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Question (Category: General-Questions :General-Academic-Questions )
LIB 316 LIB316 All Weekly Discussions39 for ASHFORD UNIVERSITY LIB 316 LIB316 All Weekly Discussions39 for ASHFORD UNIVERSITY LIB316 Week 1 DQ1 Ideals of Democracy Provide a brief summary, explaining the extent to which reform movements in the 19th century advanced the ideals of democracy. How did artistic movements such as Romanticism and Transcendentalism alter culture during the 19th century by spurring other reform movements? What can we learn, for example, from the literature you read (be specific) to help us understand a historical period that sought to embrace ldquothe common manrdquo? LIB316 Week 1 DQ2 Literature and the Industrial Revolution Many artists and writers in the 19th century hoped that their work would inspire politicians and others to make lasting changes that would improve living and working conditions for people. These writers were often called ldquosocial criticsrdquo and their writing ldquosocial criticismrdquo because one of its intents was to criticize society. To what extent are art and literature political? Why do you think that many of the works of 19th-century writers, including Charles Dickens and Elizabeth Gaskell, are still popular today? LIB316 Week 2 DQ1 The White Man39s Burden Rudyard Kiplingrsquos (1899) poem, ldquoThe White Manrsquos Burden,rdquo attempted to clarify the unique relationship between oppressors and oppressed. What is the quotWhite Man39s burdenquot and how did Europeans justify what we would consider racist policies in their imperial ventures? How does the 19th-century literature read this week respond to this ideology? Week 2 DQ2 The Scramble for Africa Consider the different perspectives yoursquove encountered in your readings this week concerning the frantic period in colonial history referred to as ldquothe scramble for Africardquo. What would your interests be as a European nation? How would these interests conflict with people in Africa and other Europeans? And what problems might come about as a result? How does an author like Conrad use characters to address this issue? LIB316 Week 3 DQ1 quotThe War to End All Warsquot At the end of the nineteenth century, many believed that there would never again be an quotall-outquot war among nations and were optimistic that civilization was advancing in ways that would make wars of all kinds less likely. Beginning with World War I, however, the 20th-century witnessed impressive advances in the technology of war, adding immensely to the damage that war can do. From our vantage point today, discuss the role optimism or naivety played in the brutality and tragedy that came to be known as the Great War LIB316 Week 3 DQ2 The Shape of Things to Come John Steinbeckrsquos novels cover the grim decade from 1937 to 1947 that oversaw a second world war, the ascendance of fascism and communism, the inadequacies of capitalism, and a global Great Depression. InThe Grapes of Wrath , Steinbeckrsquos most controversial work, he challenges big business and dehumanizing social institutions while raising questions about human ability to manage natural disasters, systems that deny humans sustenance, and dignity. As you consider how Steinbeckrsquos novel speaks to his generation, reflect on whether your generation significantly differs from that of your parents or grandparents. How is our current moment of a great recession defining our generation? LIB316 Week 4 DQ1 Dehumanization and Genocide Dehumanization is the process by which the Nazis gradually reduced the Jews to little more than quotthingsquot which were a nuisance to them. Discuss several specific examples of events that occur in Elie WieselrsquosNightandor from Chapter Six of your text which reflect the dehumanization of Jews. LIB316 Week 4 DQ2 Writing the Global Conflict While the superpowers of the United States and the Soviet Union dominated the global geo-political landscape of post World War II, most of the military struggles took place in postcolonial regions of the world. Consider the three writers this week and examine trends among Ishiguro, Klima, and Jin. What are the concerns of ethnic minorities as represented in the literary works of these writers? How might these concerns differ from those that are more commonly represented in ldquoCold Warrdquo studies? LIB316 Week 5 DQ1 The World and Africa1 As rebellion against colonialism comes to fruition in post-war territories around the world, attempts to raise consciousness about the worldwide exploitation of black and brown people create alliances and race unity in Western nations. In the United States, the Harlem Renaissance and Civil Rights movement challenged Eurocentric histories by identifying with the global struggles that affected ethnic minorities around the world. Consider the literary readings this week and examine the ways in which at least two of the authors make connections between local struggles and a larger universal ldquoBlack strugglerdquo. How useful do the writers find Pan African movements in their own fight against racism and colonialism? LIB316 Week 5 DQ2 Reflection After reading samples of world literature from various historical periods, what is the relationship between history and literature? Is one subordinate to the other? Does history create literature? Does literature define history? What are the limits of historical criticism in analyzing literary works?


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