Answer the questions below in the PDF based on Celia

Primary sources are the most important evidence for historians to make sense of the past. They are sources written accounts, literature, legal documents, images, films, even physical remains that people from the past left behind. Each historian, like any person, will approach a primary source with a different set of experiences and skills, and will therefore interpret and analyze the source differently. There is no one right interpretation. However, there can be wrong interpretations if the historian is not careful and thorough.

In order to best analyze a primary source, you need context: of both the source and the era that it comes from. When reading through a primary source you should be considering the following questions:

• Who created it (what may be their unique bias or perspective)? What kind of source is it (legal document, letter, drawing, etc.)? When was it created (significance of time period)? What is the content/information in the source? Why would this source be created (i.e. whats its purpose)? How does this source inform us about the past and the historical context of the period (i.e. levels of development, attitudes/worldviews, conflicts, etc.)?

The evaluation of the last two questions (the why and how questions) are where you find most disparities in historiography. Remember that there is no one right interpretation. However, there can be wrong interpretations if the historian is not careful and thorough.

Part I

Read the following primary sources in this document:

Part II

Think about how these sources relate to the course lectures and textbook readings from the module and compose analysis of the sources.

Assignment Guidelines

• Should be at least 500 words. Submit as text only (not a file) so that Turnitin can review your submission.
• Analysis should not just summarize the content. Focus on the purpose of the source (why you think it was created) and how the source informs us about the historical context of the period. To do this well, you should make clear, direct, and thoughtful connections to the course lecture material on this topic. Don’t be afraid to include quotes from the sources that you found most relevant.
• Please, please, please do not use generative AI (Chat GPT, Grammarly, or anything similar). Doing so is a violation of the academic integrity policy for this course. I honestly just want to read your ideas about how these sources relate to the course lecture material. And it makes me sad when I have to read (and try to evaluate) something that is not the genuine work of a real human being.

The following excerpts come from different sources but come from followers of Christianity and Buddhism in Eurasia during the 1st 6th centuries. As you read, keep in mind the origins of these universal religions (Christianity: Eastern Mediterranean; Buddhism: India)

New Testament, Matthew 28:1820. Levant (1st c CE)

Then Jesus came to [his apostles] and said, “All authority in heaven and on earth has been given to me. Therefore go and make disciples of all nations, baptizing them in the name of the Father [God] and of the Son [Jesus] and of the Holy Spirit, and teaching them to obey everything I have commanded you.”

Lotus Sutra, Chapter 27, Kashmir (South Asia), (2nd c CE)

[The Buddha spoke to his followers] “Into your hands, young men of good family, I transfer and transmit, entrust and deposit this supreme and perfect enlightenment arrived at by me after … incalculable ons. … do your best that it may grow and spread. … Receive it, young men of good family, keep, read, fathom, teach, promulgate, and preach it to all beings. … follow my example; imitate me in liberally showing this knowledge … to the young men and young ladies of good family who successively shall gather round you. And as to unbelieving persons, rouse them to accept this law.”

Gregory of Tours, History of the Franks, France (500 CE)

