The Fight For The Four Freedoms By Harvey J. Kaye

/in /by

Length: 4-5 pages Spacing: Heading: Single-space; Body: Double-space (with no extra spaces between paragraphs) Font: Times New Roman Type size: 12 point Margins: 1” on top, bottom, and sides

Kaye believes that the goals and experience of the New Deal, that “grand democratic experiment of renewal and transformation (p. 38)”, was consistent with the Four Freedoms as expressed by President Franklin D. Roosevelt in his 1941 speech. Consider “freedom from want”, perhaps the most contested of these. What progress had Americans made in securing this freedom during the New Deal? Discuss.

1

Contents: p. 1: General Essay Instructions – HIST 118 p. 2: Essay Topics

 

General Essay Instructions – HIST 118 1. Respond to ONE of the essay topics from among the choices listed. Responding to more than one topic in a short paper of 4-5 pages

generally means you have not examined any of the questions thoroughly and will result in a lower grade. 2. Your essay will account for a significant percentage of your final grade. 3. Your essay should demonstrate your complete reading and understanding of the assigned text and your understanding of related

course materials. It should be a thoughtful, analytical, interpretive essay which addresses the question specifically – not an uncritical synopsis of the text. Use the text as a window into the past, remembering to keep good historical and critical perspective.

4. Specifications:

Identification: Indicate your name, date, and the number representing your essay choice. Length: 4-5 pages Spacing: Heading: Single-space; Body: Double-space (with no extra spaces between paragraphs) Font: Times New Roman Type size: 12 point Margins: 1” on top, bottom, and sides Submission: Your essay must be submitted through Canvas using Turn-it-In. (See “Assignments” in Canvas.)

5. Include internal citations as needed – e.g., (Smith, 5) – and bibliography, both of which should adhere to MLA style. MLA style guide is available at Sprague Library at MSU website and in Resources section of this course. Passages excerpted from the text must be cited appropriately. You need not use other sources, but if you do, they must be cited appropriately. You need not include images.

6. CliffNotes, Answers.com, SparkNotes, Wikipedia, etc. are not acceptable academic sources for a college student; these have the

unfortunate tendency to diminish the effectiveness of your work. Whether or not a blog can be used as scholarship is debatable, since blogs are not held to the same standards as journal articles or books. The authority of the blogger and website would be very important in deciding whether or not to use or accept the material. This is particularly important in historical writing, which insists on the validity of sources and evidence. If you choose to use outside sources, I suggest you begin by looking at the MSU library online using an academic search like JSTOR.

7. PLAGIARISM WARNING: According to the Montclair State University’s “Guide to Course Papers”, “As defined in The American

College Dictionary, plagiarism (literary dishonesty) is ‘copying or imitating the language, ideas, and thoughts of another author and passing off the same as one’s original work.’ Plagiarism may result in any or all of the following actions (1) grade of “F” for the course paper (2) grade of “F” for the course (3) suspension or expulsion from the University” (https://www.montclair.edu/history/student-resources/guide-to-course-papers/). As a student in this course, you are responsible for understanding and avoiding the varieties of plagiarism in college writing. For example, even if you cite the source, you can not just copy sentences and complete lines of reasoning. You can refer to (and acknowledge) someone else’s idea, and then fully discuss it using your own ideas. You can use someone else’s idea (and acknowledge it) to support your own argument. It is never appropriate to submit someone else’s work as your own, even if you were to indicate this by a quotation mark and the beginning and the end. Quotes should not “stand-alone” in place of your own interpretation, but rather, support it. Once used, they, too, must be interpreted and their relevancy to your work explained. For more, please see the university’s academic dishonesty policy – https://www.montclair.edu/policies/academic/policies/academic-dishonesty-policy/

 

 

 

2

Essay Topics for The Fight for the Four Freedoms by Harvey J. Kaye Read “General Essay Instructions” (previous page) and respond to ONE of the essay topics below: Remember, your essay should demonstrate your complete reading and understanding of the assigned text and your understanding of related course materials. It should be a thoughtful, analytical, interpretive essay which addresses the question specifically – not an uncritical synopsis of the text. Use the text as a window into the past, remembering to keep good historical and critical perspective.

