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HIS 103 Innovative Educator/his103.com

For more course tutorials visit<br>www.his103.com<br><br>Hunter-Gatherers. Although most students begin by assuming settled farming life was better than that lived by hunter-gatherers, closer acquaintance with full Paleolithic Hunter-Gatherer life shows us many aspects that could be considered easier than that of very early, settled Neolithic farmers. Would you agree? Summarize the aspects of the lives of Paleolithic Hunter-Gathers and Neolithic settled farmers. Evaluate at least two of these aspects about the Hunter-Gatherer life that seem more positive as well as at least one aspect that seems less desirable than that of Neolithic settled farmers<br>Understanding Hammurabi’s Code of Laws. Hammurabi's Code of Laws is often described as an important new "technology" of rule because it established clear expectations of rights, obligations, and possible penalties for all Mesopotamians, thereby making delegation of ruling power easier while also providing people with the stability of knowing what was expected of them. The codes also give modern-day people a clear picture of Mesopotamian values as well as their social and gender differences. Based on this week’s readings, summarize the limitations and rights that Mesopotamian women had. Overall, conclude what the main behaviors are that the law code is trying to support and deter.<br>Minoan vs. Athenian Life. After reviewing the text and at least one of the linked primary sources, illustrate in your own words the key elements of populations living at the height of Minoan Civilization on Crete vs. Classical Age Athens in terms of gender, class, etc. How did the geography of these civilizations impact these populations? Based on your explanation, judge which civilization you would rather have lived in as well as the type of person (male/female, elite/ordinary, etc) you would prefer to have been.<br>

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HIS 103 Innovative Educator/his103.com

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  1. HIS 103 Innovative Educator/his103.com

  2. HIS 103 Innovative Educator/his103.com HIS 103 Entire Course (Ash) For more course tutorials visit www.his103.com Hunter-Gatherers. Although most students begin by assuming settled farming life was better than that lived by hunter-gatherers, closer acquaintance with full Paleolithic Hunter-Gatherer life shows us many aspects that could be considered easier than that of very early, settled Neolithic farmers. Would you agree? Summarize the aspects of the lives of Paleolithic Hunter-Gathers and Neolithic settled farmers

  3. HIS 103 Innovative Educator/his103.com HIS 103 Week 1 DQ 1 Hunter-Gatherers (Ash) For more course tutorials visit www.his103.com • HIS 103 Week 1 DQ 1 Hunter-Gatherers • History - General History • Hunter-Gatherers. Although most students begin by assuming settled farming life was better than that lived by hunter-gatherers, closer acquaintance with full Paleolithic Hunter-Gatherer life shows us many aspects that could be considered easier than that of very early, settled Neolithic farmers. Would you agree? Summarize the aspects of the lives of Paleolithic Hunter-Gathers and Neolithic settled farmers. Evaluate at least two of these aspects about the Hunter-Gatherer life that

  4. HIS 103 Innovative Educator/his103.com HIS 103 Week 1 DQ 2 Understanding Hammurabi's Code of Laws (Ash) For more course tutorials visit www.his103.com • HIS 103 Week 1 DQ 2 Understanding Hammurabi's Code of Laws • History - General History • Understanding Hammurabi’s Code of Laws. Hammurabi's Code of Laws is often described as an important new "technology" of rule because it established clear expectations of rights, obligations, and possible penalties for all Mesopotamians, thereby making delegation of ruling power easier while also providing people with the stability of knowing what was expected of them

  5. HIS 103 Innovative Educator/his103.com HIS 103 Week 1 Quiz (Ash) For more course tutorials visit www.his103.com • HIS 103 Week 1 Quiz

  6. HIS 103 Innovative Educator/his103.com HIS 103 Week 2 DQ 1 Minoan vs. Athenian Life (Ash) For more course tutorials visit www.his103.com • HIS 103 Week 2 DQ 1 Minoan vs. Athenian Life • History - General History • Minoan vs. Athenian Life. After reviewing the text and at least one of the linked primary sources, illustrate in your own words the key elements of populations living at the height of Minoan Civilization on Crete vs. Classical Age Athens in terms of gender

  7. HIS 103 Innovative Educator/his103.com HIS 103 Week 2 DQ 2 Shihuangdi's Achievements and Failures (Ash) For more course tutorials visit www.his103.com • HIS 103 Week 2 DQ 2 Shihuangdi's Achievements and Failures • History - General History • Qin Shihuangdi’s Achievements and Failures. The founder of the Qin dynasty, Qin Shihuangdi (r. 221-210 BCE), is one of the most discussed and debated of China's early rulers. Would you call his role in Chinese history more destructive or creative, and why? Describe and explain the impact of at least two things he ordered and accomplished that support your argument. Also include at least one thing about his rule that counters your argument

  8. HIS 103 Innovative Educator/his103.com HIS 103 Week 2 Quiz (Ash) For more course tutorials visit www.his103.com HIS 103 Week 2 Quiz (Ash)

  9. HIS 103 Innovative Educator/his103.com HIS 103 Week 2 Roman Technology and Engineering (Ash) For more course tutorials visit www.his103.com • HIS 103 Week 2 Roman Technology and Engineering • History - General History • Roman Technology and Engineering. Technology and engineering were among Rome's most famous achievements. In your paper, describe and explain the importance of Roman technology and engineering, especially as it related to making its giant cities livable. Cover at least two separate kinds of Roman technology and/or engineering.

