What role did warfare play in the various nineteenth-century nation-building efforts?
Must be at least 250 words
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Module/Week 4 — Social Justice and Policy Analysis
This module/week provides an overview of a broad range of policy issues which fall under the category of social justice. This term is chosen because it defines what role the government should have in caring for the poor, the sick, and the elderly—those struggling to care for themselves.
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Using these:
http://plato.stanford.edu/entries/copernicus/
http://www.keplersdiscovery.com/
http://www.pbs.org/wgbh/nova/physics/galileo-sobel.html
http://www.pbs.org/wgbh/nova/physics/newton-legacy.html
http://www.pbs.org/wgbh/nova/space/how-big-universe.html
Please select one of the prompts below and write your initial response to it. Your response needs to be at least 2 solid paragraphs and offer detail and analysis.
Lastly, I will need a response to send to three students for a question different than the prompt chosen to respond to.
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Remember there is a minimum of 350+ words for your essay. Not including the title, etc.
Ch21:
After reading the attached Lesson-7-Color-relationship.pdf explain optical color mixing (Pointillism) in relationship to George Seurat painting A Study on La Grande Jatte.
OR
After watching the video “The art historical analysis of the painting by Goya ” The Third of May” discuss the following:
1 Formal Properties
2 Subject Matter
3 Historical Context
The video link https://youtu.be/_QM-DfhrNv8
Ch22:
Using only examples from the text describe the artistic goals and development of Cubism.
OR
After watching the video “Italian Futurism: Boisterous, right-wing and prescient” explain with examples why it was revolutionary.
Video links https://youtu.be/Wp0Y8Cgbg1o
Ch23:
After watching the entire BBC documentary Picasso’s Guernica “The Power of Art”- discuss how Picasso used art as a way of documenting his feelings toward his Spanish heritage and the destruction of the small Basque town of Guernica. Does the film represent what is happening in the world today? Explain.
The video link https://youtu.be/tI4OABAP4Is
OR
After watching the video “Dali Atomicus: Phillipe Halsman & Salvador Dali’s Photography” discuss the relationship between the two Artist. How did the photograph by Philippe Halsman change portrait photography? In a world before Photoshop, it took the ingenuity of Salvador Dali and photographer Philippe Halsman—plus some deft cat-throwing—to produce this gravity-defying scene.
The video link https://youtu.be/pbi94KWIDwQ
Ch24:
After watching the video “Early Feminism / Fierce Women in Art” discuss the Guerrilla Girls and other inspirational artists. What were their goals and aspirations?
The video link https://youtu.be/zHair5dvG0s
OR
After watching the video “The Case for Minimalism” these three statements:
1 You’ve probably seen a few cubes sitting in an art gallery and questioned why they were there.
2 How could cubes be important?
3 How did we get here? This is the case for Minimalism.
4 Give examples from the video or the text.
The video link https://youtu.be/XEi0Ib-nNGo
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Based on what you read in Sadlier’s book, additional readings, class discussions, film screenings (e.g., What Is It Worth? and Cordeiros), and your visit to the “Axé Bahia” exhibit, discuss the legacy of slavery for contemporary Brazilian society, as well as efforts to combat that legacy.
– Thesis must be clear in the introduction + coherent paragraphs (aka no rambling)
– 3-4 pages (about 1200 words in the body)
– Cover page + Works Cited page
– Cite from sources provided + additional sources are okay
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Read the attached history articles and then Write a 2-3 page response paper on a topic relating to Early U.S. Empire in the Pacific Racializing the Philippines. Your argument should be something along the lines of “why did the US change their view of the Filipinos as savages or lesser human beings rather than equals the had seen prior to gaining the US territory.”
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FOCUS QUESTION
1) How did the Great Awakening challenge the religious and social structure of British North America?
