Curiosity Collection Part 1: Compiling the Collection

In Unit 3, you read about “Curiosity Collections” which were, in fact, the earliest museums. In this assignment we are going to create a virtual “curiosity collection” by submitting “artifacts” (images) to the Curiosity Collection Discussion Board. Imagine that we, as a class, are creating a “Liberal Studies Museum.” The purpose of this collection is to educate others about the meaning and/or value of a liberal education. In short, our task is to help the public become interested in “new ways of seeing.” The museum curator has asked that we consider the following questions when deciding what objects to submit to the collection:
How would you describe your experiences as a liberal studies student?
What about being a liberal studies student is particularly meaningful to you?
What type of physical object might effectively translate your experience as a liberal studies student into a sensory experience that can help others understand what it means to pursue a broad education.

Keep in mind the range of what we have covered thus far in this course (educational history, disciplinary history, qualitative and quantitative analysis, 20th century literary/linguistic/philosophical theory, etc.) How would you contextualize the object to give it meaning for those unfamiliar with this type of education?

Part 1: Compiling the Collection–Due SATURDAY
Every person in the class is responsible for contributing ONE object to our virtual museum using the Curiosity Collection discussion board. When choosing an object to contribute, keep the following in mind:
Think about the terms of this assignment as described above.

Make sure that someone else hasn’t already used your idea since there shouldn’t be two of the same object in the collection (that does not mean that we can’t have more than one painting or song or sculpture or photo–we just can’t have the same picture, song etc.)

Your chosen object can be anything tasteful and appropriate that you can imagine being displayed in a museum: a piece of art, a form of technology, a sound recording, or something you created yourself.

Using the answers to your questions above, you will post an image of your contribution (either from a picture you found on the internet or one you took yourself) and 2-4 sentences to describe and contextualize your choice. In other words, how does the item relate to or reflect Liberal Studies? (20 points)

How to get started:

First visit the “Curiosity Museum Collection” discussion board and see what is already in the collection.
Decide what you would like to contribute and find a good image on the internet (or take your own picture).
Post the image to the discussion board. Include 2-4 sentences to describe and contextualize how your image relates to or reflects Liberal Studies along with the image itself AND give your contribution a title (the subject line) before submitting it for all to see.

Research Activity Part 2–Conduct Survey and Post Raw Data

With a final survey in place, take the questions and conduct 10 surveys. You may choose to survey people you know or total strangers if you account for the type of sample (group of people) you use. The results of your individually-conducted 10 surveys are due on the discussion board by Sunday, September 25.
Please post all of the details of your data. For open-ended questions, make sure that you submit the full transcriipt for each response. For example:
Respondent #1:
1) A;
2) female;
3) sleeping;
4) As a result of 9/11 I’m afraid to fly;
5) yes
6) etc.
7) etc.

You would then do the same for the other nine respondents. This will allow for a more detailed analysis where cross-referencing between responses can be conducted (e.g. 80% of the women surveyed said that they are now afraid to fly, etc.).

Slowly, Slowly loathing

It is a literary analysis of the short story, “Slowly, Slowly in the wind” by Patricia. I will attach the pages of the short story in the files. Below are the criteria for the essay:
Intro: Introduction defines key concepts in relation to the central object of analysis.
Thesis: Thoughtful, specific thesis that moves beyond (or complicates) classroom discussion, effectively states the paper’s position and directs the remainder of the essay.
Evidence and Analysis: Effectively select, incorporates, and explain how quoted evidence supports and/or complicates the thesis.
Structure: Logical overall organization with clear transitions between ideas. Body paragraphs generally follow this model: topic sentence -> evidence -> interpretation
Grammar: Writing is grammatically correct with a clear, professional tone.
Citations: APA or MLA citations are correct, complete, and consistent (both in-text and bibliography).

