History

Rubric: ?(6)(4)Total: 10W5 discussion:What seems to have been the most important consequence of the Atlantic slave trade? Why do you believe slavery was allowed tobecome so popular? Defend your response well.Classmate’s post G, Oppermann: ?The most important consequence of the Atlantic slave trade would have been slaves coming over to America. This was the start to the large diversity of peoples in America. Sadly, Africans didn’t come to America as free. Even though they were not free people, they greatlycontributed to the growth of the American colonies. They did back breaking labor and helped colonies survive (Haiti and Barbados). They also helpedthe colonies develop agriculturally. The Africans knew how to grow crops and tend to them really well. On top of all of this, they brought their culturewith them. Their food, art, music, and more are an influence to America even to this day. Slavery became popular when America was foundedbecause it was an easy and cheap way to have the colonies progress. The slave owners could buy some slaves and put them to work without doingany work themselves! The slaves would work hard for hours a day with few benefits.The biggest part that gets me is how slavery lasted as long as it did. I may be judging with benefit of hindsight, but I would think that there wouldhave been a lot more people speaking up against slavery.W9&14: Chap 22& 25 W9 : Answer Terms & Names and Main ideas questions TERMS & NAMES? For each term or name below, briefly explain its connection to European history from 1550–1789. 1. heliocentric theory 2. Isaac Newton 3. social contract 4. Philosophe 5. Salon 6. enlightened despot 7. Declaration of Independence 8. federal system MAIN IDEAS The Scientific Revolution Section 1 (pages 623–628) 9. According to Ptolemy, what was the earth’s position in the universe? How did Copernicus’s view differ? 10. What are the four steps in the scientific method?Initial PostingReply to a Classmate’s Posting11. What four new instruments came into use during the Scientific Revolution? What was the purpose of each one? The Enlightenment in Europe Section 2 (pages 629–635) 12. How did the ideas of Hobbes and Locke differ? 13. What did Montesquieu admire about the government of Britain? 14. How did the Enlightenment lead to a more secular outlook? The Enlightenment Spreads Section 3 (pages 636–639) 15. What were three developments in the arts during the Enlightenment? 16. What sorts of reforms did the enlightened despots make W14 TERMS & NAMES For each term or name below, briefly explain its connection to the Industrial Revolution. 1. Industrial Revolution 2. enclosure 3. Factory 4. urbanization 5. middle class 6. corporation 7. laissez faire 8. socialism 9. Karl Marx 10. Union MAIN IDEAS The Beginnings of Industrialization Section 1 (pages 717–722) 11. What were the four natural resources needed for British industrialization? 12. How did the enclosure movement change agriculture in England? 13. What were two important inventions created during the Industrial Revolution? Describe their impact. Case Study: Industrialization Section 2 (pages 723–728) 14. What were the living conditions like in Britain during industrialization? 15. How did the new middle class transform the social structure of Great Britain during industrialization? 16. How did industrialization affect Manchester’s natural environment? Social Effects Industrialization Spreads Section 3 (pages 729–733) 17. Why were other European countries slower to industrialize than Britain? 18. What might explain the rise of global inequality during the Industrial Revolution? Reforming the Industrial World Section 4 (pages 734–741) 19. What were the two warring classes that Marx and Engels outlined in The Communist Manifesto? 20. How did women fight for change during the Industrial Revolution?

Research Project GoalsOne of the central goals of this class is to get you working as historians, developing skills of historical thinking, research, and analysis by creating your own projects. Influenced by the ideas of Brazilian educational theorist Paulo Freire about engaging students as active content creators in their own learning, this project give you the chance you come up with a (class-related) research project that is meaningful to you.Working over the course of the semester, you will design a research project to investigate any aspect of the history of modern Latin American history (any event between 1791 and 2005) that analyzes a range of primary sources as well as addressing how this topic has been studied by other scholars.Your project might focus on topics like Bolivian responses to environmental contamination by U.S. mining companies; Caribbean migrant flows and the creation of reggaetón; the history of Chilean social protest music; indigenous activists during the civil war in Guatemala; or Afro-Brazilian political and social activism. We’ll work together to find something that is both meaningful to you and makes a positive contribution to digital public history.Student Learning Outcomes (based on the AHA Tuning Project): Students will:identify a significant research question about Latin American historydemonstrate their skills of historical research in finding primary and secondary sourcesuse digital public history tools to communicate your knowledge about Latin America to a wider public audience.use sound, images, and narrative to craft a compelling, sophisticated piece of storytellingYour prospectus will serve as the basis for the research project. You’ll communicate your historical analysis two formats: improving a Wikipedia article’s coverage of your topics and through a 5-minute pecha kucha presentation.

