Differing Views On Imperialism

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Views on Imperialism: Alfred T Mahan

 

Mahan wrote that influence in world affairs requires underlying military readiness, like the proverbial iron hand under the velvet glove. To provide this, three things are needful: First, protection of the [nation’s] chief harbors by fortifications and coast-defence ships, which gives defensive strength . . . Secondly, naval force, the arm of offensive power, which alone enables a country to extend its influence outward. Thirdly, it should be an inviolable [unbreakable] resolution of our national policy, that no foreign state should henceforth acquire a coaling position [station] within three thousand miles of San Francisco . . . For fuel is the life of modern naval war; it is the food of the ship; without it the modern monsters of the deep die.

—Alfred Thayer Mahan, “The United States Looking Outward,” Atlantic Monthly, 1890

 

https://lh3.googleusercontent.com/Gm4A6gX6fChJophrNACGGrDurT-zaqsHeCuQeDkM0sxBw8OIH2WpFsExIjWyc1lARwyEuM8Rt1ONDLbtN3aAh3IcphggZebcs5JtJhhfWHAUM9VxB1Rdh4p8TF_ymIdkieZeyGK8

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western art

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7-10 Pages, double-spaced.

DUE DEC. 17 at 11 AM.

 

For your final paper, you will be analyzing three scholars’ interpretations of a single monument. You will select ONE of the following monuments to write about: Parthenon Friezes (Classical Greece); Ara Pacis (Imperial Rome); Apse Mosaics at Mount Sinai (Byzantine); Santiago de Compostela (Romanesque); Sainte-Chapelle of Paris (Gothic)

 

 

You will be reading THREE pre-selected articles (available on Blackboard in the Assignments section) about the monument that you have chosen. Here are the articles.

 

Parthenon Friezes (Classical Greece)

 

Neils, Jenifer. “Reconfiguring the Gods on the Parthenon Frieze.” The Art Bulletin 81, no. 1 (1999): 6-20.

 

 

Pollitt, Jerome J. “The Meaning of the Parthenon Frieze.” Studies in the History of Art 49 (1997): 50-65.

 

Stevenson, Tom. “Cavalry Uniforms on the Parthenon Frieze?” American Journal of Archaeology 107, no. 4 (2003): 629-54.

 

 

Ara Pacis (Imperial Rome)

 

Elsner, John. “Cult and Sculpture: Sacrifice in the Ara Pacis Augustae.” The Journal of Roman Studies 81 (1991): 50-61.

 

Galinsky, Karl. “Venus, Polysemy, and the Ara Pacis Augustae.” American Journal of Archaeology 96, no. 3 (1992): 457-75.

 

Holliday, Peter J. “Time, History, and Ritual on the Ara Pacis Augustae.” The Art Bulletin 72, no. 4 (1990): 542-57.

 

 

 

Apse Mosaics at Mount Sinai (Byzantine)

 

Coleman, Simon, and John Elsner. “The Pilgrim’s Progress: Art, Architecture and Ritual Movement at Sinai.” World Archaeology 26, no. 1 (1994): 73-89.

 

Loerke, William C. “Observations on the Representation of Doxa in the Mosaics of S. Maria Maggiore, Rome, and St. Catherine’s, Sinai.” Gesta 20, no. 1 (1981): 15-22.

 

Pentcheva, Bissera V. “The aesthetics of landscape and icon at Sinai.” Res: Anthropology and Aesthetics 65, no. 1 (2015): 194-211.

 

 

 

 

Santiago de Compostela (Romanesque)

 

Abou-El-Haj, Barbara. “Santiago De Compostela in the Time of Diego Gelmírez.” Gesta 36, no. 2 (1997): 165-79.

 

Mathews, Karen Rose. “Reading Romanesque Sculpture: The Iconography and Reception of the South Portal Sculpture at Santiago De Compostela.” Gesta 39, no. 1 (2000): 3-12.

 

Rückert, Claudia. “A Reconsideration of the Woman with the Skull on the Puerta De Las Platerías of Santiago De Compostela Cathedral.” Gesta 51, no. 2 (2012): 129-46.