…Queen Clotilda [the wife of Frankish king Chlodweg or Clovis] wished to consecrate [the king] in baptism, she tried unceasingly to persuade her husband, saying: “The gods you worship are nothing, and they will be unable to help themselves or any one else. For they are graven out of stone or wood or some metal. …” … [T]he king was by no means moved to belief, and he said: “It was at the command of our gods that all things were created and came forth, and it is plain that your God has no power and, what is more, he is proven not to belong to the family of the gods.” … The queen did not cease to urge him to recognize the true God and cease worshipping idols. But he could not be influenced in any way to this belief, until at last a war arose with the Alamanni [another Germanic people], in which he was driven by necessity to confess what before he had of his free will denied. It came about that as the two armies were fighting fiercely, there was much slaughter, and Clovis’s army began to be in danger of destruction. He saw it and raised his eyes to heaven, and with remorse in his heart he burst into tears and cried: “Jesus Christ, whom Clotilda asserts to be the son of the living God, who art said to give aid to those in distress, and to bestow victory on those who hope in thee, I beseech the glory of thy aid, with the vow that if thou wilt grant me victory over these enemies, and I shall know that power which she says that people dedicated in thy name have had from thee, I will believe in thee and be baptized in thy name. For I have invoked my own gods but, as I find, they have withdrawn from aiding me; and therefore I believe that they possess no power, since they do not help those who obey them. I now call upon [you, God], I desire to believe [you] only let me be rescued from my adversaries.” And when he said thus, the Alamanni turned their backs, and began to disperse in flight. And when they saw that their king was killed, they submitted to the dominion of Clovis ….Then the queen asked saint Remi, bishop of Rheims, to summon Clovis secretly, urging him to introduce the king to the word of salvation. And the bishop sent for him secretly and began to urge him to believe in the true God, maker of heaven and earth, and to cease worshipping idols, which could help neither themselves nor any one else. But the king said: “I gladly hear you, most holy father; but there remains one thing: the people who follow me cannot endure to abandon their gods; but I shall go and speak to them according to your words.” He met with his followers, but before he could speak the power of God anticipated him, and all the people cried out together:/ “O pious king, we reject our mortal gods, and we are ready to follow the immortal God whom Remi preaches.”

Kakhun, Haedong Kosung-Chon (Lives of Eminent Monks), Korea (372 CE)

[Shundao] possessed great virtue, and was of an outstanding character. With a compassionate mind, he attempted to redeem the beings of this world. Having vowed to spread widely the teaching of Buddha, [he] traveled throughout China. … [During 372 CE] the monarch Fu-chien of Chin [a post-Han kingdom] dispatched an envoy and the monk Shundao with images of the Buddha and Buddhist scriptures [to the Korean court of the Kingdom of Koguryo]. With appropriate ceremony, the king Sosurim and his courtiers greeted [them] at the gate to the city. … Their thankfulness and happiness overflowed. … Gradually, in this way, the teachings of the Buddha began to spread like the fragrance of an orchid or the mist. However, as society was too unprepared and the people too simple-minded, the faith did not take root.

Letter from Ambrose, Bishop of Milan, to Contantius, Italy (379 CE)

You have undertaken the office of a Bishop, and now, seated in the stern of the Church, you are steering it in the teeth of the waves. Hold fast the rudder of faith, that you may not be shaken by the heavy storms of this world [the Germanic invasions of the Roman Empire]. …

Let them [wealthy Romans] learn to seek the wealth of good wishes, and to be rich in holiness; the beauty of wealth consists not in the possession of money-bags, but in the maintenance of the poor. It is in the sick and needy that riches shine most. … let the wealthy learn to seek not their own things, but the things of Jesus Christ, that Christ also may seek them, and recompense to them what is their own. … His kingdom.

Shi Baochang, Biqiuni Zhuan (The Lives of Nuns), China (516 CE)

Fa-sheng’s secular surname was Nieh. Her family was originally from Ch’ing-ho [in north China, north of the Huang He River, but, during the fighting when the [non-Chinese] dynasty of Latter Chao (319350) was coming to power, the family fled south to Chin-ling [that is, to the southern capital, on the Yangzi River].

In the fourteenth year of the yan-chia reign period (437) of the Sung, Fa-sheng, who was talented, intelligent, and very quick to understand everything, became a nun [at the age of seventy] in Establishing Blessings Convent in the capital city. She had sojourned there in her old age, but, even though once again the imperial capital was peaceful and prosperous, she still longed for her old home. Only by delving deep into the mysteries [of Buddhism] was she able to leave behind sorrow and forget old age.

