Category: History

• p. 4, “…one of our first breakthroughs in understanding France: it is impossible to disassociate the past from the present. There is no clear line to dived ancient from modern in France, and what goes for architecture, goes for the people too. As a society they slowly grew out of the soil. Its’ as if they live in the past and the present at the same time.”

In the first paragraph, comment on the author’s point by drawing on examples from the book.

In the second paragraph, support the author’s point by incorporating what you have learned about French history and culture from the content this week on the Gauls, the Romans and French regional geography.

Discuss three remarkable things you learned watching the video on youtube titled “Discovery Egypt” by Curtis Ryan Woodside. (If you have trouble finding the documentary please reach out). This paper should be 2 pages in length and reference multiple time stamps from the video while making links to the chapters contents in the powerpoint attached. PLEASE NO PLAGIARISM OR AI USAGE.

Please read the Patriarchy pdf.

Nisa: Life and Words of a Kung Woman – Marjorie Shostak

When Jesus Came, the Corn Mothers Went Away – Ramon Gutierrez

Part 1: 1-2 sentences per question. please # each response.

Based on the articles, please answer the following questions:

1) After reading both articles, what did you notice about men and women’s roles in the Kung community vs the Pueblo community? Please include at least one specific quote from each article.

2) Do you believe these articles align with anything else we’ve read or watched this week?

3) How would you compare these societies to your own life or modern life here in Sacramento?

part 2:

I will add classmates discussion post so that you can respond to two.

Generative artificial intelligence (GAI) presents acute challenges and exciting opportunities for human learning and development. To increase your familiarity with and understanding of GAI, this weeks discussion board requires you to interact with and analyze the capabilities and limitations of a GAI large-language model (LLM), a type of AI that can recognize and generate text, while reflecting on the content you studied in Module 2. Take the steps outlined below to complete this weeks assignment:

• First, prompt a LLM model of your choice to answer this weeks discussion question in 250 words. Note that DoN guidance strictly requires service members to use U.S.-based GAI/LLMs (ChatGPT; Gemini; Claude, etc.).
• In addition to the verbatim discussion question provided below, be sure to extend additional guidance or context to the LLM:
• Based on current service strategies and open-source documents, which U.S. naval service lays out the strongest connection between how it will fight, the equipment it will use, and the training it will need? Be sure to cite at least two reputable sources in your answer.
• As necessary, provide additional prompts and/or sources to the LLM in order to develop and refine the LLMs answer. You may integrate and reference NAV103 course materials within your prompts to the LLM. For a great resource on GAI prompting, see Harvard Universitys page:
• Once you are satisfied, write your own 250-word analysis of the LLM post. You may not use any artificial intelligence for this portion of the assignment. Specifically, be sure to analyze the GAI models clarity, veracity, organization, and use of evidence:
• How persuasive was the LLMs answer?
• How effectively did the LLM leverage evidence to support its answer?
• How accurate was the LLMs content and evidence? How did you determine this accuracy?
• How well did the LLM organize and present its information?
• How would you describe the LLMs style or voice?
• Post the final output from your LLM and your own 250-word analysis as your initial post in the Module 2 Discussion Board.

Additional instructions provided by the in instructor.

• You will be graded according to the Discussion Rubric located in the Details & Information panel on the right.
• Remember, throughout this course, Naval Services refer to the Navy, Marines, and Coast Guard. Any answer requesting how the Naval Services respond or perform is asking for perspectives on all three services.
• Initial Post:
• Your initial response should be a minimum of 250 words.
• Students are required to cite all references. Be sure to follow Chicago Manual of Style 17th Edition for citations. For more information on Chicago Style, refer to the or the website.
• Answer should utilize assigned readings from the course, supplemented with any other research the student found informative, citing all sources appropriately.

Prompt 1

This question is a tricky one to answer. There are examples of how the definition of a groups heritage changes over time. Looking at Christianity, the meaning of heritage was very different in 126 CE than it was in 1026 CE, and even more different that it is in 2026 CE. Through this lens, I would have to say that the concept of a lost heritage does not resonate with me. I see African heritage in the invention of Blues, Rock n Roll and Hip-Hop. I see African heritage in the Creole and Voodoo cultures of the Gulf Coast. I also see African heritage expressed in clothing and fashion and the presence of Soul Food.

Since the origin of the Atlantic Slave Trade, African heritage has developed. American of African descent invented the lawn mower, dishwasher and the traffic light. Americans of African descent like George Washington Carver pioneered advancements in farming, and African Americans like Robert Smalls redefined courage, not only to escape from slavery, but to run for political office in South Carolina…and win! Despite having no known lineage that traces back to Africa, I have learned a from experience that ingenuity, courage and colorfulness in terms on music, clothing and cuisine are all part of African heritage, and none of those aspects appear to be lost.

While the fact that enslaved Africans were abused and brutalized, I do not believe that even a punishment for reading could cause them to lose their heritage. If Africans lost anything as a result of slavery, it is the ability to trace their lineage across the Atlantic. There are not many pre-industrial records of African family lineage like there are in Europe, and slave traders certainly did not want to humanize their newfound captives by drafting family trees for them, so it is easy to see how the tracing of family lineage has been lost.

While it was undoubtably changed, I see African heritage as something far too big to be lost at the hands of slave traders, and I believe that the aforementioned exampled justify that claim.

