HUM2211 Ancient World Medieval Period

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I need to write a 200-250 word essay on 1 of the 2 prompts: I am also looking for someone to continue helping me with this course. The assignments are based on the course book hum2211  ancient world medieval period

 

Prompt 2

Compare and contrast the artistic styles of the Sumerians and Akkadians. What do these differences in style and theme tell us about each culture?

Prompt 3

Can you think of any advantages to be gained from having laws written down? Disadvantages? Does written law ensure fairness and consistency? Even in a largely illiterate society such as Babylon?

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FORUM #4A

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Choose one of the below for your main post. Respond to at least one student who answered a different question from you. The answers should come from your textbook, the book of primary source documents, the assigned website, the lecture, videos, and the research you conducted in the APUS Library. Respond as many times as you wish. Your two best responses will be graded.

1. What did the New Deal do for Blacks? Even though there were no significant gains made in civil rights during the 1930s, there seemed to be an optimistic view among the black community. African-Americans were able to find help in the 1930s through the hope they viewed in the Roosevelt administration, their inclusion within the CIO, and the Popular Front. What did each of these offer the African-American community? The black press said that the National Recovery Administration (NRA) actually stood for “Negro Run Around” or “Negroes Ruined Again.” Why did they write this? What examples can you find that support or refute these slogans?

2. How did James Baldwin compare the African-American experience to the Algerian experience in France? Why did Baldwin go to France?

3. Historians recognize the importance of model figures. In the 1930s, 1940s, and 1950s which African Americans were model figures to African Americans? How did they influence white Americans to see African Americans differently?
Note: Sometime this week, in one of your posts, you should reflect on what, in all your required work, you learned new, surprising, and interesting. If you cannot clearly demonstrate you have learned from all the required work in one of those three posts, then write this fourth post summarizing what you have learned from the required work. This is your opportunity, if you have not had a chance in your various posts, to demonstrate that you have done all the required work for this week.

 

2.) Watch one of these lectures:

Professor Jonathan Holloway, “Migration and Urbanization,” part one.

Professor Jonathan Holloway, “Migration and Urbanization,” part two.

Professor Jonathan Holloway, “The New Negroes,” part one.

 

Professor Jonathan Holloway, “The New Negroes,” part two.

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History 1302

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Assignment #5 – Slavery and Race

STEP #1 – WATCH — Amistad – A Slave’s Journey

https://vimeo.com/50832503

STEP #2 – READ — Drawing the Color Line

http://libcom.org/a-peoples-history-of-the-united-states-howard-zinn/2-drawing-the-color-line

Please click the above link to read chapter 2, “Drawing the Color Line;” found in the book A People’s History of the United States.

As always, please try to have 5 things from each of your readings to discuss on Discussion Board.

STEP #3 – READ — Slavery Without Submission, Emancipation Without Freedom

http://libcom.org/a-peoples-history-of-the-united-states-howard-zinn/9-slavery-without-submission-emancipation-without-freedom

When thinking about what you have been taught in previous classes, does it in any way match what these readings on slavery and race have revealed to you?

So…how many of you have car insurance? If you have a car, you have to have car in- surance here in Texas. And even if you don’t have a car, you at least know what the purpose of insurance is, do you not? Of course. Stick with me, you’ll understand in a mi- nute.

Please compare the version of history in your readings to this depiction of a slave’s ex- perience being captured and then shipped across the Atlantic in the Hollywood film, Amistad. Are they the same? Or is the Amistad version too harsh? Or is it too clean and nice?

If you’re like most of my students you’ll probably be thinking to yourself that it was prob- ably accurate, but that there may have been some exaggerations here and there.

Well, truth be told, what you watched was kind of the “Disney-version” of the slave trade. Source after source from this time period tells us of the unimaginable horror that was the slave ship, and yet most of us grow up never knowing most of this information. Most of us grow up never knowing how truly horrifying the slave’s experience was. But if we were to go back through this film clip and compare it to reality, I think you might begin to understand just what I am talking about.

The Capture: Most of us have heard at one time or another that Africans “sold each other” or “sold themselves” into slavery.
This is NOT TRUE. The only way this could be true would be to say that all Africans were alike because of the color of their skin. We know this is not reality. What was really happening was enemies were selling enemies into slavery. It would be like me selling an Al Qaeda member into slavery today…or maybe a Canadian (if we hap- pened to be at war with Canada!)