Origen, Against Celsus, Levant (Eastern Mediterranean, (248 CE)

We see, indeed, in private houses [early Christian] workers in wool and leather, and fullers, and persons of the most uninstructed and rustic [rural] character, not venturing to utter a word in the presence of their elders and wiser masters; but when they get hold of the children privately, and certain women as ignorant as themselves, they pour forth wonderful statements, to the effect that [the children and women] ought not to give heed to their father and to their teachers, but should obey [the Christians]; … that [Christians] alone know how men ought to live, and that, if the children obey them, they will both be happy themselves, and will make their home happy also. … that if [the women and children] wish (to avail themselves of [Christian] aid,) they must leave their father and their instructors, and go with the women and their playfellows to the women’s apartments, or to the leather shop, or to the fuller’s shop, that they may attain to perfection;and by words like these they gain them over. … those [Christian] individuals, who in the market-places perform the most disgraceful tricks, and who gather crowds around them, would never approach an assembly of wise men, nor dare to exhibit their arts among them; but wherever they see young men, and a mob of slaves, and a gathering of unintelligent persons, thither they thrust themselves in, and show themselves off [i.e., preach].

Shi Baochang, Biqiuni Zhuan (The Lives of Nuns), China (516 CE)

When she was a child T’an-hui delighted in the thought of practicing the [Buddhist] religion, but her parents would not permit it. …, when the foreign master of meditation Klayashas entered the region … to propagate the practice of meditation and contemplation, T’an-hui, eleven years old at the time, asked her mother to invite the master of meditation to visit them, for she wished to consult him about methods of meditation. Her mother agreed to do so. The moment Klayashas saw T’an-hui he marveled at her natural propensity and ordered her to cultivate the practice of meditation and also requested the nun Fa-y to keep her under supervision. T’an-hui’s mother, however, had already arranged her betrothal to the son of T’an-hui’s paternal aunt. Because the day for the marriage had been set and was not to be changed, the nun Fa-y took her in secret to the convent.

T’an-hui made a solemn vow, saying, “If I cannot carry out my intentions to lead the religious life but instead am compelled to marry, then I shall burn myself to death.” When the governor, Chen Fa-ch’ung, heard about this he sent an envoy to summon T’an-hui. He gathered together greater and lesser officials, as well as other prominent individuals, and then requested all the monks and nuns to investigate the difficult problem thoroughly.

Chen Fa-ch’ung asked, “Are you truly able to lead the life of a Buddhist nun or not?”

T’an-hui replied, “It has been my humble wish for a long time, and I especially beg your help in my distress.”

Chen Fa-ch’ung said, “I approve,” and he sent an envoy to consult with her aunt, who then obeyed his instructions and released T’an-hui from her betrothal.

A Snapshot of the Classical World 500 BCE 1500 CE

RESEARCH ESSAY GUIDELINES

Length: 3-4 pages

Scientists generate data that allows them to draw new scientific conclusions. For historians, primary sources are the evidence, or data, that they analyze to say something new about the past. In this research unit, you will practice the fundamental historical skill of comparatively analyzing visual primary source material to draw your own conclusions about what happened or who those guys were or what it was like back then.

The Assignment

You are to select ONE visual primary source AND ONE different visual OR textual primary source from the Mediterranean and Middle Eastern regions between the years 500 BCE 1500 CE and develop a focused thesis on a comparative study. Your argument should focus on the role the artist had, the role of the actual artwork, the audience, or the cultural context connected to a larger theme.

Part I – Zoom in What are the primary sources? (a close interpretation including identification, interpretation of the purpose within the cultural context, and an understanding of the cultural significance of the formal qualities of the artworks, objects, or artifacts.) As you start examining your primary sources, you should focus on POV, evidence, and breaking down the sources as much as possible to better explain how the sources support your thesis.

