1. Overall Topic: The Debate over Slavery
2. Resources:
3. Required Sources: Documents posted to Shared Class File
4. Supplemental Sources: additional sources of your own choosing

III.     General Instructions

1. Based on your readings and focusing on the questions in Section IV, write an essay in which you analyze and interpret the major arguments in the debate over slavery.
2. Format
3. Length: No minimum length, but not to exceed 15 pages (text plus source notes and bibliography pages)
4. Format:  margins – 1” all around; Font – Bookman Old Style or Times New Roman; Pitch – 11; line space – single.
5.        Citations – See (section V) the extract (pp. 2-8) from the Chicago Style Manual.  I will accept either form of citation.
6. Cover sheet: No cover sheet necessary
7. Submission
8. Paper is due in hard copy at the start of class on Wednesday, 8 April.
9. Late papers will be accepted, but ten (10) points will be deducted for each day late.
10. Late submissions will be accepted without penalty only in the case of verifiable emergencies requiring hospitalization
11. Electronic submission to turnitin.com is due by midnight, 8 April.
12. Analysis & Writing Instructions
13. Begin with a brief (no more than one page) overview of the main factors and events that generated the debate over slavery
14. Two of the strongest voices for and against slavery were William Lloyd Garrison and John C. Calhoun.  Using the documents “Anti-Slavery – Garrison” and “Pro-Slavery — Calhoun,” discuss their primary arguments for and against slavery.
15. Summarize each man’s principal arguments.
16. Explain how each man justifies his position.
17. Describe and evaluate the evidence that each man presents to support his arguments.

4        Critique each man’s position, indicating whether you think the he makes a strong case (providing hard evidence and verifiable facts and using clear logic) or a weak case (based purely on subjective factors, such as emotion, racism, etc.).  .

1. Much of the argumentation used religious, Bible-based arguments.
2. What were the religious arguments raised by the proponents and opponents of slavery to justify their respective positions?
3. How did each side use the Bible to support its position.  What specific parts and passages of the Bible did each side cite in support of its position?
4. What arguments did each side raise to rebut the arguments of the other?
5. Why was one side convinced that the Bible supported slavery; while the other was equally convinced that the Bible did?
6. Which religious groups appear to have been the strongest proponents and opponents of slavery?
7. Where did Roman Catholics and Jews stand on the slavery issue?
8. A further major area of dispute was political.
9. What were the reasons that slavery was a political issue.
10. Using the writings and orations of Daniel Webster and John C. Calhoun, as well as any other political commentators of your choosing, discuss
11. the major political arguments for and against slavery;
12. the evidence, logic or emotional appeals that the writers and orators used to support their arguments?
13. In your opinion, do their arguments suggest that there was any possibility of meaningful compromise?  Explain.
14. Another major point of dispute was humanitarian in nature, that is, concerned the quality of life of slaves versus the quality of life of free Blacks in the north.
15. What are the principal arguments of each side?
16. With what evidence do they support their arguments?
17. How significant is the evidence (e.g., is it based on a few, possibly isolated incidents, or many incidents (thereby showing a pattern); is it anecdotal (a claim made by someone who did not personally witness an event, usually of the type “You know, they say that…”; “I’m sure it’s true because my best friend says her husband heard it at work;  “It has to be true because I read it on the Internet …”), or is it based on verifiable eyewitness accounts?)?

V.      Chicago-Style Citation Quick Guide

The Chicago Manual of Style presents two basic documentation systems: (1) notes and bibliography and (2) author-date. Choosing between the two often depends on subject matter and the nature of sources cited, as each system is favored by different groups of scholars.

The notes and bibliography style is preferred by many in the humanities, including those in literature, history, and the arts. This style presents bibliographic information in notes and, often, a bibliography. It accommodates a variety of sources, including esoteric ones less appropriate to the author-date system.  This style also requires superscript reference numbers.

The author-date system has long been used by those in the physical, natural, and social sciences. In this system, sources are briefly cited in the text, usually in parentheses, by author’s last name and date of publication. The short citations are amplified in a list of references, where full bibliographic information is provided.

VA.    Notes and Bibliography: Sample Citations: The following examples illustrate citations using the notes and bibliography system. Each set begins with a source note citation, followed by a shortened version of a citation to the same source, and ending with the bibliographic citation.

Books

One author

1. Michael Pollan, The Omnivore’s Dilemma: A Natural History of Four Meals (New York: Penguin, 2006), 99–100.
2. Pollan, Omnivore’s Dilemma, 3.

Pollan, Michael. The Omnivore’s Dilemma: A Natural History of Four Meals. New York: Penguin, 2006.

Two or more authors

1. Geoffrey C. Ward and Ken Burns, The War: An Intimate History, 1941–1945 (New York: Knopf, 2007), 52.
2. Ward and Burns, War, 59–61.

Ward, Geoffrey C., and Ken Burns. The War: An Intimate History, 1941–1945. New York: Knopf, 2007.

Chapter or other part of a book

1. John D. Kelly, “Seeing Red: Mao Fetishism, Pax Americana, and the Moral Economy of War,” in Anthropology and Global Counterinsurgency, ed. John D. Kelly et al. (Chicago: University of Chicago Press, 2010), 77.
2. Kelly, “Seeing Red,” 81–82.

Kelly, John D. “Seeing Red: Mao Fetishism, Pax Americana, and the Moral Economy of War.” In Anthropology and Global Counterinsurgency, edited by John D. Kelly, Beatrice Jauregui, Sean T. Mitchell, and Jeremy Walton, 67–83. Chicago: University of Chicago Press, 2010.

