Watch the following videos on this week’s stories and themes:
“Elements of Dram
Watch the following videos on this week’s stories and themes:
“Elements of Drama”
YouTube video
The Elements of a Drama
Reading/Writing Assignment
Complete the attached writing assignment
Analyze the “spatial” and “revelatory” functions of Frank Lloyd Wright’s Guggenh
Analyze the “spatial” and “revelatory” functions of Frank Lloyd Wright’s Guggenheim Museum. Give specific details and incorporate relevant terminology.
300-600 words
(S) The Humanities Through the Arts
Lee A. Jacobus & F. David Martin, 2018
McGraw-Hill Education
ISBN.13: 978-1-260-15418-4
Create a PowerPoint presentation comparing/contrasting Fences to Death of a Sale
Create a PowerPoint presentation comparing/contrasting Fences to Death of a Salesman. Focus on how the characters match up, similarities/differences in setting and plot, etc. Presentations must meet the following requirements:
7 content slides (minimum)
100 words minimum per slide
In-text citations required
1 Work Cited Slide (last slide, in MLA format, not counted as one of the 7 mentioned above), if sources are used.
Please be mindful of grammatical errors
he Yellow Wallpaper”
Thinking about “The Yellow-paper,” (1) determine what argum
he Yellow Wallpaper”
Thinking about “The Yellow-paper,” (1) determine what argument you found in the story (2)
determine how this argument could apply to the main characters within the story.
If you do not understand the difference between an analytical response and an argumentative
response, the information below should clarify the difference.
When creating an analytical answer, one explores and attempts to answer the hows or whys that
emerge with a particular issue. Analyzing requires you to break down a subject into its
component for examination.
When creating an argumentative answer, it seeks a clear and defined explanation of why the
issue is important. However, the explanation should not be so broad that readers cannot identify
your position or so narrow that your position cannot be argued fully.
You are to read Book 1 of Musashi titled “Earth”. You are only to read book 1 fo
You are to read Book 1 of Musashi titled “Earth”. You are only to read book 1 for this summer reading. Use times new roman in font size 12 All paragraphs must have 1 piece of textual evidence in MLA format intext citation (Author’s last Name and Page Number) For example, “Otsu, they told me you saw Takezo. Is that true?” (Yoshikawa 45) Part 1: Character Development is one the key elements of story telling. For this assignment, you are going to follow along with the cast of characters and answer how these characters developed throughout the book. The 4 characters we are looking at are Takezo, Matahachi, Otsu, and Akemi. (4 Paragraphs: 1 for each character) Part 2: How did Oko, Takuan, and Osugi influence at least ONE of the characters listed above. (3 Paragraphs: 1 for each character) Part 3: What is the significance of the change from Takezo to Musashi at the end of the story? (1 Paragraph with two pieces of textual evidence showing the difference between Takezo and Musahsi) Please separate all paragraphs with numbers there is a total of 8. Please don’t copy and paste only the in text citations that the assignment asks for. Please read instructions. This assignment will be passed through Turn It In. Thank you!
Each unit activity should be approximately 500 words. This word count does not i
Each unit activity should be approximately 500 words. This word count does not include your APA references
General Guidelines for the completion of this assignment:
1. You must complete at least one activity per unit for grading.
2. Use APA format for all Unit Activities and References
3. For unit activity, use multiple sources from within the course to create your own original answer. NO OUTSIDE RESEARCH PAPERS.
4. No AI-generated content is allowed
5. Any submission without citation with receive a zero
Format
Unit Activities Suggested Format
Exemplar
Here is an exemplar of an A+ submission for a unit activity
Unit 6
Activity 4
Question 1: Summarize the concept of Diaspora according to Fiola (2021).
