Philadelphia History Reading Assignment

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1. Briefly describe who the Friends (aka Quakers) were that settled in the Delaware Valley from 1675-1725. Where were they from, what was their background like? These questions are based on the first 30 pages of the chapter, pp. 419-451.

 

2. Briefly discuss two or three things that you found interesting between pp. 481-603 about the nature of Quaker family ways, meeting for worship, Quaker belief in magic, education, food, dress, and sport, or other topics. I don’t expect you to read all of this.

 

3. Read pp. 1-10 of Ch. 1, “The Founding, 1681-1701” by Mary Maples Dunn and Richard S. Dunn in Weigley et al, Philadelphia: A 300-Year History and pp. 29-41 in Conn, Ch. 2, “Echoes of William Penn,” in Metropolitan Philadelphia: Living with the Presence of the Past. What was unique about Penn’s design for Philadelphia? What was he hoping to achieve in his colony and city?

 

4. Read Ch. 10, 12 and the Epilogue in  Moretta, William Penn and the Quaker Legacy. What are some of the issues Penn faced because of his absence from the colony?

 

5. In the Intro and Ch. 1 of the excerpt from Kenny’s book, what do we learn about the relationship between Penn, early settlers and native Americans?

 

6. In the excerpt from the essay by Thayer, “Town into City” which ethnic groups began to arrive and grow in numbers in the early-mid 18th century?

 

Link for first two questions: https://drive.google.com/file/d/0BxoxBMTJemfaSlN4NVBmYjhPZzg/view?usp=sharing

How did Mary Rowlandson portray her captors?

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t coming was about Sun-rising; hear- ing the noise of some Guns, we looked out; several Houses were burning, and the Smoke ascending to Heaven. . . .

At length they came and beset our own house, and quickly it was the dolefullest day that ever mine eyes saw. The House stood upon the edge of a hill; some of the Indians got be- hind the hill, others into the Barn, and others behind any thing that could shelter them; from all which places they shot against the House, so that the Bullets seemed to fl y like hail; and quickly they wounded one man among us, then another, and then a third, About two hours (according to my observation, in that amazing time) they had been about the house before they prevailed to fi re it (which they did with Flax and Hemp, which they brought out of the Barn, and there being no defence about the House, only two Flankers at two opposite corners and one of them not fi nished) they fi red it once and one ventured out and quenched it, but they quickly fi red it again, and that took. Now is the dreadfull hour come, that I have often heard of (in time of War, as it was the case of others) but now mine eyes see it. Some in our house were fi ghting for their lives, others wallowing in their blood, the House on fi re over our heads, and the bloody Heathen ready to knock us on the head, if we stirred out. Now might we hear Mothers and Chil- dren crying out for themselves, and one an- other, Lord, What shall we do? Then I took my Children (and one of my sisters, hers) to

go forth and leave the house: but as soon as we came to the dore and appeared, the Indians shot so thick that the bulletts rattled against the House, as if one had taken an handfull of stones and threw them, so that we were fain to give back. We had six stout Dogs belong- ing to our Garrison, but none of them would stir, though another time, if any Indian had come to the door, they were ready to fl y upon him and tear him down. The Lord hereby would make us the more to acknowledge his hand, and to see that our help is always in him. But out we must go, the fi re increasing, and coming along behind us, roaring, and the Indians gaping before us with their Guns, Spears and Hatchets to devour us. No sooner were we out of the House, but my Brother in Law (being before wounded, in defending the house, in or near the throat) fell down dead, wherat the Indians scornfully shouted, and hallowed, and were presently upon him, strip- ping off his cloaths, the bulletts fl ying thick, one went through my side, and the same (as would seem) through the bowels and hand of my dear Child in my arms. One of my elder Sisters Children, named William, had then his Leg broken, which the Indians perceiving, they knockt him on head. Thus were we butchered by those merciless Heathen, standing amazed, with the blood running down to our heels. My eldest Sister being yet in the House, and seeing those wofull sights, the Infi dels haling Moth- ers one way, and Children another, and some wallowing in their blood: and her elder Son telling her that her Son William was dead, and my self was wounded, she said, And, Lord, let me dy with them; which was no sooner

Mary Rowlandson’s Narrative of Being Taken Captive by Indians Wife of the Puritan minister in the Massachusetts frontier town of Lancaster , Mary Rowlandson left this memorable account of an Indian att ack on her settlement during Metacom’s War. There- after the Indians held Rowlandson and her surviving children for eleven weeks before a ransom freed them. The account of their captivity became a colonial best-seller.