HW ASSIGNMENT Diary of Systemic Injustices

Once you train your eye to look, it is not hard to find that the world is rife with injustices both great and small. One goal of this course is to prompt students to identify moments of systemic injustice, placing individual incidents within their larger social contexts, and to see them in places that may previously have gone unacknowledged. These can be structures of power that create inequities that you notice, race, ethnicity, or gender (or, ideally, an intersection) -motivated bias you see embedded in laws and policies, everyday cultural discourse you hear that contributes to exclusion, or something else.
Not only is an understanding of systemic injustice at the core of what you need to be successful in this class, and so worth practicing, being able to identify these systemic power issues requires a skill called “systems thinking” highly sought after from college graduates in nearly every field. And it’s a critical step toward disrupting those harmful systems to create a more just world.
Starting this week, you will write in a “diary” recording instances of systemic injustice you witness in your day-to-day life, your studies, or in the global news.  You should describe the phenomenon you witnessed or read about as well as any additional research you did to understand what was happening, then analyze it according to the course concepts we are discussing. What impact does it have? How did you distinguish this as systemic injustice? What categories of identity were in play? What contextual or historical information do you need to understand this incident with the appropriate depth and complexity? What would need to change for this wrong to be righted on a systemic level? Be sure to focus on impact of the phenomenon you chose (rather than the personal intent of the participants or a change in personal beliefs). 
If you’re not sure where to start, you can always start backward from a big concept to a local example. I’d recommend considering the phenomena mentioned in our modules as inspiration. For example, if you learn something new about US immigration policies or problems in ethnographic studies, you can look for an effect of that phenomenon within your daily experience (maybe your neighbor immigrated to the US and encountered difficulties, maybe there’s a recent ethnographic study you encountered in your studies that is flawed in a critical way) or in the global news (where are refugee crises happening in the world, what prompted them, what policies have other governments implemented, etc.). 
Not only will you chose your best entry to expand and share with the class, but this assignment will also serve as an extended brainstorming activity for your upcoming group podcast assignment, so you’ll want to choose examples you feel strongly about, and that are complex enough for further inquiry should you choose. 
To do this assignment well, you will need to:
Identify a possible example. Be sure you’re prepared to claim it’s an illustration of a systemic injustice.
Consider its context (i.e. do the people involved have a history of oppression as part of their group identity, is this an isolated incident or part of a pattern, etc.)
Do some background research to ensure you understand that context
Apply course concepts about systemic injustice to this incident and analyze it according to those concepts
Test your analysis—what would need to change to solve the problem? Can you point to what systemic change would need to happen?
You’ll get better at this each week as you learn more, and you’ll see more and more examples the further we get into the material. Be patient with yourself. Jot down ideas throughout the day then return to them later to consider which you’ll select for the week. A major part of this assignment is that early thinking stage in which you’re considering what qualifies, before you even write a word. You’re training your mind to think and experience the world in these terms through regularly practicing this kind of analysis.
Still confused about what types of situations could make good material for a Diary of Systemic Injustices entry? Consider the following exemplary entries from your peers:
Ryan Antkowiak wrote about a recent case involving Brian Flores:
Brian Flores, the former coach of the Miami Dolphins, and one of few African-American head coaches in NFL history, has recently made headlines as he plans to pursue a lawsuit against the National Football league for racist and prejudiced practices. Against all odds, Flores finished his last season with the Dolphins with a 9-8 record after starting the season 1-7. The decision to let Flores go this year left a lot of people scratching their heads as Flores was respected around the league for what he was able to accomplish with what he was given. More recently, New England Patriots head coach Bill Belichick reached out to who he believed was Brian Daboll congratulating him on winning over the New York Giants job. The only issue was that Belichick was actually texting Brian Flores and he still had yet to attend his interview for the same job, making people begin to question the ethics of the NFL hiring policies. According to ESPN, Flores’s lawsuit accused the NFL of ” sham interviews, incentivizing losses and pressure to improperly recruit players” (Seifert, 2022). Flores claims that he was offered up to $100,000 for each loss as the head coach of the Dolphins in order to improve their draft position. This is a great example of systemic racism in recent news because it details how the power structure in one of the country’s most popular professional sports leagues was built to keep minorities from achieving positions of authority and prestige. The mostly white, wealthy team owners and league authorities have created a structure within the league where African-American coaches such as Flores rarely get the same opportunities as white coaches do when it comes to achieving and maintaining these positions. When Flores was fired this year, many people brought up the fact that white coaches on other teams have not been fired in the past when they proved to be far less capable than Flores in leading a team. The fact that Flores was incentivized to lose shows that the NFL did not care much for Flores’s success in the league and was merely using him to pave the way for what is probably going to be another white hire. The NFL put on a facade as if they actually cared about making diverse hires, however these sham interviews that have come to light prove otherwise. This example of systemic racism deals with the National Football League’s intent to keep African-Americans and other minorities at the bottom of the totem pole when it comes to positions of power. The result of this over the years has been far too few of these minorities achieving and maintaining head coaching and coordinator jobs. The NFL tried to resolve this issue years ago by instituting the Rooney Rule, which requires teams to interview at least two external minority candidates for open head coaching jobs, but according to ESPN, many of these minority coaches “are not considered serious candidates for many openings” (Seifert, 2022). I think that in order for this systemic racism in the NFL to truly get resolved, the only answer would be increased influence of minority individuals in hiring processes as well as incentivizing teams to hire minorities for these roles. (Links to an external site.)