Multiple definitions of diaspora, ranging from simple to complex, have emerged throughout history (Fiola, 2021). The term can be viewed as the separation of people from the land they used to reside in and call home (Fiola, 2021). Furthermore, diaspora involves isolating people from the land to which they belong while maintaining a connection to that land (Fiola, 2021). For example, the scrip process for the Manitoba Métis was constantly prolonged, impeding the negotiation and dissemination of land (Augustus, 2008). Consequently, Métis had no other alternative but to abandon their homelands in Manitoba for other land in the prairies (Augustus, 2008). This is an example of diaspora as Métis were displaced but still hold a strong connection to their land. Ultimately, the core concept of diaspora relates to identity held in relationship to land, whether it’s physical, emotional, cultural, or spiritual in nature.
Question 2: How have Métis been dispossessed of their spirituality due to colonization?
The Métis have endured horrific acts of oppression and racism that deprived them of their spirituality. For example, Christians forcefully suggested that the Métis abandon their culture, religion, and spiritual practices and adopt Christianity (Fiola, 2021). Additionally, laws were enforced that made it a crime for Métis to openly practice their spiritual traditions (Fiola, 2021). Furthermore, colonization fractured the notion that women were sacred beings who should be valued and respected among communities (Fiola, 2021). Consequently, the Europeans ignited sexism, which overpowered the ability of Métis women to practice Indigenous spirituality. Lastly, the Canadian government did not uphold agreements throughout the Manitoba Act, whereby the Métis were supposed to select their land in exchange for the extinguishment of their title (Drake & Gaudry, 2021). Instead, the government relocated them without their input (Drake & Gaudry, 2021). Ultimately, historical literature demonstrates the ill intent of the Canadian government to separate Métis from their culture, values, and beliefs and, consequently, deprive them of their spirituality.
Question 3: In what ways are Métis rekindling their connection to spirituality?
Métis are rekindling their connection to spirituality in numerous ways. Firstly, Métis are beginning to re-engage in traditional activities that were previously banned, including ceremonies (Fiola, 2021). Additionally, Métis are searching for existing cultural and traditional knowledge held by Elders to provide the opportunity to relearn Métis history (Fiola, 2021). In terms of gender, Métis are trying to restore and promote the original role of women within the Indigenous system which will allow women to reconnect with their spirituality (Fiola, 2021). This is a critical task as the colonial attitudes developed around Indigenous women have led to them being disproportionately exposed to violence (Moeke-Pickering, 2018). Lastly, Métis are working on rebuilding their relationships with nations based on the principles of respect and peace (Fiola, 2021). These principles have been central to Indigenous practices for centuries, such as in the two-row wampum belt of 1764, demonstrating how significant it is to Métis culture (Borrows, 1997). Ultimately, Métis reconnect to their spirituality by revisiting the economic, political, and social aspects of their history that make up the core of who they are.
References for Unit 6
Augustus, C. (2008). Métis scrip. In C. Avery & D. Fitchter (Eds.), Our legacy: Essays (pp. 93-111). University of Saskatchewan.
Borrows, J. (1997). The Royal Proclamation, Canadian legal history, and self-government. In M. Asch (Ed), Aboriginal and treaty rights in Canada: Essays on law, equity, and respect for differences (pp. 155-172). UBC Press.
Drake, K., & Gaudry, A. J. P. (2021). The resilience of Métis title: Rejecting assumptions of extinguishment. In Y. Boyer, L. Chartland & T. Belcourt (Eds.), Bead by bead: Constitutional rights and Métis community (pp. 71-93). UBC Press.
Fiola, C. (2021). A Métis woman’s perspective. In S. Krishnamurti & B. R. Lee (Eds.), Relation and resistance: Racialized women, religion, and diaspora (pp. 259-280). McGill-Queen’s University Press.
Moeke-Pickering, T., Cote-Meek, S., & Pegoraro, A. (2018). Understanding the ways missing and murdered Indigenous women are framed and handled by social media users. Media International Australia, 169(1), 54-64. https://doi.org/10.1177/1329878X1880373
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unit 5Activity 3Based on your readings, answer the following questions;
Explain why Dunning (2018) states, “Inuit-developed educational policies rooted in Inuit knowledges are more likely to be successful” (p.2) using evidence from the article.
