Writing Assignment

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Instructions–  In this assignment, you are to read and analyze the documents provided in the two links below. Using no more than 12-point font and between 600 and 900 words, provide your analysis by addressing the questions below. [The purpose of the assignment is to analyze primary documents; therefore, citations are unnecessary and the use of outside sources (internet, reference, books and articles, etc.) is prohibited.  Furthermore, using direct quotes from the documents does not indicate any analysis and should be avoided.] 

Compare and contrast the Virginia and New Jersey plans presented at the Constitutional Convention. Consider the following:

1) What are the structural differences in the plans?  Address the following items for each plan:
a) number of branches of government; b) number of houses in the Congress of each plan; c) congressional members chosen by whom; 
d) length of terms of service for the legislative branch 

2) Are there differences in congressional representation in the plans? Address the following issues:
a) the basis of determining a state’s members; b) votes by states in Congress

3) Do congressional powers differ in the plans?  Discuss the following areas:
a) some varying specific powers enumerated in the plans; b) any powers specifically denied;
c) the relationship between the new federal government and the states

4) Does the executive branch differ in the plans?  Address the following areas for each plan:
a) composition of the executive branch; b) selection of the executive branch;
c) powers provided to the executive

5) How is the judicial branch composed in each plan?  Discuss the following issues:
a) the supreme court composed and chosen how; b) the design and selection of any additional courts

6) In your opinion, which of the two plans provides more power to the new federal government? Explain why specifically.

___________________________________

Documents

The Virginia plan–Read only Randolph’s 19 propositions. (They start about halfway down the page)

Madison Debates–June 13

  • The New Jersey plan–Read only Mr. Patterson’s 9 resolutions.

Madison Debates–June 15

 

 

Writing Assignment Scoring Rubric

90-100—completely and cogently answered the question 
    -answers all parts of the question presented in a thorough manner
    -provides specific examples from the presented materials
    -provides compelling support for any perspectives presented
    -uses proper English and is free of stylistic and semantic errors
    

70-89—completely or partially answered the question 
    -answers all or most parts of the question presented in a thorough manner
    -provides some or few specific examples from the presented materials
    -provides some or superficial support for any perspectives presented
    -uses mostly proper English but may have some stylistic and/or semantic errors
    

69 or less—partially answered the question 
    -answers some parts of the question presented
    -provides few or no specific examples from the presented materials
    -provides no support for any perspectives presented
    -does not use proper English and includes stylistic and/or semantic errors

    –includes questionable and/or suspicious use of outside sources

Last modified: Wednesday, December 11, 2013, 9:30 AM

ART Essay Questions

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Essay Questions for Test 3

Three of these questions will be on the examination and will be worth 3 points each. Other test questions may be devised from these questions, so it would be to your advantage to have completed, beforehand, critical thinking answers to these comprehensive and analytical questions about these works of art.

Your essay answer should be at least three or more sentences. Answers should be paraphrased in your own words, not plagiarized from the text. If you plagiarize the author’s words, your answer will be critically penalized.

Read the information about each image for an understanding of its significance in relationship to the question posed. You may also express your own opinion as in a comparison or contrast to the textbook information, as long as you have comprehended and addressed the information from the text.

Chapter 11 – Social Protest / Affirmation

1. How do these images help to change the knowledge and understanding of oppressive action against people in history? Also, where and how are people being oppressed currently today in the world?

John Heartfield Lewis Hine
Kara Walker

Chapter 12 – The Body

Goering the Executioner
Leo, 48 inches High, 8 Years Old, Picks Up Bobbins at 15¢ a Day
“They Waz Nice White Folks While They Lasted” (Says One Gal to Another)

(11.6) (11.12) (11.19)

2. How does Mori’s works of art address the meaning of the question – What is “self”? Do you agree or disagree with her meaning about messages and identity in popular culture? Also, what might your reflection be about your self-identity?

Mariko Mori Star Doll (12.13) Mariko Mori Birth of a Star

Chapter 13 – Race, Gender and Class

3. Why did Luna present himself as an artifact? Also, why might Luna want viewers to question history and museums? James Luna The Artifact Piece (13.6)

 

Chapter 14 – Nature, Knowledge and Technology

2

4. Discuss how Paik’s works of art relate to our everyday life? Also, what might his message be to you, as a viewer, about this medium – the television.