Kate Birath wrote about victim blaming, in particular in sexual assault cases against women:
Victim blaming is often seen in courtrooms when defense attorneys suggest that the sexual assault was the fault of the victim. A few real life examples of courtroom victim blaming are as follows:
Judge Derek Johnson: “The body can ‘shut rape down.’”
Canadian Judge Robin Camp: “Pain and sex sometimes go together.”
Judge Thomas Low: “Great men sometimes do bad things.”
Jeanine Howard: “[The accuser] wasn’t the victim she claimed to be” and “[the rapist] is not your typical sex offender.”
In 2018, a young Irish girl’s lace underwear was held up in front of the courtroom and used as evidence to determine her rapist “not guilty” of sexual assault because it was viewed as “suggestive” clothing.
Blaming the victim discourages sexual assault victims to come forward and, in a broader perspective, allows these criminals to continue doing harm in the community when they are not held accountable for their actions. Additionally, when victims are blamed, they are vulnerable to public ridicule, while simultaneously watching their assaulter live freely. In regard to myself, my friends, and my family members, there are several personal connections to choosing not to come forward in the case of sexual assault out of fear of victim blaming. Victim blaming is considered a systemic injustice as it relates to the entire justice system and not just one or two sexist peoples. It is something that defense attorneys and courts use throughout the world to penalize women and further push the roots of misogyny and patriarchy.
An article on victim blaming made an interesting point: “blaming the victim helps us maintain a positive view of the world. It reinforces the notion that ‘bad things happen to bad people.’ It overlooks the fact that perpetrators are at fault for inflicting pain and committing crimes” (Morin, 2021). This further suggests that court systems and people in power, whether that be men in general, law enforcement officials, or superiors in the workplace, perpetuate victim blaming as a means of remaining powerful over a vulnerable other.
Sexual Assault and Victim Blaming (Links to an external site.) (
9 Infuriating Things Judges Have Said When Ruling On Sexual Assault Cases (Links to an external site.) (
You might also scan the headlines for global news, especially in the areas that are referenced in our readings each week. Is there a legacy of of systemic injustice still operating now? Do the context presentations or readings help you see a pattern or resonance?
Your weekly entries must each cover a different example (if you are covering a major developing local story, like an ongoing controversy in your neighborhood or on campus or in the global news, contact your TA about permission to write about it more than once. Otherwise, choose a new topic each week). They should clearly describe the incident and what you identify as the injustices and/or power inequities at play.
about 250 words.
Your entries will be evaluated on the following:
Completion at required length
Sufficient contextual information
Thoughtfulness of your comments on how the situation creates or perpetuates injustice and inequality
Relevancy of the example you chose
Submission on time

Writer’s Choice

Please submit two separate posts to this discussion: one from either A or B, and then one from either C or D.
In the first post, contribute to answering ONE of the study questions listed under A and B. Formulate your answers in 3–4 sentences, using your own words rather than quoting sources. Number your answer at the beginning of your post (e.g. “A2”). If another student has already answered the question, only post if you have enough to add, and post it in the appropriate thread. Otherwise, pick another question.
A Parthenon:
How do features of the Parthenon relate to its function?
How does the Parthenon relate to its natural or architectural environment?
How does the Parthenon relate to its cultural environment? Is it representative, affirmative, summative, normative, and/or iconic? Or is it neutral, innovative, or provocative? How?
How does the Parthenon relate to the human condition? What is its scale, psychological effect, or usefulness in meeting human needs?
B Pantheon:
How do features of the Pantheon relate to its function?
How does the Pantheon relate to its natural or architectural environment?
How does the Pantheon relate to its cultural environment? Is it representative, affirmative, summative, normative, and/or iconic? Or is it neutral, innovative, or provocative? How?
How does the Pantheon relate to the human condition? What is its scale, psychological effect, or usefulness in meeting human needs?
In the second post, pick a characteristic from C or give an example for D and formulate your answer in 2–3 sentences, again using your own words rather than quoting sources. Number your answer at the beginning of your post (e.g. “D2”). If another student has already discussed the item, only post if you have enough to add, and post it in the appropriate thread. Otherwise, pick another item or example.
C Gothic Style
As mentioned in the video Building the Great Cathedrals, St. Denis started a wave of Gothic-style churches across Europe, such as the nearby Notre Dame and the more northern Amiens Cathedral. Discuss Gothic architecture by examining the elements below.
Height and Light: Explain what this is and its importance to the form and function of the Gothic style.
Pointed Arch: Explain what this is and its importance to the form and function of the Gothic style.
Ribbed Vault: Explain what this is and its importance to the form and function of the Gothic style.
Flying Buttress: Explain what this is and its importance to the form and function of the Gothic style.
Stained Glass: Explain what this is and its importance to the form and function of the Gothic style.
D Brunelleschi’s Renaissance Innovations:
Considering the information you read and the videos you watched, give an example of one innovation Brunelleschi used when constructing the dome of the Florence cathedral and describe how it worked.

