This is History course,,, all the requirements for this assignments and the instruction are given on the attach file. please follow the historical document analysis by ct evans to write the assignmen

This is History course,,, all the requirements for this assignments and the instruction are given on the attach file. please follow the historical document analysis by ct evans to write the assignmen
Assignment 3 Document Analysis Essay This assignment is to be submitted in WORD format. This is your second attempt at writing an essay that analyzes a set of primary sources. As with the first assignment, you are again asked to look at a set of primary sources—documents, or images, or maps, or a combination of these—and try to answer some questions about the past through an analysis of the sources. Your answer to those questions will come in the form of a short essay of about 1,500 words (or 6–7 double-spaced, typed pages) on one of topics. Review the comments made in your returned Assignment 1 to see where you may improve with this assignment. Review the documents in the Tool Box package to assist your efforts, especially “Guidelines for Critical Analysis of primary History documents” and “Sample Historical Document Analysis” by C. T. Evans to assist you with this assignment. A sample bibliography from another Wiesner chapter is provided in your course materials to help you improve in your bibliography preparation. Using the textbook Discovering the Western Past: A Look at the Evidence, 7th edition, you are asked to select one of the three topics listed below. Read each section carefully. Select one of the three topics for closer study, as you will need to use the sources and discussion in your chosen chapter to answer one of the sets of key questions below. Your answer should also address some of the other questions raised in the ‘Questions to Consider’ section of the relevant chapter. Choose one of the following problems: Key questions Relevant chapter in Discovering the Western Past, 7th edition 1.  What was life like for students at a medieval university? On what issues can one find common ground among students, professors, church officials, university authorities? What issues were the sources of division or causes of revolt? (Use all 13 sources as evidence to argue your essay) Chapter 7 “Life at a Medieval University” 2.  The medieval cloth trade was an important and complex industry. How was it governed? What were the sources of social and economic conflicts that arose in the industry? Were these conflicts the same everywhere? Did the family play a role in this economic world? (Use all 13 sources as evidence to argue your essay.) Chapter 9 “Social and economic Conflicts in the Late Medieval Cloth Trade” 3.  What social, economic, and political factors were important in the Protestant Revolution? What were Luther’s ideas about reform and who were affected by them? How were Luther’s ideas disseminated so widely and rapidly? How were these ideas made appealing to different groups in German society? (Use all 10 sources as evidence to argue your essay) Chapter 12 “The Spread of the Reformation” Directions The essay should be 1,500 words minimum, or roughly 6 double-spaced, typed pages, but no more than 7 full pages. Follow the guidelines set out in Assignment 1. Consult the comments made by your instructor in your first paper so you can improve with this paper. Run through the checklist for assignments. Indicate on your title page the chapter name, number, and questions you are answering. If you have any questions, please contact the course instructor as soon as possible. Due date: Consult the table “Assignments due dates” in the course syllabus.  
This is History course,,, all the requirements for this assignments and the instruction are given on the attach file. please follow the historical document analysis by ct evans to write the assignmen
Bibliography Renaissance Sample for  Assignment 3-a HIST 1200 DE  Tips for Creating a Bibliography with primary sources For those who were not as successful as they would have liked with their bibliography in Assignment 1 below is a sample of how a bibliography should look when using the Wiesner text, taken from an earlier edition. Note the required “Hanging Indent” for each item in the Bibliography. Note the Items are in Alphabetical Order Note the repetition of the Wiesner text information but the use of the page numbers where the source is found at the end of each item. Chapter 10, Renaissance Bibliography Bibliography Alberti, Leon Battista, Autobiography, (after 1460?)  