 

 

Sainte-Chapelle of Paris (Gothic)

 

Cohen, Meredith. “An Indulgence for the Visitor: The Public at the Sainte-Chapelle of Paris.” Speculum 83, no. 4 (2008): 840-83.

 

Jordan, Alyce A. Visualizing kingship in the windows of the Sainte-Chapelle, Turnhout, Belgium:

Brepols, 2002, ch. 2.

 

 

Weiss, Daniel H. “Architectural Symbolism and the Decoration of the Ste.-Chapelle.” The Art Bulletin 77, no. 2 (1995): 308-20.

 

 

PLEASE MAKE SURE THAT YOU ARE ONLY READING THREE ARTICLES RELATED TO A MONUMENT

 

In the first part of your essay, describe each scholar’s argument succinctly and separately. (That is, do not immediately compare the arguments.) When you are considering the scholar’s main argument, consider: what new interpretations of the monument are proposed?; what type of question is the scholar trying to answer about the monument?

 

When you summarize the scholarly argument, make sure also to describe what types of evidence are used (literary, iconographic, stylistic, etc.) to support the main argument.

 

After having summarized the arguments of each scholar separately, you will then compare their arguments. Be sure to identify what similarities they share. In what ways do the three accounts seem to agree? Once you identify the similarities between the authors, discuss the differences. This will be the focus of your analysis. You might focus on a single image (or two) in your analysis in order to highlight the different interpretative positions.

 

No additional research is necessary.

 

Lastly, conclude your paper by stating which position seems most convincing to you and why (that is, explain who has presented the most convincing evidence.) Or, explain why you think the different interpretations can all be correct.. Feel free to hypothesize how one author might respond to the interpretations of other authors.

 

To summarize: three main parts of your paper:

1. Summarizing each scholar’s interpretation of the monument, describing also the types of evidence used to support their argument.

2. A comparison of the three scholarly arguments, analyzing points of agreement and disagreement between the three different interpretations.

3. A consideration of which interpretation seemed most convincing and why.

 

 

 

 

 

 

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U.S History

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  • Submitting a text entry box (Turnitin enabled)
  • Available until Jun 1 at 11:59pm

All extra credit assignments are optional.

Objectives of Extra Credit John Green:

This assignment will not be graded on the following scale.

Exceeding Credit: Student answers all the questions to one video and connects John Green’s presentation to the lessons of the week. A student must only answer questions for one video. The student demonstrates through critical written analysis their ability to identify and evaluate important concepts and place them in the context of the course. Also, student utilizes citations   (10 points)
Meeting Credit: Student answers all the questions to one video and connects John Green’s presentation to the lessons of the week. A student must only answer questions for one video. (8 points)
Approaching Credit: Student answers all the questions to one video. (5 points)

John Green 6x

John Green, popularly known as an author, has created an online history resource specifically for YouTube called Crash Course. He covers both World and U.S. History. In this class, you will watch his videos that relate to the week’s topics. You will find that there are often multiple videos for a single week of material. I expect that you will watch them all. John Green presents the current historical debate and scholarship. You will find him a welcome introduction to the formal material of the course. He is entertaining, but he is also academic. Pay attention to both, but take care that you don’t miss the latter! There will be two sets of videos a meta and a micro. The meta videos have a larger scope and question how we pick the topics we study and why we think historically the way we do. Enjoy!

Remember, there will occasionally be extra credit assignments attached to these videos. Be prepared to identify how he either supports or contradicts the other course material for formal, graded assignments.

All extra credit assignments are optional.

Objectives of Extra Credit John Green:

This assignment will be graded on the following scale.

Proficient Credit: Student answers all the questions to one video and connects John Green’s presentation to the lessons of the week. A student must only answer questions for one video. The student demonstrates through critical written analysis their ability to identify and evaluate important concepts and place them in the context of the course. (10 Points)

Competent Credit: Student answers all the questions to one video and connects John Green’s presentation to the lessons of the week. A student must only answer questions for one video. (7 points)

Novice Credit: Student answers all the questions to one video. (5 points)

War & Expansion: (US #17) (Links to an external site.)Links to an external site.

  • The compromises admitting states into the union is the equivalent to taping over holes in the bottom of a boat.  Explain the analogy.
  • How did California become a state with only having a population of 3500 in 1820?
  • How did America decide whether CA entered the Union as a free or slave state?

