For each Project Period, students will be asked to complete an Argument Structure for each of the Project Period Questions. This is Step 2 after the Question Analysis that has already been completed. The goal of the Argument Structure assignment is to explore and establish an draft structure to your outline for each of the exam questions. Once we figure out what the question is asking us to do, we need to think about how we will present that answer. In what order will you address the parts of the question What activities must be addressed within the parts? Complete your argument structure for BOTH the Project Period Questions. Utilize your Question Analysis assignment (Step 1) to complete this assignment. QUESTIONS: Ancient Near East to the Roman Republic 4000 BCE to 476 CE 1. By 6th Century CE the Mediterranean world had changed significantly socially, economically and politically. This constitutes a profound change from 3000 BC. Was this change gradual? Punctuate? Fortuitous? Deliberate? Interpret at least 4 significant changes which best demonstrate this long term change. 2. Culture has often been defined as the "prism" by which people perceive their world, creating meaning to understand life and death, family and community, as well as the meaning of human existence. Despite the many millennia between Iron Age Greece and the Roman Empire of the common era, there were significant cultural continuities. Demonstrate these continuities, and contrast them with the most significant cultural discontinuities. This goes with the image attached below I included a template is provided for guidance:
For each Project Period, students will be asked to complete an Argument Structure for each of the Project Period Questions. This is Step 2 after the Question Analysis that has already been completed. The goal of the Argument Structure assignment is to explore and establish an draft structure to your outline for each of the exam questions. Once we figure out what the question is asking us to do, we need to think about how we will present that answer. In what order will you address the parts of the question What activities must be addressed within the parts? Complete your argument structure for BOTH the Project Period Questions. Utilize your Question Analysis assignment (Step 1) to complete this assignment. QUESTIONS: Ancient Near East to the Roman Republic 4000 BCE to 476 CE 1. By 6th Century CE the Mediterranean world had changed significantly socially, economically and politically. This constitutes a profound change from 3000 BC. Was this change gradual? Punctuate? Fortuitous? Deliberate? Interpret at least 4 significant changes which best demonstrate this long term change. 2. Culture has often been defined as the "prism" by which people perceive their world, creating meaning to understand life and death, family and community, as well as the meaning of human existence. Despite the many millennia between Iron Age Greece and the Roman Empire of the common era, there were significant cultural continuities. Demonstrate these continuities, and contrast them with the most significant cultural discontinuities. This goes with the image attached below I included a template is provided for guidance:
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For each Project Period, students will be asked to complete an Argument Structure for each of the Project Period Questions. This is Step 2 after the Question Analysis that has already been completed. The goal of the Argument Structure assignment is to explore and establish an draft structure to your outline for each of the exam questions.
Once we figure out what the question is asking us to do, we need to think about how
we will present that answer. In what order will you address the parts of the question What activities must be addressed within the parts?
Complete your argument structure for BOTH the Project Period Questions. Utilize your Question Analysis assignment (Step 1) to complete this assignment.
QUESTIONS:
Ancient Near East to the Roman Republic
4000 BCE to 476 CE
1. By 6th Century CE the Mediterranean world had changed significantly socially,
economically and politically. This constitutes a profound change from 3000 BC. Was this change gradual? Punctuate? Fortuitous? Deliberate? Interpret at least 4 significant changes which best demonstrate this long term change.
2. Culture has often been defined as the "prism" by which people perceive their world, creating meaning to understand life and death, family and community, as well as the meaning of human existence. Despite the many millennia between Iron Age Greece and the Roman Empire of the common era, there were significant cultural continuities. Demonstrate these continuities, and contrast them with the most significant cultural discontinuities.
This goes with the image attached below
I included a template is provided for guidance:
Please please answer everything please I would really appreciate if you could please answer it please it's super super important and urgent
Please please I begging at least try to answer
An example is provided for demonstration purposes: [Argument Structure Example](#)
**WARNING**: Importantly, I DO NOT want you to attempt to answer the question at all or provide any specific evidence. The point is for you to begin to hypothesize the logic of answering the Exam Questions and begin planning your argument with conceptual placeholders.
1. Begin with what the question is asking you to do.
2. Then explore how you would answer the question by brainstorming what your main points would be. What parts of the question will you answer, and in what order?
3. Then establish what the conceptual main points would be and what activities/questions will need to be addressed under each main point.
