“Revivalism is the movement that promotes periodic spiritual intensity in church life, during which the unconverted come to Christ and the converted are shaken out of their spiritual lethargy. Often leading to social and moral reform activities, revivalism was one of the chief characteristics of American Protestantism in the eighteenth and nineteenth centuries and still retains a powerful influence in many quarters. “Social and moral reforms are intimately tied to revivalism, reaching a peak of influence in the "benevolent empire" of reform societies in the antebellum era. Revivalism also gave support to the lay, student and faith mission movements of the nineteenth and early twentieth centuries.” (294-295)Reid, D. G.., Linder, R. D.., Shelley, B. L.., Stout, H. S. ., & Noll, C. A.. (1995). Concise dictionary of Christianity in America. Downers Grove: InterVarsity Press. We have studied and discussed both the Great Awakening of the 1700’s and the Second Great Awakening of the 1800’s in this course. Each had a profound impact upon the nation spiritually, socially, and politically. We also see that there were tensions between the ideals of the Gospel, as seen in the established Church, and the methodologies of the evangelists and revivalists of those eras. Arguing from course texts and outside sources, as well as Biblical references…Define what we mean when we speak about a “Great Awakening” in the Unites States. Give specific examples from American history to support the characteristics expressed in your definition.Explain from the two Great Awakenings how these revivals brought salvation and transformed lives (repentance and holy living) to the people that responded. Demonstrate that the generalizations you express are validated with historical facts.Describe how these awakenings brought spectacular growth to the Church in their day. Specific examples are expected to authenticate your claims.Evaluate how these revivals lead to greater ministry in their communities and greater mission around the globe. Be specific in your documentation of these historical facts.Reflect upon the importance of a future Third Great Awakening in America and the changes it could bring to the culture, politics, and social order of the nation over the next 100+ years of its history.Response Paper: Please write a 3-5-page paper APA format, that describes the 5 specifics listed in the above description. Reference your paper with ALL of the following:

I hope you can use some materials from the text book "america a narratibe history vol1 " from dabid emory shi and george brown tindall. and at least two quotes from the materials, dont write over 5 quotes.please make sure use the quotes from the files I sent you. Purpose:This paper will be a comprehensive look at what you learned from the semester. Students will be expected to demonstrate knowledge of one of the reasons for the Civil War that range from the period of 1790 to 1860. What I want is an analysis of a cause, so please avoid writing about the war itself. You may mention a few items, such as Lincoln's Emancipation Proclamation, but the focus of the paper is what caused Southern states to leave the Union. Although slavery did not directly cause the Civil War, it did play a significant role in the division of the country. Many events/ideas/concepts caused the South to withdraw from the Union. The South’s succession is complex, and I do not want you to say that the North only wanted to free the slaves, which is inaccurate. It is your job to describe and outline a specific issue that led to the Civil War. I can help you develop a structure for the paper if you need it. There is plenty of information, so do not get overwhelmed by it.Prompt:I expect a comprehensive essay that examines the root of the problem between the Northern and Southern economy, society, foreign policy, or politics. Some may overlap, so it’s okay to write a little about a second issue if it fits into your overall argument.Here is a list of issues:Economies:Market Economy vs. Slave EconomyTariffs and TradePower and PoliticsConstitution (3/5 Clause)Political LeadersPolitical Parties and Division (Democratic and Republican Parties)Western ExpansionCompromisesFuture of the West Determines the Future of the CountrySocieties/Ideologies/SystemsFree Labor vs. Pro-SlaveryConcept of DemocracyAbolitionistsSouthern Pride (and Nationalism)Any other topic I have missed.Please contact me if you have another argumentMaterial:The sources needed to write this essay will be posted on Canvas. These will be primary sources. If you have another primary source or a secondary source, in mind you must contact me for approval. Remember, an author or historian write secondary sources, primary sources are directly connected to the topic or person (ex: speeches, laws, journal entries, newspapers, autobiographies, etc.) Your arguments in the essay must come from you and not just taken from a secondary source. I will allow one secondary source for reference, but it needs my approval.Causes of the Civil War File (a lot of primary