 

 

TOPIC 1: Analysis of The Four Freedoms and the New Deal

Kaye believes that the goals and experience of the New Deal, that “grand democratic experiment of renewal and transformation (p. 38)”, was consistent with the Four Freedoms as expressed by President Franklin D. Roosevelt in his 1941 speech. Consider “freedom from want”, perhaps the most contested of these. What progress had Americans made in securing this freedom in during the New Deal? Discuss.

 

TOPIC 2: Analysis of the Four Freedoms, war, and the projection of American values

Kaye states that the majority of Americans who served in World War II “did it to advance an America dedicated to the Four Freedoms, perhaps even a world so-dedicated” (p.109). How were Americans “sold” on FDR’s vision of the Four Freedoms, as identified in his 1941 speech, and on the idea that making the Four Freedoms secure at home meant instilling them around world? Discuss.

Note: See General Essay Instructions on page 1 for essay requirements.

 

 

3

Rubric for History Essays

Essays will be graded using a system of focused holistic scoring. A single grade will be assigned according to the following criteria.

Criteria Weight Content knowledge Demonstrates historically defensible content knowledge and

responds to all parts of the question.

20%

Document analysis Excellent and effective integration and use of assigned

source and course materials to support claims and

arguments. Primary source information used to buttress all

points with examples.

20%

Argument development Develops and supports a cohesive argument that recognizes

and accounts for historical complexity by illustrating

relationships among historical evidence such as

contradiction, corroboration, and/or qualification. Clearly

focused and organized. Comprehensive, smooth, and

thoughtful progression of ideas.

20%

Contextualization and synthesis

Situates the argument by explaining the broader historical

events, developments, or processes relevant to the question.

Strong historical perspective. Extends the argument by

explaining its connection to the Foner theme of Freedom as a

contested concept and to other course materials. Strong

critical and original perspective.

20%

Clarity

Uses language skillfully and in academic tone.

Varied, accurate, and apt vocabulary and word choice.

Meaningful sentence variety. Grammar and usage convey

meaning with clarity. Free of most errors. (Please note that

while it was acceptable for your discussion board posts to be

conversational and of first-draft quality, this is not true of your

essay. The expectation is higher for your essay. Your writing

should be academic in tone and of final copy quality.)

 

20%

Total 100%

Chapter 24 Of Janson’s History Of Art: Art In The Age Of Romanticism, 1789–1848.

/in /by

Choose two objects that are thematically related from Janson’s History of Art: Art in The Age of Romanticism, 1789–1848.

The two objects would be: “Jean-Baptiste Greuze. The Village Bride, or The Marriage: The Moment When a Father Gives His Son-in-Law a Dowry. 1761” and “Jean-Baptiste Greuze, Filial Piety, 1763”

Write an essay of at least 450 words using 12 point font and double-spaced text) comparing the formal treatment and iconography of each work. Be sure to identify each object by indicating the artist, title, and date of production.

Essay should address how similarities and differences contribute to your understanding of each work’s meaning or artistic significance. You should analyze these points: stylistic choices (e.g., abstract, naturalistic, idealistic, realistic), function or symbolism of the pieces (What were they used for? Do they communicate a message? Are they sacred or secular works of art), cultural context (e.g., how might the way of life at the time and place the pieces were created affected their function and style? Do historical events relate to the image or story depicted?).  You must cite at least one source that is not our text book.

Use Chicago-Turabian style notation for any sources that you need to document as references in footnotes. Double-space your text and list your name and the date in the header on the first page. In almost all cases, you should italicize the title of a work of art.

An sample of Chicago-Turabian style is attached below!

Last Name 1 Student’s last name and

page number

Use one inch

margins on all sides.

Footnotes at bottom of page

The title of books and journals are italicized.

Note the name order and punctuation

To create footnotes in MS Word, click on References, then Insert Footnote.