The Election of 1860 & the Road to Disunion: US #18Links to an external site.

  • Why did many Republicans believe that there was a conspiracy in Washington called Slave Power?
  • Why was the entrance of KA into statehood so controversial?
  • Why was the Dred Scott decision of the Supreme Court so monumentally controversial and explosive?

Battles of the Civil War: US #19 (Links to an external site.)Links to an external site.

  • All the battles of the civil war had casualties of American citizens, compared to a battle with foreign nations how would this effect American daily life?
  • From previous video #13 you learned that the south neglected several developments how did possibly effect them in the Civil War?
  • Because the battles were all over the map, how would the types of economies in the North and the South effect the results of the war?

The Civil War, Part I: US #20 (Links to an external site.)Links to an external site.

  • Why would others argue that slavery was not the main focus of the Civil War and what is the refuting argument of that?
  • Why if the North had such overwhelming advantage in resources did the war continue for four years?
  • Why was the victory of Atlanta, Georgia so important to the end of the war?

The Civil War Part 2: (US #21) (Links to an external site.)Links to an external site.

  • How did Lincoln superficially free the slaves and how did he really free the slaves?
  • How did the Civil War effect how the United States viewed itself?
  • How did the North winning the Civil War effect the future US both socially and economically?

Reconstruction and 1876: (US #22) (Links to an external site.)Links to an external site.

  • Why did reconstruction fizzle out and how did Democrat’s gain back control of the South?
  • How was Rutherford B. Hayes elected if he did not win the majority vote?
  • In the beginning how did congress try to enforce the equality of all men?

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History homework help

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1. This assorted assignment consists of primary sources – letter from soldiers on the front home and articles discussing soldiers’ everyday lives on the front.

Please choose one or two of the letters from the given link: https://worldwar1letters.wordpress.com/ (Links to an external site.) and do a write up, incorporating information from two (of the three articles on soldiers’ intimacy, food, and realities back home: BBC Maganzine – WWI Story.pdf

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and then look up to find relevant information from the period in your textbook (Sherman, and or Paxton). Use the sources (letter, magazine articles, and textbook material to discuss an aspect of soldiers’ everyday life on the front lines.

Your essay is to be three to four paragraphs long, containing some 400 words.

Please cite in-text and also in separate ‘works cited’ section at the end following, utilizing examples given (see Course Information module with details on Originality, Citation, and Format, and MLA).

 

2. View the YouTube video The Russian Revolution 1917 by Epic History TV (13 min 41 sec):

The Russian Revolution 1917 (Links to an external site.)

Is it easier to understand why there was a revolution in Russia that toppled the tsar then why the Bolsheviks came to power several months later in ta second revolution?

*200-word

3. In which ways is Bauhaus a Workshop of Modernity in Europe, and Beyond? 

Please research the topic, provide a definition of the term (movement), describe the founders and principal artists from various aspects of the world of art and architecture, and locate museums/galleries that deal with images and artifacts from the period.

Choose two diverse artifacts/structures from two different sources (museums/galleries, from the links below, or your own choice), and present a report in about 500 words, using the general historic questions/answers. Include two images of your artifacts/structures (and sources of those images) in your report.

Start with this video – The Bauhaus Turns 100 (4 min 29 sec): The Bauhaus movement turns 100 | Modern Art | Showcase

Visit the Bauhaus-Dessau Museum: https://www.bauhaus-dessau.de/en/architecture/bauhaus-museum-dessau.html (Links to an external site.)

Check out to see if there is anything in NYC that addresses this period (yes, there is, plenty)!

Please use and cite (in-text citations and have a work cited section) our textbook, the Bauahus-Dessau Museum, and your two different locations (museums/galleries of your choice) that deal with the two artifacts which you will contrast and compare to answer the question of In which ways is Bauhaus a Workshop of Modernity in Europe, and Beyond?

4. Post your 200 word post commenting on the video and the issues raised by SundayMidnight, 11:59pm.

You are encouraged to use your textbook and reputable online resources, but you must give your answers in your own words. Do give reference to your source (book, article, web link), as this is how you will showcase your scholarly research, but don’t copy the content – we will check it out ourselves. And, remember, this is a history course, so always give the date/period for the historical issue you are discussing. Thanks.