This assignment can be completed with nothing more than the question itself and some thought. No reading is required. If you find yourself trying to read the text to complete this assignment, you are misunderstanding the assignment.](/v2/_next/image?url=https%3A%2F%2Fcontent.bartleby.com%2Fqna-images%2Fquestion%2F4295bf62-da14-49f1-b3bf-6e678bc68de3%2F1e045149-ae04-449c-a6bb-377bd185ed3c%2Fgs1yzvo_processed.jpeg&w=3840&q=75)
Transcribed Image Text:**Format**
Your Argument Structure should essentially be a **skeletal outline** where the **conceptual** main points are indicated with numbered headings, while proposed sub points are enumerated/bulleted underneath the relevant main points that demonstrate the activities that will be completed with each main point.
A template is provided for guidance: [Argument Structure Template](#)
An example is provided for demonstration purposes: [Argument Structure Example](#)
**WARNING**: Importantly, I DO NOT want you to attempt to answer the question at all or provide any specific evidence. The point is for you to begin to hypothesize the logic of answering the Exam Questions and begin planning your argument with conceptual placeholders.
1. Begin with what the question is asking you to do.
2. Then explore how you would answer the question by brainstorming what your main points would be. What parts of the question will you answer, and in what order?
3. Then establish what the conceptual main points would be and what activities/questions will need to be addressed under each main point.
This assignment can be completed with nothing more than the question itself and some thought. No reading is required. If you find yourself trying to read the text to complete this assignment, you are misunderstanding the assignment.
![### [DRAFT ESSENTIAL QUESTION]
1. **[CONCEPTUAL MAIN POINT 1]**
- A. [ACTIVITY 1]
- B. [ACTIVITY 2]
2. **[CONCEPTUAL MAIN POINT 2]**
- A. [ACTIVITY 1]
- B. [ACTIVITY 2]
- C. [ACTIVITY 3]
3. **[CONCEPTUAL MAIN POINT 3]**
- A. [ACTIVITY 1]
- B. [ACTIVITY 2]
- C. [ACTIVITY 3]
4. **[CONCEPTUAL MAIN POINT 4]**
- A. [ACTIVITY 1]
- B. [ACTIVITY 2]
- C. [ACTIVITY 3]
### Explanation:
#### Conceptual Main Points:
Each numbered section represents a major concept or theme that needs to be addressed.
1. **Conceptual Main Point 1:** This is the first primary concept. It has two associated activities to help students understand and explore the concept.
2. **Conceptual Main Point 2:** This is the second primary concept. It includes three activities designed to deepen students' understanding.
3. **Conceptual Main Point 3:** This main point also has three activities, structured similarly to Point 2, enriching conceptual comprehension through multiple activities.
4. **Conceptual Main Point 4:** The fourth concept continues with three related activities, reinforcing the learning objectives.
#### Activities:
Each lettered item under the main points represents an activity. Activities are the practical applications or exercises that help elucidate the conceptual ideas. The activities are placeholders and should be filled with specific, detailed tasks or questions that align with their respective conceptual points.](/v2/_next/image?url=https%3A%2F%2Fcontent.bartleby.com%2Fqna-images%2Fquestion%2F4295bf62-da14-49f1-b3bf-6e678bc68de3%2F1e045149-ae04-449c-a6bb-377bd185ed3c%2Fnxdgak_processed.jpeg&w=3840&q=75)
Transcribed Image Text:### [DRAFT ESSENTIAL QUESTION]
1. **[CONCEPTUAL MAIN POINT 1]**
- A. [ACTIVITY 1]
- B. [ACTIVITY 2]
2. **[CONCEPTUAL MAIN POINT 2]**
- A. [ACTIVITY 1]
- B. [ACTIVITY 2]
- C. [ACTIVITY 3]
3. **[CONCEPTUAL MAIN POINT 3]**
- A. [ACTIVITY 1]
- B. [ACTIVITY 2]
- C. [ACTIVITY 3]
4. **[CONCEPTUAL MAIN POINT 4]**
- A. [ACTIVITY 1]
- B. [ACTIVITY 2]
- C. [ACTIVITY 3]
### Explanation:
#### Conceptual Main Points:
Each numbered section represents a major concept or theme that needs to be addressed.
1. **Conceptual Main Point 1:** This is the first primary concept. It has two associated activities to help students understand and explore the concept.
2. **Conceptual Main Point 2:** This is the second primary concept. It includes three activities designed to deepen students' understanding.
3. **Conceptual Main Point 3:** This main point also has three activities, structured similarly to Point 2, enriching conceptual comprehension through multiple activities.
4. **Conceptual Main Point 4:** The fourth concept continues with three related activities, reinforcing the learning objectives.
#### Activities:
Each lettered item under the main points represents an activity. Activities are the practical applications or exercises that help elucidate the conceptual ideas. The activities are placeholders and should be filled with specific, detailed tasks or questions that align with their respective conceptual points.
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