3URYLGH�\RXU�IXOO�QDPH�DQG�GDWH�LQ�WKH�KHDGHU�RQ�WKH�ILUVW�SDJH��Begin the body of your

paper here. Your text should be Times New Roman, or a comparable font, size twelve, and it

should be double spaced, with one inch margins throughout your paper. You do not need an

extra space after your paragraph. M6 Word automatically includes an extra space, so go to the

Paragraph section on the Home tab and be sure to click “remove extra space after paragraph.”1

That small number one at the end of the previous sentence is a footnote. Footnotes are

how you indicate cited information. To insert a footnote in Microsoft Word, go to the

“Reference” tab, and click on “insert footnote.”2 This will automatically insert the footnote.

Always insert the footnote immediately after your final punctuation mark, not before it. Do not

insert the footnotes manually, as it will cause organizational and formatting problems in your

paper. Microsoft—or whichever software program you choose to use—will keep track of the

footnotes for you and make sure they are numbered properly. Use 10-pt. font size for notes.

All information that is not common knowledge—even if it is only paraphrased—must be

cited in your paper. If you do not cite your sources properly, it is considered plagiarism. The first

time you cite a source, you must include the full citation with all its publication information.

However, the next time you cite the source, you only need to include the author’s last name and

the page number of the source. To see example footnotes, please look at the bottom of this page.3

When you cite a source twice in a row, you use the abbreviation “Ibid.” the second time. If the

information you’re citing is located on a different page in the same source, be sure to include the

page number. “Ibid” is a Latin abbreviation that means “the same as before.”4

1 First Last, Title (City: Company, Year), page number. 2 First Last, “Article Title,” Source Title volume number, issue number (year): page number. 3 Ibid., page number. 4 Ibid.

 

 

How to cite a website with no author.

Last Name 2

Place your last name and the page number in the top right hand corner as a header.

Make sure the font in the header is the same as the font in your paper (i.e., if you change the

font of your paper to Times New Roman, you must change the font in your header to Times

New Roman as well). To insert the page number, go to the “insert” tab and click “page number.”

Chose to insert the page number at the top right of the page. If you used a title page (which is

optional), you’ll notice that your cover page is page one, and the first page of your paper is page

two, but you will need to change this to meet the requirements of Chicago/Turabian style. You

want the first page of your text to be page one instead. To change this, click on the header, and

under “header and footer tools,” click on “different first page.”5 This makes the page number

disappear on the first page. However, the first page of your text will still be numbered as page

two. You need to go to the “insert tab,” click “page number” and then click on “format page

numbers.”6 You then need to tell the program to start at page zero, then the first page of your text

will appear as page one. Again, you don’t have to do this if you skip the title page.

Furthermore, you will need to include images with your paper (at least 2). All images

must be properly cited and labeled. In the body of your paper, you can either cite the image

directly in your sentence as Figure 1 or reference it parenthetically (fig. 1). Note that the

parenthetical reference is abbreviated and lower case. You do not need to cite the images in

your bibliography (which is not required), but you do need to cite them in a caption directly

underneath each image. Include all the relevant information. If you do not have all the

information, you may leave the missing details out. Images should normally go at the end of the

paper, and you should not include them within the body of your paper.

You

5 “Title of Webpage in Quotes,” Title of Website not in Italics, most recent date of modification of publication, http://www.url.com 6 Ibid.

 

 

Last Name 3

You shouldn’t have more than two images per page, and they should be large enough

to be clearly seen.

 

 

Last Name 4

Fig. 1. Artist First Name and Last Name, Title in Italics, Year, Media, Size, Museum

Location (source where you found the image in parentheses, eg., Davies, et al.).

Fig. 2. Kate Turabian, A Manual for Writers of Research Papers, Theses, and

Dissertations, 2013, book cover (Amazon, http://www.amazon.com).

