HIS 103 Possible Is Everything--snaptutorial.com

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HIS 103 Possible Is Everything/snaptutorial.com
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HIS 103 Possible Is Everything/snaptutorial.com
HIS 103 Entire Course For more classes
visit www.snaptutorial.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
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HIS 103 Possible Is Everything/snaptutorial.com
HIS 103 Final Guide 1 For more classes
visit www.snaptutorial.com   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.
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HIS 103 Possible Is Everything/snaptutorial.com
HIS 103 Final Guide 2 For more classes
visit www.snaptutorial.com   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.
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HIS 103 Possible Is Everything/snaptutorial.com
HIS 103 Week 1 DQ 1 Hunter-Gatherers For more
classes visit www.snaptutorial.com   Hunter-Gather
ers. 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
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HIS 103 Possible Is Everything/snaptutorial.com
  HIS 103 Week 1 DQ 2 Understanding Hammurabi's
Code of Laws For more classes
visit www.snaptutorial.com   Understanding
Hammurabis 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.
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HIS 103 Possible Is Everything/snaptutorial.com
  HIS 103 Week 2 DQ 1 Minoan vs. Athenian Life
For more classes visit www.snaptutorial.com   Min
oan 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.  
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HIS 103 Possible Is Everything/snaptutorial.com
HIS 103 Week 2 DQ 2 Shihuangdi's Achievements and
Failures For more classes visit www.snaptutorial
.com   Qin Shihuangdis 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    
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HIS 103 Possible Is Everything/snaptutorial.com
HIS 103 Week 2 Roman Technology and Engineering
For more classes visit www.snaptutorial.com   Rom
an 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.  
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HIS 103 Possible Is Everything/snaptutorial.com
HIS 103 Week 3 DQ 1 Charlemagne's Empire For
more classes visit www.snaptutorial.com   Charlema
gnes 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 and
explain your reasoning. Why, in your opinion, did
the empire decline and fragment? Was this
inevitable?    
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HIS 103 Possible Is Everything/snaptutorial.com
HIS 103 Week 3 DQ 2 Abbasid Rule and
Civilization For more classes
visit www.snaptutorial.com   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.      
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  HIS 103 Week 4 DQ 1 Mongol Impact For more
classes visit www.snaptutorial.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?    
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HIS 103 Possible Is Everything/snaptutorial.com
HIS 103 Week 4 DQ 2 Renaissance For more
classes visit www.snaptutorial.com   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.  
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HIS 103 Possible Is Everything/snaptutorial.com
HIS 103 Week 5 DQ 1 The Incas For more classes
visit www.snaptutorial.com   The Incas. Summarize
the major factors that allowed the Incas to
conquer and rule their large empire. Some suggest
that, in many ways, the Incas were like the
Romans or other Pre-Columbian American
Civilizations. Evaluate whether they were more
similar or different, and why. Make sure to
identify which civilization you are comparing the
Incas to in the subject line of your post.  
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HIS 103 Possible Is Everything/snaptutorial.com
HIS 103 Week 5 DQ 2 Zheng He's Voyages For more
classes visit www.snaptutorial.com   Zheng Hes
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 those voyages
possible. How do you evaluate and understand the
later Ming decision to drop (and forget about)
the voyages?    
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