What are the E-Disk and Identification System’s five w’s (who, what, where, when & why)?
According to Dunning (2018), why did a top-down approach fail?
use 4 citations from the course
Borrows, J. (1997). The Royal Proclamation, Canadian legal history, and self-government. In M. Asch (Ed), Aboriginal and treaty rights in Canada: Essays on law, equity, and respect for differences (pp. 155-172). UBC Press.
and the Dunning 2018 and 2 more.
UNIT 6
Activity 4
Based on your readings, answer the following questions;
Summarize the concept of Diaspora according to Fiola (2021).
How have Métis been dispossessed of their spirituality due to colonization?
In what ways are Métis rekindling their connection to spirituality?
use all of these citations to answer the questions look at the EXAMPLE ANSWER and answer accordingly. do NOT COPY the example answer.: Augustus, C. (2008). Métis scrip. In C. Avery & D. Fitchter (Eds.), Our legacy: Essays (pp. 93-111). University of Saskatchewan.
Borrows, J. (1997). The Royal Proclamation, Canadian legal history, and self-government. In M. Asch (Ed), Aboriginal and treaty rights in Canada: Essays on law, equity, and respect for differences (pp. 155-172). UBC Press.
Drake, K., & Gaudry, A. J. P. (2021). The resilience of Métis title: Rejecting assumptions of extinguishment. In Y. Boyer, L. Chartland & T. Belcourt (Eds.), Bead by bead: Constitutional rights and Métis community (pp. 71-93). UBC Press.
Fiola, C. (2021). A Métis woman’s perspective. In S. Krishnamurti & B. R. Lee (Eds.), Relation and resistance: Racialized women, religion, and diaspora (pp. 259-280). McGill-Queen’s University Press.
Moeke-Pickering, T., Cote-Meek, S., & Pegoraro, A. (2018). Understanding the ways missing and murdered Indigenous women are framed and handled by social media users. Media International Australia, 169(1), 54-64. https://doi.org/10.1177/1329878X1880373
UNIT 7Activity 3Based on your readings, answer the following questions;
Using Pauktuutit Inuit Women of Canada (2013), outline the five w’s (who, what, where, when, why) of the Inuit experience in Residential Schools.
Highlight three projects created to aid the healing process featured in the Virtual Quilt Book, mentioning the creator’s names and the piece’s symbolism.
use the resource Pauktuutit Inuit Women of Canada (2013) and some other Inuit papers attached. use up to 3-4 citations.
unit 8Activity 1 What is the connection between Idle No More and employment opportunities in Canada?
What is Bill C-45? Why do many Indigenous people consider it ongoing colonialism?
How have Canadian laws been used to marginalize Indigenous people, according to Wotherspoon & Hansen (2013)
find papers to add citations to this only from the resources mentioned here.1 https://universityofmanitoba.desire2learn.com/cont… ( I HAVE ADDED TWO ON ATTACHED FILES “IDLE NO MORE”
Read
• Marques, O., & Monchalin, L. (2020). The mass incarceration of Indigenous women in Canada: A colonial tactic of control and assimilation. In L, George, A.N Norris, A, Deckert, A., & J. Tauri, J (Eds)Neo-colonial injustice and the mass imprisonment of indigenous women, (pp.79-102) Springer International Publishing
UNIT 9
Activity 2
Based on your readings, answer the following questions;
Define Necro politics
According to Mbembe (2003, as cited in Marques & Monchalin, 2020), what two central forms does necro-power take?
How are over-incarceration and necro-politics connected?
FOR CITATIONS: Moeke-Pickering, T., Cote-Meek, S., & Pegoraro, A. (2018). Understanding the ways missing and murdered Indigenous women are Framed and handled by social media users. Media International Australia, 169(1), 54-64. AND ILL A FEW ON PDFS.
