History

Question 2: The Function of Art ObjectsSome of the art objects created by the cultures surveyed this week served functional roles in their society. Using your course textbook locate three such objects, one each from the following: Islamic, Asian (Chinese or Japanese), and African. First, completely identify each object you would like to discuss by listing its name, date, and location. In a minimum of 2 well-developed paragraphs discuss: What was the function of each object at the time of its creation? What historical events or social or cultural influences affected the creation of each work? How do the visual characteristics of each object contribute to or enhance our understanding of its meaning? Be sure to explain your ideas clearly and support them by discussing specific details about each work. Respond to both questions as thoroughly as possible, making sure to use information from the readings and the lectures. All responses should be in complete sentence form, using proper spelling and grammar.

Is there a topic you wish we had time to cover in greater depth, or something we haven’t had a chance to cover at all? This is your chance to dig deeper! This could be about movies, sports, fashion, art, anything, as long as you frame it through the lens of “why does this matter?” For this assignment, choose a person, topic, or event and write 250 words to answer your most burning questions. Your response must be based on at least three reputable sources, and include an annotated bibliography. Your annotated bibliography must include a 1-2 sentence statement for each source describing why you chose it and why you believe the source is trustworthy. (There are many helpful guides to writing an annotated bibliography like this one  (Links to an external site.). For this assignment your explanations do not need to be full paragraphs, just 1-2 sentence short explanations).

400-750 words in length essay format sources cited address all the questions presented Student’s writing is clear and makes a strong connection to the reading, and should support findings and opinions. Discussion Essays incorporate any vocabulary for the week, concepts, and themes presented in the readings. Questions to consider for your Discussion Essay What are the symbols of America? When you think of American Indians, what images or words come to mind? How does where you are from the influence the way you think about American Indians? Who or what first taught you about American Indians, and what did you learn? Discussion Question: Based on this week’s reading, what has been the impact of marginalizing or overlooking stories of Indigenous American peoples? What can be done to change the narrative and create a broader, more inclusive history of America?

This case considers the impact of the modern idea of a race on European societies from its emergence in the late eighteenth century to the present day. It is divided into three parts:  •        What is race? Part one examines the writings of the main theorists of race and assesses the role of racial determinism in the transformation of the educational, political and other spheres of European social life, from the care of the body through physical education to racial discrimination, i.e., social exclusion on the basis of race;  •        What are the origins of racial hatred as it applies to the Jewish experience in Europe? Part two explores the origins of antisemitism and examines its culmination in Nazi ideology and the Holocaust.  •        How has the international community tried to eliminate racial hatred and racial discrimination after the Second World War and how effective has it been? Part three concludes the case study by examining racial prejudice in contemporary Europe in the post-World War Two context of international legislation for the elimination of racial discrimination. Preliminary reading list  BANTON, M.: Racial Theories, Cambridge: Cambridge University Press, 1990 (1987) BANTON, M.: Racial Consciousness, London: Longman, 1988 BIDDISS, M. D.: Father of Racist Ideology: The Social and Political Thought of Count Gobineau, London: Weidenfeld & Nicolson, 1970 BULMER, B. and SOLOMONS, J.: Racism, Oxford Readers, Oxford: OUP, 1999. HUMAN RIGHTS FACT SHEET No.12: The Committee on the Elimination of racial discrimination, Geneva: United Nations, 1992 KERSHAW, I: The Nazi Dictatorship, 2nd and, 1989 MACMASTER, NEIL: Racism in Europe, Houndmills: Palgrave, 2001. MODOOD, T. et al.(eds.): Multiculturalism, Muslims and Citizenship: A European Approach, London: Routledge, 2006 MOSSE, G.L.: Confronting the Nation: Jewish and Western Nationalism, Hanover NH, Brandeis University Press, 1993 MOSSE, G.L.’Racism and nationalism’, Nations and Nationalism, 1 / 2 July 1995 POLIAKOV, L: The Aryan Myth, Basic Books, 1974 REX,J.: Race and Ethnicity, Milton Keynes: Open University Press, 1986, ch.2 SMITH, A.D.: Nationalism in the Twentieth Century, Martin Robertson, 1979, ch.3 (ch.4 is also relevant) VAN DEN BERGHE, P.: Race and Racism, John Wiley 1967.    Post-War European cases BANTON, MICHAEL (1994): ‘Modelling ethnic and national relations’ Ethnic and Racial Studies, vol. 17, no.1, Jan 1994 BANTON, MICHAEL. Promoting Racial Harmony, Cambridge, Cambridge University  Press,1985 (esp. Chs.1,2,3) BAUMAN, ZYGMUNT: ‘Europe of strangers’, Oxford University Transnational Communities Programme Working Paper.http://www.transcomm.ox.ac.uk/working%20papers/bauman.pdf BULMER, B. and SOLOMONS, J.: Racism, Oxford Readers, Oxford: OUP, 1999 (includes several relevant case studies). CAMPANI, GIOVANNA (1993): ‘Immigration and racism in southern Europe: the Italian case’ Ethnic and Racial Studies, vol. 16, no.3, July 1993 Ethnic and Racial Studies: most articles in vol. 29, no. 2, March 2006 (includes articles on France and on racial Europeanization). MASON, DAVID: Race and Ethnicity in Modern Britain, Oxford: Oxford University Press, 1995 BAINBRIDGE, MARK, BURKITT, BRIAN AND MACEY, MARIE: ‘The Maastricht Treaty: exacerbating racism in Europe’, Ethnic and Racial Studies, vol. 17, no.3, July 1994 RUMFORD, CHRIS, The SAGE Handbook of European Studies, Sage, 2009 (esp. section 1 and the chapters by Duvell, (multiculturalism) and Calhoun (cosmopolitan Europe) [on order]. SILBERMAN, R. et al.: ‘Segmented assimilation in France? Discrimination in the labour market against the second generation’, Ethnic and Racial Studies, vol.30, no.1, Jan. 2007 WEBBER, JONATHAN: ‘Jews and Judaism in contemporary Europe: religion or ethnic group?’ Ethnic and Racial Studies, vol.20, no.2, April 1997 WEISS, SHEILA FAITH: Race Hygiene and National Efficiency: The Eugenics of Wilhelm Schallmayer,  Berkeley: University of California Press, 1987.

