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.

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

Thomas Jefferson is one of our nation‟s most beloved founding fathers. Most Americans feel that they know more about him than other founders such as John Adams and James Madison. However, do we really know who he was? Just what kind of man was Thomas Jefferson? He wrote the words, “All men are created equal.” Yet did he actually believe those words enough to live them at Monticello?

1. To prepare for this essay, begin by reading the Introduction and Setting on pages 112-115 of Hollitz, Chapter 6. These pages are for your information only; you will not use this information for your CTA and analysis of primary sources.

2. For this assignment,

Begin by actively reading (Document 1), “Within the „Bowels‟ of the Republic” by Ronald Takaki (pp. 116-123). The first part of this assignment is a Critical Thinking Analysis of Takaki‟s article. Go back to the CTA instructions and example found on Student Tools or LM 7.

Next, as you read the primary sources (Documents 2-12, pp. 123-134), decide which 4 primary documents most strongly support Takaki‟s thesis and supporting arguments. Discuss these primary sources with an explanation for each, explaining why you believe these 4 documents support Takaki‟s thesis and evidence. You will need to demonstrate your understanding of each of the 4 primary sources and how each relates to Takaki. If you just explain the primary source, you haven’t completed this part of the assignment. The primary source must relate back to Takaki’s thesis and evidence. Be sure to let your reader know which primary source you are discussing.

If you choose to quote from the documents, you must use quotation marks and cite the quotation using document and page numbers. For example: (Document 5, p. 128).

Do not use lengthy quotations; paraphrasing Takaki‟s words or the primary sources demonstrates that you have processed and understand the material.

Use no more than three direct quotations from the chapter; make sure these quotations are no more than two lines each.

Double-space your work, and use 12 point, Times New Roman font. Proof aloud, and put spell and grammar check to work for you. Approximate length: 2 ½ – 3 pages.

After the Civil War and by the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policemen of the world.” Using the Internet, research two (2) real-life international incidents from the past five (5) years in which:

• The U.S. used military action abroad.
• Controversy existed within the American public regarding U.S. involvement.
• Controversy existed within the country or countries affected by U.S. involvement.

For the first part of this assignment you will create a thesis statement. A thesis statement is usually a single sentence somewhere in your first paragraph that presents your main idea to the reader. The body of the essay organizes the material you gather and present in support of your main idea. Keep in mind that a thesis is an interpretation of a question or subject, not the subject itself. (Note: Please consult the Purdue OWL Website with tips on how to construct a proper thesis; the website can be found at: https://owl.english.purdue.edu/owl/resource/545/01/

For the next part of this assignmentyou will create an outline of the main points you want to address in this paper. This will serve as the basis for your Assignment 2.2 Final Draft. (Note: Please use the Purdue Owl Website to assist you with this assignment; this website can be accessed at:https://owl.english.purdue.edu/engagement/2/2/55/

Part 1
1. Write a thesis statement that is one to two (1-2) sentences long in which you:

1. State your opinion on the significance of the two (2) real-life international incidents that you have researched. Justify your response.

Part 2
2. Write a one to two (1-2) page outline in which you:

1. Determine two to three (2-3) international events from the past five years that can be traced back to a foreign policy created after the Civil War.
2. List three(3) aspects of US history since 1865 that has led to the US’s rise as a world super power policeman.
3. List three to five (3-5) international incidents since World War II where America has taken on a policing role.
4. List three to five (3-5) driving forces that fueled international policy decisions involving the international incidents you outlined previously. (Consider treaties, exit strategies, elections, wars, etc.)
5. Use at least three (3) quality references. Note: Wikipedia and other Websites do not quality as academic resources.

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 or school-specific 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 reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Identifyand discuss the different ways that the Civil War, Reconstruction, and Industrialization after the Civil War have shaped America’s history.
• Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
• Recognize the major turning points in American history since the Civil War.
• Use technology and information resources to research issues in contemporary U.S. history.
• Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

The Project Paper focuses on a suggested topic related to art, architecture, history, music, or literature. The project will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!  

Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that responds to each of the items described in the topic. 