The capture though was one of the most frightening parts of this voyage. Imagine being hit over the head and blacking out…and then waking up in a cage on a beach surrounded by people and things you do not know…unable to communi- cate with the people around you because they don’t speak the same language you do.

The Ship: You are then taken on board a large ship…and did anyone catch what the priest was saying to all of the Africans as they were being taken on board? Once on board, you are taken below deck and chained into a space the size of a coffin. And it is there, chained down, lying their naked, body against body with the people on either side of you, that you will stay for the next 2-6 months. You are packed in like sardines.

Diagram of slave cargo

You will not be taken up on deck to use the bathroom. You use the bathroom where you lay, as does everyone around you. And people begin to get seasick. People begin to de- velop dysentery. You end up laying in urine, blood, vomit and feces for as long as 6 months. And there are deck after deck after deck of slave’s chained up in the cargo holds where no fresh air can penetrate and the fluids from the decks above seep through the cracks in the floor until they reach the lowest deck in the hold where often the smallest slave’s were stored…where the children would be forced to lay for months in this accumula- tion of filth.

Every once in a while, women were taken up on deck for “exercise.” You saw a depiction of this in the film, where the women were dancing with the deckhands. This “exercise” was often when the women were taken on deck and raped. Women were not the only ones subject to rape, men and children were raped as well. But, more often than not, women were the ones most often singled out for rape. This was a particularly cruel part of enslave- ment for women. Once captured and put into slavery, women were not only used for phys- ical labor, but they were often made into sex slaves as well.

You saw in the film slaves being whipped on board the ship. This was often done to main- tain control on the ships. To make an “example” out of one or two to keep the rest of the slaves under control. What you did not see was what happens to flesh when it is whipped with a cow-hide. Once you reach 10 lashes with a whip, the entire back is lacerated. 20 lashes and your back would look like hamburger. 50 lashes and you are down to bone. One other incident you saw in the film that I will touch upon…the slaves tied together, tied to a bag of rocks, and then thrown over board. This was often done for many reasons…to lighten a ship that was running too heavy, to get rid of sick slaves, to diminish the number of mouths to feed if food rations were running low, to make an example of a few, or any other of a number of reasons.

What was not covered by the film though was this: Often, slave traders had their cargo (the slaves) on these ships covered by insurance. But the catch was that insurance companies would only pay out for slaves that were accidentally “Lost at Sea.” I’ll let you guess what this practice led to……..

Scars from repeated whippings

Suffice to say, of the 50 million Africans lost to the slave trade during this era, it is esti- mated that half of them were “Lost at Sea.” Historians have suggested that you could literally trace the paths of the slave ships from this era by the litter of bodies lining the ocean floor…25 million people “lost”….between the 100 million Native Americans killed and the 25 million African “lost at sea” it kind of begins to make the Holocaust of WWII seem miniscule by comparison doesn’t it?

So, what if I were to tell you that some of those insurance companies that paid out for these supposedly “lost” Africans are the same companies you have your car insurance with today? These same companies that made their first dollars off of this rather shady practice are some of the very same insurance companies and banks you do business with today? Would that bother you?

What else bothers you about what you have read and listened to over the weekend?

1. Please post an initial response to these questions of at least 150 words more, at least one page.

2. Reply (2 or 3 sentences) to at least 3 other students’ initial postings.

If you are unsure how to use Discussion Board, click the “Tools” tab on your left to access the User Manual.

____________________________________________________________________________________________

Please make sure this a different paper then the first one, again take your time.

________________________________________________________

Assignment #6 – Modern Slavery

STEP #1 – WATCH — Slavery Today

Please watch this short introduction on slavery today hosted by Angelina Jolie.

https://vimeo.com/23625690

STEP #2 – READ — The New Slavery

Refer to the uploaded files and read the New Slavery 

Please read the first chapter, “The New Slavery,” from Kevin Bales’ book, Disposable People .

STEP #3 – COMPLETE THE DISCUSSION BOARD ASSIGNMENT (LINK)

How many of you knew this?

Anyone?

Most people do not. Those who do generally believe it is a problem in third world countries, but certainly not here.

The reality is that it is just as big of a problem in the United States as any other country. If we knew where to go, we could go buy a slave in Fort Worth or Dallas today. And we could get one by trading in an old bicycle or an old laptop computer. That’s all it would take.

And old bicycle…that’s all a slave’s life is worth today.