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Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

 

 

said, but she was struck with a Bullet, and fell down dead over the threshold. I hope she is reaping the fruit of her good labours, being faithfull to the service of God in her place. In her younger years she lay under much trouble upon spiritual accounts, till it pleased God to make that precious Scripture take hold of her heart, 2 Cor. 12. 9. And he said unto me, my Grace is suffi cient for thee. More then twenty years after I have heard her tell how sweet and comfortable that place was to her. But to re- turn: The Indians laid hold of us, pulling me one way, and the Children another, and said, Come go along with us; I told them they would kill me: they answered, If I were willing to go along with them, they would not hurt me.

Oh the dolefull sight that now was to be- hold at this House! Come, behold the works of the Lord, what dissolations he has made in the Earth. Of thirty seven persons who were

in this one House, none escaped either pres- ent death, or a bitter captivity, save only one, who might say as he, Job 1. 15, And I only am escaped alone to tell the News . There were twelve killed, some shot, some stab’d with their Spears, some knock’d down with their Hatchets. When we are in prosperity, Oh the little that we think of such dreadfull sights, and to see our dear Friends, and Relations ly bleeding out their heart-blood upon the ground. . . It is a solemn sight to see so many Christians lying in their blood, some here, and some there, like a company of Sheep torn by Wolves, All of them stript naked by a company of hell-hounds, roaring, singing, ranting and insulting, as if they would have torn our very hearts out; yet the Lord by his Almighty power preserved a number of us from death, for there were twenty-four of us taken alive and carried Captive. . . .

Source: Mary Rowlandson, “Narrative of the Captivity of Mrs. Mary Rowlandson, 1682,” in Narratives of the Indian Wars, 1675 – 1699, ed . Charles H. Lincoln (New York: Charles Scribner’s Sons, 1913), 13–18, 24–27, 36–45, 48–56. Courtesy of Early Ameri- cas Digital Archive.

Questions for Discussion

1. How did Mary Rowlandson portray her captors?

2. In what ways did her response to the Indian attack refl ect her Puritan religious beliefs?

3. What did Rowlandson believe to be the signifi cance of this episode?

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Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Visual Analysis

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One of the more traditional assignments that students encounter in an introductory Art History class is to go to a museum to observe an object(s) and write a paper that details its stylistic features.  Since the Lowe Art Museum on the University of Miami campus has a very fine collection of Renaissance to Rococo paintings, select one painting from this time span to concentrate on.

Once having selected the painting from the Lowe’s collection, pay close attention to stylistic features (i.e., composition, color, use of light/shadow, perspective, figures, pose, gestures, et al).  Describe the object and compare/contrast it to pieces we have studied in class, whether in the PowerPoint lectures or in the textbook.  When selecting objects to compare the museum piece to, be discerning.  That is, try to find objects that share more characteristics than not.  The aim of this assignment is for students to develop an eye for style and to locate the subtle differences that distinguish one technique or tendency from another.

Organize the paper, which should be five to seven (5-7) pages in length, into an introductory paragraph, body, and conclusion.  The introduction may include some general information (e.g., historical, economic, cultural) about the object’s specific time period, the technique utilized to create the object, etc.  More importantly, the introduction should include a thesis statement about the object’s overall aesthetic.  Then organize the body in a logical, analytic fashion, and conclude the paper with some remarks about the significance of the object — that is, how it fits into a larger Renaissance to Rococo art historical framework.

 

Remember, this is NOT a research paper; however, if you quote a source (e.g., a placard or web site from the museum), be sure to cite it.