  10. HIS 103 Innovative Educator/his103.com HIS 103 Week 3 DQ 1 Charlemagne's Empire (Ash) For more course tutorials visit www.his103.com • HIS 103 Week 3 DQ 1 Charlemagne's Empire • History - General History • Charlemagne’s Empire. Charlemagne did several things to make his Carolingian Empire larger and better administered with support from both vassals and the Church. Yet, not that many years after his death, much of that had been lost. Summarize what Charlemagne did to make his Empire larger and better administered. Identify at least two important things Charlemagne accomplished

  11. HIS 103 Innovative Educator/his103.com HIS 103 Week 3 DQ 2 Abbasid Rule and Civilization (Ash) For more course tutorials visit www.his103.com • HIS 103 Week 3 DQ 2 Abbasid Rule and Civilization • History - General History • Abbasid Rule and Civilization. Early Abbasid Islamic rule and civilization began what is often known as the first Golden Age of Islam. What policies and approaches did the Abbasids use to stabilize and legitimize their takeover of Islamic empire and rule? Describe at least two accomplishments of their civilization and evaluate why you see them as most important.

  12. HIS 103 Innovative Educator/his103.com HIS 103 Week 3 Final Paper Preparation (Ash) For more course tutorials visit www.his103.com • HIS 103 Week 3 Final Paper Preparation • History - General History • Final Paper Preparation. Review the Week Five Final Paper instructions and trace the context of one of the five topics across the entire sweep of time, from prehistory to c. 1500 CE, covering at least three separate eras and as it is viewed in at least three world culture areas.

  13. HIS 103 Innovative Educator/his103.com HIS 103 Week 3 Quiz (Ash) For more course tutorials visit www.his103.com HIS 103 Week 3 Quiz (Ash)

  14. HIS 103 Innovative Educator/his103.com HIS 103 Week 3 Quiz (Ash) For more course tutorials visit www.his103.com HIS 103 Week 3 Quiz (Ash)

  15. HIS 103 Innovative Educator/his103.com HIS 103 Week 4 DQ 1 Mongol Impact (Ash) For more course tutorials visit www.his103.com • Mongol Impact. The Mongols might be compared to a huge storm that caused huge damage, but they also cleared the way for some important new developments. Provide a brief summary of the impact of the Mongol conquests. What, in your opinion, were the two most negative and most positive things that came out of the Mongol conquests of the 13th and 14th centuries, and why? Overall, would you call their impact on world history more negative or productive, and why?

  16. HIS 103 Innovative Educator/his103.com HIS 103 Week 4 DQ 2 Renaissance (Ash) For more course tutorials visit www.his103.com • HIS 103 Week 4 DQ 2 Renaissance • History - General History • Renaissance. In your own words, what were the core intellectual, political, and artistic characteristics of the Italian Renaissance (c. 1350-1550 CE)? Describe two figures that seem to represent especially important Renaissance characteristics. Explain your reasoning.

  17. HIS 103 Innovative Educator/his103.com HIS 103 Week 4 Quiz (Ash) For more course tutorials visit www.his103.com • HIS 103 Week 4 Quiz

  18. HIS 103 Innovative Educator/his103.com HIS 103 Week 5 DQ 2 Zheng He's Voyages (Ash) For more course tutorials visit www.his103.com • HIS 103 Week 5 DQ 2 Zheng He's Voyages • History - General History • Zheng He’s Voyages. The voyages of Zheng He reveal a powerful, accomplished, and restored Confucian state and civilization in China that was at least equal to, but very different from, emerging early modern Western civilization. List and describe the major factors that made

  19. HIS 103 Innovative Educator/his103.com HIS 103 Week 5 Final Paper (Ash) For more course tutorials visit www.his103.com • HIS 103 Week 5 Final Paper • History - General History • Focus of the Final Paper • For this paper you will select one of the following topics from the list below. You will trace the context of the question across the entire sweep of time, from prehistory to c. 1500 CE, covering at least three separate eras as they are viewed in at least three world culture areas. World culture areas include Europe, the Near (also known as Middle) East, India, Africa and East Asia.

  20. HIS 103 Innovative Educator/his103.com

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