What is your own reaction to the new modernist art of 1913? How did people in 191 react to these new modernist expressions? Can you understand their reactions? In other words, put yourself into the viewpoint of people 100 years ago looking at these new dances, costumes, music, and art.

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Week 2

Background: Why is the World War I Era closely connected to innovations in the arts?
At the end of the 19th century and the early 20th century (1890-1914), many art forms began to change — significantly. All human creations are an important way to study history. We are accustomed to thinking about history as politics, war, maybe some economics thrown in. But how humans created beauty and expressed their emotions is an equally important historical subject.

We have a human need to find what is beautiful and what is true. That is the definition of “aesthetics” and early last century, definitions of aesthetics were in transition. The 20th century was also a very violent era including global wars and genocides. The arts found a way to to give voice to those emotional truths of violence and anguish, but also to find beuaty in them. This was not the first time in history when art expressed some profound shifts in human perception (the Renaissance of the 1400s with Italian humanism comes to mind).

As the early 20th century edged closer to war in 1914, artists found new ways to express the outlook and emotions of their era. Sometimes the term “modernism” is used to describe this early 20th century view. Its arts often defied traditions. It embraced experimentation with new subjects, forms, and formats. Many critics asked “why is that beautiful” or even “is that even art?”. But the artists felt that “speaking their truth” was the essence of their beauty. After all, what is more “beautiful” than someone’s truth?
Modernism, or any artistic expression that breaks tradition or is “ahead of its time”, can be called “avant-garde”. For more on definitions of “aesthetic expressions” of the era, see the Powerpoint below entitled “What are aesthetic expressions?”

video link: https://www.youtube.com/watch?v=jF1OQkHybEQ

This video illustrates the topic of the readings 2-4 in the “1913 Readings” packet. What aspects of the choreograph and costumes offered a new view of aesthetics in ballet? What was innovative about the music? What was occurring in 1913 that might influence Stravinsky, Diaghilev, and Nijinsky to produce such an “oppositional” piece of art? Why did Paris audiences riot against it? What emotions does the dance. the music, and the costuming evoke?
Source: Rite of Spring, Joffrey Ballet 1987, YouTube

A sample of a more traditional ballet from Igor Stravinsky just prior to Rite of Spring.

Write a page about World War I Era and its new modern aesthetics. efer to 1913 Readings, the ballet Rite of Spring, and the 1913 Armory Show.
1. What is your own reaction to the new modernist art of 1913?
2. How did people in 191 react to these new modernist expressions? Can you understand their reactions? In other words, put yourself into the viewpoint of people 100 years ago looking at these new dances, costumes, music, and art.

Who in your society would treat these people? Would they be treated at home or someplace else? What would be used to treat the illness? Are the treatments likely to be believed to be effective? How might their treatments have worked in comparison to modern treatments?

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Alternative for In-Class Assignment 02 Fighting Infectious Agents in Ancient Times

Select a civilization we have discussed: Ancient Egypt
Ancient Greece Ancient Rome

Picture yourselves as healers, doctors, physicians, apothecaries, and / or priests. Feel free to be creative as you will be telling a story!! Using the drugs / poisons you have compiled I want you to investigate what people from your society would do to treat a new mysterious illness that has befallen your city.

Illness
The illness began appearing two days after traveling merchants arrived from across the desert. Some of your citizens had high body temperature. They had a cough and shortness of breath. All coughed up blood after the fourth day. Some of them recovered quickly, others their illness turned out to be more serious. For the people with serious illness, it appears to mimic pneumonia. These people had difficulty breathing, their lungs sounded like water lapping at a beach when they took a breath. A few of these had what appeared to be septic shock, their pulses were weak, and their skin tone grayed.

Things to consider
• Who in your society would treat these people? Would they be treated at home or someplace else?
• What would be used to treat the illness?
• Are the treatments likely to be believed to be effective?
• How might their treatments have worked in comparison to modern treatments?
• Did your civilization understand disease transmission? Did they quarantine people or not?
• Did they use magic alongside medicine?

