Category: History

1. Use information found in the Nativism section. Using your notes, explain how immigration has played a role in this country since its inception and how successive generations have integrated into this nation. In your opinion, do you feel that the descendants of these immigrants are the same American nativist who want to end immigration into the United States. Give examples of how nativism has changed or remained the same in the last two hundred years. (10 Points)

2. Use information found in the The Great Depression section. Using your notes explain how immigrants who did not invest in the Stock Market were affected by its crash in 1929. Discuss the economic, social, and political factors that influenced the lives of immigrant communities during this period and include specific examples to illustrate these changes. Do you feel that the actions taken by the United States Government alleviated the economic problems facing the nation or made them worse? (10 Points)

3. Use information found in the World War II section. Using your notes discuss how over a million Mexicans, both born in Mexico and in the United States contributed to the Allies efforts to win World War II. Describe why you think Mexicans were fighting for freedom in Europe and Asia but were being denied their civil rights in the United States. Do you feel that the fact that Mexicans were not segregated in the armed services contributed to an increase in patriotism among Mexican servicemen during the war? (10 Points)

4. Use information found in the Post War Period section. Using your notes describe how World War II was a watershed event for most Americans of Mexican decent. Do you feel that their experiences traveling throughout the United States and the rest of the world during the war years change their perspective on what it means to be an American. Give examples of how the war changed the men and women who came back to a country that had denied them the American Dream. (10 Points)

I will attach all rules to follow and prompts below.

After reviewing your sources, choose at least one primary source and two to three secondary sources that will provide the best evidence to make your argument. One must be a primary source (something written or said about the person or topic at the time) and two scholarly secondary sources (something written by an expert in the field) such as a book or journal article. Please see How to Choose your Sources.

Then you will prepare an annotated bibliography. It should include a proper bibliographic entry and a short explanation of how it provides evidence for your argument. Below is an example.

Primary Source:

Boom, Corrie Ten, et al, The Hiding Place. World Wide Pictures, 1971.

Boom discusses her time in the Concentration Camps in Germany during WWII. This provides

a firsthand account of the hardships that she encountered.

Brown, Judith. Immodest Acts: The Life of a Lesbian Nun in Renaissance Italy.

Oxford UP, 1986.

Brown reveals that some nuns had intimate friendships (124), even

romantic relationships (156), within early modern European convents. They lived

in a protected, woman-centered community (201).

Matter, E. Ann, and John Coakley, eds. Creative Women in Medieval and Early Modern

Italy: A Religious and Artistic Renaissance. University of Pennsylvania Press, 1994.7

Matters argues that women in early modern convents had interests that

they could pursue in convents. Women in convents wrote their own plays and

music (60), and performed them for the public in their convents (65-66). They also

ran small businesses (selling produce, lace work, baked goods, etc.) from within

the convent that contributed to their livelihoods (150-165).

Wiesner-Hanks, Merry. Convents Confront the Reformation. Marquette UP, 1996.

Wiesner-Hanks demonstrates that there were hierarchies of female

leadership in early modern European convents. These hierarchies

allowedeven requiredsome women to become very educated in ways they

could not outside the convent (267). Convents held councils, nuns voted, and

leadership positions rotated among the nuns in the community (292). I was

surprised to learn that convent libraries contained many of the most important

spiritual, scientific, and philosophic works of the day (301).

7.7 Classical Art: A Closer Look

Intro: Classical Greek Art

Classical Greek art refers to the period roughly between 480 and 323 B.C.E., beginning after the Greek victories in the Greco-Persian Wars and ending with the death of Alexander the Great. This era marks a major shift in Greek culture, as the defeat of the Persian Empire fostered a strong sense of confidence, unity, and pride among the Greek city-statesespecially Athens. This newfound confidence is reflected in the arts, where artists moved beyond the more rigid and formulaic styles of the Archaic period and began to pursue greater naturalism, balance, and idealized beauty.

One of the defining characteristics of Classical Greek art is its emphasis on harmonia (harmony) and proportion, often grounded in careful observation of the human body. Sculptors developed techniques such as contrapposto, in which a figures weight is shifted onto one leg, creating a more relaxed and lifelike stance. This can be seen in works like Polykleitoss Doryphoros, which also reflects an interest in mathematical ratios and ideal proportions. Figures appear more dynamic and naturalistic, with increased attention to anatomy, movement, and spatial awareness. At the same time, artists sought not just to represent the human body realistically, but to depict an idealized version of itperfect, balanced, and timeless.

Architecture and large-scale sculptural programs from this period, such as those found on the Acropolis in Athens, further demonstrate the cultural and political ambitions of Classical Greece. Temples like the Parthenon reflect both religious devotion and civic pride, serving as visual statements of power and achievement. Overall, Classical Greek art embodies a balance between realism and idealism, shaped by historical events, intellectual inquiry, and a deep investment in expressing human potential and order.

