Group Project: Ambrogio Lorenzetti
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Ambrogio Lorenzetti painted three frescoes in the town hall of Siena to encourage the leaders of the city-state to rule with wisdom, justice, and virtue. The Allegory of Good Government depicts figures representing ideals like justice, concord, and strength that lead to prosperity. The Allegory of Bad Government shows the effects of vices like tyranny, greed, and cruelty, resulting in a decaying city under assault. The document assigns analyzing examples of the good and bad government ideals in US history and identifying the conditions that lead to each.
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This document provides an overview of Italian and Northern European art from 1200-1500 CE, including important artists, works, styles, and techniques. It summarizes the transition from the Italo-Byzantine style to the Early Renaissance in Italy led by artists like Giotto, Donatello, Botticelli, and others who incorporated more naturalism and classical influences. Northern European artists like van Eyck are also discussed for their innovations with oil painting techniques that allowed for luminous colors. The document outlines the key movements and developments that defined the art of this period.
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HIST 2070 Essay 2 PromptsChoose one of the below essay prompts.docx
HIST 2070 Essay 2
Prompts
Choose one of the
below essay prompts to
answer
. Answer in a 5-6 page essay based on the assigned textbook and primary source readings.
Suggested primary sources to consult are listed below each question. Choose at
least two (2) primary sources
to include in your essay.
Essay 2 is due on
Sunday, April 23
rd
by 11:59
pm
to
WRITE Essay (
essay 2
)
dropbox on e-learn
.
1.
The Industrial Revolution led to a global economic and political shift. Identify and analyze two (2) trends of the Industrial Revolution that led to economic and political changes in industrializing nations. How do these trends also influence and shape either social or cultural ideas or systems.
Possible p
rimary sources to consult
: Marx and Engel’s
Communist Manifesto
, Testimonies of Bentley and Harter,
Manifest Destiny, Two Faces of Empire,
M
ao Zedong’s “On New Democracy”
, Senghor’s “African Socialism”
2.
Identify and analyze three (3) characteristics of the 2
nd
wave of imperialism. Identify and explain at least two (2) ways that the 2
nd
wave of imperialism differed from imperialist ideas and colonizing practices of the 16
th
through 18
th
centuries.
Possible primary sources to consult
: Manifest Destiny, Two Faces of Empire,
Cortes and the Aztecs, Portuguese Views of the Chinese, Olaudah Equiano excerpt
3
.
Identify and a
nalyze
at least two (2)
ways
that
new conceptions of class, race
,
and nation created tensions amongst and between peoples
in one (1)
of the following centuries: nineteenth, twentieth, or twenty-first centuries
.
Identify and discuss how these tensions were exacerbated by two or three historical events in the century of your focus.
Possible p
rimary sources to consult
: Marx and Engel’s
Communist Manifesto
, Tes
timonies of Bentley and Harter
,
Manif
est Destiny, Two Faces of Empire,
M
ao Zedong’s “On New Democracy”
, Senghor’s “African Socialism”
4
. World War I (WWI) and World War II (WWII)
were both global wars. Identify and analyze at least two (2) ways
each
was a global war as well as address
. H
ow
did the outcome
of
each
war
challenge
the ideological justifications for imperialism?
Possible p
rimary sources to consult
: Manifest Destiny, Two Faces of Empire
5.
History is not just shaped by events that unfold, but also by people. People can shape histo
ry through their actions
through the
recording of an event or by leading a revolution. Choose one or two individuals discussed thus far to analyze their impact on world history.
In doing so, be sure to identify the individual, their contribution to and impact on world history.
Use primary sources to support your argument.
Possible p
rimary sources to consult
:
Marx and Engel’s Communist Manifesto, Testimonies of Bentley and Harter,
Manifest Destiny, Two Faces of Empire,
Mao Zedong’s “On New Democracy”, Senghor’s “African Socialism”
,
Cortes and the Aztecs, Portuguese Views of the Chinese, Olaudah Equiano excerpt, Nicolo M.
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This 3 sentence summary provides the essential information about the document:
This document is a course syllabus for an Art History 2 class at Palm Beach State College. It outlines the course details including dates, credit hours, required textbook, learning outcomes, assignments, grading procedures, class policies on attendance and electronic device use. The course is a comparative exploration of European and American art from the Late Gothic to early 20th Century focusing on the formal qualities of art and larger social and historical contexts that influenced various art forms.
