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Paper Instructions:

I have chosen the primary source paper which is  The Code of Hammurabi.

The link that I want to use is 

http://sourcebooks.fordham.edu/ancient/hamcode.asp#johns.

Hammurabi should be considered the author, and you will find some helpful information about him in the ancient Mesopotamia lecture. You should also be thinking about his religious and political preconceptions, and be prepared to say something about them. For the context in ancient Mesopotamia, the Mesopotamia lecture - again - will provide sufficient information. Regarding impact, thinking about the impact of the code back then and now should not be too difficult. If you have any questions while writing, or preparing, please let me know. And please make sure that your paper is based on the actual text and not the scholarly commentary preceding it. Should you decide to borrow information from the introduction, you will need to CITE that. Remember that this here is the actual code of laws: https://sourcebooks.fordham.edu/ancient/hamcode.asp#text.


please follow and use the files that I uploaded as a instruction and source for your work.

and use the link https://sourcebooks.fordham.edu/ancient/hamcode.asp#text.
for the paper, also use the pdf file the Mesopotamia lecture.

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Paper Instructions:

Research the following topic: How has the COVID-19 pandemic affected European tourism in Italy, France and Spain
Directions: Please give a response approximately three to three and ½ pages in length. Use the sources given as well as two others that you find and research on your own. All assignments must have a proper Works Cited page. It can be in MLA or Chicago format. I am looking for well thought out ideas with content rather than filler. If you need any help you can email me, and I will respond that day or the next during business hours.

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Paper Instructions:

Pages DOES NOT INCLUDE THE PASSAGE!!!
please note that the quotes in the sample DOES NOT count towards the word minimum, please use the quotes for reference only and respond with the pages required



For this primary source analysis assignment, you need to read two primary source excerpts and compare and contrast them together. Both excerpts deal with different sets of experiences of leaving Vietnam and arriving to the United States. Complete your reading of Chapter 11 before beginning this assignment. 

In the first excerpt, Lang Ngan discusses his experiences leaving Vietnam in 1975 as a first-wave refugee:

On April 25th, near the end of the war, my supervisor called me in, and told me that by six o'clock that evening, we had to meet, to get to the airport by nine the next morning. I had worked for the US Embassy in Saigon for seven years. If we had stayed, we would have been persecuted by the new government.

There was no time to talk to friends or relatives because the evacuation was supposed to be secret, and we were not allowed to tell our relatives. We couldn't even take our money out of the bank. We weren't prepared to come to this country. It was a last minute thing. We had to make our decision overnight... 

I was allowed to take my family, because I was single. My father, my mother, myself and six brothers and sisters -- the nine of us. We were so frightened because we didn't have any friends or relatives in this country to help us...  We literally left with the clothes on our backs. I was twenty-nine when I came to the US, one brother was twenty-three, and one was nineteen. The youngest was only eight. The rest were in their teens.

I didn't have the Golden Mountain dream... I knew life wouldn't be easy, especially since we didn't receive a high education in Vietnam. I told my brothers and sisters in the plane coming here that I didn't know whether I could support all of them. If not, then I would have to give them up for adoption. They said they understood but asked that before I left, I give them my address so that when they grew up, they could look for me.

We were transported by military cargo plane. At the time, the evacuation was so sudden the US government didn't have a chance to prepare for our arrival. So we were taken to a military camp in the Philippines for a few days... We arrived at the camp in Arkansas on May 4th. 

At the beginning, there wasn't enough food. There was a shortage because the US government wasn't prepared for us. [But] it was actually much better than the first asylum camps in Malaysia and Tahiland... the volunteer agencies -- refugee resettlement agencies -- started sending people to process us.... Because I could speak English, I started helping many of those [other refugees]  who couldn't, translating for them. I met the representative from the International Rescue Committee (IRC), and started to work as a volunteer for IRC. I ended up in New York because the IRC offered me a job, Southeast Asian refugees were calling the office, and no one could understand what they were saying. I was so happy that I could get a job right away...

