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General History

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(See Attached Document) Can anyone provide any assistance on the following questions? A short synopsis for each question would be greatly appreciated. Thanks in advance.

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1. What common factors influenced or inhibited military change in most European nations after WWI?

2. After establishing an early lead in the theory of mechanized warfare, why were the British unable to put theory into practice?

3. Of all the armies in the world, how is it that the German Army, disarmed in 1919, emerged with the most potent doctrine for mechanized warfare in the 1930s?

4. Was French mechanized doctrine of the 1930s as flawed as subsequent events would seem to indicate?

5. What were the major factors of mechanization theory and doctrine in the Soviet Union?

6. What were the major factors of mechanization theory and doctrine in the United States?
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American Literature I

I would like for you to answer these 11 questions. If you would like the reading material I can send that information also.

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Unit 1 Assignment
The following are a number of reading selections from various authors as well as a number of questions which correspond to those readings. When you answer the question, be sure to write down the question number and copy the question. Take your time and give complete answers. I encourage you to "react" to the material; let me know what you think and why you think that way!
Note: Please wait until you have completed questions 1- 11 before you submit the Unit 1 assignment to your instructor for grading. Click on the Quick Tour button on the course homepage to review the instructions before emailing your assignments and/or click on the Assignment Dropbox icon on the study guide homepage when you are ready.
Captain John Smith, 1580 - 1631

Reading Assignment
McMichael
pp. 23-25, pp. 25-36 The General History of Virginia
pp. 38-46 A Description of New England
Written Assignment
Answer the following questions on Captain John Smith:
1. Many modern readers have objected to Smith's "rude" (his own description) writing; however, his style was based on the speech and emphatic oration of his day. Give some examples of Smith's "rude" style and state whether or not it lessens the effectiveness of this message.

2. Cite some examples from Smith's General History and Description of New England that support the statement that these works are summons to colonization as much as they are descriptions of the New World.

3. Smith made no mention of religious freedom as a reason for colonizing. His own motives for colonizing (and what he believed to be the prime motive of others) were security and materialistic. Consider whether the Pilgrims and Puritan settlement of New England invalidated Smith's assumption. Review the question of whether Smith and some modern historians are correct in their assertions that the real causes of the early settlement of both Virginia and New England were economic.
William Bradford, 1590 - 1657

Reading Assignment
McMichael
pp. 78-80, pp. 80-102 Of Plymouth Plantation
Written Assignment
Answer the following questions on William Bradford:
4. Review the reasons traditionally given to explain why Bradford wrote his history of Plymouth.

5. Explain how "Of Plymouth Plantation" is a document that reveals the early establishment of the belief that the settlement of America was divinely ordered and that its people are God's elect.
Roger Williams, 1603 - 1683

Reading Assignment
McMichael
pp. 127-128, pp. 130-131 "Of Their Persons and Parts of Body"
p. 132 "Of Their Nakedness and Clothing"
p. 133 "Of Their Government"
Written Assignment
Answer the following question on Roger Williams:
6. Williams believed that there were no real physical distinctions between Indians and white Europeans. He believed, for example, that the Indians were whites who had red skins because of the "sunne and their annoyntings" [skin painting]. Show how Williams also finds greater spiritual equivalence between whites and Indians than was found by most Puritan New Englanders, who traditionally regarded the Indians as disciples of Satan.
Anne Bradstreet, 1612 - 1672

Reading Assignment
McMichael
pp. 145-146, pp. 148-155 Contemplations
Written Assignment
Answer the following question on Anne Bradstreet:
7. The national images in "Contemplation" progress from tree to sun to bird to stone. Discuss the assertion that the "loveliest lines" in "Contemplation" are those written about natural images, especially those lines "in praise of the sun."
Edward Taylor, 1642 - 1729

Reading Assignment
McMichael
pp. 187, p. 199 Huswifery
pp. 199-200 The Ebb and Flow
Written Assignment
Answer the following questions on Edward Taylor:
8. Comment on "Huswifery" as Edward Taylor's attempt to express a sense of God's greatness and of a mortal's yearning to become passively receptive.

9. In "The Ebb and Flow," what ebbs? What flows?
William Byrd II, 1674 - 1744

Reading Assignment McMichael
pp. 263-264, pp. 268-274 From the History of the Dividing Line Betwixt Virginia and North Carolina, Run In the Year of Our Lord 1728
Written Assignment
Answer the following question on William Byrd II:
10. Contrast Byrd's uncomplimentary picture of the frontiersman with today's image of the wilderness man or woman as a person richly experiencing the most profound truths of nature.
Jonathan Edwards, 1703 - 1758

Reading Assignment
McMichael
pp. 283-285, pp. 296-301 A Divine and Supernatural Light
pp. 301-313 Sinners in the Hands of an Angry God
Written Assignment
Answer the following question on Jonathan Edwards:
11. Compare and contrast the two sermons "A Divine and Supernatural Light" and "Sinners in the Hands of an Angry God." Discuss one as a demonstration of the sweetness and beauties of grace and the other as a sermon in the tradition of the Jeremiad, an example of the convicting art, designed to show God's dread sovereignty and to trouble the hearers' existence.
Note: Now is the time to send in your answers to Unit 1. Be sure you have answered all parts of each question.
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