sources, and then
creating an analysis of this research. After listening to the
appropriate course lectures and reviewing the assigned reading materials
below, review and analyze the Star-Spangled Banner, the national anthem
of the United States. Consider the following questions: While most
Americans know the first verse and chorus of the song, do the additional
original verses impact the song’s meaning? Does the background of the
song and its origins in the War of 1812 impact its meaning?This assignment requires you to post an original post by of at least 500 words. For full credit, your posts must be substantive, constructive, and
respectful. Do not simply sum up the lectures and readings or repeat
points made there, and do not simply agree or disagree with your
classmates. Be specific, and provide examples that help support your
analysis. Make use of the evidence to engage one another in enriching
discussions. I am looking for you to create your own interpretations and
to discuss original insights, but remember that your analysis must be
supported by the provided source material (e.g., lectures, readings).
Opinions have no value if they lack this support. Adhere to this quote
from President John Adams: “Facts are stubborn things; and whatever may
be our wishes, our inclinations, or the dictates of our passion, they
cannot alter the state of facts and evidence.” Include parenthetical
references to the lectures and provided sources
Sources:https://www.history.com/topics/19th-century/the-st…

My proposal needs to meet high standard of polished scholarly PhD thesis
Thing is ran intoproblem my proposalnot upyo his standards requested chsange topics will know in a week.
will needhelpchapter by chapter
my proposal rough needs polish
21 pages the rest is bibliography total 18 pages bibliography
rough proposal i have formandela von ranke would need to be from scratch I will knownexy weekend.

Include my research paper proposal “I am planning on researching the period between 500 BCE and 500 CE, an era that encompasses significant developments across various civilizations, including the rise and fall of empires and the spread of major religions.” “The geographic region I am focusing on is South Asia, specifically the Indian subcontinent. This area experienced profound transformations during the specified period, especially in terms of political structures, cultural practices, and religious beliefs.My proposal aims to explore the evolution and impact of Buddhism in ancient India, examining its origins, spread, and how it shaped the social, political, and cultural landscapes of the region during this time.” Please use approved sources when doing this assingment.
Purpose
One of the most important skills in college is the ability to do research, analyze the material that has been researched, and then formally present the information. While the expectations vary from discipline to discipline and even between professors, much of this basic process will be similar is many different contexts. 
Objectives
Through written activities, express an understanding of forces that foster global connections among places, persons, groups, and/or knowledge systems.
Explain human and social experiences and activities from multiple perspectives from the approximate period of 3000 BCE through 1500 CE.
Compare and contrast multiple perspectives or theories on global processes and systems.
Describe how global relations impact individual lives and the lives of others over time.
Directions
Using the topic and sources you have developed in parts one and two, submit a 5-6 page analytical paper based on the guidelines in the Analytical Writing Video  
The paper’s citations must be in the format that your professor requires
Font should be Times New Roman in 11 or 12 point.
The paper should be double spaced with no spaces between paragraphs
The paper should have 1 inch margins
The paper must be submitted in docx, pdf, or odt formats. Apple Pages or links to Google Docs are not acceptable. Most major word processors support exports to one of the above formats. 
You are welcome to change topics and sources from parts one and two, however doing so creates the risk that you will address a topic or use sources that are not approved. As such please only do this with care. Any new topic and sources must conform to the guidelines seen in parts one and two. 
Your paper will be scanned for plagiarism. Everything in this paper must be in your language or a proper quotation that is cited in the format that your instructor
Grading
This assignment is worth 100 points. 
Category 
Outstanding
Very Good
Average
Poor
Thesis
20 Points
The purpose of the project is clear. The audience has a clear idea of the point of the project.
The purpose of the project is relatively clear. The audience may have a relative idea of the purpose of the project, but may have to infer somewhat.
The purpose of the project is relatively clear, though the audience may have to infer or use contextual clues. There is some vagueness in the presentation or cohesion of the project.
The purpose of the project is obscure. The audience has little understanding of what is the point of the presentation.
Subject Knowledge and Perspective
40 Points
The quality of the project exhibits expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is realistic and research-based.
The quality of the project exhibits near expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is mostly realistic and research-based.
The quality of the project exhibits some expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is somewhat realistic and research-based.
The quality of the project exhibits little expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is not realistic nor research-based.
Sources and Citations
20 Points
The sources used were appropriate and added substantial research and information to the project. At least four college-level authoritative secondary sources were used. All citations cited correctly in Chicago style.
The sources used were mostly appropriate and added strong research and information to the project. At least four college-level authoritative secondary sources were used.  All citations cited correctly in Chicago style.
The sources used were somewhat appropriate, but only added mediocre research and information to the project. Fewer than four college-level authoritative secondary sources were used.  All citations cited correctly in Chicago style, with only minor errors.
The sources used were not always appropriate and added little research and information to the project. Fewer than four college-level authoritative secondary sources were used.  Source incorrectly cited.
Overall Production, including Writing
20 Points
The project exhibits outstanding evidence of clear and creative originality.
All written aspects of the project are of high professional quality, including grammar, punctuation, spelling, and paragraph construction.
The project exhibits very strong evidence of clear and creative originality.
All written aspects of the project are of very high professional quality, including grammar, punctuation, spelling, and paragraph construction.
The project exhibits average evidence of clear and creative originality.
The written aspects of the project  were inconsistent and did not always meet the level of high professional quality. These aspects included grammar, punctuation, spelling, and paragraph construction.
The project exhibits little evidence of clear and creative originality.
The written aspects of the project  were below average and did not meet the level of high professional quality. These aspects included grammar, punctuation, spelling, and paragraph construction.

