Select any 2 of works of art about the Holocaust. You can select from the following list or conduct additional research on Holocaust art. Make sure to get approval from your instructor if you are selecting something not on the list. Click on the link to see the list:

Link: List of Artists/Artworks

• Morris Kestelman: Lama Sabachthani [Why Have You Forsaken Me?]
• George Mayer-Marton: Women with Boudlers
• Bill Spira: Prisoners Carrying Cement
• Jan Hartman: Death March (Czechowice-Bielsko, January 1945)
• Edgar Ainsworth: Belsen
• Leslie Cole: One of the Death Pits, Belsen. SS Guards Collecting Bodies
• Doris Zinkeisen: Human Laundry, Belsen: April 1945
• Eric Taylor: A Young Boy from Belsen Concentration Camp
• Mary Kessell: Notes from Belsen Camp
• Edith Birkin: The Death Cart – Lodz Ghetto
• Shmuel Dresner: Benjamin
• Roman Halter: Mother with Babies
• Leo Breuer: Path Between the Barracks, Gurs Camp
• Leo (Lev) Haas: Transport Arrival, Theresienstadt Ghetto
• Jacob Lipschitz: Beaten (My Brother Gedalyahu)
• Norbert Troller: Terezin
• Anselm Kiefer: Sternenfall

Write an analysis of each artwork, including the following information:

• Identify the title, artist, date completed, and medium used.
• Explain the content of the artwork – what do the images show?
• How does the artwork relate to the bigger picture of the Holocaust?
• How effective is the artwork in relating the Holocaust to viewers?

Gospel Christology Paper

Attached Files:

•  Gospel Christology Paper Grading Rubric  (27.252 KB)

Overview. The Gospels have been described as “biographical sermons” of Jesus. They are biographies in that they aim to inform the audience (whether reading or hearing) about the life and legacy of the protagonist – Jesus of Nazareth. They are sermons in that they aim not merely to inform, but also to inspire, persuade, and elicit a response. Where multiple sources of the same presentation exist, inevitably those presentations are both alike and different. Think “remake.” For example, the movie, True Grit, was originally released in 1969 with John Wayne as “Rooster” Cogburn. It was remade in 2010 with Jeff Bridges as “Rooster” Cogburn.” The story is essentially the same in both movies, but the way the story is interpreted in the two movies, and the way the central character, “Rooster” Cogburn, is portrayed, is different. That is because the directors of the two different movies paint a portrait of the central character, “Rooster” Cogburn,” so that the audiences see him through the directors’, or story-tellers’, eyes. In much the same way, the four Gospel writers tell the same story of the central character of their biography, Jesus of Nazareth; but because we see Jesus through each Gospel writer’s eyes, we see a unique portrait of him in each of the four Gospels. In scholarly parlance, we call this “portrait” of Jesus the Gospel’s Christology; that is, its understanding, and presentation, of Jesus the Christ.

Research Methodology. Your task in this assignment is to experience the Gospel writer’s portrayal of Jesus as the story unfolds before you. In doing so, it is best to read the Gospel all the way through at one time, as you would a story or short novel, rather than randomly shuffling through the story looking for particular scenes or passages or verses, the very act of which will disrupt the flow of the story and cause you to miss the Gospel writer’s portrayal of Jesus. If you prefer, you can listen to the Gospel being read on DVD or MP3. In some ways, listening to the story being read to you is preferable to reading it yourself, because the Gospels were stories written more for the ear than the eye (remember, many in the ancient world could not read, and even if they could, books were too expensive to own a personal copy). As you read or listen to your Gospel, jot down your impressions of Jesus as his portrait emerges in the story. Try to isolate the single, central Christological image or role your Gospel writer uses to describe Jesus; for example, Son of Man, Son of God, Miracle Worker, Teacher, Suffering Servant, etc. While there may be multiple Christological images employed at times in your Gospel, your task is to identify and explore the single Christological image that, as the story unfolds before you, seems to you to dominate the writer’s view of Jesus. That is to say, your paper must explore one Christological image in your Gospel, not multiple images. For example, you can defend the view that Jesus in your Gospel is portrayed as Messiah, but not as Messiah and Son of God. Those are two different Christological titles. Moreover, there is no single “right answer” for which the Instructor is looking. You can choose any Christological title you can defend from the text of your Gospel, but you must defend your choice by appeal to the text of your assigned Gospel.

Once you have isolated the Christological portrait of Jesus your Gospel writer employs, test your hypothesis against what the experts have said by comparing your Christological interpretation with the scholarly commentaries on your Gospel. Important: Do not consult the commentaries until you have read your Gospel through and come to your own conclusions about its Christology.

Finally, write a paper explaining and defending your Christological interpretation of Jesus in your Gospel. The paper must have a thesis statement in which you clearly state for the reader which Christological image of Jesus you will defend in the paper. For example, “The thesis of my paper is that Mark portrays Jesus chiefly in terms of the Son of God.” Your paper must be no more than 15 pages in length, double-spaced, and must defend the view it espouses by means of extensive and direct interaction with the Gospel story itself. For example, don’t just say, “Mark portrays Jesus as a miracle worker.” Identify and discuss the particular stories and passages in Mark’s Gospel where this portrayal is emphasized, and point out to the reader why you think this is so. While you must work chiefly with the text of your assigned Gospel, you must also consult scholarly sources, especially academic commentaries on your Gospel, as “conversation partners” with whom to test your ideas.

