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1.) Myths are stories about the past that nations tell themselves to remember who they are. We have encountered numerous myths in this course including Troy, the Oresteia, Aeneas & Dido, Lucretia, Cincinnatus, and Beowulf. Select two of these myths and explain the purpose of those stories. What values or events do they commemorate? What do they tell us about the society in question?
2.) From the Bronze Age to the Industrial Revolution, agriculture was the principle occupation in Europe and the Mediterranean. The form of agriculture tells us much about a society. Consider, e.g., the free farmer of Archaic and Classical Greece and the ideal of self-sufficiency (autarkeia). First, sketch the features if the Mediterranean agriculture system, including some of the problems or challenges that emerged in the course of Greek or Roman history. Finally, explain what the system reveals about the Mediterranean civilization.
3.) After the collapse of Roman administration in the fifth century, European civilization went through a number of political transformations that culminated in the formation of the national monarchies by the thirteenth century. Discuss some of the major stages in that process. Then consider: what forces supported the centralization of power under a monarch? What forces of fragmentation inhibited centralization?
What Native American tribe would inhabit in arctic areas of Alaska and Northern Canada?
You suggest that the managers spend some time brainstorming on other strengths, weaknesses, opportunities, and threats impacting the business.
The company was named after the Belgian engineer who is credited with having invented the dynamo. Who was this Belgian engineer?
Why did the Jeffersonian worldview disappear by the mid-nineteenth century? What was the impact of this change?
Explain the major components of your culture. Explain the various symbols associated with your culture including their meanings.
The Japanese attack upon American naval forces and air defenses at Pearl Harbor gave Franklin Roosevelt the justification
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the Learning Reflection and Sharing of Multimedia Project you have an opportunity to consider your learning from the course and engage in final conversation.
How did most governent and church authorities try to stop the spread of Enlightenment ideas?
Discuss the changing nature of the church in the late middle ages. Why did the tradition of religious dissent including John Wycliffe, Jan Huss and ultimately Martin Luther culminate in a formal split in the Roman Church?
Discuss the major engagements of the Peloponnesian War as detailed in class. What turned the tide of war to allow a victor? What opportunity was not seized by the victor? How did this impact the western world?
By creatimg awareness of oppression and arousing sympathy of supporters, the arts can be a form of protest. Identify and describe an example of how either black slaves or white abolitionists used the arts as a form of protest against slavery.
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