in J. R. Ruff Wiesner, and W .B. Wheeler, Chapter 11,  Discovering the Western Past: A look at the Evidence, Vol. 1, 6th Ed. New York: Houghton Mifflin, 2008, pp. 264-266. Botticelli Workshop, Simonetta (so-called) (ca 1444-1510) in J. R. Ruff Wiesner, and W .B. Wheeler, Chapter 11,  Discovering the Western Past: A look at the Evidence, Vol. 1, 6th Ed. New York: Houghton Mifflin, 2008, p. 256. Bruni, Leonardo, “Letter to Lady Baptista Malatesta” ca 1405,  in J. R. Ruff Wiesner, and W .B. Wheeler, Chapter 11,  Discovering the Western Past: A look at the Evidence, Vol. 1, 6th Ed. New York: Houghton Mifflin, 2008, pp. 259-260. Castiglione, Baldassare, The Courtier, 1508-1516 in J. R. Ruff Wiesner, and W .B. Wheeler, Chapter 11,  Discovering the Western Past: A look at the Evidence, Vol. 1, 6th Ed. New York: Houghton Mifflin, 2008, pp. 32, 34, 70-71. ______, The Courtier, 1508-1516 in J. R. Ruff Wiesner, and W .B. Wheeler, Chapter 11,  Discovering the Western Past: A look at the Evidence, Vol. 1, 6th Ed. New York: Houghton Mifflin, 2008, pp. 206-208; 211-212. Durer, Albrecht, Self-Portrait in a Fur Coat, 1500 in J. R. Ruff Wiesner, and W .B. Wheeler, Chapter 11,  Discovering the Western Past: A look at the Evidence, Vol. 1, 6th Ed. New York: Houghton Mifflin, 2008, p. 255. Machiavelli, Niccolo, The Prince, 1513 in J. R. Ruff Wiesner, and W .B. Wheeler, Chapter 11,  Discovering the Western Past: A look at the Evidence, Vol. 1, 6th Ed. New York: Houghton Mifflin, 2008, pp. 263-264. Vergerius, Peter Paul, “Letter to Umbertinus of Padua”, 1392, in J. R. Ruff Wiesner, and W .B. Wheeler, Chapter 11,  Discovering the Western Past: A look at the Evidence, Vol. 1, 6th Ed. New York: Houghton Mifflin, 2008, 258-259. Vergil, Polydore, Anglia Historia, ca 1540 in J. R. Ruff Wiesner, and W .B. Wheeler, Chapter 11,  Discovering the Western Past: A look at the Evidence, Vol. 1, 6th Ed. New York: Houghton Mifflin, 2008, pp. 266-267. Verocchio, Andrea del, Sculpture of General Bartolommeo Colleoni (ca 1435-1488)  in J. R. Ruff Wiesner, and W .B. Wheeler, Chapter 11,  Discovering the Western Past: A look at the Evidence, Vol. 1, 6th Ed. New York: Houghton Mifflin, 2008, p. 257. Wiesner, J. R. Ruff, and W .B. Wheeler, Chapter 11,  Discovering the Western Past: A look at the Evidence, Vol. 1, 6th Ed. New York: Houghton Mifflin, 2008, pp. 248-270.
This is History course,,, all the requirements for this assignments and the instruction are given on the attach file. please follow the historical document analysis by ct evans to write the assignmen
SAMPLE HISTORICAL DOCUMENT ANAL YSIS by C .T . E va ns Here is a suggested sample document analysis. Some general questions to ask as you read and examine any historical document in this course. 1. Who wrote the document? Until you know this, you really know very little about the document. Sometimes you can figure out the author from the document itself. W as the author a political or private individual? Was he educated or not? Was there no single author , but is the document something that evolved over time? 2. Who was the intended audience? This will tell you about the author’s use of any specific language or concepts and the knowledge that he assumed on the part of the audience. different than something intended for a mature adult. 3. What is the story line? What is going on in the document? the document? 4. Why was the document written? Everything is written for a reason. Is the document just a random note, or a scholarly thesis? 5. What type of document is this, or what is its purpose? A phone book is dif ferent than a diary, and both are dif ferent than an inscription on a grave. Thus, one can expect to extract different kinds of information from dif ferent kinds of documents. 6. What are the basic assumptions made by the author? For example, did the author assume that the reader could understand certain foreign or engineering terms in the language? 7. Can you believe this document? Is it reliable? Is the information likely or reliable? 8. What can you learn about the society that produced this document? This is what you will be concentrating on in this class. All documents reveal information about the people who produced them. It is embedded in the language and assumptions of the text. Your task in this course will be to learn how to “read,” or analyze, a document to extract information about a society . You might wish to analyze each document in terms of various aspects of a society (economic, political, religion, social structure, culture, etc.). not something that comes easily , but with practice you will be able to uncover what is really in a document. 9. Finally, What does this document mean to you? You might also consider this as the “so what does it mean to me” question, but it still requires an answer even if the answer is going to be a resounding, “who cares.”.  Listen   ____________________________________________________ Thus, the NINE questions of analyzing a historical document are: 1. Who wrote the document? 2. Who was the intended audience? 3. What was the story line? 4. Why was the document written? 5. What type of document was it, or what was its purpose? 6. What were the basic assumptions made by the author? 7. Can I believe this document? 8. What can I learn about the society that produced this document? 9. What does this document mean to me? Please proceed to the sample document analysis of Hammurabi’s code of laws (next). ____________________________________________________ Suggested steps to analyze the Hammurabi document 1. Read the background information on Hammurabi. 2. Scan (look over quickly) the entire Hammur abi document [http://no vaonline.n vcc.edu/eli/e vans/his101/documents/hammur abi.html] . 3. Review any specific questions to consider on Hammurabi noted by one’ s instructor. 