Jewish History

Jewish History Order Description PART I Explain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the meanin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of the followin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing phrases or quotations, and also provide the historical significance (for modern Jewish history) and context (in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">includin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing relevant names, dates, circumstances) as part of each defin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inition. Answers should be no less than one paragraph and no longer than one double-spaced page each. Choose FIVE of the SIX term pairs/groups: Progress Allied to Religion/Religion Allied to Progress:: Political Zionism/cultural Zionism:: Political antisemitism/social discrimin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ination:: necessary vs. sufficient causes of the Holocaust :: emancipation/acculturation/in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">integration:: absolutism/mercantilism/enlightenment:: PART II Over the course of this semester, we have studied three main" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in periods of Jewish history: ancient, medieval, and modern. For each of these periods, explain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the features that enable it to cohere as a distin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inctive historical era. For the medieval and modern periods, also explain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in how they were significantly different from their predecessors as to warrant a separate designation. In order to address the multiple dimensions of Jewish life, you should keep in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in min" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ind for each period the questions we have addressed throughout the course: Where are the Jews? How are they constituted as a group? How do they in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interact with their neighbors? How do they practice their religion and/or culture? Use examples to illustrate your poin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ints, but avoid simply summarizin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing what happened in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in each period. The goal here is NOT to provide a comprehensive timelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine or in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inventory of historical events, but rather to identify the larger unifyin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing themes that make each period distin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inctive. If you disagree with the way the boundaries of these periods have been assigned in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the course, offer an alternative and justify it.