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The document discusses various topics related to political philosophy, including:
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HIST 2070 Essay 2 PromptsChoose one of the below essay prompts.docx
HIST 2070 Essay 2
Prompts
Choose one of the
below essay prompts to
answer
. Answer in a 5-6 page essay based on the assigned textbook and primary source readings.
Suggested primary sources to consult are listed below each question. Choose at
least two (2) primary sources
to include in your essay.
Essay 2 is due on
Sunday, April 23
rd
by 11:59
pm
to
WRITE Essay (
essay 2
)
dropbox on e-learn
.
1.
The Industrial Revolution led to a global economic and political shift. Identify and analyze two (2) trends of the Industrial Revolution that led to economic and political changes in industrializing nations. How do these trends also influence and shape either social or cultural ideas or systems.
Possible p
rimary sources to consult
: Marx and Engel’s
Communist Manifesto
, Testimonies of Bentley and Harter,
Manifest Destiny, Two Faces of Empire,
M
ao Zedong’s “On New Democracy”
, Senghor’s “African Socialism”
2.
Identify and analyze three (3) characteristics of the 2
nd
wave of imperialism. Identify and explain at least two (2) ways that the 2
nd
wave of imperialism differed from imperialist ideas and colonizing practices of the 16
th
through 18
th
centuries.
Possible primary sources to consult
: Manifest Destiny, Two Faces of Empire,
Cortes and the Aztecs, Portuguese Views of the Chinese, Olaudah Equiano excerpt
3
.
Identify and a
nalyze
at least two (2)
ways
that
new conceptions of class, race
,
and nation created tensions amongst and between peoples
in one (1)
of the following centuries: nineteenth, twentieth, or twenty-first centuries
.
Identify and discuss how these tensions were exacerbated by two or three historical events in the century of your focus.
Possible p
rimary sources to consult
: Marx and Engel’s
Communist Manifesto
, Tes
timonies of Bentley and Harter
,
Manif
est Destiny, Two Faces of Empire,
M
ao Zedong’s “On New Democracy”
, Senghor’s “African Socialism”
4
. World War I (WWI) and World War II (WWII)
were both global wars. Identify and analyze at least two (2) ways
each
was a global war as well as address
. H
ow
did the outcome
of
each
war
challenge
the ideological justifications for imperialism?
Possible p
rimary sources to consult
: Manifest Destiny, Two Faces of Empire
5.
History is not just shaped by events that unfold, but also by people. People can shape histo
ry through their actions
through the
recording of an event or by leading a revolution. Choose one or two individuals discussed thus far to analyze their impact on world history.
In doing so, be sure to identify the individual, their contribution to and impact on world history.
Use primary sources to support your argument.
Possible p
rimary sources to consult
:
Marx and Engel’s Communist Manifesto, Testimonies of Bentley and Harter,
Manifest Destiny, Two Faces of Empire,
Mao Zedong’s “On New Democracy”, Senghor’s “African Socialism”
,
Cortes and the Aztecs, Portuguese Views of the Chinese, Olaudah Equiano excerpt, Nicolo M.
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1) Athens was considered the birthplace of democracy, with power held by the democratic majority, but there were debates around whether individual rights were recognized or if the individual was defenseless against the will of the powerful majority.
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3) The concept of individuality was largely foreign in ancient Greece, where citizens were seen primarily as parts of the larger organic whole of society, rather than as distinct individuals
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Enlightenment
The Enlightenment was a period in the 18th century when thinkers applied reason and science to politics, society, and the economy. They challenged absolute monarch rule and argued that people have natural rights like liberty. Thinkers like Locke, Montesquieu, Voltaire, Rousseau, and Adam Smith developed new ideas about government, economics, and society that influenced revolutions and the growth of democracy. Their works spread new ways of thinking and challenged traditional authorities and institutions.
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The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account, 2) Complete an order form providing instructions and deadline, 3) Review writer bids and select one, 4) Review the completed paper and authorize payment, 5) Request revisions until satisfied. The service uses a bidding system and promises original, high-quality content or a full refund.
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Econ 1020Winter 2019Overview of Economic HistoryThe Eco.docx
Econ 1020
Winter 2019
Overview of Economic History:
The Economic Systems Prior to Capitalism
Outline:
· Historical development and description of pre-capitalist economic systems (up to the end of the 16th century):
Description and comparison on the basis of:
1. TECHOLOGY
2. ECONOMIC INSTITUTIONS
3. SOCIAL INSTITUTIONS
4. IDEOLOGY
· Prehistoric communal societies
· Transition to class-divided civilizations:
· Slave society
· Feudalism
· Assessment of pre-capitalistic economic system: the defining characteristics
PREHISTORIC COMMUNAL SOCIETIES
They emerged 100,000 years ago (when the homo sapiens – our current species – appeared). They lasted for about 90 percent of human history.