Instructions

The images below illustrate the transition from Archaic to Classical Greek art. Write a 300-word response comparing Figures 13, focusing on the stylistic changes between these periods. In your analysis, describe how the figures reflect a shift from the rigid and idealized forms of the Archaic period to the more naturalistic and dynamic qualities of Classical sculpture. Be sure to also explain how the Greco-Persian Wars contributed to this shift, particularly in shaping Greek confidence and artistic expression.

7.9 Exploring Pathos in Hellenistic Art

The Hellenistic period of Greek art spans roughly 32331 B.C.E., beginning with the death of Alexander the Great and ending with the rise of Roman control. During this time, Greek culture spread far beyond mainland Greece into Egypt, the Near East, and parts of Asia, creating a more diverse and cosmopolitan world. This expansion led to increased cultural exchange and a shift in artistic focusfrom the idealized, balanced forms of the Classical period to more varied and expressive representations of people and experiences.

Hellenistic art is characterized by its emphasis on realism, emotion (pathos), and dramatic movement. Artists explored a wider range of subjects, including children, elderly figures, non-Greeks, and moments of struggle or vulnerability. Sculptures often feature dynamic compositions, twisting bodies, and highly detailed anatomy that convey tension and action. Rather than presenting calm, ideal perfection, Hellenistic works capture individual experience and emotional depth, inviting viewers to connect with the figures on a more personal level. Overall, Hellenistic art reflects a world that was more interconnected and complex, with artists interested in representing the full spectrum of human life.

Let’s explore Hellenistic art in mainland Greece and its connection to Pathos.

Pathos refers to an appeal to emotionspecifically the ability of an artwork, text, or speech to evoke feelings such as pity, sadness, empathy, or compassion in the viewer or audience. In an art historical context, pathos is often used to describe works that emphasize emotional intensity and human suffering.

For each below describe the following:

1. How do the visual features of the image exemplify Hellenistic art?
2. How does the image visually convey pathos
3. What does this image you feel as you analyze it?

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After reviewing your sources, choose at least one primary source and two to three secondary sources that will provide the best evidence to make your argument. One must be a primary source (something written or said about the person or topic at the time) and two scholarly secondary sources (something written by an expert in the field) such as a book or journal article. Please see How to Choose your Sources.

Then you will prepare an annotated bibliography. It should include a proper bibliographic entry and a short explanation of how it provides evidence for your argument. Below is an example.

Primary Source:

Boom, Corrie Ten, et al, The Hiding Place. World Wide Pictures, 1971.

Boom discusses her time in the Concentration Camps in Germany during WWII. This provides

a firsthand account of the hardships that she encountered.

Brown, Judith. Immodest Acts: The Life of a Lesbian Nun in Renaissance Italy.

Oxford UP, 1986.

Brown reveals that some nuns had intimate friendships (124), even

romantic relationships (156), within early modern European convents. They lived

in a protected, woman-centered community (201).

Matter, E. Ann, and John Coakley, eds. Creative Women in Medieval and Early Modern

Italy: A Religious and Artistic Renaissance. University of Pennsylvania Press, 1994.7

Matters argues that women in early modern convents had interests that

they could pursue in convents. Women in convents wrote their own plays and

music (60), and performed them for the public in their convents (65-66). They also

ran small businesses (selling produce, lace work, baked goods, etc.) from within

the convent that contributed to their livelihoods (150-165).

Wiesner-Hanks, Merry. Convents Confront the Reformation. Marquette UP, 1996.

Wiesner-Hanks demonstrates that there were hierarchies of female

leadership in early modern European convents. These hierarchies

allowedeven requiredsome women to become very educated in ways they

could not outside the convent (267). Convents held councils, nuns voted, and

leadership positions rotated among the nuns in the community (292). I was

surprised to learn that convent libraries contained many of the most important

spiritual, scientific, and philosophic works of the day (301).

After reviewing your sources, choose at least one primary source and two to three secondary sources that will provide the best evidence to make your argument. One must be a primary source (something written or said about the person or topic at the time) and two scholarly secondary sources (something written by an expert in the field) such as a book or journal article. Please see How to Choose your Sources.

Then you will prepare an annotated bibliography. It should include a proper bibliographic entry and a short explanation of how it provides evidence for your argument. Below is an example.

Primary Source:

Boom, Corrie Ten, et al, The Hiding Place. World Wide Pictures, 1971.

Boom discusses her time in the Concentration Camps in Germany during WWII. This provides

a firsthand account of the hardships that she encountered.

Brown, Judith. Immodest Acts: The Life of a Lesbian Nun in Renaissance Italy.

Oxford UP, 1986.

Brown reveals that some nuns had intimate friendships (124), even

romantic relationships (156), within early modern European convents. They lived

in a protected, woman-centered community (201).