Consider all the potential drugs and poisons we discussed while exploring the civilization you selected. Determine which cure or cures would have been the most effective for your city. You will prepare a brief written overview of the drugs or poisons you selected, your rationale, and justify to the class your choice.

Mortality Rate
Calculate the mortality rate for your civilization. To do this, estimate the number of people in your population and the number that have died – you can use best guess estimates for these numbers.

Describe your civilization using the features listed in the assignment description above. Describe the archaeological evidence related to the city you have selected. Look for food and drug information using the internet.

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RXRS-201 Alternative Assignment – Remote Antiquity

Learning Objective
Use course content to evaluate key aspects of early civilization and drug use in the historical context and summarize those findings.

Assignment Description
Select one of the cities from the remote antiquity list below. Review the class notes related to the Paleolithic and Neolithic ages of human history. Picture yourself as living in the society you have selected. Identify your profession / role within that society, describe your geographic location, provide the approximate time you exist in, and outline the key features of your civilization – trade, culture, religion, food types and sources, psychoactive substances, and any other key features. You may use the internet, journal articles, or books to help complete the details.
After you have identified the basic background of your civilization; refer to the archaeological site record to determine what food / drug stuffs have been found and identified. You should investigate what people in your area would have grown, consumed, and traded. Identify the ways any drugs or substances would have been utilized, who would have used them, and when.

Steps
1. Select your civilization:

a. Sumer b. Babylon c. Phoenicia d. Byblos
e. Knossos f. Eridu g. Uruk
h. Nippur

2. Describe your civilization using the features listed in the assignment description above. This should be 1 page in length.
3. Describe the archaeological evidence related to the city you have selected. Look for food and drug information using the internet (provide citations). This should be 1 page in length
4. Describe how the substances would have been used, who would have used them, when, how, and why. This should be 1 page in length

Explain the reasons why pre-Greek civilizations began recording their history.

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Module 1 – Western Civilization

Question
Explain the reasons why pre-Greek civilizations began recording their history.

TIPS for essay
directly address the topic ,demonstrate a grasp of historical facts and the narrative (what happened in history) and, most importantly, offer an explanation that answers questions such as: “how?” “why?” “what does it mean?” “why is it important?”

What is the relationship between inequalities and human rights in wealth and income?

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Inequality and Human Rights

Historical Question is

What is the relationship between inequalities and human rights in wealth and income?

Which of the Aten’s powers are glorified? How would you describe the personality of Achilles? In lines 229-238 of the Iliad, what is the attitude about human life and the involvement of the gods in the lives of humans?

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Primary Sources Study 3

Read The Hymn to the Aten and “From the Iliad” (Reading 4.1, pp. 82-85), and then answer THREE of the following numbered questions:

1. Read The Hymn to the Aten (see the attached document). Answer the following questions: Which of the Aten’s powers are glorified?
*Also, compare the hymn with Psalm 104 of the Hebrew Bible*

2. Read the selection from the Iliad (see the attached document): Answer the following question: How would you describe the personality of Achilles?

3. In lines 229-238 of the Iliad, what is the attitude about human life and the involvement of the gods in the lives of humans (see also lines 71-74)?

4. Compare lines 119-153 in the Iliad with the description of Goliath in 1 Samuel 17:1-8 of the Hebrew Bible. Answer the following questions: In light of the fact that archaeologists have now determined that the Philistines (of which Goliath was one) came originally from the Aegean Sea area, how might the Iliad help one to further appreciate David’s confrontation with Goliath?

What are some of your general thoughts or questions about the first half of Kimmel’s book? Did you enjoy reading it? Did it give you new ways to think about race and masculinity?

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Manhood In America Third edition Author Michael Kimmel

1. What are some of your general thoughts or questions about the first half of Kimmel’s book? Did you enjoy reading it? Did it give you new ways to think about race and masculinity?

2. In the last paragraph of his “Preface,” Kimmel explains his “hopes” for the book. What do you make of those hopes?

(Note: If you have the most recent edition, he deleted this material.)

3. What are some of the main ideas Kimmel unpacks in his “Introduction”? What are the strengths and weaknesses of this approach?