activity 4

1-Read and take notes on the four revolutions taking place in Europe/USA during the Enlightenment.
2-Discuss the significance of each revolution.
3-How do we still see the impact of these revolutions today?

Writer’s Choice

As you go about your normal life, consider the architecture all around you. Look at your home, the buildings along the streets, the place you work, where you attend school or worship, and the structures showcased in television and movies. Try to recognize the architectural elements and styles you are learning about. Take pictures of the things that catch your eye. You can complete this optional assignment to earn up to 15 extra credit points. Just submit the items below.
Share your overall experience in 6-7 sentences. You might discuss what architectural features you noticed, a new building you discovered, or if you were surprised by something along the journey.
Include two or three photos you took and explain why you were moved to capture those sights. Write 3-4 sentences for each picture. See How do I…? for instructions on adding images to a discussion post.
Comment on two classmates’ posts with 3-4 sentences each. Please leave these replies immediately after submitting your main post (leeway for the first two participants).

Grading Criteria:
Overall Experience: Overall experience of noticing architecture is provided, written in 6-7 sentences (or more).
Two Photos Explained: This criterion is linked to a Learning Outcom
Two (or more) photographs are included, along with 3-4 sentences on each explaining why moved to capture those sights.

discussion 4

5 Enlightenment – The Ideas of the Enlightenment – YouTube
1-Make a list with the ideas trending in the Age of Enlightenment.
2-Name three which can still be seen today. How? Explain.

Simon Schama’s Jacques-Louis David_1 of 4 – YouTube
Watch clip 12:55-end
Simon Schama’s Jacques-Louis David_2 of 4 – YouTube
Watch clip Begin-2:40
1-How are these political issues still seen today in our nation?
2-Describe how J. L David neoclassical style reveal these problems in his “Oath to the Horatii”

Week 3 assignment: Art creation and Reflection, Sculpture painting, or drawing

This week you will use your readings from the past two weeks as a point of departure to create your own artistic production and a reflection paper.
Part 1: Art Creation
Select one of the visual art pieces from Chapters 1-6 or the lessons from Weeks 1-3 to use as a point of inspiration. Create a painting, sculpture, drawing, or work of architecture inspired by your selected art piece.
Part 2: Reflection
Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper:
Inspiration Piece
Include image.
Record the title, artist, year, and place of origin.
Briefly explain the background of the inspiration piece.
Your Art Piece
Include image.
Provide a title.
Explain the background of your piece.
Explain the thematic connection between the two pieces.
How are they similar and different?
Are they the same medium? How does the medium impact what the viewer experiences?
How do the formal elements of design compare to one another?
Original Artwork Requirements
Methods: paint, watercolor, pencil, crayon, marker, collage, clay, metal, or wood (Check with your instructor about other methods you have in mind.)
No computer-generated pieces
Writing Requirements (APA format)
Length: 1.5-2 pages (not including title page, references page, or image of artwork)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 1 scholarly source)


Simon Schama’s Caravaggio_2 of 4 – YouTube
Watch clip 0-4:00
How is Caravaggio’s “Calling of St Mathew” a good example of Italian baroque? Remember the three ideals in baroque drama: Clarity, realism, and theatricality.

Simon Schama’s Rembrandt_1 of 4 – YouTube
Watch clip 0-8:50
1-How did Rembrandt look behind the pose of the rich he painted? How did he show them off without making them a show off?
2- How was he a virtuous manipulator of paint?
3-Why was he called a psychologist of the human condition?