The first printing press arrived in Cambridge, Massachusetts, in 1638, at the recently founded Harvard College. It is hard to imagine that this wooden machine could wield enough power to change a culture and affect the history of a place and its people. By the mid-eighteenth century, the existence of printing presses in the colonies helped inform, entertain, and bring American colonists together culturally. We live in the world of instant communication, where the written word has the ability to be dispersed to millions of people instantaneously. However, the force of shared printed materials during the colonial period, and the ideas they conveyed, cannot be underestimated. The printed word provided wide public access to very powerful ideas.
Benjamin Franklin, thought of as the founder of the Enlightenment in America, famously believed in the ability of educated men to gain understanding of the natural world through scientific observation. Via his printing presses and publishing business, Franklin himself did much to spread Enlightenment sensibilities throughout the colonies in the form of a Farmer’s Almanac. The power of the press was also put to use in service of the spread of new religious ideas, such as those espoused during America’s first “Great Awakening,” a religious movement that caught fire in the colonies, in large part due to a literate population, receptive to learning about preachers who challenged the established British churches. They learned about those preachers and their sermons because of the growing access to printed materials from multiple sources, not just the established churches
DOCUMENTS
Document 1 is a video of the operation of a seventeenth-century printing press, a replica of the first printing press in the colonies, established at Cambridge, Massachusetts, in 1638. Imagine the time and effort to make even one copy of a newspaper or pamphlet and compare that with the ease of “Tweets.”
Document 2 is from Poor Richard’s Almanack. Benjamin Franklin began publishing the almanac, under the pseudonym Richard Saunders, in 1732. By 1753, the date of the attached excerpt, nearly every household in colonial America had a copy. The humorous sayings, advice, and educational information became part of the shared experience in the colonies, due to the availability of printed materials. The fact that Benjamin Franklin was the author and publisher of these almanacs helped spread Enlightenment sensibility, reason, and values.
Document 3 is an excerpt of a sermon given by Jonathan Edwards in 1741 that was later transcribed and distributed as pamphlets, allowing the words of Edwards to reach far beyond his congregation.
INSTRUCTIONS
1) Read Chapters 4-7 of the textbook.
2) Watch the YouTube clip Document 1,
3) Analyze Document 2, Poor Richard’s Almanack
4) Analyze Document 3, Sinners in the Hands of an angry GOD
5) Answer the questions that follow by Saturday by 11:59pm. You can post your comments to other students until Sunday by 11:59pm. Review the Welcome Message for more info on discussion requirements. Be sure to label your answers.
6) The discussion should reflect your own words. I use software to detect plagiarism, so do your own work and if you use ANY information from the internet it is better to be safe than sorry, so cite it. If you use the internet for help, with few exceptions like Wikipedia.org, questionable sources can be avoided by searching on reputable websites, especially those that end in .edu, .org or .gov. All other websites should be carefully considered and the information critically evaluated and questioned.
QUESTIONS TO ANSWER IN THE DISCUSSION BOARD
1) What characterizes the Enlightenment movement of 17th and 18th century Europe and America?
2) What is the purpose of Document 1?
3) What was the purpose of Document 2?
4) What is or are the main points in Document 3?
Document 1
Seventeenth-Century-Style Printing
Peabody Museum YouTube video of a17th Century Printing Press (Links to an external site.)Links to an external site. Uploaded on July 27, 2011
“The first printing press in North America might have looked like this wooden replica. It was housed at Harvard College’s 17th-century Indian College and operated by at least one Native American, James the Printer.”
Source: Video from Peabody Museum of Archaeology & Ethnology at Harvard University, Copyright 2011
Document 2
A page from Poor Richard’s Almanack
Source: Page from Poor Richardʼs Almanack Poor Richard’s Almanac: Library of Congress
Document 3
Sinners in the Hands of an angry GOD.
DEUT. XXXII. 35.
—Their Foot shall slide in due Time —
IN this Verse is threatned the Vengeance of God on the wicked unbelieving Israelites, that were God’s visible People, and lived under Means of Grace; and that, notwithstanding all God’s wonderful Works that he had wrought towards that People, yet remained, as is expressed, ver. 28. void of Counsel, having no Understanding in them; and that, under all the Cultivations of Heaven, brought forth bitter and poisonous Fruit; as in the two Verses next preceding the Text.