***

How might one argue that World War II stemmed directly from World War I and the Great Depression?

Please watch the YouTube video “Between WWI and WWII – 1918-1939: The Three Faces of Evil, part 2” (31 min)

Between WWI and WWII | 1918 1939 | The Three Faces of Evil | Army in Action | part 2 | Doc

Take a look at this video lesson “AP European History: Europe in the 1920s” (8 min 20 sec)

Europe in the 1920s: AP European History

5. Discuss Women in War against Nazism (examples Georgina Landemare and Sophie Scholl, and one you discovered). In which ways is Elizabeth Hawes’s experience the same/different (Doc. 24.2 in Sherman)?

Visit the Imperial War Museum in London https://www.iwm.org.uk/ (Links to an external site.) and specifically the IWM Churchill War Rooms and the sub-link Gerogina Landemare: the Chef who cooked for Winston Churchill: https://www.iwm.org.uk/history/the-chef-who-cooked-for-winston-churchill (Links to an external site.)

and then the National World War II Museum in New Orleans: https://www.nationalww2museum.org (Links to an external site.) and specifically Sophie Scholl and the White Rose  https://www.nationalww2museum.org/war/articles/sophie-scholl-and-white-rose (Links to an external site.)

Add one more woman (women) based on your research on the topic, from Europe or the USA (tip: there are some in the two museums above). Please use other links from the IWM and NW2M  museums as you engage in your discussin, as well as other relevant sources that address the discussion question.

(200 WORDS)

6. What were the issues of the 1968 student protests in Europe, esp. West Germany?

Watch the excerpts of the DW video on YouTube-1968 Student Protests and the German Nazi PastBerlin's 1968 student protests and Germany's Nazi past | DW English

Look at the DW online resources to further explore the issue, and related content : https://www.dw.com/en/1968-the-year-of-cultural-revolution-in-postwar-germany/a-43643818

(200 WORDS)

7. What does the group of UN Human Rights experts want from Spain? Is Spain adhering to this call today?

Please read the Proposal (see link), and then watch the video link on the broader issue. Incorporate events and actors from the early 1930s to the late 1970s, and then to the most recent years, including the last year.

https://news.un.org/en/story/2018/07/1015522 (Links to an external site.)

40 Years on Franco’s Ghost Still Haunts Spain

https://youtu.be/3zNEe9lTd_c

https://time.com/5684966/spain-exhume-dictator-francisco-franco/ (Links to an external site.) (view the video(s) at top of the article

 

(200 WORDS)

8. Europe in the 1990s: Disintegration in the South East and Integration in Most of the Rest

 

Please scroll over the web link, read and watch videos in sub-links:

 

https://interactive.aljazeera.com/aje/2017/the-making-and-breaking-of-europe/1990s.html#two1990 (Links to an external site.)

 

and then move on to the following material on the Break up of Yugoslavia (16 min 49 sec):

 

The Breakup of Yugoslavia

and connect the discussion with the effects of the Ex-Yu on the rest of Europe, and comment on other processes of integration in most of the rest of Europe.

(200 WORDS)

9. For this Assorted Assignment I will ask you to go over the following links and discuss the context of the Demise of the British Empire, and effects of Decolonization on both the British and newly Independent Societies

A) Porter, Bernard. “Cutting the British Empire Down to Size.” History Today, Vol. 62. Issue. 10, Oct. 2012, 22-29.

Cutting the British Empire Down to Size.pdf

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B) Web links

http://www.inquiriesjournal.com/articles/5/decolonization-and-the-collapse-of-the-british-empire (Links to an external site.)

https://www.bbc.co.uk/history/british/modern/endofempire_overview_01.shtml (Links to an external site.)

C) Your textbook

Your essay is to be four to five paragraphs long, with a short introduction and short conclusion, containing some 600 words in total.

Please cite in-text and also in separate ‘works cited’ section at the end of your paper, utilizing examples for MLA citation (see Course Information module with details on Originality, Citation, and Format, and MLA format).