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?

A) Describe how jazz developed in New Orleans from the fusion of African andEuropean influences from around the turn of the century until the 1920s. What role dithe cultural diversity of the city play in this development in regards to French, Spanish,American, African and Creole cultures. Use specific examples of major jazz figures ofthis period. Use specific examples of stylistic developments that occurred during thistime.

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

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

Voices of ChangeInstructionsIn this assignment, consider the actual words of an important spokesperson for their time. After reading that speaker’s words, use the provided template to write a two page response that shares your thoughts about the work, the historical events happening during the time the work was produced, and the relevance of the work in the present day.complete this assignment, follow these steps:Pick one of the three topic choices below.Use the assignment template to structure your paper on the selected topicComplete the template. Follow the instructions provided in the template to make sure you add all required content.Review the rubric to see how your assignment will be graded on answer quality, logic and organization of the paper, and language and writing skills.Edit your work, making sure you have discussed each bullet point in the template and checking your work for grammatical errors and proper SWS styleTopic Choice 2: Charles Dickens’s Economic Change and Consequences.Select one of the following works to focus on for your assignment. You can find all four options in Chapter 28 of your textbook. Page numbers are indicated in the bullet points below.Sketches by Boz

Cartoon Analysis Worksheet Please be sure to follow rubric!Please look at pages 420 and 530 before doing these cartoons. If you remember from my video what acaricature is, then you should be able to some in these cartoons.?Before beginning these cartoons, be sure you understand the difference between Tammany Hall and “Boss” Tweed!Rubric:?W4d1 Complete the following activities:? Read ?pages 450-451 to see the conditions the laborers endured. ? Describe? four conditions laborers endured on a daily basis. ? Write? a short paragraph which includes the ?who, what, when, where and why? of ?one? of the strikes you’ll findlisted in the Quick Study chart by doing a little research outside of the text.? Answer? the following question in a few complete sentences: ? How did the? two major? unions described in the text – The Knights of Labor and the AFL – differ in theirgoals? ?Be SpecificTo summarize, along with your readings today, you will be ?describing ?4 conditions, ?writing? a short paragraph and ?answering? a question.W5d1 Assignment:1. Read pp. 464-467 to gain a better understanding of the arrival of immigrants to the US.2. Then read pp. 467-469 to understand both the opportunities and challenges that lie ahead for these groups.As you think through these contrasts, apply your thoughts to the larger view – God’s perspective.My first thought is Revelation 7:9-10,”After this I looked, and behold, a great multitude that no one could number, from every nation, from all tribes andpeoples and languages, standing before the throne and before the Lamb, clothed in white robes, with palmbranches in their hands, and crying out with a loud voice, ‘Salvation belongs to our God who sits on the throne, andto the Lamb!'”3. What do the responses by Americans toward immigrants reveal about mankind?4. What is God’s perspective of the situation described above, and who will be gathered around Histhrone?

Describe the events and personalities involved in the progress achieved in breakingthe color barrier in jazz in the 1930s, both on the bandstand and on the dance floor/ inthe audience. What effect, if any, did this have on race relations in the U.S. Use specificexamples of musicians and bandleaders involved in this integration

A Day Made of Glass 2 – A Portfolio ApproachNow that you have watched the video, answer the following questions:1. Do you think that products presented in the video support Corning’s overall strategy?2. Which products do you think might be cash hogs as they are rolled out to market?For additional supportive information, you might want to explore the most current annual report for Corning and review the Business Description, and Risk Factors sections.1 full page