Source: Asian American Experiences in the United States: Oral Histories of First- to Fourth Generation Americans from China, the Philippines, Japan, India, the Pacific Islands, Vietnam, and Cambodia (Links to an external site.).

The second primary source is an excerpt from a 1989 college essay written by student Le Tan Si regarding his escape from Vietnam in 1979: 

Around 9 PM on June 4, 1979, our boat departed in good weather with fifty-eight people on board. Our boat operated safely for the next two days. However, although I had paid for my trip I starved on those days. The trip was full of hardship...

On June 6, 1979, the overworked engine broke down. Our boat drifted downwind, and so did my life... On June 7, the weather changed suddenly... and because our boat's engine was broken, the boat bobbed up and down with the waves. We were frightened because we had no control over our boat with a dead engine. We prayed to God for help in the heavy rain. Meanwhile, we anchored to make the boat safer. I thought and thought about my life, parents, and friends, and I also wondered if my death was near. Our supply of food and water was gradually decreasing as our boat drifted on the sea, so we starved...

Around 11 AM that day, a strange boat came toward our boat. It was a Thai boat in which there were six Thai fishermen.... [they] tried to repair our engine, but they were not able to; however, they took our engine apart. Then they gave us lunch and some cans of water, and they us that they would help us... Our boat passed into Thailand's territorial waters. Ten minutes later, the Thai "fishermen" displayed guns, knives, and hooks in order to frighten us. We understood then that the Thai fishermen were pirates. They quickly took our valuables, such as rings, earrings, chains, watches, and bracelets, because they saw another boat coming toward us. [They] were afraid that it might have been a Thai patrol boat, so they left right after they robbed us. However, this other boat was also a fishing boat. They passed by our boat without pity; in fact, they laughed at us, because they perceived that we had been robbed recently... almost all of us were flabbergasted at the recent occurrence. We understood that we were faced with Thai pirates and would probably die next time...

Around 10:30 AM on June 9, other pirates came to rob us, and they gave us some food and water. They left us after they took a gold ring from us, but they refused to help us by towing our boat to land or to Malaysia. We despaired and could not do anything with our boat... Everyone's life was left to chance. Fortunately, [another] Thai boat came toward us... They were saviors. They let us have a night on their boat, gave us some soup and water, and tried to repair our engine... On June 10, the Thai fishermen drew our boat to Malaysia. When we spotted the Malaysian islands, they left us after they gave us some food and water...

We arrived at shore about 5 PM on June 11, and our engine was broken again... Next day, June 12, a Malaysian patrol boat came toward us and towed us toward them. The captain promised us that they would take us to the Malaysian refugee camp on the next day, we were pleased with the news...

[On] June 13, the patrol boat's captain refused to guide our boats to their refugee camp, because their government had stopped accepting refugees. There were about thirty thousand Vietnamese refugees in the camp, so the camp was full. Then the captain ordered his patrol boat to tow our boats to Singapore. That news disappointed us and struck us with consternation... However, they towed us only about thirty hours, then they left us after they told us to navigate our boats to some islands. We again resigned ourselves to our fate...

Finally , our boat came to the unknown islands about 9 PM on June 14. I saw that there were many Vietnamese people on those islands, and then I learned that I had arrived in Indonesia. I really had survived, because I was a legal refugee in the Indonesian refugee camp... I had a miraculous escape, but my mind was still haunted by death. In January 1980, approval was given for me to migrate to the United States. I lived in the KuKu and Galang refugee camps [in Indonesia] for fourteen months...

On August 20, 1980, I set foot in Seattle. I then really had freedom and a new life in this country.

Source: The Far East Comes Near: Autobiographical Accounts of Southeast Asian Students in America. (Links to an external site.)

