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- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Humanities_and_Fine_Arts%3A_Readings_and_Assigments_by_Professor_Erica_McCormack/01%3A_Reading_Spectacle_-_A_Close_Look_at_the_1893_World's_Fair/1.02%3A_A_Close_Look_at_the_1893_World's_Fair_-_Classroom_ActivityThis is a general outline for small group discussions where students build on what they read about the 1893 Chicago World's Fair for homework by perusing photographs and looking for visual evidence of...This is a general outline for small group discussions where students build on what they read about the 1893 Chicago World's Fair for homework by perusing photographs and looking for visual evidence of the fair organizers' values and understanding of the world around them. In considering what they notice from that visual evidence along with the critiques students read and heard about in the assigned readings, student groups will offer recommendations that would have improved the fair.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Humanities_and_Fine_Arts%3A_Readings_and_Assigments_by_Professor_Erica_McCormack/03%3A_Reading_Photographs_-_Truth_Lies_and_Power_Dynamics_in_Historical_Photography/3.01%3A_Truth_Lies_and_Power_Dynamics_in_Historical_Photography_-_Introduction_to_Chapter_Readings_and_VideosThere are two readings assigned within this chapter along with a 25 min. video. Students are also encouraged to explore a set of resources from the Smithsonian's National Museum of the American Indian...There are two readings assigned within this chapter along with a 25 min. video. Students are also encouraged to explore a set of resources from the Smithsonian's National Museum of the American Indian in Washington, D.C. to get a better sense for what "Indian Removal" actually entailed.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Humanities_and_Fine_Arts%3A_Readings_and_Assigments_by_Professor_Erica_McCormack/03%3A_Reading_Photographs_-_Truth_Lies_and_Power_Dynamics_in_Historical_PhotographyIn this chapter, students will continue to explore early photographic processes and subjects, especially in the genre of portraiture. Readings and assignments will encourage students to focus on power...In this chapter, students will continue to explore early photographic processes and subjects, especially in the genre of portraiture. Readings and assignments will encourage students to focus on power dynamics between the photographer, sitter (subject of a portrait), and patron/purchaser of the photographic portrait. Students will analyze "salvage ethnographic" photographic projects (in comparison to other examples of portraits) to find evidence of the racist motivations behind them.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Humanities_and_Fine_Arts%3A_Readings_and_Assigments_by_Professor_Erica_McCormack/01%3A_Reading_Spectacle_-_A_Close_Look_at_the_1893_World's_Fair/1.01%3A_A_Close_Look_at__the_1893_World's_Fair_-_Introduction_to_Chapter_Readings_and_VideosThere are four readings assigned within this chapter--3 from SmartHistory and 1 from WTTW Chicago (public television), which also includes short video segments.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Humanities_and_Fine_Arts%3A_Readings_and_Assigments_by_Professor_Erica_McCormack/01%3A_Reading_Spectacle_-_A_Close_Look_at_the_1893_World's_Fair/1.01%3A_A_Close_Look_at__the_1893_World's_Fair_-_Introduction_to_Chapter_Readings_and_Videos/1.1.02%3A_The_White_City_and_FairgroundsThis SmartHistory article elaborates on the historical context and design of the 1893 World's Fair, comparing how the White City centered white American and European achievements while women, people o...This SmartHistory article elaborates on the historical context and design of the 1893 World's Fair, comparing how the White City centered white American and European achievements while women, people of color, and Indigenous people and their creations were marginalized in various ways.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Humanities_and_Fine_Arts%3A_Readings_and_Assigments_by_Professor_Erica_McCormack/02%3A_Reading_Photographs_-_A_Close_Look_at_Photographic_Origins_of_Mugshots_and_Facial_Recognition/2.01%3A_Photographic_Origins_of_Mugshots_and_Facial_Recognition_-_Introduction_to_Chapter_Readings_and_VideosThere are four readings assigned within this chapter--2 from SmartHistory, 1 from the Getty, and 1 from Aeon.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Humanities_and_Fine_Arts%3A_Readings_and_Assigments_by_Professor_Erica_McCormack/03%3A_Reading_Photographs_-_Truth_Lies_and_Power_Dynamics_in_Historical_Photography/3.02%3A_Truth_Lies_and_Power_Dynamics_in_Historical_Photography_-_Classroom_ActivityThis is a general outline for small group discussions where students build on what they read about photographic portraiture, and "salvage ethnographic" projects in particular. Groups will consider the...This is a general outline for small group discussions where students build on what they read about photographic portraiture, and "salvage ethnographic" projects in particular. Groups will consider the interactions between photographer, sitter (subject of the photograph), and patron/purchaser of the portrait that generated the particular portraits under investigation. Students will specify which choices that went into the photograph's creation were made by whom to reveal power structures.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Humanities_and_Fine_Arts%3A_Readings_and_Assigments_by_Professor_Erica_McCormack/03%3A_Reading_Photographs_-_Truth_Lies_and_Power_Dynamics_in_Historical_Photography/3.03%3A_Truth_Lies_and_Power_Dynamics_in_Historical_Photography_-_AssessmentOne assignment is included that consists of analytical as well as creative components. You are encouraged to add your own specific instructions and rubric to guide students.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Humanities_and_Fine_Arts%3A_Readings_and_Assigments_by_Professor_Erica_McCormack/01%3A_Reading_Spectacle_-_A_Close_Look_at_the_1893_World's_FairIn this chapter, students will explore primary and secondary sources about the 1893 World's Fair--the World's Columbian Exposition--in Chicago. Readings and assignments encourage students to examine e...In this chapter, students will explore primary and secondary sources about the 1893 World's Fair--the World's Columbian Exposition--in Chicago. Readings and assignments encourage students to examine evidence that reveals some of the racist values that underpinned the design of the spectacle and its exhibits, particularly the division between the so-called "White City" and the Midway.
- https://human.libretexts.org/Courses/Saint_Mary's_College_(Notre_Dame_IN)/Literature/Chimamanda_Adichie%3A_A_Research_Guide/02%3A_Terms_and_ThemesIts basic tenets are: (1) Race is a social construct, not a biological science. (2) Racism in the United States is an everyday experience for people of color (3) Advances and setbacks for people of co...Its basic tenets are: (1) Race is a social construct, not a biological science. (2) Racism in the United States is an everyday experience for people of color (3) Advances and setbacks for people of color typically originate to benefit white groups. (4) Negative stereotyping of minorities serves to elevate white power (5) Individuals cannot be defined by their membership in a single group due to the complex nature of “intersectionalities.”
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Humanities_and_Fine_Arts%3A_Readings_and_Assigments_by_Professor_Erica_McCormack/01%3A_Reading_Spectacle_-_A_Close_Look_at_the_1893_World's_Fair/1.01%3A_A_Close_Look_at__the_1893_World's_Fair_-_Introduction_to_Chapter_Readings_and_Videos/1.1.03%3A_The_MidwayThis SmartHistory article elaborates on the racist spectacles constructed along the Midway Plaisance portion of the 1893 World's Fair in Chicago.
