History

Please make sure to address the questions posted here and tie them into what you thought was interesting or odd from you assignment. Many of you are still only doing one or the other! Well…here we are…Many of you have written that you feel lied to and betrayed by past teachers, textbooks and schools…led down a path of misdirection, smoke-and-mirrors, and “genuine faux” history. =) No longer can we use the words “imagine” or “feel” in our textbooks. All of you, according to textbook companies (Betrayal of History), aren’t smart enough to decipher words like “sharpen” in textbooks, and thus shorten words such as these by a couple of letters to make them miraculously understandable. History texts must now pass a battery of tests given by special interest groups before being put into the hands of our children, rather than allowing professional historians write and edit them. You’ve learned not only some horrifying things about one of America’s great “founders”–Christopher Columbus, but also that he was not even the “first” to come to America, but the LAST in a long line of explorers and adventurers. Many of you have stopped to ponder: “Is this just the tip of the iceberg? If the story of Columbus and the Native Americans could be so distorted, what other stories have been twisted and contorted into something palatable for the masses?” And you’re right…this is just the beginning…. For example, just out of curiosity, how many of you know that our CIA, beginning in the 1950s, have participated in (and sometimes orchestrated) the assassinations and overthrows of foreign leaders? Ever heard of Patrice Lumumba? I would bet you probably haven’t…. So……Loewen asks the question: “What has gone wrong?” Indeed, something appears to have gone terribly wrong. What do you think has happened? And, what effect have the issues of ethnocentrism, eurocentrism, racism, nationalism, and “heroification” had on the stories we tell ourselves about the beginnings of this place we call home? What are your thoughts about all of this? What other issues came up for you in your readings? BE SURE TO TIE IN ANYTHING YOU FOUND INTERESTING OR WIERD IN YOUR ASSIGNMENT INTO YOUR DISCUSSION!!!

This discussion is going to be about Ellen Wiley Todd’s article about the Triangle Shirtwaist Factory Fire in 1911. After you read the article you should know about the events leading up to the fire that led to the deaths of some 146 immigrant women? Why were the doors locked? What were the owners attempting to accomplish by locking the doors?The required question on the midterm involves explicating Rose Schneiderman’s impromptu speech at the Met Opera House. Who was Schneiderman? Where was she sitting in the Opera House when she gave that speech? Is this a feminist speech, e.g., is it about the power of women? Is her concern more about socio-economic class? Who was she addressing? You should be able to use her words to back up your argument.How might we relate the issues faced by the women working in the Shirtwaist Factory in 1909-1911 with workers today who are not organized into labor unions? What kinds of workers today are the most vulnerable in terms of low wages, access to healthcare, childcare, etc. By “kinds of workers,” I mean jobs. What kinds of jobs do they have? How might they go about getting better working conditions, including better pay and safer conditions?

Checklist: Do not use a standard essay format. Provide each component clearly and distinctly.Two paragraphs comparing two selected documents.One thesis statementOne discussion questionContent Expectations:Step ONE: Identify the nature of the source material. Which readings are primary or secondary sources? Are they fictional works or do they present any evident bias?Step TWO: Choose TWO READINGS from the assigned documents to perform a compare/contrast analysis. Video material is not acceptable in this assignment.If you choose a primary and a secondary source, then think about how the primary source fits into the narrative/position of the secondary source.If you choose two primary sources, then compare how they represent different viewpoints or perspectives on important issues.If there is only one assigned reading, then extract two meaningful examples instead of comparisons.Step THREE: Draw TWO meaningful comparisons between the two documents that reveals important insight into the historical period/topic of the week. The comparison may be any similarity or difference, but should focus on explaining how it helps historians understand the past. Think about how and why things happened the way they did. Figure out what you think is the most significant SIMILARITY between the two passages.Consider the author’s perspective (national origin, class, ideology etc) for each document.STEP FOUR: If these documents were the source material for your research project, what would your preliminary research question or thesis statement be? This should be no more than two sentences and cover the main idea that you would try to argue.Ex. Using the works of Robespierre and St. Just, this paper will argue that the violence of the French Revolution was created by their interpretation of the needs of the French nation rather than their philosophical beliefs.Be ambitious but with limits. Lay out a provable case that makes a strong a point, regardless of whether you are fully convinced that it is the case. You will be evaluated on the composition and effect of the ideas rather than the perfectness of the answer.Step FIVE: Create one discussion question that you can propose to the class during seminar. It should be a ‘why’ problem that poses an issue for debate rather than demanding a specific factual answer. Ex. ‘Why didn’t Frankenstein name the Creature?” instead of “Did Frankenstein name the Creature?”Do NOT use quotations or paraphrase the document. You may refer to specific passages but do not summarize the document. “ex. Where Thomas Paine talked about hereditary right, he was focused on the legitimacy of an absolute monarchy.” The paper should consist entirely of your own ideas and opinions about the sources using a compare/contrast approach. Therefore, citations should never be required. If you do quote/paraphrase then include citations.WORD LIMIT 400READING 1ST- Internet History Sourcebooks Project (fordham.edu)reading 2nd – below in pdf