10. Fall of the Berlin Wall. Explain.

Please go over the following links and discuss the context of the Fall of the Berlin Wall:

A) Use the material “German Unification, 1989-1990” provided by Advanced Placement European History by College Board

https://apcentral.collegeboard.org/series/lesson-plans-european-history/german-reunification-1989-90?course=ap-european-history (Links to an external site.)

Use the outline/sections with objectives, background, main text, discussion questions, and exercise to formulate your narrative answering the general three questions and the overall question

– Why it Happened

– The Fall of the Wall

– Consequences

 

B) Additional source to be cited and included in the discussion in your paper:

“The Fall of the Wall: What it Meant to be there” by Timothy Garton Ash: https://www.theguardian.com/world/2014/nov/06/-sp-fall-berlin-wall-what-it-meant-to-be-there (Links to an external site.)

C-SPAN videos, text and various links dealing with the Anniversary of the Fall of the Berlin Wall: https://www.c-span.org/video/?289888-1/20th-anniversary-fall-berlin-wall (Links to an external site.)

 

Your essay is to be six to seven paragraphs, with a short introduction and short conclusion, containing some 700 words in total.

Please cite in-text and also in separate ‘works cited’ section at the end of your paper, utilizing examples for MLA citation (see Course Information module with details on Originality, Citation, and Format, and MLA format).

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History Assignment 6-1

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Read Chapters 23 and 24 and this selection from The Feminine Mystique by Betty Friedan: The Problem That Has No Name. Once all reading is complete, respond to the following:

  • How were women pressured into accepting the role of “housewife” in the post-war years?
  • What is the problem that has no name?
  • What caused the problem?
  • What solutions does Friedan suggest?

You are required to submit an initial posting (200 words minimum) that addresses the items above. You are also expected to respond to the posting of at least one other student (100 words minimum). Your response should address why you agree/disagree with their posting, support it with new evidence to bring a new perspective to the topic

http://instruct.westvalley.edu/kelly/Distance_Learning/History_17B/Readings/Friedan.htm

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Women studies

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Reread the passages about Zitkala-Ša on page 394-5 and the excerpts from Sarah Winnemucca on pages 396–401 and reflect on how Native America writers had to navigate a largely white readership in order to be published and enjoy a successful writing career. What would you suggest is the purpose of Winnemucca’s writing and how do you think the reading audience of her time might have reacted to her work? Please include at least one quotation from Winnemucca’s writing in your response of at least 250 words.

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Essay on Homegoing

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Instructions by instructor>>>>> In Homegoing, Yaa Gyasi chronicles the lineage of two sides of one family and how the Transatlantic Slave Trade impacted each branch of the family. This book gives us a fictional window into the development of the African Diaspora. In a 4 to 6 page paper, elaborate on the significance of two (2) formative eras of the African Diaspora as featured in the book (i.e. the Transatlantic Slave Trade, slavery, the perils of the Fugitive Slave Act/difficulties of being a runaway, the prison industrial complex, the Civil Rights movement, anti-colonial movements, etc.) Discuss their impact on people of African descent and how Gyasi employs these important historical moments to advance her narrative. You should use direct evidence from Homegoing as well as from at least two (2) assigned readings, or other readings from the textbook. You can also explore outside sources via the Richardson Library here:

http://www.morgan.edu/university_library/resources/databases.html

This is the only place you should use if you want to use other articles/sources.

Format + Style Guide

  • Papers should be 4-6 pages based around an argument or claim with supporting evidence from Homegoing + articles on the syllabus and/or other articles from the textbook (or from the Richardson Library databases).
  • Papers should be double-spaced and written in 12 point, Times New Roman font
  • Papers should be formatted with 1-inch margins
  • Students should be especially mindful of using proper grammar and spelling throughout the essay.
  • Students must use the most recent edition of The Chicago Manual of Style to format citations. http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html

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History

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US History

Problem 1:

Explain how events such as the Vietnam War and Watergate affected the American public’s opinion of the U.S. government.

You must complete all three parts of the assignment.

Part 1:

Read the question above and write down what you think the question is asking in your own words.(250-300 words)

Part 2:

Use an Internet search engine (such as Google, Yahoo or Bing) to find sources that would help you answer the question. Try to use the advanced search option to limit the number of results.