The Expression that I have chosen for my Text, Their Foot shall slide in due Time; seems to imply the following Things, relating to the Punishment and Destruction that these wicked Israelites were exposed to.
That the Reason why they are not fallen already, and don’t fall now, is only that God’s appointed Time is not come. For it is said, that when that due Time, or appointed Time comes, their Foot shall slide. Then they shall be left to fall as they are inclined by their own Weight. God won’t hold them up in these slippery Places any longer, but will let them go; and then, at that very Instant, they shall fall into Destruction; as he that stands in such slippery declining Ground on the Edge of a Pit that he can’t stand alone, when he is let go he immediately falls and is lost.
Source: Edwards, Jonathan and Smolinski, Reiner , Ed., “Sinners in the Hands of an Angry God. A Sermon Preached at Enfield, July 8th, 1741.” (1741). Electronic Texts in American Studies. Paper 54. http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1053&context=etas
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1. Hoover’s presidency will be forever shadowed by the Great Depression. Is it fair to blame Hoover’s actions or inaction for the Great Depression?
Use the information below to answer the question only one paragraph 7 sentenes needed no references need to be included
· Read America’s Great Depression: www.amatecon.com/gd/gdcandc.html
· Read Digital History: Sections Why it Happened to President Hoover http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit9.pdf
The Unfinished Nation: A Concise History of the American People, 6/e Alan Brinkley, Columbia University Debating the Past Chapter Twenty-Five: The Great Depression Where Historians Disagree – Causes of the Great Depression
The Unfinished Nation: A Concise History of the American People, 6/e Alan Brinkley, Columbia University Debating the Past Chapter Twenty-Five: The Great Depression Where Historians Disagree – Causes of the Great Depression What were the causes of the Great Depression? Economists and historians have debated this question since the economic collapse began and still have not reached anything close to agreement on it. In the process, however, they have illustrated several very different theories about how a modern economy works. During the Depression itself, different groups offered interpretations of the crisis that fit comfortably with their own self-interests. Some corporate leaders claimed that the Depression was the result of a lack of “business confidence,” that businessmen were reluctant to invest because they feared government regulation and high taxes. The Hoover administrations blamed international economic forces and sought, therefore, to stabilize world currencies and debt structures. New Dealers, determined to find a domestic solution to the crisis, argued that the Depression was a crisis of “underconsumption,” that low wages and high prices had made it too difficult to buy the products of the industrial economy; and that a lack of demand had led to the economic collapse. Scholars in the years since the Great Depression have also created interpretations that fit their view of how the economy works. One of the first important postwar interpretations came from the economists Milton Friedman and Anna Schwartz, in their Monetary History of the United States (1963).
In a chapter entitled “The Great Contractions,” they argued for what has become known as the “monetary” interpretation. The Depression, they claimed, was a result of a drastic contraction of the currency (a result of mistaken decisions by the Federal Reserve Board, which raised interest rates when it should have lowered them). These deflationary measures turned an ordinary recession into the Great Depression. The monetary argument fits comfortably with the ideas that Milton Friedman, in particular, has advocated for many years: that sound monetary policy is the best way to solve economic problems–as opposed to fiscal policies, such as taxation and spending. A second, very different argument is known as the “spending” interpretation, an interpretation supported by many liberal, Keynesian economists. It is identified with, among others, the economist Peter Temin, and his book Did Monetary Forces Cause the Great Depression? (1976). Temin’s answer to his own question is “no.” The cause of the crisis was not monetary contraction (although the contraction made it worse), but a drop in investment and consumer spending, which preceded the decline in the money supply and helped to cause it. Here again, there are obvious political implications. If a decline in spending was the cause of the Depression, then the proper response was an effort to stimulate demand–raising government spending, increasing purchasing power, redistributing wealth. The New Deal never ended the Depression because it did not spend enough. World War II did end it because it pumped so much public money into the economy. Another important explanation comes from the historian Michael Bernstein.