Prompt 2

“Lost Heritage” is not nothing that I really identify with. Beyond who I know, I cannot really identify. Now I have lost genealogy. Heritage wise, my ancestors may have really coped and been traumatized by lost heritage.

My grandmother was born in 1930, right into the sharecropping era in the Mississippi-Louisiana area. I can count on one both my hands how many different pictures I have of her from her entire life.

“The West doesnt just occupy space and knowledge about itself. The biggest collections of African material culture are in museums in the UK, Europe, and North America.” (Blankenberg, 2025)

To me, this is the same thing with holding back advancements and good furnishings for people like my grandmother and her relatives before her. African material culture was not of essence to a slave turned sharecropper.

When I think about those days and how poor people were. Even when cameras were around, no one was taking photos. I wish I knew what half my deceased elders and ancestors looked like. I often wonder who begat who. Who begat my grandmother? Who begat her grandmother?

My grandmother really made me love Christianity more. As stated in the question, Africans developed and inherited a poor way of thinking as Christians seeing themselves as the oppressed people of the text. Whether my ancestors were Native American, European (in obvious ways), Caribbean, or 100% African, I resonate in ways that most people would say they would. I can’t lose what I ever had. My heritage. My grandmother’s heritage was forgotten and never relayed to her.

Leroy

Prompt

Identify and discuss the physiographic region in which you live and at least one other. Talk about how the land (its resources, waterways, geographical features, etc.) impacts the history of the region in which you live and/or the state in general (you can talk about the economy, society, politics, culture of indigenous and settler populations). Be specific and provide historical details from the required sources. How does YOUR story fit into the story of the land in Tennessee?

• Start the Assignment by providing historical context: time period with dates, major events and issues that preceded the topic being discussed, important background. This is part of your grade.
• Be specific in your answers. Refer to at least two sources from the lesson in your answer by providing a direct quote of no more than two sentences from each source, or other detailed information from the source. Details include names, dates, data points, stories, events that illustrate a larger point. These details are important- they should be unique to the source and not be information that is easily retrieved from any source on the topic.
• When quoting a source, you can say “according to A Tennessee History by Dr. Bucy, quote ‘The area of West Tennessee was one of the Chickasaw’s favorite hunting grounds… the road that they used to come into Tennessee was called the Chickasaw Trace’ end quote.”
• You can also paraphrase from a source by simply remembering some of the details from the source, that way you don’t have to look away from the camera. Just remember to name the source and that the details are identifiable and unique to the source.
• Do not use any sources from outside course content for any part of this assignment. Do not make clear use of the lesson sources will not be graded.

These 2 paragraphs are me responding to two student’s essays based on my essay. The 2 responses are written by A.I. so all I need you to do is just re word both paragraphs COMPLETELY DIFFERENT but KEEP THE CONTENT THE SAME!!!

Also, each paragraph is supposed to be 100+ words, which both are currently, but the word count for both are a little but too much over the 100+. So when you re word, make both paragraphs around 120 words.

Biography:

During this unit you will be studying

the New World and native peoples, the

beginnings of English America, 1607

–

1660, and creating Anglo

–

America, 1660

–

1750.

Prepare a typed, double

–

spaced, one page biographical paper on an individual associated

with

in any part/era of this

period. (Note: Include a list of resources used on a second page

of all unit biographies). Follow paper guidelines detailed in Course User Guide.

Essay:

Choose

one

of the essay topics below and write a fully

–

developed and detailed

response. You must use a minimum of

three

sources including, but not limited to, the

Internet. The essay must be a minimum of two typed, double

–

spaced pages. You must

include a bibliography of all sources used in order to get credit for the essays! Follow

paper guidelines under Course User Guide

First, provide your overall response to the readings (You might share: What stood out to you and why? Did you prefer a particular reading, and why?) Then, respond to ONE of the following questions: Why is it important that both Douglass and Jacobs make a point to indicate that they have written their narratives themselves? Contrast the self depictions of Douglass and Jacobs in their respective narrativesfocus not only on what happens in the narratives, but on how each narrator presents him/herself. Why might Harper’s poem resonate with readers today, in what ways? Are there parallels between the poem’s subject and a contemporary experience of (Black) motherhood? Provide your ONE question about this week’s readings (could be the one you pose on your weekly annotation entry).

The foundation of intellectual inquiry is based on close reading and note-taking. The ability to concisely summarize and evaluate content is a difficult skill to master, and practicing it will help improve the quality of your work in this course.

Students will upload a 1-page single-spaced reading response (450-600 words) [Word file] to our Google Classroom on that week’s readings by TUESDAY, 11:59pm.

It should include the following four items:

(i) A concise summary of the authors’ arguments.

(ii) The authors’ methodological approach and use of sources.

(iii) An explanation of the strengths and weaknesses of the readings.

(iv) 2-3 questions for class discussion.

THESE ARE THE READINGS

Kirsten Roebeck, Japan Reborn: Race and Eugenics From Empire to Cold War (2025): 1-91.

Introduction: “Sex, Race, and Rebirth,”; CH 1: In Praise of ‘Mixed Blood’: Imperial and Racial Expansion in Asia and the Pacific, 1895-1944″;

CH 2: “Biologizing Defeat: Racial and Sexual Anxiety Amid Imperial Crisis, 1937-1945.”

Jun Uchida, Brokers of Empire: Japanese Settler Colonialism in Korea, 1876-1945 (2011), “Introduction”: 1-31.