· You must choose four sources to complete this portion of the assignment.

· Two on Watergate

· Two on the Vietnam War

· You must have at least two different types of sources. Your sources could include a news or magazine article, a topic website, an online encyclopedia, or video.

· Submit the following information:

· What search engine did you use?

· What words did you type into the search engine to get your results?

· What sources did you choose? Provide the web address and title of each source.

· Example: http://www.biography.com/people/richard-nixon-9424076 Title: Richard Nixon Biography

Part 3:

Choose one Vietnam War and one Watergate source from Part 2 and complete the following:

· Write two or three sentences to summarize each source.

· Write what you think the purpose of the source is and who the original audience would have been.

· Write at least one sentence explaining how the source helps you explain the way the event affected the American public’s opinion of the government.

· Choose a quote from the source that you would use as evidence to support your answer to the question.

Example of Part 3:

Summary: This source is from a newspaper article and explains how citizens reacted to the draft for the Vietnam War by burning their draft cards and protesting on college campuses.

Audience: The original audience would have been any citizen of the U.S. who read the newspaper in the 1960s.

Purpose: The purpose of the article is to explain methods that people took in the U.S. to show their dislike for the draft.

Explanation of use: This source could be used as evidence to prove that people were displaying their opinions to the government and that a percentage of people did not agree with the government’s actions regarding Vietnam.

Quote: A quote that I would use is: “Young men were burning their draft cards in front of cameras taking footage for the evening news.”

1. Choose three of the following events or actions to profile in a presentation:

· March on Washington

· Montgomery bus boycott

· Watts Riots

· Selma March

· Children’s Crusade

· Formation of Black Panthers

· Freedom Summer

· Freedom Rides

· Greensboro sit-ins

2. Summarize each event, including which of the civil rights organizations and leaders were responsible for it.

3. Explain whether each event was violent or non-violent and why.

4. Explain whether each event could be considered a success or not. Be sure to include specific details to support your claim.

5. Explain your response to the following question: Based on the outcomes of the events you chose, do you think violent or nonviolent protest strategies were more effective?

6. Organize your work into one presentation in your choice of format. Examples include a podcast, voice thread, slideshow, video, or newsletter. There are many 21st century tools available for creating and submitting these types of presentations. For more information about tools your school recommends, please visit the Web 2.0 Tools area in your course or contact your instructor.

Problem 2

Answer the following questions in a complete paragraph of your own words. (200 words)

What advances did the Women’s Rights Movement make in the 1960s and 1970s? How was the movement similar to those of the Mexican Americans and Native Americans?

Problem 3

This “Causes-Course-Consequences,” or CCC, chart is another excellent way to summarize important information from history. In it, you identify the cause or causes of a particular event and what happened during the event, called the “course.” Then you identify the outcomes, or “consequences,” of the event. It will help you remember the significance of many historical events and help establish connections between them.

Part 1: Complete the following chart by using information from the lesson and putting it into your own words.

· two must be political events

· two must be economic events

· two must be social events

· two events of your choice

One example appears for you.

Event Name Type of Event Causes Course Consequences
1980 Election This was a political event because it caused a change in the government. Americans wanted a firm, patriotic leader who had a plan to fix the economic problems carrying over from the 1970s. Jimmy Carter was running for reelection, and Americans overall were very unhappy with his leadership. Ronald Reagan emerged as his challenger, a former actor with great public skills and a plan. They elected Ronald Reagan in 1980 who had a controversial plan for fixing the U.S. economy, later dubbed “Reaganomics.”
Compact Disc        
We Are the World 1985        
Mariel Boatlift        
“Just Say No”        
AIDs Quilt        
Challenger Explosion

 

        
Chernobyl

 

        

Part 2: Answer the following questions in a complete paragraph of your own words.

1. Do you think President Ronald Reagan’s policies had a positive or negative effect on the country overall? Explain your response.

2. What do you think was the most significant event of the 1980s and why?

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Chinese art history paper

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Recommended length: 5-7 pages double-spaced.

Topic: Zhang Zeduan’s Going Upriver at the Qingming Festival.