Part II – Zoom out – Contextualize. What do the pieces say about the time period and region from which the source came? The actual paper will require you to expand upon the source to reveal some theme* of the civilization through the lens of the artwork. (*themes may include: textiles, monuments, the grotesque/morbid, nature, environment, power and authority… or check out the themes from an art history perspective for a more extensive list.) This is where you create an argument from your source. What can the visual tell about the time period, region, people through the lens of your theme? And that would be your thesis.

Your paper will be 3-4 pages of written complex analysis about your visuals which you provide identification and analysis of the formal qualities of artworks, objects and artifacts; interpretation of the purpose of the selected artworks, objects and artifacts within the cultural context in which they were created; an understanding of the cultural significance of the selected artworks or objects; and identification and critical analysis of the connections/similarities/differences between the selected artworks, objects and artifacts. In other words, your thesis needs to answer the question, What do these sources (at least one visual) reveal about the time period in which the artist created the sources in connection to the theme? or what do the sources (at least one visual) reveal about this civilization, about how people behaved, how they thought, what they believed in connection to a theme? Remember, your argument must come from your primary source comparisons.

Research requires background work: You may find that you need (or want) to consult more visual sources than analyzed in the final essay. For example, you may want to view a few pieces of archaic Greek sculptures as points of comparison, even though you wind up only writing about one or two in detail. What you learned about them will help you analyze the one or two with greater confidence.

Goals of the Assignment

To learn to critically analyze visual primary sources

To develop historical curiosity: i.e., to learn to ask all the good questions you can think of about a primary source

To develop a focused, original thesis from your initial questions about multiple sources

To practice targeted secondary source research to inform your analysis of primary sources

To learn library research skills with print and online sources

To grow comfortable with the often meandering, non-linear process of historical research

To write an organized, tightly focused, thesis-driven paper from a limited number of sources

To write a comparative complex analytical paper understanding historical scholarship

To practice Chicago 17th edition style footnote citation and bibliography format

The overall objective of the essay is to show that you can read closely, think critically, come to insights of your own, and persuade your audience of your point of view through clear, focused writing.

Sources

The minimum source requirement for this project is:

1. 2 primary sources at least one visual;

2. 1 encyclopedia-style, big-picture overview of your empire from a library database (as in no Wikipedia);

3. and 1 more focused secondary source for background (more if needed).

a. This can include book chapters and scholarly articles these need to come from a library database or you will need to get approval from Ms. Cutler or Stevie

The Process

1. PERUSE THE TEXTBOOK. Start with the table of contents. What looks interesting to you? About what do you want to learn more? Make a mental note, make an actual note. Read, skim, thumb through, glance at textbook. Identify 1 or 2 broad regions, periods of interest, empire, region, polis, building, medium, etc. that interests you.

a. Advice: This is the easiest part. Think about an area of the world that interests you. Do you want to know more about sculpture? frescos? Next, consider what kind of history you want to do. Political? Intellectual? Economic? Or do you want to write a paper that might touch on all three? And what about time period? Are you more interested in the earlier part or later part of the timeframe? Finally, think about what kinds of sources might be useful. Buildings? Paintings? Clothing/textiles?

b. Keep in mind, too, that the topic or area you have chosen might change; this is only a starting point.

2. FIND AT LEAST ONE VISUAL PRIMARY SOURCE AND ONE ADDITIONAL PRIMARY SOURCE (visual or textual.) Once you have identified a region that interests you find two visual sources. How do you do this? Start with the textbook. Did you also know that there are some primary source excerpts in the textbook also? Check out Sources From the Past or eyewitness in Traditions and Encounters. You can also try the databases Ms. Cutler and Stevie put together, especially ArtStore.

3. FINALIZE YOUR TWO PRIMARY SOURCES, and make a photocopy/printed copy for yourself, including the title page and copyright page of the volume or the URL for an online source.

4. A CLOSE READING OF THE PRIMARY SOURCE. Analyze the sources comparatively. Answer the questions from How to Analyze a Visual Primary Source. In doing so, you should start looking at SECONDARY SOURCES.