Nam June Paik Megatron (14.36)

Chapter 15 – Entertainment

5. Describe the differences in method/technique between traditional animation, claymation and computer animation.

Walt Disney Nick Park Hayao Miyazaki

Snow White and the Seven Dwarfs
The Wrong Trousers
Spirited Away (15.32)

 

 THIS IS THE LINKE FOR THE Essay Images & Image IDs http://visualartnotes.com/attachments/File/Southwestern/SWC-Test_3-Images.pdf

 

Assignment 1: Essay

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Assignment 1: Essay
Due Week 4 and worth 100 points

Choose one (1) of the three (3) reading selections from the list of topic choices below. The focus is on brief but important primary source material written by major authors. Read the selections  as identified with each topic below. Write a three to four (3-4) paragraph essay (250 words minimum) which analyzes the “surprise ending” of the reading selection. 

Topic Choices

  • Reading selection from Descartes’ Discourse on the Method (Part IV). Descartes begins with a  proof of one basic conclusion and ends with a proof of something much grander. Remember to focus on the surprise and point of realization, not the details of the philosophical argument. Read Part IV of the Discourse on the Method located at http://www.earlymoderntexts.com/authors/descartes.html. This is only four or five (4 or 5) pages of the larger work.
     
  • Reading selection of Swift’s A Modest Proposal. It is essential to recognize the genre of this work, as discussed in our class text, which you should consult and cite. Swift promotes a radical solution, but subtle options are mentioned. You are looking for surprise and a point of realization. Read and focus on A Modest Proposal located at http://www.victorianweb.org/previctorian/swift/modest.html. 
  • Two (2) reading selections from Voltaire’s Candide. Consider how these readings start and end in terms of the action and the beliefs. You are looking for surprise and a point of realization. These selections can be found on pp. 834-835 in the textbook. In addition, consult the class text at pp. 815-817.

For the reading selection you choose:

  1. Clearly state in your own words the “surprise ending” in the reading you selected. Clearly identify the point in the reading when you realized that there were elements in the reading that surprised you. Not all of the surprises come at the end.
  2. Evaluate how successful the author was in convincing you to accept the validity of the “surprise ending” that was different from what you expected. 

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the course shell for reference)
  • Include a cover page containing the tile of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
  • Use the source(s) identified above for the topic you choose, focusing on the main primary source of that author. You may use additional sources also if they are of good academic quality for college papers (Wikipedia and similar websites do not qualify). Use proper APA style in-text citing and also a matching APA style References list at the end.  

The specific course learning outcomes associated with this assignment are:

  • Explain how key social, cultural, and artistic contributions contribute to historical changes.
  • Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 
  • Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions. 
  • Identify major historical developments in world cultures from the Renaissance to the contemporary period. 
  • Use technology and information resources to research issues in the study of world cultures.
  • Write clearly and concisely about world cultures using proper writing mechanics.

Assignment 2: Brochure, Newsletter, or Presentation on a Religion

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Select one (1) of the religions we have studied with which you were least familiar before you started the course. Create a four to six (4-6) page brochure, newsletter, or presentation in which you focus on one of the significant ways that the beliefs and practices of the religion are demonstrated today: festivals OR meditation OR rites of passage.

 

Create a four to six (4-6) page brochure, newsletter, or presentation in which you:

1. Provide a brief overview of the religion you selected that includes:

  1. a description of the central beliefs of the religion.
  2. a description of the sacred text(s) of the religion.
  3. the origin of the religion, including key figures associated with the religion, if applicable.

2. Choose one (1) of the following examples of how the religious beliefs are demonstrated today:

  1. Major festivals (i.e. Easter Procession, Diwali).
  2. Forms of meditation (i.e. prayer, yoga).
  3. Rites of passage (i.e. marriage, funerals).

3. Describe the festival OR meditation OR rites of passage:

  1. Identify the country or countries where practiced.
  2. Identify the participants and their roles.
  3. Explain how the practice is rooted in the beliefs of the religion.
  4. Identify whether any sacred texts are associated with the practice and if so, explain how the text is used as part of this practice.