For the topic you choose:

1. Support your ideas with specific, illustrative examples. If there are questions or points associated with your chosen topic, be sure to answer all of the listed questions and address all of the items in that topic. If your topic asks you to do several things related to the topic, be sure to do each of the things listed.
2. While some of the topics tend to lend themselves toward particular writing genres, you are not restricted to the specific format suggested for the individual topic. For example, you may do an “interview,” a “proposal,” a “letter,” a “short story,” a “blog,” an “essay,” an “article,” or any other written genre for almost any of the topics. The project is intended to be fun as well as informative, so feel free to be creative with the delivery of your information. 
3. Use at least three (3) good quality academic sources, with one (1) source being the class text.
   Note: Wikipedia and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page. 

Note:  Your instructor may require you to submit your topic choice for approval before the end of Week 5. 

Topic choices (pick 1): 

• Office Art Memo. Memorandum. Your boss, who knows you have been taking a humanities class since he pays for your tuition reimbursement, has tasked you with managing the art budget for your company, expecting you to choose various pieces of art for the new corporate offices.  (Note: Replicas of the works are acceptable since they are more cost-efficient and you are working on a budget.)  Include the following: 
  1. Identify three (3) examples of 19th century Impressionist painting or sculpture and three (3) Post-Impressionist works. Explain how the six (6) pieces of art fall into these two (2) styles. 
  2. In a memo, describe the appearance of your six (6) choices to your CEO so he or she will know what the art looks like and where it would be placed in the corporate offices. 
  3. Explain why each piece is considered to be historically significant. 
  4. Explain how each piece “fits” your company’s overall (or desired) corporate image. Keep in mind that a piece of art is supposed to “say” something about the owner, so describe what would these pieces of art say about your company. 

• New Composition. Speech. Your uncle’s birthday is in two (2) months, and everyone knows that he loves almost all kinds of music. As a birthday gift for him, you want to have a special piece of music composed in his honor which will be played at a family birthday celebration. Write a speech that you will make to the composer’s agent. Include the following:  
  1. Narrow your choices down to three (3) composers you’ve studied in this course. Choose one (1) of the composers and explain why you want him to write the “birthday present” music. 
  2. Explain why the other two (2) composers were ultimately not selected. 
  3. Specifically identify the musical elements in the composer’s style that you would like to be included in the new music written for your uncle. 
  4. Describe what sort of emotion is generated by listening to the works of your selected composer; in other words, what do you want your uncle to “feel” as he hears the music, and why is this composer so perfect for this composition?

• Harlem Renaissance Poets. Essay & Poem. Choose two (2) poems by different authors from the Harlem Renaissance. Write an essay that: 
  1. Describes each author’s role and importance within the Harlem Renaissance. 
  2. Identify the elements in each of their poems in which you see evidence of the “double-consciousness” being expressed by each author. 
  3. Fully describe at least two (2) primary themes you see in the poetry written during this time period, referring to specific lines in each of the poems. 
  4. Write your own poem that expresses these identified themes of the Harlem Renaissance.  

• Women’s Roles Then & Now.Script. Script a conversation between two (2) notable women from the 18th and / or 19th century on the roles women should play in society. Within the dialogue, include: 
  1. Biographical information for each woman. 
  2. The historical status for women in general during the time period in which each woman lived.
  3. What opinions each of the women might have on the role the women should play in society during their lifetimes. 
  4. What each of the women might think about women’s current roles.

• Other topic choice recommended and approved by the professor and supported by the grading rubric.

The Project Paper will be graded on:

• The level to which the instructions were followed.

• The extent to which all four (4) parts in the topic were addressed.

• The adequacy of information, examples, and details which support the general claim or main  idea.

• The clarity and relevance of the explanations and descriptions.

• Adherence to standard rules of grammar, punctuation, and mechanics.

• The inclusion of three (3) required references (two [2] additional sources besides your textbook) documented using APA style.

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; references must follow APA Style format. Check with your professor for any additional instructions specific to the selected topic. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)

• 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 reference page are not included in the required page length. 

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.