Evaluation. Students will be assigned a Gospel on which to work based on the first letter of their last names: A-F (Matthew), G-L (Mark), M-R (Luke), S-Z (John). The paper must be in current Turabian format, having a properly-crafted thesis statement, and be consistent with the School of Divinity Writing Guide, including a title page, contents page, section headings, and bibliography page. All sources used must be documented with appropriate and properly-formatted footnotes and bibliography (see Turabian and/or the School of Divinity Writing Guide for help with the proper formatting of footnotes and bibliography). References to the text of your Gospel may be included in the body of the paper with parenthetical citations, but all other sources must have footnotes. No Internet sources of any kind, except sources accessed through the Jerry Falwell Library, may be used without the prior approval of the instructor. See the attached Grading Rubric for specific grading criteria.

Submit your Christology Paper by 11:59 p.m. (ET) on Sunday of Module/Week 7.

Name two rulers and discuss how they use the power of art to persuade and to validate their authority. For this assignment, read the following questions first and then choose only one of the questions and write a short paper of 300-500 words in MS Word.Any use of sources must be documented in MLA style. You should only use signed sources (that is, sources that have a named author). Wikipedia should not be used as a source itself.  Read through your paper several times before you submit, revising where your prose is unclear or needs further explanation

BEFORE SUBMISSION–AND BEFORE REALLY STARTING ON THE DOING OF THIS PAPER, please make use of the following links (if trouble with any link, try this–right click and “open in new window”; sometimes an item will flash to the top or bottom of your screen or go to a downloads folder):  

1. INSTRUCTION SHEET for Assignment 3–with key details:  HIS105_Assignment 3_Instructions_Dr_Stansbury.docx    
2. WRITING GUIDE for Assignment 3:  HIS105_Writing_Guide_Assmt3.docx  
3. Outline/Template for Assignment 3:   Outline_assmt3.docx 
4. SOURCES AND TIPS for Assignment 3:   Sources and Tips for Assignment 3_HIS105.docx 
5. HOW TO SUBMIT THE ASSIGNMENT 3:  HIS105_How_to_submit_Assmt3.docx 
6. VIDEO HELP on doing Assignment  3 (if needed,right click and open in new window):      https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/956951/uiconf_id/43830551/entry_id/1_zuashtgg/embed/dynamic

America as Superpower–Confrontation in a Nuclear Age (1947-Present)

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Assignment 3: America as Superpower—Confrontation in a Nuclear Age (1947-Present)

Due Week 9 and worth 120 points

In Assignment 3, we ask you to write about America’s international superpower role for the long period since World War II to the present using a Writing Guide provided in Blackboard. Your paper must use a minimum of three sources from the list provided below.

Your first step to completing this paper is to pick your topic. Below you will find two lists—one refers to Cold War period (1947–1990) examples of confrontation and one list provides examples of confrontations occurring in the Post-Cold War period (1991–Present). Each example will involve a specific strategic concern and confrontation. Review the examples below and choose one strategic concern and one confrontation from each time period to focus on in your paper. Once you have chosen your examples, review the sources noted below.

Cold War examples—choose one strategic concern and one confrontation that illustrates that concern:

Cold War strategic concerns: Containment, Domino Theory, “MAD Doctrine”

Cold War confrontations: Berlin Airlift; Korean War; Vietnam War; Cuban Missile Crisis

Post-Cold War examples—choose one strategic concern and one confrontation that illustrates that concern:

Post-cold War strategic concerns: Terrorism, Rogue States; WMD

Post-Cold War confrontations: First Persian Gulf War; Invasion of Afghanistan; Invasion of Iraq;

Bombing of Libya (2011)

Sources: Schultz, p. 462–7, 485–8, 499–506, 535–540, 560–7. See also https://www.thoughtco.com/mutually-assured-destruction-1221190, and https://www.huffpost.com/entry/libya-intervention-daalder_n_6809756.

You may use any two (or more) of the following sources that relates to your paper.

George H. W. Bush. March 6, 1991. Address before a Joint Session of the Congress on the Cessation of the Persian Gulf Conflict. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/bushnwo.html

S. Chace. Summer, 2015. The Cuban Missile Crisis: Leadership as Disturbance, Informed by History. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=110092272&site=eds-live&scope=site

Winston Churchill. March, 1946. Iron Curtain Speech, Fulton College, Missouri. https://winstonchurchill.org/resources/speeches/1946-1963-elder-statesman/the-sinews-of-peace/

John F. Dulles. January 2, 1954. Secretary Dulles’ Strategy of Massive Retaliation. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/dulles.html

Colin Powell. February 6, 2003. Transcript of Powell’s UN Presentation. http://www.cnn.com/2003/US/02/05/sprj.irq.powell.transcript/

Your assignment must follow these formatting requirements:

• Use Strayer Writing Standards (SWS). The format is different from other formats like APA. Please take a moment to review the SWS documentation for details.
• Be typed, double spaced between lines, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow SWS format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the Sources page are not included in the required assignment page length.

The paper must be submitted (uploaded and attached) in the course shell provided online.

The specific course learning outcomes associated with this assignment are:

• Discuss the rise of the United States to a world “superpower” from 1940 to present day and how the formal international policies of government influenced the role of America as a policeman of the world.