Choose one memorial or artwork (poem, novel, play, musical or visual artwork, etc.) that addresses asubject of historical violence and analyze its approach to historical memory using the lenses of thecourse material. A list of suggested topics is provided below; you are also welcome to select a topic ofyour own, in consultation with the instructor. Alternatively, you may create an artwork of your own thataddresses issues of historical memory, accompanied by an artist statement. Both options will requireyou to explicitly discuss at least two texts from the course.GuidelinesPapers should be approximately 2500 words. Be sure to cite any external resources used inyour research. The approach and organization of the paper is up to you, but you should include someof the following:description of the work (form, materials, location, etc.)background of the work (artist(s), contemporaneous events to which it responds, controversy itgenerated)analysis of the workexplanation of the texts that you’re citing (author, genre, context, etc.) and concepts that you’re using(e.g. postmemory) in your analysisThese elements should be integrated into a cohesive line of inquiry that centers your intellectual voice!Possible topics

Art History 121B: EXAM 2Please answer all the questions in this Exam which is worth a maximum of 75 points. Respond to each of the questions by following the instructions in brackets.Remember, since this will be an open note Exam, the completeness and accuracy of your answers as well as putting your answers in your own words (no plagiarism) will be what earns you a high grade.Be sure to get your answers from the recorded lectures, assigned readings, and information found on the lecture outline. Do not google for answers as I may not agree with what you find on the internet but I will always agree with what I tell you. ;)You have from Wednesday at 3:30 p.m. until Saturday at 4:00 p.m. to complete the Exam and submit it via email as a Word document to [email protected] no later than 4:00 p.m. (Pacific) on Saturday, Feb. 20. Points will be deducted for late submissions.Please put your name and EXAM 2 on your document and do not resend the images with your Exam answers.mailto:[email protected]. Henry O. Tanner, The AnnunciationQ: Point to three ways this image presents its subject differently than traditional European versions. [Answer with three short sentences—don’t just indicate which objects but explain each of the differences.] 3 points2. Court of Honor, World’s Columbian Exposition, Chicago, ILQ: What was the “White City” and why was it given this nickname? Specifically, what is it commemorating and how does that relate to its theme? [Answer with one well-structured paragraph and in complete sentences.] 5 points3. Mary Cassatt, The Child’s BathQ: What are the modern elements to this work? Although the subject is still recognizably from nature, it is not always “accurate” to the real world. What was the artistic influence and how does the artist handle their new approach to art? Give three specific examples. [Answer with three or four sentences.] 5 points4. William Rimmer, Flight and PursuitQ: Describe the conflict created in this work, between the realistically painted versus “imaginary” elements, in trying to understand what is actually/possibly being presented. Point to three specifics found in the work. [Answer with one well-structured paragraph and in complete sentences.] 6 points5. Frederick MacMonnies, Nathan Hale, City Hall Park, NY, bronzeQ: What is the subject of this work, why was it commissioned (what was it honoring/celebrating), and how is naturalism achieved (point to two specific details in the work in terms of costume and pose)? [Answer with one or two well-structured paragraphs and in complete sentences.] 10 points6. Edwin Blashfield, Evolution of Civilization, Reading Room, Library of Congress, Washington, D.C., muralQ: What is the specific subject matter of this work and how does it relate to the function of the building for which it was created? What are the ways in which each of the twelve figures are identified and what three compositional devices are used to unify them? [Answer with two well- structured paragraphs, one per question, and in complete sentences.] 10 points7. left: James McNeill Whistler, Nocturne in Black and Gold: The Falling Rocket right: Thomas Eakins, The Gross ClinicQ: How do these paintings exemplify the artists’ ideas of what a “modern” work of art should be? How and why did they each make a “scandal” when first exhibited? [Answer with two to four well- structured paragraphs and in complete sentences.] 15 pointsleft rightleft right8. left: Augustus Saint-Gaudens, Robert Gould Shaw Memorial, Boston Common, Boston, MA , bronze right: Augustus Saint-Gaudens, Adams Memorial, Rock Creek Cemetery, Washington, D.C., bronzeQ: Compare these two memorials by the same sculptor as public versus private works of art. What does each represent? Comment on the expression or lack of action, meaning, and function in each. [Answer with two to four well-structured paragraphs and in complete sentences.] 15 pointsNo images will be shown for this section. Answer the following questions. 2 points each9. The term ”subjective realist” is specifically exemplified in Thomas Eakins’s painting Max Schmitt in a Single Scull by . . .a. Eakins including his self portrait as the rower in the second scull (boat). b. Eakins selecting a subject matter that is personally important to him—sports as amodern subject, for example. c. Eakins’s painting his name on the second scull (boat). d. All of the above e. None of the above10. James McNeill Whistler applied musical terms to the titles of his paintings based on the type of composition or mood he was presenting; therefore, a composition that relies on the relationship between its parts would be called while the depiction of a night scene is called ?a. an Arrangement/a Nocturne b. an Arrangement/a Symphony c. a Nocturne/a Symphony d. a Nocturne/an Arrangement11. Staff is a pliable material which can be applied over an armature and easily molded into a sculptural decoration which is how the production of mass quantities of large-scale sculptural works were made to decorate the buildings at the World’s Columbian Exposition.TRUE FALSE