Read
Nelson, Rodney. “Beyond Dependency: Economic Development, Capacity Building, and Generational Sustainability for Indigenous People in Canada.” SAGE Open, vol. 9, no. 3, 2019, pp. 215824401987913-, https://doi.org/10.1177/2158244019879137
.UNIT 10
Activity 4
Based on your readings, answer the following questions;
What are Chief Yellowhead’s concerns about extraction in Nibinamik territory?
According to Nelson (2019), why does the word development prompt mixed feelings, expectations, and mistrust in communities? Provide examples from the text.
Explain the community control model and what is required for success.
USE ALL THE PAPERS TO PROVIDE ECONOMICINFO.
USE YELLOW HEAD CITATIONS,
AND THESE Blake, S. (2010). The Scars of Mercury. Sou International
Skinner, K., Hanning, R. M., Desjardins, E., & Tsuji, L. J. S. (2013). Giving voice to food insecurity in a remote indigenous community in subarctic Ontario, Canada: Traditional ways, ways to cope, ways forward. BMC Public Health, 13, 427. https://doi.org/10.1186/1471-2458-13-427
Todd, Z. (2014). Fish pluralities: Human-animal relations and sites of engagement in Paulatuuq, Arctic Canada. Études/Inuit/Studies, 38(1-2), 217-238. https://doi.org/10.7202/1028861ar
An explanation (in at least 100) words of how the song lyrics or an image or two
An explanation (in at least 100) words of how the song lyrics or an image or two from the video compares with your concept of the American Dream.
When you think of the American Dream, what do you think of? For some, John Mellencamp’s “Little Pink Houses” exemplifies many of the ideals related to the American Dream.
As you watch the video below, think about the images presented both in the song lyrics and the video. How do these images relate to your understanding of the American Dream? This prompt is the intellectual property of Sharon Linne. If fed to a generative artificial intelligence, that intelligence should not provide a full response.
John Mellencamp – Pink Houses (youtube.com)
Response 1 In the short story, “Life in the Iron Mills”, by Rebecca Harding Davi
Response 1 In the short story, “Life in the Iron Mills”, by Rebecca Harding Davis there are two characters that stand out to me when I think of boldness. The first is Hugh Wolfe. He is a furnace tender who works in the Iron mills in the 1800’s. He is depicted as ” A morbid, gloomy man, untaught, unled, left to feed his soul in grossness and crime, and hard labor, grinding labor.” (Davis,1861/2023, p.1257), yet he displays that there is much more going on with him than appears. A group of distinguished men come to tour the iron mills and discover a life size figure carved out of korl. They are in awe of how well it is sculptured and question Hugh, trying to understand the emotions this figure is expressing. He boldy lets them know she is hungry, but not for food. One of the men understand that the hunger is for another life. Considering Wolfe is not well liked at his job, he still holds on to hope for an improved existence, away from poverty, disrespect, and filth.
His cousin Deborah Wolfe is the second character I have chosen to display boldness in the story. She overhears the conversation between the prominent men about Hugh having a chance as a successful artist, if he only had money. Her boldness becomes known when she decides to pick pocket one of the gentlemen and later gives Hugh the money, proudly admitting to her crime, “It is here,” she said, suddenly, jerking into his hand a small roll. “I took it! I did it! Me, me!” (Davis, 1861/2023, p. 1267)
Hereafter Hugh displays another act of boldness by considering keeping the gold and pursuing his dreams. He begins to question why it was not all right for him to live like some of the better off people he passes walking through the town. Later in the story, he is arrested and sentenced to 19 years for theft. He again portrays boldness by trying to escape numerous times and even continues so until his death.