4. Write an “About the Author” section in the brochure, newsletter, or presentation that includes:

  1. a brief statement about why you choose this religion and practice for your brochure.
  2. a brief statement of an aspect of the practice that is intriguing to you.
  3. a brief statement about whether you have had the opportunity to personally observe the practice; if not, whether you would like to have this opportunity, and explain why or why not.

5. Include five to eight (5-8) relevant images.

6. Format your text and images to make the information engaging, attractive, and easy to read.

7. Use at least three (3) quality resources. Note: Wikipedia and similar websites do not count as quality resources.

8. Write clearly and coherently using correct grammar, punctuation, spelling, and mechanics.

 

The specific course learning outcomes associated with this assignment are:

  • Analyze the similarities and differences in the primary beliefs held by major religious traditions and the cultures in which these religions evolved.
  • Describe the varieties of religious experience and practice in a wide range of cultures.
  • Recognize how daily life within various religions and current affairs are influenced by religion.
  • Develop written pieces that demonstrate an analysis of a topic relevant to the course.
  • Use technology and information resources to research issues in religion.
  • Write clearly and concisely about world religions using proper writing mechanics.

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You likely noticed that during the three hundred years covered in this week’s study that religious art remained quite important just as it had been in earlier “art ages.” There were monumental changes, however, in the way the religious subjects were depic

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You likely noticed that during the three hundred years covered in this week’s study that religious art remained quite important just as it had been in earlier “art ages.” There were monumental changes, however, in the way the religious subjects were depicted.

Use the textbook and/or online sources to locate and capture three works of religious art. All three pieces should be dealing with the same subject matter— for example, the Crucifixion, mother and child, or the Last Supper. Capture one image from each:

  • the Early Renaissance period
  • the High Renaissance period
  • the Baroque period

Your works of art must either be all paintings or all sculptures. (Do not use the three David sculptures from Assignment 1 as your comparisons.)

Place these images in a Word document. Then do the following:

  1. Identify each image with the following information:
    1. Name of the artist
    2. Title of the work
    3. Date of the work
    4. Medium/materials used to create the work
    5. Current location
  2. In a well-developed paragraph (4–6 sentences) for each:
    1. One to two important historical facts about each piece.
    2. Based on your personal observations, describe and analyze how the artist has used at least one of the artistic elements, such as color, composition, or use of light.  You should focus on the same element for all 3 works.
  3. In a 6–10-sentence concluding paragraph(s) discuss specifically how religious art has changed compared to each period and geographical region, and what may have been influencing factors behind these changes.
    1. How has religious art changed compared to each, based on your observations as to how each artist used the art element you have focused on exploring?
    2. What events in history may have been influencing factors behind these changes, and why? 
    3. Offer a citation of your sources for each image and the information provided as appropriate.

Citing specific evidence from Hitler’s Mein Kampf (not from the textbook), what were some of the main features of Hitler’s ideology about the “folkish” state?

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Follow everything on this website and use the links on the website to answer the question this is a analyisis not a research paper

DON’T USE ANY OTHER WEBSITE BUT THE ONE I JUST GAVE YOU!

 

http://www.ctevans.net/Nvcc/HIS102/Assignments/Hitler.html

 

 FOLLOW THIS RUBRIC:

Item & Description

Point Value

Points Earned + Specific comments for each item

Thesis/Introduction ~ Clear thesis (sentence 1) which specifically addresses all parts of the assignment question.

5

 

Analysis ~ Development of each of the thesis points. Analysis is detailed, understandable and accurate.

15

 

Evidence~ Citation of specific historical events/developments to support analysis. This is usually in the form of direct quotes from the referenced source.

15

 

Explanation ~ Proper organization for the paragraph with correct English style and grammar usage.

10

 

Conclusion ~ Short summation (one sentence) of the paragraph.

5

 

Feedback to Learner:  Total score =  _____ /  50

 

You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly

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You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In the Northern Europe, however, depiction of the human form remained rooted in the Middle Ages and remained somewhat stylized.

Use the textbook and/or online sources to locate and capture three works of art.