And perhaps the most disturbing thing to realize is that everything we touch today–from the bricks that make up the exterior of our homes, to the wood in our furniture, to the rug on the floors–has been touched by the hand of a slave. And what’s worse, a slave that is treated even more poorly today than those under the old system of slavery we have been discussing and so horrified by.

Please watch this brief video on slavery today from the website, Free the Slaves–an organization devoted to ending the slave trade today.

What are the differences between the old and new systems of slavery? What are your other thoughts about this ongoing problem?

1. Please post an initial response to these questions of at least 50-100 words or more, at least one page.
2. Reply (2 or 3 sentences) to at least 3 other students’ initial postings.

If you are unsure how to use Discussion Board, click the “Tools” tab on your left to access the User Manual.

________________________________________________________

Written Exercise #1

Please click the link below to read the topic

https://dcccd.blackboard.com/bbcswebdav/pid-13853663-dt-content-rid-116398515_1/courses/2018SU-HIST-1302-86403/WE%20_1%202009_1302_FALL_2009-1_1-2%281%29.pdf

I know it may seem like we have rehashed much of the first half of US History, but stick with me! There is method to my madness…  =)

Please take a look at this writing assignment.  All of the instructions are included in the assignment sheet, but if you have questions,please feel free to email me over the weekend.

Ultimately, I want you to take everything you’ve read and use them as your sources to write this paper. You do need to cite throughout your papers from your readings.

This should be a 3-5 page paper.

Good Luck!

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History 1301

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FOCUS QUESTION

3. What key events sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s?

The Stamp Act Crisis of 1765 gave rise to the famous revolutionary slogan “No taxation without representation.” It is clear from the documents included in this exercise how seriously the British colonists of North America believed in that principle. After months of angry protests and successfully organized boycotts in the American colonies, the British Parliament repealed the Stamp Act law. But instead of calming the colonists down, they became more empowered, leading eventually to their drafting of the Declaration of Independence and the beginning of the Revolutionary War.

DOCUMENTS

Document 1 is a digitized image of a popular protest stamp from the 1760s. The modern student can think of this image as similar to a political cartoon. As we learned in the last chapter, the power of the printed word (or image) cannot be underestimated. To colonists angered by Parliament’s actions and the passing of the Stamp Act, this image needed no explanation.

Document 2 is known as the Declaration of Rights and Grievances. This declaration represents the collective thinking of the Stamp Act Congress, which met from October 7 to October 25, 1765. The Stamp Act Congress is considered to be the first time that elected representatives from several of the British American colonies included elected representatives from several of the British American colonies and came together in organized and unified protest against the British imperial system.

This document is the result of hours of discussion and debate. An examination of the document provides a clear sense of what was at stake. The British citizens, who happened to live in the colonies, did not believe they were being treated as “citizens.” The way in which the Stamp Act Congress worded and ordered their complaints and intentions provides compelling evidence that they believed they were being treated more as servants of a tyrant.

INSTRUCTIONS

1. Read chapter 5, especially The Road to Revolution Complete pp. 178-182; Seagull pp. 189-193.

2. Examine Document 1, the Skull and Crossbones stamp image from the year 1765, and read Document 2, the Declaration of Rights and Grievances.

3. Answer the questions that follow these documents.

 

Document 1

Skull and Crossbones Stamp, 1765

4.1_skull Click to view larger image.

Source: Bradford, William, The Pennsylvania Journal and Weekly Advertiser, 1765, October 24. Accessed through the Library of Congress, http://www.loc.gov/pictures/item/2004672606/

Document 2

The Stamp Act Congress, Declaration of Rights and Grievances, 1765

The Members of this Congress, sincerely devoted, with the warmest Sentiments of Affection and Duty to his Majesty’s Person and Government, inviolably attached to the present happy establishment of the Protestant Succession, and with Minds deeply impressed by a Sense of the present and impending misfortunes of the British Colonies on this continent; having considered as maturely as Time will permit, the Circumstances of the said Colonies, esteem it our indispensable Duty to make the following Declarations, of our humble Opinion, respecting the most Essential Rights and Liberties of the Colonists, and of the Grievances under which they labor, by Reason of several late Acts of Parliament.

1st. That his Majesty’s subjects in these Colonies, owe the same Allegiance to the Crown of Great Britain, that is owing from his Subjects born within the Realm, and all due subordination to that August Body, the Parliament of Great Britain.

2nd. That his Majesty’s Liege Subjects in these Colonies are entitled to all the inherent Rights and liberties of his Natural born Subjects within the Kingdom of Great Britain.