Read Chapters 1 and 2 and pay particular attention to the section called “VOICES: Dysentery (or the Bloody Flux)” in Chapter 2. Once all reading is complete, respond to the following: Explain the inherent contradiction between conditions on slave ships during the Middle Passage and the business of slave trading. Could slave traders have avoided the suffering described in this passage? 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. Do NOT submit anything as an attachment since some people cannot open certain formats.

How did the death of Harambe lead to where we are today?

Discussion Board 1: Chapter 1: The New World The European’s arrival bridged two worlds and ten-thousand years of history largely separated from each other since the closing of the Bering Strait. Both sides of the world had been transformed. And neither would ever again be the same. In response of 250 words or more provide a description of what the western hemisphere was like and how it transformed? Use three specific examples from the reading to back up your statements. You also need to include information from at least one of the primary sources. When including the primary source, you can paraphrase information or use a direct quote from the source.

Outline and discuss the main themes and strategies adopted by Italian feminists in advancing their political agenda: what did they achieve and how?

The second, major portion of the take-home final is worth 18 pts (18%) of your final grade, and it will ask you to choose one of three questions dealing with either environmentalism, human rights or globalization, and develop an answer in a common framework that includes: 1. (~400 words) – explain how (environmental movements/human rights campaigns/global institutions) developed out of events in WW2… 2. (~400 words) – explore how (env/hr/glob inst) responded to or were challenged by the politics of development, great acceleration, or innovations of the 1950s to 1970s. 3. (~200 words) – conclude by reflecting on which of these (env/hr/glob inst) events were most significant, having lasting impacts on the world today. Contrasted with an in-class “bluebook” final, a take-home final allows you more time to explore the lectures and especially the readings. Roughly the same grading rubric used for Paper 2 will be used to evaluate your take-home exam per each of the three sections in this take-home essay: 75% – Pass: response uses key terms and evidence from one lecture, but it lacks depth with extended evidence from readings. 85% – Strong Pass: response uses key terms and evidence from one or two lectures, some citations from readings including a few, originally researched (not discussed in lecture) points; but mainly it follows the key points and cited readings outlined in the lecture. 100% – Excellent: responses use key terms well, ties in arguments or evidence from multiple lectures, but also shows a deep engagement with the readings, bringing in additional evidence not previously discussed. Creative, thoughtful response with a topic sentence that outlines the sections’ main and sub-arguments.

How did the transformation of Canada from a rural to an urban society affect the lives of Canadians?