· TECHNOLOGY: simple stone tools; hunting and fishing, gathering of fruits and vegetables.
· ECONOMIC INSTITUTIONS: isolated extended families (minimal division of labor between men/women and young/old). Strengthening of communal bonds was the driving force of economic interaction (survival was a concern, but it was not the dominant economic drive) => collective nature of economic institutions (non-market societies).
· SOCIAL INSTITUTIONS: collective decision-making, direct democracy (i.e. consensus of the group).
· IDEOLOGY: collectivist thinking; cooperation; high degree of equality; beliefs in myths; the value of tradition => the belief in collective action was the glue that held each society together.
How did a transition to a class-based civilization occur?
· The ideology, social institutions and economic institutions of the early communal economy all held back rapid technological progress => yet, they were sufficient to promote extremely slow technological progress over the tens of thousands of years.
· Development of better tools and agriculture
· Dramatic increase in productivity => people could produce a surplus above their subsistence needs (using jars from newly developed pottery, people could put more food away for winter to prevent starvation in cold climates).
· From collective labor to division of labor => cumulative process (specialization and development of intellectual work => further increase in productivity).
· Higher productivity => increase in population and social & economic stability (from villages to towns to cities).
· Higher productivity => accumulation of goods and wealth => economic and political inequality.
· Surplus => wealth => wars => wars brought prisoners, who were enslaved.
=> Movement to a system in which some people owned slaves and others were slaves (dominant classes VS subordinate classes).
SLAVE SOCIETY
· TECHNOLOGY: bronze and iron tools; agriculture.
· ECONOMIC INSTITUTIONS: slaves work; masters take the product.
· SOCIAL INSTITUTIONS: Class differentiation; masters rule.
· IDEOLOGY: elitist prejudice, naturalization of slavery, gender discrimination, racism.
Constraints and limitations (after hundreds of years):
1. Economic problem: stagnation of productivity;
2. Safety issues: we.
A Philosophical Introduction to Anarchism
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Auto Demo 6 Historical Figures
Baron de Montesquieu believed in a system of separation of powers with three distinct branches of government - legislative, executive, and judicial - to have checks and balances on each other's power to prevent tyranny. He felt this system best protected individual liberties.
Cultural and ethnic studies
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Group Project: Ambrogio Lorenzetti
- 1. De Beaufort Art History 2 (Medieval to Modern) Group Assignment 1: Ambrogio Lorenzetti In the Palazzo Pubblico (town hall) of the wealthy manufacturing and banking republic of Siena, Ambrogio Lorenzetti painted 3 monumental secular (non- religious) frescos to remind the members of the City Council to be prudent leaders full of wisdom and virtue so that the rule of law would not devolve into tyranny. Allegorical figures represent ideas. In The Allegory of Good Government the ideas represented are: Justice, Wisdom, Concordia( Harmony), Peace, Fortitude(Strength), Prudence, Magnanimity, Temperance, Faith, Hope Effects of these characteristics are shown visually in The Effects of Good Government in the City and the Country. There is prosperity in the land and all is well: “Without fear every man may travel freely and each may till and sow, so long as this commune still maintains the lady (Security) sovereign, for she has stripped the wicked of all power.”
- 2. In The Allegory of Bad Government the ideas represented are: Tyranny, Pride, Avarice, Vainglory, Cruelty, Treason, Fraud, Fury, Divisiveness, War Effects of these characteristics are shown visually as well- the city is in decay, innocent people are under assault, a state of tyranny has fallen. “Because each seeks only his own good, in this city Justice is subjected to tyranny: wherefore along this road nobody passes without fearing for his life, since there are robberies outside and inside the city gates.” Your assignment (must be typed): 1. Pick 3 ideas represented from The Allegory of Good Government and for each think of a historical example from United States History (can be recent or old) in which these 3 ideas are evident in the actions of our government and leader(s). Each idea must have at least a 2-3 sentence explanation. (6-9 sentences total) 2. Pick 3 ideas represented from The Allegory of Bad Government and for each think of a historical example from United States History (can be recent or old) in which these 3 ideas are evident in the actions of our government and leader(s). Each idea must have at least a 2-3 sentence explanation. (6-9 sentences total) 3. In your opinion, what are the reasons/conditions that give rise to a Good Government. (2 sentences) In your opinion, what are the reasons/conditions that give rise to a Bad Government. (2 sentences)