3rd. That it is inseparably essential to the Freedom of a People, and the undoubted Rights of Englishmen, that no taxes should be imposed on them, but with their own Consent, given personally, or by their Representatives.

4th. That the people of these colonies are not, and from their local circumstances cannot be, Represented in the House of Commons in Great Britain.

5th. That the only Representatives of the People of these Colonies, are Persons chosen therein by themselves and that no taxes ever have been, or can be Constitutionally imposed on them, but by their respective Legislatures.

6th. That all supplies to the crown, being free gifts of the people, it is unreasonable and inconsistent with the Principles and Spirit of the British Constitution, for the People of Great Britain to grant to his Majesty the Property of the Colonists.

7th. That TRIAL by Jury is the inherent and invaluable Right of every British subject in these Colonies.

8th. That the late Act of Parliament, entitled, an Act for granting and applying certain Stamp Duties, and other Duties in the British colonies and plantations in America, etc., by imposing taxes on the inhabitants of these Colonies, and the said Act, and several other Acts, by extending the Jurisdiction of the Courts of Admiralty beyond its ancient Limits, have a manifest Tendency to subvert the Rights and Liberties of the Colonists.

9th. That the Duties imposed by several late Acts of Parliament, from their peculiar circumstances of these Colonies, will be extremely Burthensome and Grievous, and from the scarcity of Specie, the Payment of them absolutely impracticable.

10th. That as the Profits of the Trade of these Colonies ultimately centre in Great Britain, to pay for the Manufactures which  which they are obliged to take from thence, they eventually contribute very largely to all Supplies granted there to the crown.

11th. That the Restrictions imposed by several late Acts of Parliament, on the Trade of these Colonies, will render them unable to purchase the Manufactures of Great Britain.

12th. That the increase, prosperity and happiness of these Colonies, depend on the full and free enjoyment of their Rights and Liberties, and an Intercourse, with Great Britain, mutually affectionate and Advantageous.

13th. That it is the Right of the British subjects in these Colonies, to Petition the King of either House of Parliament.

Lastly, that it is indispensable duty of these Colonies to the best Sovereigns, to the Mother Country, and to themselves, to endeavor by a loyal and dutiful address to his Majesty, and humble Application to both Houses of Parliament, to procure the repeal of the act for granting and applying certain stamp duties, of all clauses of any other acts of Parliament, whereby the jurisdiction of the admiralty is extended as aforesaid, and of the other last acts for the restriction of the American commerce.

Source: Declaration of Rights and Grievances, issued on October 19, 1765 by what has become known as The Stamp Act Congress. TeachingAmericanHistory.org http://teachingamericanhistory.org/library/document/resolutions-of-the-stamp-act-congress/

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hist 6.1

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Read and compare the two accounts carefully. They are roughly contemporary, dating to 448 CE. Roman historian Ammianus Marcellinus describes the Huns in the first passage. It is followed by an eye witness account by Priscus, an envoy of Eastern Roman Empire.who had dinner with Attila the Hun. Feel free to consult with additional resources if it helps you to better understand the background and circumstances of these authors.Compare the two descriptions of the Huns in the document.

 

How do you explain the differences? How does the authors’ perspective enter into this?

Which of the documents seems to be most accurate in its depiction? Give your reasons for choosing it.

Compare one of these authors and his document to the current political situation in America in a typical presidential election campaign. How would people react if the information were presented in an op-ed piece or a political advertisement? How difficult is it to sift through the author’s bias and tease out factual information?

 

Use these questions for the video selections and podcasts:

· Make sure to identify your choice.

· Content- Summarize the main themes presented or points of interest that impressed you.

· Connecting to prior knowledge – how does it fit with the other things you know about this subject?

· Does this presentation or document raise any questions that you would like to explore further?

· How does the information you learned contribute to your understanding of  modern day events?

Journal entries should be a several paragraphs in length and written in complete sentences. I am interested in hearing your ideas. Make sure to run the spell check so that you can avoid any unnecessary mistakes.