As with prior primary source analysis assignments, you need to demonstrate that you can connect this text with relevant historical information. The following questions can guide your writing:

How do these two different accounts reflect the range of refugee experiences? What does each experience tell you about the conditions under which people can be displaced by conflict? How is the year of displacement significant to the refugee experience? Explicitly compare and contrast the experiences together.

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Paper Instructions:

Health Care and Life Sciences : Sports and Recreation Between 1884 and 1914 there appeared three distinct communities of Asian newcomers in British Columbia, arising in many towns and cities at once. In what ways––and why––were the experiences of Chinese, Japanese, and Indian newcomers distinct from one another

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Paper Instructions:

After carefully reading Gutmann & Thompson and Young, please develop a 750 word (this is minimum word count; you can write more but not less) response to the following question: Why does activism pose a central challenge to deliberative democracy?

In other words, compare and contrast how Gutmann & Thomas conceptualize deliberative democracy (especially in opposition to Habermas and Benhabib's model, and in terms of how they answers the objections to critics of deliberative democracy in pages 40-63).

Then, summarize the critique of deliberative democracy that Young presents through the activist character in her article.

Finally, develop a short argument in favor or against one of those challenges. That is, of the various critiques that activists raise against deliberative democracy, which do you think is the most problematic? Please make sure to clearly identify the problem, explain how it works, and why it poses such a challenge?

Please make sure you use the texts to support your answers, and please remember to quote properly. This means you will have to quote from previous weeks and from Habermas and Benhabib as appropriate.

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Paper Instructions:

Please read the instructions for this assignment carefully. Be sure that you focus on the question being asked throughout your paper. The format for all papers in this course should be 12 point font (Times New Roman or similar), double-spaced, with 1-point margins all around, 2-3 pages is appropriate (min. 750 words). If you include citations in the text, then a works cited page should be included. If a cover page or works cited page are included, they do not count toward the page total. 

Paper Topic

The term Enlightenment was used by many eighteenth-century thinkers to describe what their work offered to European society. These ideas spread rapidly throughout Europe and in European colonies. 

Compare the Enlightenment as an intellectual movement to the Reformation of the sixteenth century. What is similar about the two movements? How are they distinct? 

Your essay should touch on both movements, and both on similarities and distinctions. Be sure to cite any outside source information, including your text.

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Between 1884 and 1914 there appeared three distinct communities of Asian newcomers in British Columbia, arising in many towns and cities at once. In what ways––and why––were the experiences of Chinese, Japanese, and Indian newcomers distinct from one another

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Paper Instructions:

We have spent the last couple of weeks reading stories that are set during the periods before and after the Civil War. American literature was so heavily influenced by the culture and climate of the day.  
Look through your literature book and find a period of American history that interests you, but that you don’t know a lot about. 
Spend 1 day researching this period of time. Become as expert as you can in 1 hour.
Write a historical fiction piece, in the form of diary entries. Use dates and use more than 1 date.
Be careful that it is historically accurate, without getting bogged down with historical facts.
So you will create a fictional character who lived through and experienced the real historical period that you have selected. 
Guidelines

Double spaced
12 font, Times New Roman
1” margins
3 pages typed
I am including in the next entry in Buzz an article used in Creative Writing classes. It is about writing historical fiction, and it may help you in getting started and developing some of your ideas.  

This is relaxed and informal. You obviously do not need to use formal writing rules, and you will most likely use 1st person.  However, that does not mean you should be casual on your grammar and spelling.

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Paper Instructions:

No Introduction or Conclusion paragraphs necessary! In art history, artworks are often discussed in pairs to stress their similarities and differences from different periods and styles.  For your comparison paper, you will write a 3 page compare/contrast essay.  The paper must be typed using Times New Roman font, 1” margins, double-spaced. For this compare/contrast essay, you will analyze in terms of three main areas: the formal, the historical and the iconographic. 
1) Formal:  A formal analysis is a verbal description of a visual object.  This information can help you determine the identity of the artist, the time period, or the place where a piece was made. This includes the color, the use of line and shape, its size, the use (or lack of) a perspective, the use (or lack of) a canon, the materials used in the piece, the technique the artist choose, and other visual information. Use the descriptions given in your text and note what is considered relevant. Often, the notable formal elements relate to the other two areas.
2)  Sociological and Historical significance. All works of art reveal something about the historical moment and situation in which it was made. Sometimes the artist intended the piece to refer to a specific event, such as the Narmer Palette from the Egyptian Old Kingdom period, c.3200 BCE which commemorates the unification of Upper and Lower Egypt.  Sometimes a piece refers to a more general cultural shift, as with pieces from the Amarna period from New Kingdom Egypt, which reflects the change in the religious structure.
3)  Symbolic or Iconographic: many visual elements within an artwork, including colors, materials, objects, and patterns, have conventional symbolic meanings, especially in religious and political pieces.  Some common examples include the removal of shoes to indicate sacred ground or raised arms to indicate prayer. Iconography creates a complex visual language that can be decoded and read to further understand the artist's and patron's intentions within a work.When writing a compare/contrast, begin with the earlier artwork. Using a six-paragraph format, you will cover all three areas of both pieces in the following order:
1)  Formal analysis of piece A;
2)  Historical analysis of piece A;
3)  Iconographic analysis of piece A;
4)  Formal analysis of piece B, making reference to the formal analysis of piece A (i.e., While the cave paintings at Lascaux were rendered naturalistically, the figures on the Palette of Narmer followed a strict canon that limited the realism of the bodies.)
5)  Historical analysis of piece B, making reference to the historical analysis of piece A;
6)  Iconographic analysis of piece B, making reference to the iconographic analysis of piece A.

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Paper Instructions:

Answer All of these questions: **********Please only use the sources that I provided( Links are listed below)**********

https://www.archives.gov/founding-docs/constitution-transcript

https://avalon.law.yale.edu/18th_century/fed01.asp

https://avalon.law.yale.edu/18th_century/sedact.asp

What was the relationship between the U.S. Constitution the American Revolution?  What was unprecedented about the Constitution and the political system it established?  What precedents did the first political administrations set in the early Republic?  What values were (ostensibly) shared, and what were the contradictions/compromises embedded in the Constitution and its interpretation? ( 3rd link - Sedition Act)

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Paper Instructions:

Students must complete an approximately 1,000 word reflective essay. (The word count excludes the title page, notes, and bibliography, if necessary.) The purpose of this assignment is to reflect on how race relations have evolved from the late nineteenth century to the present day by analyzing contemporary popular culture.
Required Elements
Reflective Essay Questions: To effectively complete the assignment, students must view the videos and answer all questions. See questions below.
The essay should consist of an introduction and a thesis, responses to the essay questions based on the required viewing material, information gleaned from past assignments, the optional use of supplemental resources, and a conclusion. While writing your essay, think about the big picture of American History. What has history taught us about race and race relations in the U.S., and why, ultimately should we care? (Historians are ever mindful of the proverbial so what? question.) The goal of this assignment ultimately is to reflect on, synthesize, and interpret what you have learned thus far in the course by peering through the lens of contemporary popular culture.
General Guidelines
Focus on history: think about cause and effect, and change over time.
Create the paper in Microsoft Word, using 12-point type, double-spaced paragraphs, and one-inch margins. 
Proofread your essay for mechanical errors before submitting the final draft.
You can use first person pronouns, e.g., “I,” “you,” “us,” or “we” in this assignment.
Avoid passive voice, e.g., “It was decided” or “Decisions have been made.” Passive voice does not convey agency; it does not answer the important question: who did what to whom?
Do not plagiarize. Students who plagiarize will earn a ZERO for the assignment, with no opportunity to re-do it.
Resources & Citing
Secondary and/or additional primary sources are not required to complete this assignment; however, if you use additional resources, they must be credible and properly cited. Ask your professor if you have any questions about the credibility  of a resource. Use the MLA Citation Style, 8th ed. to cite all sources.
Assessment & Grading
The grade for this assignment is based on the following 4 categories, worth 25 points each:
Thesis Statement and Content
Historical Thinking: Narrative and Context
Organization, Syntax, Grammar, and Spelling
Historical Analysis: Evaluation & Critical Thinking
Reflective Essay Questions & Media
Watch the sketch, "Frontline: Clayton Bigsby," featured in Season 1 of Chappelle's Show, which aired on Comedy Central in 2003. Writer and comedian Dave Chappelle portrays Clayton Bigsby, the main character in the sketch. Be sure to watch both parts (both videos) below. Next, watch the two stand-up comedy monologues, "2042 and the White Minority" and "Racism vs. White Guilt," which were written and delivered by Indian American comedian Hari Kondabolu, who, like Chappelle, often addresses issues of race and nationality in his work. All media works are linked below.
Reflective Essay Questions: 
How does Dave Chappelle parody racial stereotypes and racism in his sketch?
How does the blindness of the black, white supremacist character in “Frontline: Clayton Bigsby” symbolize the absurdity and injustice of racism?
What does Bigsby’s racial slur “N-word lover” reveal about the interactions between white and African Americans over time? Consider the antebellum abolitionist movement in your answer.
Do you think the use of the racial slur “"N-word” by a black comedian to satirize racism is OK? Why or why not? Consider the history of this derogatory term in your answer.
Do you think the sketch is groundbreaking from a historical perspective in terms of addressing race and racism in the U.S.? Why or why not? (Consider the fact that Chappelle wrote, produced, and starred in the sketch, which relatively recently aired on national television.) 
Why did this sketch cause controversy when it aired?
Do you think Chappelle's brand of humor helps or hinders race relations in the U.S.? Why or why not?
How does Kondabolu parody racial stereotypes and racism in his work? 
Kondabolu addresses "white guilt" in his work; what exactly is white guilt?
What does Kondabolu mean by "race is a social construct"?
Do you think Kondabolu's style of humor helps or hinders race relations in the U.S.? Why or why not?
In your conclusion, compare Chappelle's and Kondabolu's approaches to addressing race and racism, and address how slavery has affected American society over time.
Watch the 4 videos below in order to answer the questions above.
Frontline: Clayton Bigsby Part 1 by Dave Chappelle
Frontline: Clayton Bigsby Part 2 by Dave Chappelle

Link
(Links to an external site.)

2042 and the White Minority by Hari Kondabolu

Link
(Links to an external site.)

Racism vs. White Guilt by Hari Kondabolu

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Paper Instructions:

First, you'll need to choose a topic for your final essay, which will be at least 1,000 words in length. This is the topic you will use to create your outline in Week 2 and final essay in Week 3. Choose ONE of the topics below.

Option 1:

The American Dream lecture in Week 1 points out that Poor Richard’s Almanac was an annual publication that included calendar lists, home recipes, weather forecasts etc. What made Franklin’s almanac unlike other almanacs was the inclusion of Franklin’s witty parables and humorous writings.  Franklin proposes in “The Way to Wealth” that anyone who works hard, avoids debt, and works toward attaining a virtuous character can be successful and ultimately wealthy—that the American Dream is accessible to all.

Watch either The Color Purple or The Great Gatsby (locate the films using Netflix, Amazon, or your local library) and argue why or why not Franklin’s assertions are correct. Provide examples from the film and your own explanations to support your assertions. 

Your will have two choices for your thesis statement:

As is evident in the film The Color Purple (or The Great Gatsby), Franklin’s assertion that the American Dream is available to all people is incorrect because _________, ___________, and _________ (you will determine three points in support of your thesis, and those will become the topics of your three body paragraphs). 

As is evident in the film The Color Purple (or The Great Gatsby), Franklin’s assertion that the American Dream is available to all people is correct because _________, ___________, and _________ (you will determine three points in support of your thesis, and those will become the topics of your three body paragraphs).