sources)JSTOR (Links to an external site.)Links to an external site. (these are secondary sources, but academic peer-reviewed)Ideas:These questions may help you develop your argument:How did American slavery begin and where did it originate? What was the basis of the Atlantic Slave Trade and how did it change the Americas? Think about the U.S. Constitution and how slavery affected it. The Market Revolution transformed the economy and life in America. First, describe the origins of the Market Revolution. What is it and how did it evolve? How did it affect the Northern and Southern economies? Who was instrumental in this change in America? Second, what people were significantly affected (hint: types of labor)? How it transforms the lives of an average American?Expectations:Explain the divisions between the North and the SouthProperly use quotes from the primary documents to support your argument.Examine one of those causes of the Civil War.Instructions:5 full pages or more4 pages are the min., but it will not receive all of the credit for that portion of the grade.Double spaced, font size (12), standard margins.You may use Calibri, Cambria, or Times New RomanIt must contain a significant amount of quotes from primary sourcesThere is no limit, but a paper this size should have 3 primary sources to analyzeThe quotes must be cited.Provide a Bibliography at the end (this does not count as a page)RubricTerm Paper RubricTerm Paper RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeOverall Impression10.0 ptsAAuthor directly address es main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. The author has retained nearly all of the knowledge presented in class. He/She is able to synthesize this knowledge in new ways and r elate to material not covered in the course.6.0 ptsBAuthor competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the author has learned a great deal in class and is able to communicate this knowledge to others.4.0 ptsCAuthor attempts to address main question or issue, but fails. The author has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others.0.0 ptsD or LessEssay does NOT address main question or issue, and it is obvious that author has not retained any information from the course.10.0 ptsThis criterion is linked to a Learning OutcomeThesis Statement and Introduction Paragraph10.0 ptsFull MarksThe thesis statement is clear and precise, but most of all, sparks interest in the reader (makes you want to read the rest of the paper).6.0 ptsHalf CreditThe thesis statement is vague and fails to grab the reader's attention (generic). For example, it just restates the question.0.0 ptsNo MarksThere is neither a thesis statement, or it is unclear what is the purpose of the paper.10.0 ptsThis criterion is linked to a Learning OutcomeArgument15.0 ptsAEssay contains a clear argument — i.e., lets the reader know exactly what the author is trying to com municate.9.0 ptsBAn argument is present, but reader must reconstruct it from the text.6.0 ptsCAuthor attempts, but fails, to make an argument (e.g., starts with a rhetorical question/statement or anecdote that is never put into context).0.0 ptsD or LessNo attempt is made to articula te an argument15.0 ptsThis criterion is linked to a Learning OutcomeHistorical Examples and Context15.0 ptsAProvides compelling and accurate evidence that convinces reader to accept main argument. The importance/relevance of all pieces of evidence is clearly stated . There are no gaps in reasoning — i.e., the reader does not need to ass ume anything or do additional research to accept main argument.9.0 ptsBProvides necessary evidence to convince reader of most aspects of the main argument but not all. The importance/ relevance of some evidence presented may not be totally clear . Reader must m ake a few mental leaps or do some additional research to fully accept all aspects of main argument.6.0 ptsCNot enough evidence is provided to support author’s argument, or evidence is incomplete, incorrect, or oversimplified. Information from lectures and read ings is not effectively used.0.0 ptsD or LessEither no evidence is provided, or there are numerous factual mistakes, omissions or oversimplifications. There is little or no mention of information from lectures and readings.15.0 ptsThis criterion is linked to a Learning OutcomeEvidence from Sources15.0 ptsAEvidence is used from a wide range of sources, including lectures and course readings. When required, author also consults scholarly books, websites, journal articles, etc. not ex plicitly discussed in class.9.0 ptsBEvidence is used from many sources, but author relies heavily on a more limited set of sources. Some effort is made to go beyond material presented in class when required, but not much. If outside sources are used, they are p rimarily non - scholarly (i.e., intended for a general audience) and/or web - based.6.0 ptsCUses only a few of the sources provided in class, or does not go beyond what has been provided by professor when required to do additional research.0.0 ptsD or LessDoes not use