Matter, E. Ann, and John Coakley, eds. Creative Women in Medieval and Early Modern

Italy: A Religious and Artistic Renaissance. University of Pennsylvania Press, 1994.7

Matters argues that women in early modern convents had interests that

they could pursue in convents. Women in convents wrote their own plays and

music (60), and performed them for the public in their convents (65-66). They also

ran small businesses (selling produce, lace work, baked goods, etc.) from within

the convent that contributed to their livelihoods (150-165).

Wiesner-Hanks, Merry. Convents Confront the Reformation. Marquette UP, 1996.

Wiesner-Hanks demonstrates that there were hierarchies of female

leadership in early modern European convents. These hierarchies

allowedeven requiredsome women to become very educated in ways they

could not outside the convent (267). Convents held councils, nuns voted, and

leadership positions rotated among the nuns in the community (292). I was

surprised to learn that convent libraries contained many of the most important

spiritual, scientific, and philosophic works of the day (301).

Length: 2 pages (double-spaced, 12 pt. font, 1-inch margins =~500 words)

Purpose of the Assignment

A prcis is a concise summary that communicates the central argument, structure, and significance of a scholarly text in your own words. It is something like a reverse-engineered outline of someone elses article; you need to reconstruct the inner structure of the piece from the finished product. This form of writing is an essential tool in academic work: it helps you practice identifying an authors thesis, distilling complex arguments, and articulating them clearly and fairly without inserting your own interpretation or critique. It is also excellent practice as you think about the structure of your final paper for this class.

Task

For this assignment, you will write a 2-page prcis of one assigned secondary reading. You can choose from any of the articles or book chapters assigned for this class. Alternatively, you can also choose your own secondary article, ideally one listed in your annotated bibliography. Your prcis should:

1. Identify the authors main thesis or argument.
2. Explain how the author develops and supports this argument (e.g., evidence, methodology, structure, key examples).
3. Note the works scholarly intervention or contribution to the field.
4. Maintain accuracy and neutralityyour goal is not to evaluate the text but to represent it faithfully and concisely.

Requirements

• Your prcis must be written in clear, polished prose. Quoting individual lines or phrases is fine, but avoid excessive quotation; primarily summarize in your own words.
• Write full sentences and paragraphs. Although this is an outline, do not use bullet points.
• Stay within 2 pages. This will require careful selection of what to include and what to omit.
• Structure matters: begin with a statement of the authors thesis, then outline the main steps of their argument, and end with a clear articulation of the works significance.
• Focus on recreating the authors viewpoint. You do not need to bring in your own outside research or even reference other articles from class. The only time you might need to point outside the text is when discussing its contribution to the broader literature.

Assessment Criteria

I will evaluate your prcis based on the following:

• Accuracy: Faithful representation of the authors thesis and supporting points.
• Conciseness: Economy of language; avoiding digression or unnecessary detail.
• Clarity and Coherence: Clear writing and logical flow of ideas.
• Structure: Effective organization that foregrounds thesis, argumentation, and significance.
• Style and Mechanics: Correct grammar, syntax, and citation where necessary.

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Um resumo completo e prtico, voltado a qualquer um que tenha interesse no assunto.

After reviewing your sources, choose at least one primary source and two to three secondary sources that will provide the best evidence to make your argument. One must be a primary source (something written or said about the person or topic at the time) and two scholarly secondary sources (something written by an expert in the field) such as a book or journal article. Please see How to Choose your Sources.

Then you will prepare an annotated bibliography. It should include a proper bibliographic entry and a short explanation of how it provides evidence for your argument. Below is an example.

Primary Source:

Boom, Corrie Ten, et al, The Hiding Place. World Wide Pictures, 1971.

Boom discusses her time in the Concentration Camps in Germany during WWII. This provides

a firsthand account of the hardships that she encountered.

Brown, Judith. Immodest Acts: The Life of a Lesbian Nun in Renaissance Italy.

Oxford UP, 1986.

Brown reveals that some nuns had intimate friendships (124), even

romantic relationships (156), within early modern European convents. They lived

in a protected, woman-centered community (201).

Matter, E. Ann, and John Coakley, eds. Creative Women in Medieval and Early Modern

Italy: A Religious and Artistic Renaissance. University of Pennsylvania Press, 1994.7

Matters argues that women in early modern convents had interests that

they could pursue in convents. Women in convents wrote their own plays and

music (60), and performed them for the public in their convents (65-66). They also

ran small businesses (selling produce, lace work, baked goods, etc.) from within

the convent that contributed to their livelihoods (150-165).

Wiesner-Hanks, Merry. Convents Confront the Reformation. Marquette UP, 1996.

Wiesner-Hanks demonstrates that there were hierarchies of female

leadership in early modern European convents. These hierarchies

allowedeven requiredsome women to become very educated in ways they

could not outside the convent (267). Convents held councils, nuns voted, and

leadership positions rotated among the nuns in the community (292). I was

surprised to learn that convent libraries contained many of the most important

spiritual, scientific, and philosophic works of the day (301).