 

Dining With Attila the Hun, 448

Ammianus Marcellinus described the Huns as the most barbarous of Rome’s enemies:

“And though they do just bear the likeness of men (of a very ugly pattern), they are so little advanced in civilization that they make no use of fire, nor any kind of relish, in the preparation of their food, but feed upon the roots which they find in the fields, and the half-raw flesh of any sort of animal. “

In the Presence of the “Scourge of God”

Priscus was an envoy of the Eastern Roman Empire sent to meet with Attila at his encampment. His visit coincided with that of representatives of the Western Roman Empire. We join Priscus’ account as he and the other envoys are invited to dine with the leader of the Huns:

“In accordance with the national custom the cupbearers gave us a cup for us to make our libations before we took our seats. When that had been done and we had sipped the wine, we went to the chairs where we would sit to have dinner. All the seats were ranged down either side of the room, up against the walls. In the middle Attila was sitting on a couch with a second couch behind him. Behind that a few steps led up to his bed, which for decorative purposes was covered in ornate drapes made of fine linen, like those which Greeks and Romans prepare for marriage ceremonies.

The eldest son was sitting on Attila’s own couch, right on the very edge, with his eyes fixed on the ground in fear of his father.

A lavish meal, served on silver trenchers, was prepared for us and the other barbarians, but Attila just had some meat on a wooden platter, for this was one aspect of his self-discipline. For instance, gold or silver cups were presented to the other diners, but his own goblet was made of wood. His clothes, too, were simple, and no trouble was taken except to have them clean. The sword that hung by his side, the clasps of his barbarian shoes and the bridle of his horse were all free from gold, precious stones or other valuable decorations affected by the other Scythians.

As twilight came on torches were lit, and two barbarians entered before Attila to sing some songs they had composed, telling of his victories and his valor in war. The guests paid close attention to them, and some were delighted with the songs, others excited at being reminded of the wars, but others broke down and wept if their bodies were weakened by age and their warrior spirits forced to remain inactive.

After the songs, a Scythian entered, a crazy fellow who told a lot of strange and completely false stories, not a word of truth in them, which made everyone laugh. Following him came the moor, Zerkon, totally disorganized in appearance, clothes, voice and words. By mixing up the languages of the Italians with those of the Huns and Goths, he fascinated everyone and made them break out into uncontrollable laughter, all that is except Attila. He remained impassive, without any change of expression, and neither by word or gesture did he seem to share in the merriment except that when his youngest son, Ernas, came in and stood by him, he drew the boy towards him and looked at him with gentle eyes. I was surprised that he paid no attention to his other sons, and only had time for this one. But the barbarian at my side, who understood Italian and what I had said about the boy, warned me not to speak up, and said that the seers had told Attila that his family would be banished but would be restored by this son.”

References:    Priscus, Dinner with Attila, translated in Robinson, J. H., Readings in European History (1905); Gibbon, Edward, The History of the Decline and Fall of the Roman Empire (1896-1902); Thompson, E.A., A History of Attila and the Huns (1948).

 

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2 part history assignment

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Part 1: Create a 500-750-word essay depicting the evolution of democracy from the time of President Jefferson to President Jackson. Be sure to include the following:

  1. How was the form of the American Republic different under Jackson than it was under Jefferson?
  2. What caused these changes?
  3. Why were these changes significant to the future development of the American Republic?

Part 2:

Create an essay of 500-750 words, describing the development of industry, business, and labor after the American Civil War. Address the following:

  1. Discuss several of the industries of America’s Industrial Revolution in the post-Civil War period.
  2. What made these leaders of industry successful?
  3. Explain the origins and growth of labor unions.
  4. What did Labor Unions accomplish?

Use a minimum of three of the sources provided to support your assignment and be sure to cite the sources.

Please use attached writing style guide

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American Foreign Policy during the Cold War

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Required Resources
Read/review the following resources for this activity:

  • Textbook: Sections 28.2, 29.1, 30.3, 31.3
  • Lesson
  • Minimum of 1 scholarly source (in addition to the textbook)

Initial Post Instructions
Pick three (3) of the following American Foreign policies:

  • Marshall Plan
  • Berlin Airlift
  • Containment
  • Anti-Communist Freedom Fighters
  • Vietnam (conflict) War
  • Détente’
  • SALT I & SALT II
  • Camp David Accords
  • Strategic Defense Initiative (nicknamed “Star Wars”)

Then, address the following for your selections:

  • Explain how each of your choices was an effective policy to thwart international communist expansion.
  • Based on your selections, analyze if the United States should have feared international communist subversion during the Cold War era (1945-1991).

Professor’s comment:

Welcome to this discussion concerning the Cold War (beginning Oct. 14), as we investigate political realms during these years. Some of you all have lived through the end of this era. For me as a child, I don’t remember being psychologically scared of an atomic bomb, but my wife does. When high flying jets would fly overhead, she would be afraid. Even red lights.