4. Review the document analysis questions from above and focus on the question: What can I learn about the society that produced this document? ____________________________________________________ C. T. Evans sample analysis of the Hammurabi sample document First , He will answer some of the specific questions. 1. Who was Hammurabi? Old Babylon from 1792 to 1750 bce. His principal achievement was the unification of Mesopotamia through control of the Euphrates River. 2. Why did he create a law code? compendium of earlier laws, and he probably created it because he was the ruler , and a uniform code that applied to everyone helped him rule. He probably also created it because of confusion over the use of earlier laws, i.e., which one was the valid law . One could also say that he created a law code because he needed one. (Now it might seem simple to say that, but one does not create a law against falling into the sun unless that is happening with some frequency and unless you consider it to be a problem.) One should therefore assume that these particular laws became laws to deal with crimes/situations that occurred with some frequency in Babylonian society and that were regarded by someone (at the very least, the king) as dangerous to that society. 3. Is this particular law code “fair?” Hammurabi’s code with your awareness of current law codes. Yes, it is fair. There are numerous provisions in the code to attest to the honesty of judges and witnesses. 4. Why is the code so detailed? simple. There are always exceptions to a law or extenuating circumstances. If one is going to have a criminal code, then it must cover everything. Look at current criminal codes and how complicated they are. 5. Does the code provide any insight about the administration of justice? analytical answer , requiring you to analyze parts of the code to reach a decision. V ery little. Second , He will tackle the more difficult question, “What can you learn about the society that produced this document?” (Looking only at the first six articles of the code, for example.) 1. If a man weaves a spell and puts a ban upon another man and has not justified himself, he that wove the spell upon him shall be put to death . Notice that almost all the laws use “man” not “woman” as the active subject. This indicates something about the nature of gender relations in Mesopotamia. The fact that any man could “weave a spell” also tells something about the nature of religion, that there was a level at which all could participate, but also that there were defined rules to follow . This law indicates that “weaving a spell” could be a very serious offense that could lead to death if the spell was applied improperly. This particular law does not say how you prove this, but that is contained in the next article! thought for this law code, a very complex task). 2. If a man has put a spell upon another man and has not justified himself, he upon whom the spell is laid shall go to the holy river. He shall plunge into the holy river, and if the holy river overcomes him, he who wove the spell upon him shall take to himself his house. If the holy river makes that man to be innocent, and has saved him, he who laid the spell upon him shall be put to death. He who plunged into the holy river shall take to himself the house of him who wove the spell upon him . This reminds one of the trial by ordeal (usually fire or water) procedures used by the church during the Middle Ages. 3. If a man, in a case pending judgment, has uttered threats against the witnesses, or has not justified the word that he has spoken, if that case be a capital suit, that man shall be put to death . Indicates that there was a system in place to protect witness. This is only a very recent innovation in modern law codes. 4. If he has offered corn or money to the witnesses, he shall himself bear the sentence of that case . No bribery allowed. 5. If a judge has judged a judgment, decided a decision, granted a sealed sentence, and afterwards has altered his judgment, that judge, for the alteration of the judgment that he judged, shall be put him to account, and he shall pay twelvefold the penalty which was in the said judgment, and in the assembly one shall expel him from his judgment seat, and he shall not return, and with the judges at a judgment he shall not take his seat . Judges have to follow the rules and can not take arbitrary action. Obviously this happened quite frequently. 6. If a man has stolen the goods of a temple or palace, that man shall be killed, and he who has received the stolen thing from his hand shall be put to death . It was a very serious matter to “mess with” the priests who enjoyed a protected, and lucrative, status in Mesopotamian society . Obviously the priests had wealth, and they wanted to make sure that it was protected by the king. (It was never a good idea for a king not to protect his religious leaders, because they could always call down the wrath of a god or gods upon the king, making the people lose faith in the king). This page is copyright © 2006, C.T. Evans For information contact [email protected] vcc.edu [mailto:ce [email protected]] Last Modified 05/07/2012 15:51:09 G o t o t o p