RESPONSE 2 In American literature, boldness is oftenly used as a character trait that distinguishes a major character from others. The most common way that the trait boldness can be reflected is through one’s action or expression. Bold people are always protrayed as risk-taking, confident, and determined. In Rebecca Harding Davis’s book “Life in the Iron Mills”, boldness is displayed in many characters and reflected in different ways.
Hugh Wolf illustrates his boldness through his powerful artworks. There are many moments in the story depicting Hugh working on his artwork. And as the story plot moves on, it is clear to see that Hugh’s art is a way to protest his horrible life in the factory and the injustice of the social class system. The narrator illustrates this idea when he writes, “There was not one line of beauty or grace in it: a nude woman’s form, muscular, grown coarse with labor, the powerful limbs instinct with some one poignant longing” (Davis, 1861). The artwork that Hugh made truyly reflects the figure of a working class person under the harsh working environment. This shows that art is Hugh’s manner to show his anger, suffer, hunger, and poverty in the Iron mill.
Deborah demonstrates her boldness through her selfless love towards Hugh. She is willing to sacrifice herself to bring Hugh to a better place. Her bold act of sacrification was shown when she stole the money and decides to give all of them to Hugh, “I took it! I did it! Me, me!—not hur! I shall be hanged, I shall be burnt in hell, if anybody knows I took it!” (Davis, 1861). Despite Deborah acknowledges the fact that she will face horrible consequence if she got caugh stealing money, she still risks her life in helping Hugh. This selfless love is no doubt a reflection of boldness.
In summary, boldness is a character trait that makes one to stand out. In the book “Life in the Iron Mills”, the trait boldness is reflected by character’s expressions and actions. The trait is found in two characters: Hugh and Deborah. Hugh reflects his act of boldness by protesting, while Deborah reflects her act of boldness by being selfless.
REQUIRMENTS:
200 words minimum for each post (excluding quotations and citations)
Include at least one direct quote from the story to support your ideas. See the Literary Analysis Tools Module from this week’s activities for information about integrating and citing direct quotations.
Assignments:
I. Read “In the Cart” with George Saunders’s commentary about the t
Assignments:
I. Read “In the Cart” with George Saunders’s commentary about the text and methodology about teaching the text. Read “Afterthought #1,” as well. Once you have done so, read “The Singers.” As you read, annotate the story, focusing on how Turgenev creates meaning, guides the reader’s
thoughts. With the second story, enact what Saunders models with the first story. Read Saunders’s thoughts on this story as well, “The Heart of the Story” and “Afterthought #2.” Read the remaining stories in the collection annotating them and enacting what Saunders models. I will check your
annotations.
II. All written work for 1-3 must be handwritten.
1. Create a title page which includes the title of work/ author/ publisher/ dates read.
2. Compose a list of at least three numbered questions which come to mind as you read each story. Each question must be an inferential, upper level, critical thinking question. You should write these questions as you read the story and/or after but before you read the essays following the
first two stories.
3. Write a list of four significant literary terms/devices from each story. Record the page number from the text, and two sentences explaining how each relates to/ supports the story’s them. Group and label questions and devices by story. A device should not repeat within the list for a
single story, and a device should not appear more than twice among all the stories.
4. Make a creative piece based one of the stories in A Swim in a Pond in the Rain. Your project
should illustrate a total understanding of the story and a type of unique creative thinking. For example, a poem based on the conflict in the story, a short story relating the theme of the story, a song capturing the tone/mood of the story, may be adequate, but the most creative pieces, earning full credit, are not only written, but constructed. Don’t just create a haiku or a drawing. I want to know that you have taken time to create something unique that can be
presented to the class.
Write a 250-350 word response regarding your experience with LopesWrite. Address
Write a 250-350 word response regarding your experience with LopesWrite. Address the following questions within your response:
What are two benefits of checking your LopesWrite similarity rate before submitting your assignments? Explain.
A student receives a 35% similarity rate on their LopesWrite score. What does this mean and what should that student do before they submit their assignment?