sources, only minimally uses sources provided by instructor, or relies exclusively on non - scholarly outside sources.15.0 ptsThis criterion is linked to a Learning OutcomeOrganization and Structure10.0 ptsAEssay contains an intro, main body, and conclusion. Introduction lays out main argument and gives an outline of what the reader can expect in the essay. The conclusion brings everything together, acknowledges potential shortcomings of the paper, and gives the reader a sense of what further work might be done to advance the subject matter described in the paper.6.0 ptsBEssay contains an intro, main body, and conclusion. The introduction lays out the main argument but gives the reader little idea of what to expect in the essay. The conclusion nicely summarizes the main argument and evidence, but does not move beyond wh at has already been presented in the paper.4.0 ptsCEssay contains an intro, main body, and conclusion. The introduction gives the reader an idea of what to expect in the paper, but does not effectively lay out the main argument. It may begin with a set of rheto rical questions, or an anecdote that is never fully explained. The conclusion does little more than restate the problematic introduction. Intro and/or conclusion may be too wordy or short.0.0 ptsD or LessEssay has no clear organizational pattern.10.0 ptsThis criterion is linked to a Learning OutcomeGrammar5.0 ptsFull MarksAll sentences are grammatically correct and clearly written. An occasional word is misused or unnecessarily fancy. Technical terms, words from other languages, and words from other historical periods are usually, but not always, explained. All information is accurate and up - to - date. Paper has been spell - checked AND proofread, and contains no more than a few minor errors, which do not adversely affec t the reader’s ability to understand the essay.3.0 ptsHalf CreditA few sentences are grammatically incorrect or not clearly written. Several words are misused. Technical terms, words from other languages, and words from other historical periods are rarely explained. Not all information is accurate and up - to - date. Paper has been spell - checked AND proofread, but still contains several errors. Reader’s ability to understand essay may be compromised by these errors.0.0 ptsNo MarksPaper is full of grammatical errors and bad writing. Several words are misused. Paper has not been spell-checked or proofread, and contains numerous errors. Reader has a difficult time understanding essay because of errors.5.0 ptsThis criterion is linked to a Learning OutcomeClarity and Style10.0 ptsAThe paper is well written and avoids vague words (the reader knows what the writer meant). Each sentence can stand on its own, so the reader is not left with any confusion.6.0 ptsBThe paper has some areas that need clarification, either in sentence structure or word choices.0.0 ptsNo MarksThe paper has too many problems with clarity, leaving the reader with a lot of questions of what the writer intended.10.0 ptsThis criterion is linked to a Learning OutcomeWord Count10.0 ptsFull MarksFive or more full pages (1,450 word or more)6.0 ptsPartial CreditFour pages (About 1300 word)0.0 ptsNo MarksUnder 4 pages10.0 ptsTotal Points: 100.0PreviousNext

1. You are a Roman Catholic Church lawyer whose home is Paris. You speak French, Latin, and a little Greek. As a young man, you decide to travel abroad. Uncannily, you begin and end your travels in the same year that Ibn Battuta did (1325 and 1354), and you travel to many if not all of the same places that he did. You are traveling, however, as a Western European Christian, not a Muslim legal scholar who speaks Arabic and Persian. Write a first-person account of your twenty-nine years of travel, telling about your itinerary, your adventures, your problems, and your crises. Be concrete and specific about geography, places, kingdoms, ethnic peoples, and so on. (Use your textbook only, 40 points)https://www.scribd.com/book/295624039/The-Adventures-of-Ibn-Battuta-A-Muslim-Traveler-of-the-Fourteenth-Century-With-a-New-Preface (You can apply for the 30 days free trial) 2. Write a detail essay explaining the following; a. The role Chinggis Khan played in the expansion of the Mongol empire. b. The role that the Mongols played with regards to Eurasian trade and cultural integration. c. The ways (political, cultural, and economic) that the Mongol Ilkhanate influenced Persia. (Use your class notes, PowerPoint, and the textbook, no outside sources! 30 points) 3. The Abbasid Revolution was not just the transformation of one dynasty by another. It also marked the beginning of a new age of creativity that is known as the Age of Flowering (Golden Age.)Explain first, what factors or elements contributed to this Age and secondly, give concrete examples of the contributions of individual intellectuals in the fields of science, philosophy, and humanities. (Use only your textbook, class notes and the documentary films, 30 points)https://www.islamicity.org/9542/science-in-a-golden-age-optics-the-true-nature-of-light-2/