5. BIBLIOGRAPHY. Start a Chicago 17th edition bibliographic entry for your source, including a short description of the primary source, and an explanation of why you find the source interesting. *Your sources will need to be approved before you can move forward. Make sure you have two that will generate lots of questions but also that are close enough for a comparative study (same artist, same region, same time period…)

6. CREATE A THESIS. Remember, your thesis needs to answer the question, What do these visuals reveal about the time period in which it was created in connection to the theme? or what do the visuals reveal about this civilization, about how people behaved, how they thought, what they believed in connection to a theme? Remember, your argument must come from your visual comparisons.

7. IDENTIFY TWO (2) BACKGROUND SOURCES on your topic, one broad and one more narrow.

8. WRITE THE PAPER

This assignment must be typed, double space, 1 margins, titled, with correct headings. Please use Times New Roman 12 font.

create a arguable thesis : about realism in art? or clothing for class/status/wealth or economy

the visual source that i have now is below

focusing on creating a very good thesis and stay on topic surrounding the thesis

there is also an example of a good work: women in ancient athens and sparta

please write as a high school freshman international student use easy words

discuss how the emergence and spread of Islam transformed the afro-Eurasia world

PLEASE USE BASIC SIMPLE WORDSItems to include in this week’s summary

1. Video: Greek Thought ( https://www.youtube.com/watch?v=aXSXfgcD-7g )
2. Reading: Plato’s Allegory of the Cave ( PDF attached )
3. Reading: Confucius and Han Fei ( PDF attached)
4. Video: Confucius ( )

Written Option

You may choose to write a 1-2 page summary of the materials that have been assigned for the week. You are welcome to do more, if you so desire. Your paper should be double-spaced, use normal margins, and 12pt font.

What the assignment is

You are writing a 34 page response essay that answers this course question:

Based on the assigned reading(look at the Assignment & Guidelines zip), how did the populations living in ancient Palestine/Israel define peoplehood or nationhood?

So this is not just a summary of readings. It is a short argument paper about how different populations defined belonging / collective identity.

What your paper must do

Your essay should:

• Answer the prompt directly (how peoplehood/nationhood is defined)
• Use evidence from ancient texts and/or archaeological material from the course
• Not focus on only one people (you need comparison)
• Be careful with ancient terminology/categories and avoid forcing modern meanings onto them
• Cover all readings up to the due date
• Specifically discuss the reading assigned on the due date!!!!!!!!

Format requirements

The prompt requires:

• 34 pages (for each response essay)
• Double-spaced
• 12 pt Times New Roman
• Normal font formatting

Citation requirements (important)

Primary / ancient sources

Use the in-class convention (author/title/book or section number), like the example format your professor gives in the prompt.

Secondary scholarship

Use parenthetical citation with:

• author surname
• title/article title
• page number

Dont cite New Oxford Annotated Bible as your main analytical source

Use it as the file to access the texts, but in the essay, cite the actual text:

• 1 Kings
• 2 Kings
• Ezra-Nehemiah
• Esther

That looks much more accurate and academically solid.

Chapter 5: Placement & Induction

Employee Placement Variables

1. When placing employees in specific job positions, what variables should be taken into consideration?

Objectives of an Induction Program

2.What are the most common objectives of an induction program? Explain how these objectives support employee effectiveness and retention.

Mentoring as an Induction Strategy

3.Describe mentoring and explain why it is such an effective method of induction for new employees in school districts.

Chapter 6: Staff Development

Motivating Participation in Staff Development

1. What strategies can be used to motivate employees to participate in staff development programs?

Staff Development for Classified Employees

2.What types of staff development programs are best suited for employees in classified positions? Explain why these approaches are effective.

Staff Development for Building Administration

3.Identify and describe staff development programs that are most beneficial for building-level administrators.

please write on the attached topic, have 2 sources and one must be from the attached textbook (chapter 7 the Hellenistic age) please provide in text citation and APA format references