ART HISTORY 132

Baroque: Flemish

Baroque: Flemish

  • context: military history
  • Eighty Years War (c. 1570-1650)
  • controversy: six northern provinces of Netherlands sought to separate from Spanish domination
  • religious differences  Protestant vs. Catholic
  • political  SP attempt to curtail local autonomy
  • outcome: c. 1620 southern Netherlands (Flanders)
  • continued to be ruled by staunchly Catholic Spanish regents
  • artists relied heavily on commissions from Church & State

Peter Paul Rubens
(1577-1640)

  • biography:
  • raised Catholic
  • classically-educated Humanist scholar
  • spent eight (8) years in Italy (c. 1600-08)
  • profoundly influenced by Titian
  • studied High Ren masters & Caravaggio
  • synthesizes Humanism:
  • natural & supernatural
  • reality & fantasy
  • learning & spirituality
  • diplomat
  • knighted by both Philip IV (SP) and Charles I (England)
  • court painter to Spanish regent in Flanders

Rubens

 

  • Raising of the Cross (1610)
  • patron: Antwerp Cathedral
  • narrative: immediacy; moment of doubt
  • perspective: overlapping/foreshortening & aerial
  • composition: dynamic
  • color: vibrant, localized primaries
  • light/shadow: chiaroscuro & tenebrism
  • figures: solid, sculptural
  • musculature derived from Michelangelo
  • dramatic, twisting, contorted poses
  • observation of reality
  • no trace of Mannerism
  • study from live models

Rubens

  • Bacchus (c. 1640)
  • theme: Humanistic
  • figures: idealized & grotesque
  • full proportions ventures away from Classical antiquity
  • emphasizes rippling, dimpled flesh
  • equates fleshiness w/ prosperity
  • composition: distilled, synthetic
  • CVA
  • implicit triangular format
  • repeating gestures
  • dynamic diagonals
  • spatial order: compressed
  • perspective: minimal use of aerial & linear
  • color: vibrant Venetian qualities
  • light/shadow: chiaroscuro
  • bleaching effect (see Velazquez)
  • emphasizes surface texture
  • e.g., wine decanter

Rubens’ The Garden of Love (c. 1625)

(Left) Detail from RUBENS’s Flemish Baroque The Garden of Love (c. 1625)
vs,
(right) detail from Classical Greek Three Goddesses (c. 450 BCE)

Rubens

  • Arrival of Marie de’ Medici
  • date: c. 1625
  • subject: history painting
  • Henry IV (King of FR) first wife barren
  • obtained permission from Pope to divorce
  • de’Medici chosen
  • financial reasons
  • political convenience
  • narrative: moment of recognition
  • aesthetic: combines Caravaggio’s realism w/ Carracci’s idealization
  • composition: dynamic
  • color: vibrant
  • light/shadow: dramatic chiaroscuro effects

Rubens

 

 

  • Arrival of Marie de’Medici (con’t.)
  • issue: royal propaganda
  • R glossed over truth (re: likeness) in favor of royal patron
  • contrapposto
  • improved facial features
  • ruddy complexion
  • surface texture:
  • sheen of satin gowns
  • lace

Rubens

 

  • Arrival of Marie de’Medici (con’t.)
  • theme: Humanist
  • allegorical representation of ancient gods & goddesses
  • Fame
  • Neptune
  • figures: idealized
  • curvaceous & supple
  • males: powerful musculature (re: Michelangelo)
  • poses: three views (frontal, ¾, rear)

(Left) detail of sea nymphs from RUBENS’s Arrival of Marie de’ Medici (c. 1625) vs.
(right) detail of Eve from Michelangelo’s High Ren Expulsion from Paradise
(c. 1500) in Sistine Chapel

 