You are at liberty to approach the topic in any way you like.

The comments and questions below are meant only to suggest some possibilities.

You might for instance discuss the way Zhang uses the handscroll format—a form of picture which cannot be taken in at a single glance but instead is read, more or less like a book, two or three feet at a time, moving from right to left. You know a variety of examples already: Admonitions of the Instructress to the Palace Ladies, in which pictures alternate with moralizing texts; The Goddess of the Luo River, which might be said to illustrate a well-known story. Two further examples you will see shortly are Xia Gui’s Twelve Views from a Thatched Cottage, in which landscape views are complemented by phrases supplied in the handwriting of an emperor, and Chen Rong’s Nine Dragons, which does not depend on a text but which probably does count on our knowing something about the painter.

How does a painter cope with a format that is continuous? Particularly if he is not punctuating it with texts? As we move from right to left through Going Upriver at the Qingming Festival, are we moving steadily through space? Are we moving steadily through time?

A novelist is a failure if his readers are too bored to turn the page. How does Zhang Zeduan keep his viewers unrolling his picture?

Is the picture self-contained? Does it depend on a text or any external source of information? What is the subject of the picture? Is the scroll complete? (Look at the late copy that is displayed next to it)

Why was the painting done? Who was the audience for it? What are the painter’s aims likely to have been?

The reading by Gernet (week 6) bears on the content of the painting. The article by Mote (week 9) has interesting things to say about another city.

NOTE A facsimile of the Qingming Festival scroll will be available for study in the East Asia Library. Ask the circulation desk for access. In the present PDF the review images following page 3 are slices from the scroll. You should use them only as a reference when you’re revising your paper. You must study the facsimile in order to understand the whole composition.

A note on the documentation of the Qingming Festival scroll

In its present condition—a concluding section may have been lost—the painting is untitled and unsigned. The identification of the city as Huizong’s capital Bianjing (modern Kaifeng) is based on written descriptions of Bianjing (passages from them are translated in Jacques Gernet’s Daily Life in China on the Eve of the Mongol Invasion): the evidence is circumstantial but persuasive. The attribution to Zhang Zeduan is made in the earliest of the many inscriptions added at the end of the scroll, a colophon dated 1186. Since this colophon is our only external source of information about Zhang, I transcribe it in full (this translation and the next come from Roderick Whitfield’s 1965 Princeton dissertation on the painting):

“Zhang Zeduan of the Hanlin Academy, zi Zhengdao, was a native of

Dongwu. When he was young he read books and came to study at the capital. Later

he practised painting, taking special pleasure in boats, carts, markets, bridges, city walls, and streets. He became one of the masters. According to Mr. Xiang’s Pinglun tuhua ji, Regatta on the West Lake at Hangzhou and Going Upriver at the Qingming Festival belong

to the divine class; collectors should treasure them.

“On the day after Qingming in the year bingwu of the Dading period [1186], written by Zhang Zhu of Yanshan.”

The title Going Upriver at the Qingming Festival is taken from this colophon because it seems to fit the subject matter of the painting. The next few colophons are poems; then comes one which reads:

“On the right is the handscroll painted by the Hanlin scholar Zhang Zeduan of the former Song dynasty, entitled Going Upriver at the Qingming Festival. In the Dading period [1161-1190] of the Jin dynasty, Zhang Zhu of Yanshan in his colophon said that this was the one mentioned for selection in the divine class in Mr. Xiang’s Pinglun tuhua ji. Now I, Zhun, in the year xinmao [1351] of the Zhizheng period [1341-1368], having lived a long time in Ji, and having often sought out famous paintings of ancient and modern times in order to refresh my ears and eyes, it happened that someone showed me this painting. He said that the painting had at first been in the Yuan [1279-1368] imperial collection and then was taken by an official mounter, who substituted a copy and sold the original to a high official named so-and-so. The latter afterwards went as prefect to Zhending, when the person in charge of his collection once more stole it and sold it to a Mr. Chen of Wulin. Some years after Chen had obtained it, he was somewhat sorely pressed on account of other matters and, hearing that the prefect was about to return, feared a speedy retaliation and thought he had best sell it to some scholar or gentleman. I heard this and emptied my purse to buy it, since paintings were my passion during my whole life. In front of the scroll there was a title by Huizong and following it several poems by scholars of the late Jin period [1126-1234], with a number of private seals after the poems.