: Call to Action: Applying Social Change on an Individual Level

/in /by

Week 6: Call to Action: Applying Social Change on an Individual Level

Whatever our situations, we all face a choice. We can ignore the problems that lie just beyond our front doors; we can allow decisions to be made in our names that lead to a meaner and more desperate world. We can yell at TV newscasters and complain about how bad things are, using our bitterness as a hedge against involvement. Or we can work, as well as we can, to shape a more generous common future (p. 33).
—Paul Rogat Loeb

It can be daunting to study the historical precedents set by social change movements. It is also humbling to recognize the seemingly heroic actions of those who led these movements. Issues seem immense and it is easy to doubt what one individual, particularly oneself, can do to achieve change. Yet if you look back at the past several weeks, you are reminded that individuals did bring about changes—and are still doing so. Effecting positive social change is an opportunity open to everyone.

The ideal of positive social change is Walden University’s mission, and the culmination of this course is an appropriate time to reflect on what this means to you. In this final week of the course, you critique each other’s’ call to action submissions and consider your own thoughts about social change. You also submit your Final Project.

Learning Objectives

Students will:
  • Critique the effectiveness of social change approaches
  • Analyze key aspects of a social change movement of the pre-modern era
  • Analyze key aspects of a social change movement of the modern era
  • Assess the relationship of Walden University to a past or present social change movement
  • Reflect on changes in personal insights regarding social change

Learning Resources

Required Readings

Walden University. (2016a). Scholars of change. Retrieved from http://www.waldenu.edu/about/social-change/scholars-of-change

Walden University. (2016b). Social change. Retrieved from http://www.waldenu.edu/about/social-change/

Document: Final Project Guidelines (PDF)

Walden University

HIST 2050C: U.S. History through the Lens of Social Change | Week 06☰Menu

  • ×
  • HIST 2050C: U.S. History through the Lens of Social Change
  • Back to Course Home
  • Course Calendar
  • Syllabus
  • Course Information
  • Resource List
  • Academic Writing
  • Support, Guidelines, and Policies
  • Week 1
  • Week 2
  • Week 3
  • Week 4
  • Week 5
  • Week 6

Photo Credit: [selimaksan]/[iStock / Getty Images Plus]/Getty Images

Week 6: Call to Action: Applying Social Change on an Individual Level

Whatever our situations, we all face a choice. We can ignore the problems that lie just beyond our front doors; we can allow decisions to be made in our names that lead to a meaner and more desperate world. We can yell at TV newscasters and complain about how bad things are, using our bitterness as a hedge against involvement. Or we can work, as well as we can, to shape a more generous common future (p. 33).
—Paul Rogat Loeb

It can be daunting to study the historical precedents set by social change movements. It is also humbling to recognize the seemingly heroic actions of those who led these movements. Issues seem immense and it is easy to doubt what one individual, particularly oneself, can do to achieve change. Yet if you look back at the past several weeks, you are reminded that individuals did bring about changes—and are still doing so. Effecting positive social change is an opportunity open to everyone.

The ideal of positive social change is Walden University’s mission, and the culmination of this course is an appropriate time to reflect on what this means to you. In this final week of the course, you critique each other’s’ call to action submissions and consider your own thoughts about social change. You also submit your Final Project.

Learning Objectives

Students will:
  • Critique the effectiveness of social change approaches
  • Analyze key aspects of a social change movement of the pre-modern era
  • Analyze key aspects of a social change movement of the modern era
  • Assess the relationship of Walden University to a past or present social change movement
  • Reflect on changes in personal insights regarding social change

Learning Resources

Required Readings

Walden University. (2016a). Scholars of change. Retrieved from http://www.waldenu.edu/about/social-change/scholars-of-change

Walden University. (2016b). Social change. Retrieved from http://www.waldenu.edu/about/social-change/

Document: Final Project Guidelines (PDF)

Discussion: Call to Action for Social Change

Social change leaders have always relied on persuasive approaches to galvanize support for their causes. For this Discussion, you developed a call to action designed to garner immediate support for a specific cause. This week, you will share and critique your work with your colleagues.

In preparation for this Discussion:

  • Review the calls to action posted by your colleagues in the Week 6 Discussion Forum.
  • Consider the effectiveness of these communications and why or why not they succeed.