In The Great Depression (1987) he avoids trying to explain why the economic downturn occurred and asks, instead, why it lasted so long. The reason the recession of 1929 became the Depression of the 1930s, he argues, was the timing of the collapse. The recession began as an ordinary cyclical downturn. Had it begun a few years earlier, the basic strength of the automobile and construction industries in the 1920s would have led to a reasonably speedy recovery. Had it begun a few years later, a group of newer, emerging industries would have helped produce a recovery in a reasonably short time. But the recession began in 1929, too late for the automobile and construction industries to help and too soon for emerging new industries–aviation, petrochemicals and plastics, aluminum, and others–to help, since they were still in their infancies. The political implications of this argument are less obvious than those of some other interpretations. But one possible conclusion is that if economic growth depends on the successful development of new industries to replace declining ones, then the most sensible economic policy for government is to target investment and other policies toward the growth of new economic sectors. One of the reasons World War II was so important to the long-term recovery of the U.S. economy, Bernstein’s argument suggests, was not just that it pumped money into the economy, but that much of that money contributed to developing new industries. This is, in other words, an explanation of the Depression that seems to support some of the economic ideas that became popular in the 1980s and 1990s calling for a more direct government role in stimulating the growth of new industries. In the end, however, no single explanation of the Great Depression has ever seemed adequate to most scholars. The event, the economist Robert Lucas once argued, is simply “inexplicable” by any rational calculation. There is no one, wholly persuasive answer to the question of
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QUESTION: focus on the texts dealing with “anti-Semitism”, pps. 225-37. In a 1.5-2pp paper, answer the following question: “What is anti-Semitism and how is it justified in these texts? What connection, if any, is there between anti-Semitism and Nationalism? ”
Be sure to consult the paper grading guidelines. You must have a clear thesis, and support your analysis with specific examples from the text(s).
30% Thesis- A thesis must be clear, stating your position and what you will be arguing. The thesis must come at the beginning of the essay so that your reader knows what to expect.
30% Use of Evidence- Your paper must include a minimum of FOUR specific examples from the reading that support your argument. You can either quote or paraphrase from the text, but if the latter, you must be specific enough that I know exactly which part of the text you are referring to. Your examples must also be relevant, with a clear connection to your thesis and analysis.
30% Analysis- You must have a clear thesis and support that with evidence from the text, but you must also tell me WHY and / or HOW the evidence helps demonstrate your point.
10% Organization- Is your essay divided into paragraphs with proper punctuation.
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1) Read the provided YAWP readings.
2) Review the videos provided.
https://fod-infobase-com.occc.idm.oclc.org/p_ViewVideo.aspx?xtid=58760&loid=270427
3) Read about the Great Migration on pages 548 – 550 of the US History online textbook.
4) Review the Nadir of Race PowerPoint presentation.
5) Read the Mildred Lewis Rutherford article provided.
1) Create a conversation starter about these learnings.
2) If we study history so that we don’t repeat the mistakes of the past, what do we need to learn and know from this time period?
3) Pose 3 questions from your learning to your fellow students to create further discussions.
What is your reaction to the article quoting Rutherford about the conditions of slaves? They “were the happiest set of people on the face of the globe, free from care or thought of food, clothes, home.”
For generations, many were taught erroneously that slavery was “the happiest time of the negroes’ existence. The slave was a member of the family, often a privileged member. He was the playmate, brother, exemplar, friend, and companion of the white man from cradle to grave.”
Did these beliefs and teachings lead to systemic racism and the widespread passage of the Jim Crow Laws as well as contribute to the continued racial tensions of today? Explain.
Over 100 years ago, Ida B. Wells argued that the nation needed a national remedy to cure the disease of the discriminate killing of its black citizens.
How do you see Wells’ arguments playing out today?
Name a modern-day Ida B. Wells and explain why you thought of them.
http://www.americanyawp.com/reader/18-industrial-america/ida-b-wells-barnett-lynch-law-in-america-1900/
https://fod-infobase-com.occc.idm.oclc.org/p_ViewVideo.aspx?xtid=58760&loid=270428
What else do you want to discuss about this topic?
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