“The compositional arrangement, the distinction of distance and height in the city walls, the markets, the bridges, houses and cottages, as well as the distinction in size and importance of grass, trees, horses, oxen, donkeys, and camels, some standing still and some walking, the coming and going of boats and carts, all these are shown in their complete characters, yet no one could enumerate them all. This is a vast view of Bianjing in the time of its prosperity. After the Zhu-Liang [907-921] its decay was extreme. But with the nurturing of the emperors of the Song for a hundred years, it began to reach the climax of prosperity. The efforts of its ministers, the prosperity and increase of its people, the refinement of its customs can be imagined in all their variety from this painting. I know that the intent of the painter was by looking at that period to proclaim it to later ages. Or if not, then he was aware of the danger of the time and thought to exhaust his skill in order to distinguish himself from the mass of historians.

“He exerted his skill to the utmost, not omitting a single hair. How could this be the accomplishment of a morning and an evening? The trouble bestowed on it must have been great. Then He, Cai, and his son You ruled the country with villainous power, causing the people to suffer. The barbarians were strong and proud, and the calamities suffered by Bian cannot bear to be spoken of. When I think that at a time when this painting had only just been completed, the old peaceful state of things up to then suddenly became mist and weeds, I cannot overcome my emotions. At that time the treasures and precious objects from inside and outside the city were almost completely destroyed, only this painting alone survived the dangers to the present day, having come through two hundred years without serious damage. Was not this intended by fate? After the sack that part of the country was for a long time not under Han [i.e. Chinese] rule and was affected by war and struggles. If one wished to seek what this painting imitated in art, there would be nowhere to find it. Alas! although the decay or rise of cities is linked with the workings of fate, yet the unwisdom of men’s plans in each case is also a cause. That the cry of the cuckoo was heard at the Tianjin bridge, that the Zongning [1101-1107] and Xuanhe [1119-1126] periods suffered under cruel rule, was not this begun in the tragic mistakes of the great ministers of the Xining [1068-1078] and Yuanfang [1078-1086] periods? There must also be someone to bear the blame that things went so far that Bian was conquered and never rose again.

“Now all under heaven is united, the capital of former times enjoys the imperial blessing and its people and wealth should be no less than then. Unfortunately I have not been able to visit its site in order to gaze on its prosperity, therefore I take pleasure in the skill of brush and ink in this handscroll and have because of this shown my emotions in words. On the fifteenth day of the ninth month of the year renchen [1352] of the Zhizheng period, Yang Zhun, a sushih of Yuhua in Xichang, made this colophon.”

Among other things, this colophon tells us that in 1352 the painting carried a title written by Huizong. If this information is correct (if the handwriting was really Huizong’s), then it would assure us that the painting once belonged to Huizong, and thus that it could not have been done as an exercise in nostalgia after his reign. Chinese viewers look at the painting nostalgically to this day, but if it was painted in Huizong’s reign, before the fall of Kaifeng, nostalgia was not the mood of the painter or his patron; it is instead the mood of this colophon, written 250 years later, and of the many still later colophons.

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History homework help

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If there is one important lesson you can learn as social scientists it is this: historical events never appear in isolation, but instead, are connected to previous events. In this Assignment you will develop a 6-point timeline that shows how the counterculture movements and issues of equality were intertwined to define the 1960s. Give the timeline a descriptive title. Use footnotes or endnotes to fully describe the reason for including each item.

Submitting your Timeline

Save your timeline in a location and with a name that you will remember. When you are ready to submit it, click on the Dropbox and complete the steps below:

  • Click the link that says “Submit an Assignment.”
  • In the “Submit to Basket” menu, select Unit 6: Assignment.
  • In the “Comments” field, include at least the title of your timeline.
  • Click the “Add Attachments” button.
  • Follow the steps listed to attach your timeline.
  • To view your graded work, come back to the Dropbox or go to the Gradebook after your instructor has evaluated it.

Make sure that you save a copy of your submitted assignment

ID: SS211-06-09-A

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