IMAGE INDEX

  • Slide 3: RUBENS. Rubens, his wife Helena Fourment, and their son Peter Paul (c. 1640), Oil on wood, 203.8 x 158.1 cm., Metropolitan Museum of Art, New York.
  • Slide 4: RUBENS. The Raising of the Cross (1610), Center panel of a triptych, 15’1” x 11’9 5/8”, Antwerp Cathedral, Belgium.
  • Slide 5: RUBENS. Bacchus (c. 1640), Oil on canvas, transferred from panel, 191 x 161.3 cm., Hermitage, St. Petersburg, Russia.
  • Slide 6: RUBENS. The Garden of Love (c. 1630), Oil on canvas, 78 x 111 3/8 in., Prado, Madrid.
  • Slide 7: (Left) Detail from RUBENS’s Flemish Baroque The Garden of Love (c. 1625); vs. (right) detail from Classical Greek Three Goddesses (c. 450 BCE)
  • Slide 8: RUBENS. The Arrival of Marie de’ Medici (c. 1625), Oil on canvas, 155 x 115 1/4 in., Museé du Louvre, Paris.
  • Slide 9: Detail of Marie de’Medici and attendants from RUBENS’s The Arrival of Marie de’ Medici (c. 1625).

 

IMAGE INDEX

  • Slide 10: Detail of Neptune and sea nymphs from RUBENS’s The Arrival of Marie de’ Medici (c. 1625).
  • Slide 11: (Left) detail of sea nymphs from RUBENS’s Flemish Baroque The Arrival of Marie de’ Medici (c. 1625); and (right) detail of Eve from Michelangelo’s High Renaissance Expulsion from Paradise (c. 1500) in the Sistine Chapel.

Questions For American Indian Heritage Class

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This assignment is due Saturday Aplri 30th 2016 at 8:00 AM PACIFIC time.

 

 

Question 1

 

1.________________________ is a Navajo and a lifelong member of the Native American Church .

 

  Vine Deloria Jr.
  Frank Dayish Jr.
  Dr. Charles Eastman
  Huston Smith

 

Question 2

 

2. Reuben Snake stated, “White people go into their church houses and talk about Jesus we go into our church and talk to Jesus.”

 

True

 

False

 

Question 3

 

 3. The way of life with the peyote is less than a hundred years old.

 

True

 

False

 

Question 4

 

4. Through out the United States there are many chapters of the Native American Church.

 

True

 

False

 

Question 5

 

5.Securing the passage by Congress of the American Indian Religious Freedom Act Amendments of 1994 was largely led by ___________________________.

 

  Vine Deloria Jr.
  Frank Dayish Jr.
  Reuben Snake
  Huston Smith

 

 

 

Question 6

 

6. After the American Indian Religious Act of 1978 was passed the Peyote community was still concerned at the _________________ level.

 

  state
  tribal
  federal
  domestic

 

Question 7

 

7. In __________________________________ a major religious freedom case was lost when the U.S. Supreme Court allowed the U.S. Forrest Service to construct a highway through the Chimney Rock area.

 

  Oregon v. Smith
  Winters v. U.S.
  U.S. v. Boyll
  Lyng v. Northwest Indian Cemetery Protective Association

 

Question 8

 

8. In Oregon v. Smith the court ruled in favor of Smith and Black.

 

True

 

False

 

Question 9

 

9. The Smith decision led to two pieces of legislation being passed by Congress.

 

True

 

False

 

Question 10

 

10. The American Indian Religious Freedom Act Amendments of 1994 __________________ the Supreme Court’s Smith decision.

 

  Re-affirmed
  overturned
  expanded
  refused to address

 

Question 11

 

11. The Native American Church of North America Inc. has a blood-quantum requirement.

 

True

 

False

 

Question 12

 

12. The safety of Peyote use was examined in a five year study and concluded that the long term use of Peyote when ingested for sacrament is _____________________ with adverse residual psychological or cognitive effects.

 

  associated
  not associated
  addictive
  gateway drug

 

Question 13

 

13. The Mooneys were non-Indians who claimed to be members of the NAC after getting caught with 12,000 peyote buttons in order to avoid prosecution.

 

True

 

False

 

Question 14

 

14. The supply of peyote has increased in the last 20 years.

 

True

 

False

 

Question 15

 

15. The peyote cactus is abundant in Northern ___________________ but cannot be ___________________ to the United States.

 

  California/shipped
  Mexico/ingested
  Mexico/exported
  Canada/exported