4. Explain, in brief, how Kimmel uses these key terms:
Genteel Patriarch; Heroic Artisan; Self-Made Man
Escape; Exclusion; Control

5. Did anything in particular stand out, good or bad, in the first five chapters?

6. We talked last time about how to structure the introduction to historical writing. Can you identify these elements (hook/anecdote, topic, importance

Explain one pirate value & the experience pirates had before becoming a buccaneer that made them appreciate this value using evidence from the book.

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Villains of All Nations: Atlantic Pirates in the Golden Age

Exam on Villains of All Nations: Atlantic Pirates in the Golden Age (100 points)

Answer the following question in an interpretative essay. State your thesis upfront and underline it; you are not required to write an introductory or concluding paragraph. Then write three complete body paragraphs that substantiate your argument and include sufficient evidence from the book to prove your thesis. Remember, this is an essay exam: you are asked to present an argument about the book, not merely to summarize its content.

On the evening before his/her execution, a captured pirate is asked by a pastor to write a confession so that she/he can be absolved of her/his sins before dying. Defiantly, the pirate discusses the superiority of buccaneer societies instead. How would this pirate justify his/her rejection of the Atlantic (European and colonial) world around him/her? What pirate values would she/he favor instead?

Paragraph 1: Explain one pirate value & the experience pirates had before becoming a buccaneer that made them appreciate this value using evidence from the book

Paragraph 2: Explain a second pirate value & the experience pirates had before becoming a buccaneer that made them appreciate this value using evidence from the book

Paragraph 3: Explain a third pirate value & the experience pirates had before becoming a buccaneer that made them appreciate this value using evidence from the book

Compose a brief essay, minimum 100 words, in which you describe in summery the points that the author is making. Include your own opinion about public support for political events that might be unpopular or controversial.

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American Revolution

We are studying the American Revolution this week, which includes the Revolutionary War as well. Perhaps as many as one third of American colonists did not support this effort, some even fought for the British. In preparation for this DB, read about the Loyalists in your text and online sites. Compose a brief essay, minimum 100 words, in which you describe in summery the points that the author is making. Also, include your own opinion about public support for political events that might be unpopular or controversial. Consider present day support or lack of support for American involvement overseas…like ongoing wars in Afghanistan (recently terminated) and perhaps Syria.

Did Roosevelt’s views on the US role in the world change over time in relation to the Monroe Doctrine?

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Monroe Doctrine

With this Primary Source Essay, you will be grappling with the idea of American Imperialism, specifically Theodore Roosevelt’s views on the Monroe Doctrine. The idea of being involved in the world was not an idea that many people believed in during the latter half of the nineteenth century. But the goal of creating and maintaining an American Empire grew in popularity, and one of the biggest supporters was Theodore Roosevelt. Appointed as Assistant Secretary to the Navy in 1896, elected as Vice-President in 1900, and elevated by an assassin’s bullet to President in 1901, Roosevelt held very specific views about the US role in the world in general and the Monroe Doctrine in particular.

For this essay, you will be reading three documents relating to Roosevelt and the Monroe Doctrine. First, we have a newspaper article from 1896, shortly before Roosevelt’s naval service began, where he mentions his views on America’s role in the world and the Doctrine. Second, we have another newspaper article, this one from 1897, that reports on an address by Roosevelt during his time as assistant naval secretary, addressing his views on the navy and US foreign relations. Third, we have a portion of Roosevelt’s fourth message to Congress (written, not given as a “State of the Union” speech, at the time) that describes US foreign policy ideals and his take on the Monroe Doctrine that became known as the Roosevelt Corollary on the Monroe Doctrine

After reading these three documents, you need to compose an essay that answers the following question: Did Roosevelt’s views on the US role in the world change over time in relation to the Monroe Doctrine? Answering this question should take up most of the essay. A good essay will also evaluate whether or not his views and methods concerning how the United States should relate to the world, specifically to the Western Hemisphere, are appropriate for today, and why, as part of the conclusion, without slipping into informal language or using first and/or second person.