Discuss the process of digitizing a museum collection and how that can be expressed in the museum collections management policy.

Answer one question from each part. Each question should be about 3.5 pages but you can go up to 4 if needed for each. So two parts. 3.5-4 each = 7-8 pages. Make sure that you place your discussion of these topics within a historical context. Make references to your reading (mostly to the primary sources), but do not be afraid of being creative. What is expected is a serious critical evaluation of the material and imagination. 
THE ENTIRE EXAM SHOULD NOT BE LONGER THAN 8 TYPED-WRITTEN PAGES, DOUBLE SPACE, 12 FONT, REASONABLE MARGINS. QUOTES SHOULD BE ACCOMPANIED BY PROPER CITATIONS. NO WEB SITE REFERENCE$S  WILL BE ALLOWED. THINK! GO BEYOND THE FACTS! BE CREATIVE AND THOUGHTFUL!
Part I. (Answer One) 
Discuss with relevant examples the mystical experience, its main characteristics, and manifestations, and evaluate their historical importance and validity. You may imagine yourself as a woman/man living in the late Middle Ages or in the early modern period. How would you describe these experiences? Please note that your gender and social filiation in the Middle Ages or early modern period would influence how you answer this question.
What is the role of the body in medieval mysticism? You may wish to discuss the place of pleasure and pain in mystical experiences (think Francis or Bernard or Theresa of Avila).  Discuss specific examples from two of the mystics found in your readings. Be original!
What is heresy? What are millennial ideas?  Discuss in general the overall nature of heretical and apocalyptic movements in the western tradition and in detail one of the movements discussed by N. Cohn or presented in class.  How does heresy relate to mysticism? These topics will be discussed on Week IV. Please see the inquisitorial documents in the website readings. They deal with the Inquisition’s activity against the Waldensians.
Discuss the main elements of Kabbala mysticism and its historical significance. In this context, would you agree or disagree with the following statement?  Your answer should contain specific references to your readings. (This question is from the lecture)
“…[the] history of Kabbalism…lacks the element of feminine emotion which has played so large a part in the development of non-Jewish mysticism, but it also remained comparatively free from the dangers entailed by the tendency towards hysterical extravagance which followed in the wake of this influence.” (G. Scholem)
If you wish to answer this question, it may be very useful to read G. Scholem, Major Trends in Jewish Mysticism.
Discuss the historical context that gave rise to the heretical and millenarian movements of the 12th – 14th centuries. Be sure to consider the social, political and religious climate of the time and to support your argument with examples of specific heretical and/or millenarian groups. 
Briefly describe the five stages leading to the mystical union and provide thorough and abundant examples from the readings and the lectures for each of the stages.
Part II.   Choose one 
Select one of the mystics discussed in class or in your readings. Provide a short biographical outline and account of his/her/its mystical experiences and an analysis of his/her/its role within a historical context.  DO NOT ANSWER THIS QUESTION IF YOU HAVE ANSWERED PART I, QUESTION 1.
Bringing to bear all you have learned from lectures about the broad context of medieval society, reflect upon the different audiences of a) either Hildegard of Bingen or Bernard of Clairvaux AND b) Francis of Assisi. Base your arguments on extrapolations from the texts to support your claims.  What kind of reader/listener audience do these texts imply?  What qualities of the texts clue us in as to who the writers expected to encompass in their vision?  You should consider place, literacy, oral tradition, social hierarchies, politics, etc.
Write an essay comparing Hildegard of Bingen and Bernard of Clairvaux’s writings. How does gender help in understanding their respective texts?
Who was Francis of Assisi? What was his background, and how did it influence the direction of Franciscan spirituality?  Why was Francis’ evangelical quest so successful? What in his teaching and his ways appealed to other Christians and new converts? How were his teachings subversive (or where they?)? You need to make references to the Little Flowers and to the discussion of the Stigmata!
Compare and contrast the mystical writings of two of the following: Hildegard of Bingen, Francis of Assisi, Bernard of Clairvaux, and St. Theresa of Avila. How do they illustrate the potential for cooperation and/or conflict between personal holiness and the Church establishment?
Discuss the life and works of St. Theresa of Avila, using her autobiography as the main source for your discussion. How did she describe the stages and final mystical experience in her rendering of the four waters?

Write an essay about prompt C) Shawn Levy terms mod “the first proper mass youth movement of the sixties….” (Ready, Steady, Go!, p. 113) “[I]t contained,” he continues, “the essence of everything that the decade was about to become: fashion, music, drugs, media attention, frightening incidents of unrest and a built-in expiration date.” What was “mod”? How did it manifest itself as a subculture? What were the driving factors in the emergence and popularity of “mod,” both in terms of production and consumption?
Note: If answering this question, pay especial attention to Shawn Levy’s Ready, Steady, Go!, in particular the chapter “Strawberry Bob and the Mods,” and David Simonelli’s chapters “Mods” and “Marketing a Lifestyle” in his book Working Class Heroes.
Please draw from these two books, and limit usage of other sources.