There were various cues around that reminded you of the Cold War. You would see the evacuation signs on various buildings, showing a safe shelter. You would see advertisements in magazines for underground shelters you could build in your own yard!

President Kennedy started an initiative for fallout shelters in 1961, so that by 1963, there were 17,000 places just around New York City located that could offer shelter in case of nuclear disaster, or the like (Buck, 2017).

And of course, on television they would have the test, an eerie, scratchy test for about 15 seconds, followed by the statement that in the event of a national emergency, they would be able to use this channel.

These are just a few samples of what was going on in society. Let’s enjoy this conversation about the Cold War, and hope that it never visits us again.

You’ll be initially selecting three of the following to interact with:

Marshall Plan

Berlin Airlift

Containment

Anti-Communist Freedom Fighters

Vietnam (conflict) War

Détente’

SALT I & SALT II

Camp David Accords

Strategic Defense Initiative (nicknamed “Star Wars”)

Thanks very much!

Reference

Buck, S. (2017, April 18). What the government didn’t mention about fallout shelters. Timeline. Retrieved from https://timeline.com/fallout-shelter-psychology-f04085f41654

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Art History- Medieval/Renaissance Art: virtual exhitbit

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Please follow the instruction!!

Objects must be the Medieval through Renaissance artworks.

Has to be reasoned to pull the six objects together.

Do the first step, Initial Thoughts.

Submit a potential topic or idea (under 250 words) for your Virtual Exhibit. What idea do you want to explore?  What object or group of objects would you like to learn more about? What is a point about art that you wish to make?  Research your topic thoroughly and select one object that may be central to your exhibit.

Submit here your potential topic for your Virtual Exhibit (under 250 words) and one art object that may be central to your exhibit.

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History 1302 Discussion board

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  1.  The 1920s is always described as the “Roaring Twenties” yet it seems to have numerous paradoxes. Americans were apathetic to political wrongdoing yet politically active for passing particular laws. More accepting of women in politics yet severely cut immigration. Wanted to let the economic good times flow, just as long as alcohol was not flowing with it. See large growth in entertainment and art, like with baseball and the Harlem Renaissance, but still kept these areas separate. Why do you think the country went through this phase? Was it a reaction to the Gilded Age? Progressives? World War I? Something else?
  2. Write a one paragraph or 400 words discussion for this question.
  3.  https://www.youtube.com/watch?v=ngoHwRDjsKQ&feature=emb_err_watch_on_yt
  4. Go to this link and see the vedio on youtube. This is my professor’s official vedio. This is helpful.

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Eadweard Muybridge hummaities question

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It must be 2 -pages, typed, double-spaced, and meet the definition of critical, college-level, writing. You ARE REQUIRED to include quotes from the
a s s i g n e d t e x t . Include page numbers for citations of course materials (articles and books). The format should follow basic college style: Use italics for titles of books, e.g. River of Shadows, or quotes for titles of article or book chapters, e.g. “The Annihilation of Time and Space” from River of Shadows. For quotes longer than three lines, indent and single space. You can simply put the page number in parentheses at the end of a quote, e,g, (22). If you do not indicate the source of your quote before the quote itself, you can include that information in parentheses with the page number, e.g. (Solnit, 22). If you use any outside sources, you are required to cite them (do a full citation in a footnote). You are NOT required to include a formal Bibliography or Works Cited. Again, You ARE REQUIRED to include quotes from the assigned text (in this case, Solnit’s River of Shadows).

It is not necessary for you to write an intro, body, and conclusion for this paper. Just get to the “body” portion. If you feel you need to follow this format, and find it difficult to write without it, you are free to do so, but it is not at all necessary for this kind of assignment. You are condensing your thoughts into 2-pages, so it’s not necessary to recapitulate this style. It is usually better to get to your ideas, to your thoughts. Your forum post should help you with this assignment.

You are free to go over 2-pages if you need to. However, you cannot go under 2-pages without being penalized.

Answer the following essay question in 2-Pages. Do not repeat the question in your answer.

Critically discuss the work of Eadweard Muybridge in relation to any of the major themes connected to his work and discussed in River of Shadows. Use citations from the text. You are free to base your discussion around specific images of Muybridge’s. You are also free to discuss (if you want to), the Ghost Dance and the Modoc War (though it is not required). I want to give you the freedom in 2-pages to tell me how Muybridge’s work is connected to any critical themes discussed in Solnit’s work.

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