Give a description of  Burghers Art with One page

What is history? Why should we study history? Within the context of our stories concerning Christopher Columbus, Native Americans, the Pilgrims, or slavery, discuss how historians (Zinn and Loewen) have dealt with the above issues specifically. How have history textbooks begun to complicate our histories even further? With regard to the above topics, how have your readings and studies in this class differed from the ways in which these topics have been portrayed (all the way back to elementary school) to you in previous classes? In the quote above, W.E.B. DuBois suggests that in our studies of history, when we skim over the bad parts, our histories begin to lose their value as “incentive and example.” What does he mean by this? What are the far-reaching consequences of the ways in which so many of us have been taught history?

2 page essay double spaced about sorority‘s mission Of honoring the past, uniting the present, and mentoring the future

The essay should be in MLA format-  Write a 5 paragraph argumentative essay in response to the following prompt:At the turn of the twentieth century, Europe seemed to enjoy a period of peace and progress. Yet below the surface, several forces were at work that would lead Europe into the “Great War or “the War to End All Wars.” World War I was a conflict that affected people around the world from all social classes and devastated and depleted an entire generation.- In your essay, you should discuss a variety of costs that may include economic costs, effects on landscapes/geography, personal loss to families/communities/nations, etc. You should reference at least 3 examples from the movie 1917, two World War I poems, and three academically reliable sources that support your evidence.Please read the instructions carefully 

you will select primary sources – the number you will complete depends on your contracted grade – that you think represent your country’s history, and write short introductions analyzing them for the broader public. 250-400This project is designed to let you research one Latin American country in greater depth, placing key events in its national history within the wider context of Modern Latin America. In addition, you’ll develop your skills of historical research, the evaluation of primary sources, and the digital communication of your analysis to a broader public.I need you to write two time line.Your primary source analysis must:Present a primary source that relates to a historically significant artifact, person, institution, or historical eventConsist of 2-3 well-written paragraphs (about 250 to 400 words)Concisely summarize the primary source and its contextAnalyze the author’s argument, point of view, method, and audienceConnect the source to specific events from the country’s historyMake a strong argument linking the primary source to the broader Latin American historical period (Nationalism, Neocolonialism, etc.)Present relevant examples to support all claimsIndicate all sources of information (whether quoted or paraphrased) with clear citationsBe clear and easy to follow, with a logical structure and well-written paragraphs