With these thoughts in mind:

By Day 2

Post a response to the Discussion Spark post. Your response should contain at least two significant paragraphs. Read the Discussion Rubric as it will inform your writing. Important Note: The Discussion Spark and the Discussion topic will be graded together. You will see one score in your My Grades area.

By Day 4

Post feedback to at least one other presentation in the Week 6 Discussion Forum in one or more of the following ways:

  • Evaluate the overall effectiveness of the piece.
  • Does it accurately address the interests and concerns of the issue? If yes, how? If no, why not?
  • What is the single most compelling aspect of this piece?
  • Is the “mechanism” for immediate response effective?
  • What, if anything, does it lack?
  • What might you do differently?

Read the feedback received to your own call to action.

By Day 7

Respond to at least one feedback posting you received in one or more of the following ways:

  • Share an insight related to that feedback.
  • State why you agree or disagree with the feedback.
  • Offer and support an opinion.
  • Expand on a colleague’s posting by offering a new perspective or insight.
Submission and Grading Information
Grading Criteria

To access your rubric:
Discussion Rubric

Post Discussion Spark by Day 2
Post by Day 4 and Respond by Day 7

To participate in this Discussion:
Week 6 Discussion

Final Project

This week, you submit your Final Project.

In preparation:

  • Review the comments received from your Instructor to the draft submitted in Week 4. Use those comments to inform your final paper.
  • Review the Final Project Guidelines located in this week’s Learning Resources.

The Assignment

  • Analyze an important social change movement of the pre-modern era (pre-1945).
  • Analyze an important social change movement of the modern era (post 1945).
  • Compare and contrast both movements.
    • Analyze and explain the leadership structure of both movements. Who led these social change efforts? Was it an individual or a collective effort? What prompted individuals to become leaders of the movements?
    • Analyze how the movements parallel or complement each other.
    • Evaluate the success of these movements in promoting social change.

Be sure to include an introduction, body, conclusion, and reference page, using APA format to cite each of your sources.

Art History-Romanesques Period

/in /by

1 / 19

Art History Unit 7: Europe in the Romanesque Period

 

 

2 / 19 Nave and choir, Sant Vincenç. ca. 1029–1040 Cathedrals built in the Romanesque period were made of stone, and relied on the Ancient Roman

system of arches and barrel vaults. Interiors appear heavy and dense with thick walls and small windows.

 

 

3 / 19 Lintel of west portal, Saint-Genis-des-Fontaines, France. 1020–1021 Stone relief sculptures are decorative, inspired by illuminated manuscripts.

 

 

4 / 19

Nave, Cathedral of Santiago de Compostela, Spain. ca. 1075–1120

• Christians considered pilgrimage to be a key factor to their religion.

• Most traveled to notable cathedrals that housed holy relics, remains of

saints. These relics were believed to have healing powers.

• This cathedral was the final stop along the European pilgrimage route, and

was the grandest of them all.

• Traditionally, pilgrimages to Jerusalem was important to Christians, but

that path was too dangerous due to the Crusades, wars in the Middle East

between Europeans and Muslims, who occupied the area.

 

 

5 / 19 Plan of Cathedral of Santiago de Compostela, Spain (after Dehio) The pilgrimage floor plan is shaped like a cross, and allows traffic to flow around the Cathedrals to view the relics without interfering with rituals.

 

 

6 / 19 The Chasse of Champagnat. Reliquary casket with symbols of the four Evangelists. ca. 1150 Holy relics were kept in small caskets called reliquaries. These were displayed in the apsidioles of the Cathedrals.

 

 

7 / 19 Christ in Majesty (Maiestas Domini). ca. 1096 Common depiction of Christ is Christ in Majesty: Christ as a royal leader.

 

 

8 / 19 Gunzo and others. Plan of Monastery of Cluny (Cluny III), France (after Conant). ca. 1088–1130

 

 

9 / 19

Reconstruction of Abbey Church, Cluny

• The Benedictine Monastic Order built their original monastery with

Cathedral in the Romanesque style.

• The original cathedral was rebuilt three times after the Romanesque period.