  • one from the Early Renaissance (fourteenth century, 1300–1399)
  • one from the Northern European Renaissance (fifteenth century, 1400–1499)
  • one from the Italian Renaissance (fifteenth century, 1400–1499)   

Your works of art must either be all paintings or all sculptures.

Place these images in a Word document. Then do the following:

  1. For each image identify:

    • The artist
    • Title of the work of art
    • The date(s) it was created
    • The medium or materials used to create the work of art, such as oil paint, marble, etc.
    • Where the work is located now.

  2. In a well-developed paragraph (4–6 sentences) provide at least two important historical facts about each piece that makes the piece important to the history of art.
  3. In another well-developed paragraph (4–6 sentences) based on your personal observations, describe how the artist had depicted the human figure.
  4. In a 6–10-sentence concluding paragraph(s):
    • Compare and contrast how the depiction of the human figure has changed. Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
    • Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes. 
    • Offer a citation of your sources for each image and the information provided as appropriate.

FRUSTRATIONS OF PROGRESS;CHAOSAND COMPLEXITY

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FRUSTRATIONS OF PROGRESS;CHAOSAND COMPLEXITY

 

1. Which of the following did reformers first try to end in the slave industry?

 

 

2. The term quantum mechanics refers to the study of

 

 

3. The greatest extension of the frontier of food production in the 1800s occurred in what areas?
 
 
4. Quinine was essential for the expansion of imperial powers because of its

 

5. One of the consequences of rapid urbanization and the creation of enormous cities has been

 

 

6. Which of the following was not an innovation that came about due to militarization in the 1800s?

 

 

7. Many of Henri Bergson’s followers were made hopeful by his writings because he argued that

 

 

8. Comte de Gobineau, a French anthropologist, argued that human beings

 

 
9. The San hunters of southern Africa weren’t overwhelmed during the nineteenth century because they

 

 

10. According to the work of anthropologist Franz Boas,

 

 
11. The Suez Canal, built in 1869 largely by French engineers and French capital, was significant because it

 

 
12. The purpose of Commodore Perry’s mission to Japan in 1853 was to

 

 

13. A primary cause for the development of time standards for the entire globe was

 

 

14. During the nineteenth century, which of the following countries experienced a decrease in industrial production?

 

 
 
15. The main goal of the Habsburg Empire in World War I was

 

 
16. Hydroelectric power requires
 

17. The Helsinki Agreement of 1975 pledged its signers to recognize

 

 

18. With regards to the mining and agriculture industry, in the nineteenth century, which of the following statements is false?

 

 

19. Most of those who fear globalization worry that it will lead to

 

 

20. Even greater than their use for human food, fish are a vital source of

Assignment 3: Cultural Activity Report

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As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience.   Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 112 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 111. For instance, one might go to the same museum as done for HUM 111, but this HUM 112 report will focus on entirely different works and displays. 

  1. Visit a museum or gallery exhibition or attend a theater, dance, or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this. 
  2. Write a two to three (2-3) page report (500-750 words) that describes your experience.
    • Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
    • Provide specific information and a description of at least two (2) pieces.
    • Provide a summary of the event and describe your overall reaction after attending the event.
    • Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text. 

Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town / state or zip code) for a good activity in your general area. 

Visiting a Museum 

  • It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
  • If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
  • Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums. 
  • Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
  • Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
  • The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two or three (2 or 3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums have benches where you can sit and study a particular piece.
  • If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?  

Attending a Performance

  • Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement. 
  • Try to do a quality performance that fits the class subject matter well. Sorry—but this is not for pop music or rock music, rap, country music, gospel music, comedy routines, your kid’s dance recital, your international friend’s wedding, high school plays, renaissance fairs, etc. Instead, think of college level or professional recitals, string quartets, symphony orchestras, opera, jazz, some stage dramas, etc. 

  • Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
  • Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
  • Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
  • Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off. 
  • Most long musical performances have at least one (1) intermission. If the lights start blinking, it is the sign that the performance is about to begin. 
  • Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.  

Note: If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options. If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.  

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the course shell for reference)
  • Include a cover page containing the tile of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 
  • Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
  • Use technology and information resources to research issues in the study of world cultures.
  • Write clearly and concisely about world cultures using proper writing mechanics