• Monasteries were exclusively used for the monks. The Cathedrals were the

only portion of the monastery that had public access.

• The commoners entered the Cathedral from the front entrance. The monks

used their own entrance on the side.

• Monks performed rituals in the Cathedral five times a day.

 

 

10 / 19 Cloister, Priory of Saint-Pierre. ca. 1100 A cloister is an open pavilion used exclusively by the monks. They are traditionally placed

outside the monks entrance to the Cathedral, and it is where they begin their processional rituals.

 

 

11 / 19

Trumeau and jambs, south portal, Church of Saint-Pierre, Moissac, France.

• Sculptural elements that were popularized in the Romanesque period can

be described as linear, decorative, and stylized.

• Human forms were not created in a representational, three dimensional

style. Instead, they were molded to the surface, using unnatural proportions.

• Design elements were created using patterns and lines, with no regard to

the spatial qualities of the Ancient Roman sculptures.

 

 

12 / 19

South Portal with Second Coming of Christ on tympanum, Church of Saint-Pierre, Moissac, France. ca. 1115–1130

• Entrances to Romanesque Cathedrals were traditionally decorated with

scenes of the Second Coming of Christ or Judgment Day.

• This is a biblical reference to the prophecy of Christ returning to Earth,

condemning the evil to hell, and rewarding the good with heaven.

• These scenes centered on Christ in Majesty, surrounded by demonic

monsters and tortured human forms.

 

 

13 / 19 West portal, with Last Judgment by Gislebertus on tympanum, Cathedral of Saint-Lazare. ca. 1120–1135

 

 

14 / 19 The Building of the Tower of Babel. Early twelfth century. Detail of painting on the nave vault, Saint-Savin-sur-Gartempe, France A rare example of Romanesque painting. Stylistically, it is very similar to the preferred

method of decoration: relief sculpture.

 

 

15 / 19 St. Matthew, from the Codex Colbertinus. ca. 1100 The most common form of Romanesque painting can be found in illuminated manuscripts.

 

 

16 / 19 St. Mark, from a gospel book produced at the Abbey at Corbie. Early twelfth century

 

 

17 / 19 West façade, Notre-Dame-la-Grande. Early twelfth century.

 

 

18 / 19 Crowds Gaze in Awe at a Comet as Harold Is Told of an Omen. Detail of the Bayeux Tapestry. ca. 1066–1083a

 

 

19 / 19 West façade, Saint-Étienne. Begun 1068

 

  1. Button 10:
    1. Page 1: Off
    2. Page 21: Off
    3. Page 32: Off
    4. Page 43: Off
    5. Page 54: Off
    6. Page 65: Off
    7. Page 76: Off
    8. Page 87: Off
    9. Page 98: Off
    10. Page 109: Off
    11. Page 1110: Off
    12. Page 1211: Off
    13. Page 1312: Off
    14. Page 1413: Off
    15. Page 1514: Off
    16. Page 1615: Off
    17. Page 1716: Off
    18. Page 1817: Off
    19. Page 1918: Off
  2. Button 11:
    1. Page 1: Off
    2. Page 21: Off
    3. Page 32: Off
    4. Page 43: Off
    5. Page 54: Off
    6. Page 65: Off
    7. Page 76: Off
    8. Page 87: Off
    9. Page 98: Off
    10. Page 109: Off
    11. Page 1110: Off
    12. Page 1211: Off
    13. Page 1312: Off
    14. Page 1413: Off
    15. Page 1514: Off
    16. Page 1615: Off
    17. Page 1716: Off
    18. Page 1817: Off
  3. Button 12:
    1. Page 2: Off
    2. Page 31: Off
    3. Page 42: Off
    4. Page 53: Off
    5. Page 64: Off
    6. Page 75: Off
    7. Page 86: Off
    8. Page 97: Off
    9. Page 108: Off
    10. Page 119: Off
    11. Page 1210: Off
    12. Page 1311: Off
    13. Page 1412: Off
    14. Page 1513: Off
    15. Page 1614: Off
    16. Page 1715: Off
    17. Page 1816: Off
    18. Page 1917: Off