Chapter of an edited volume originally published elsewhere (as in primary sources)

1. Quintus Tullius Cicero, “Handbook on Canvassing for the Consulship,” in Rome: Late Republic and Principate, ed. Walter Emil Kaegi Jr. and Peter White, vol. 2 of University of Chicago Readings in Western Civilization, ed. John Boyer and Julius Kirshner (Chicago: University of Chicago Press, 1986), 35.
2. Cicero, “Canvassing for the Consulship,” 35.

Cicero, Quintus Tullius. “Handbook on Canvassing for the Consulship.” In Rome: Late Republic and Principate, edited by Walter Emil Kaegi Jr. and Peter White. Vol. 2 of University of Chicago Readings in Western Civilization, edited by John Boyer and Julius Kirshner, 33–46. Chicago: University of Chicago Press, 1986. Originally published in Evelyn S. Shuckburgh, trans., The Letters of Cicero, vol. 1 (London: George Bell & Sons, 1908).

Preface, foreword, introduction, or similar part of a book

1. James Rieger, introduction to Frankenstein; or, The Modern Prometheus, by Mary Wollstonecraft Shelley (Chicago: University of Chicago Press, 1982), xx–xxi.
2. Rieger, introduction, xxxiii.

Rieger, James. Introduction to Frankenstein; or, The Modern Prometheus, by Mary Wollstonecraft Shelley, xi–xxxvii. Chicago: University of Chicago Press, 1982.

Book published electronically: If a book is available in more than one format, cite the version you consulted. For books consulted online, list a URL; include an access date only if one is required by your publisher or discipline. If no fixed page numbers are available, you can include a section title or a chapter or other number.

1. Jane Austen, Pride and Prejudice (New York: Penguin Classics, 2007), Kindle edition.
2. Philip B. Kurland and Ralph Lerner, eds., The Founders’ Constitution (Chicago: University of Chicago Press, 1987), accessed February 28, 2010, http://press-pubs.uchicago.edu/founders/.
3. Austen, Pride and Prejudice.
4. Kurland and Lerner, Founder’s Constitution, chap. 10, doc. 19.

Austen, Jane. Pride and Prejudice. New York: Penguin Classics, 2007. Kindle edition.

Kurland, Philip B., and Ralph Lerner, eds. The Founders’ Constitution. Chicago: University of Chicago Press, 1987. Accessed February 28, 2010. http://press-pubs.uchicago.edu/founders/.

Journal article

Article in a print journal: In a note, list the specific page numbers consulted, if any. In the bibliography, list the page range for the whole article.

1. Joshua I. Weinstein, “The Market in Plato’s Republic,” Classical Philology 104 (2009): 440.
2. Weinstein, “Plato’s Republic,” 452–53.

Weinstein, Joshua I. “The Market in Plato’s Republic.” Classical Philology 104 (2009): 439–58.

Article in an online journal

Include a DOI (Digital Object Identifier) if the journal lists one. A DOI is a permanent ID that, when appended to http://dx.doi.org/ in the address bar of an Internet browser, will lead to the source. If no DOI is available, list a URL. Include an access date only if one is required by your publisher or discipline.

1. Gueorgi Kossinets and Duncan J. Watts, “Origins of Homophily in an Evolving Social Network,” American Journal of Sociology 115 (2009): 411, accessed February 28, 2010, doi:10.1086/599247.
2. Kossinets and Watts, “Origins of Homophily,” 439.

Kossinets, Gueorgi, and Duncan J. Watts. “Origins of Homophily in an Evolving Social Network.” American Journal of Sociology 115 (2009): 405–50. Accessed February 28, 2010. doi:10.1086/599247.

Article in a newspaper or popular magazine

Newspaper and magazine articles may be cited in running text (“As Sheryl Stolberg and Robert Pear noted in a New York Times article on February 27, 2010, . . .”) instead of in a note, and they are commonly omitted from a bibliography. The following examples show the more formal versions of the citations. If you consulted the article online, include a URL; include an access date only if your publisher or discipline requires one. If no author is identified, begin the citation with the article title.

1. Daniel Mendelsohn, “But Enough about Me,” New Yorker, January 25, 2010, 68.
2. Sheryl Gay Stolberg and Robert Pear, “Wary Centrists Posing Challenge in Health Care Vote,” New York Times, February 27, 2010, accessed February 28, 2010, http://www.nytimes.com/2010/02/28/us/politics/28health.html.
3. Mendelsohn, “But Enough about Me,” 69.
4. Stolberg and Pear, “Wary Centrists.”

Mendelsohn, Daniel. “But Enough about Me.” New Yorker, January 25, 2010.

Stolberg, Sheryl Gay, and Robert Pear. “Wary Centrists Posing Challenge in Health Care Vote.” New York Times, February 27, 2010. Accessed February 28, 2010. http://www.nytimes.com/2010/02/28/us/politics/28health.html.

Website

A citation to website content can often be limited to a mention in the text or in a note (“As of July 19, 2008, the McDonald’s Corporation listed on its website . . .”). If a more formal citation is desired, it may be styled as in the examples below. Because such content is subject to change, include an access date or, if available, a date that the site was last modified.

1. “Google Privacy Policy,” last modified March 11, 2009, http://www.google.com/intl/en/privacypolicy.html.
2. “McDonald’s Happy Meal Toy Safety Facts,” McDonald’s Corporation, accessed July 19, 2008, http://www.mcdonalds.com/corp/about/factsheets.html.
3. “Google Privacy Policy.”
4. “Toy Safety Facts.”

Google. “Google Privacy Policy.” Last modified March 11, 2009. http://www.google.com/intl/en/privacypolicy.html.

McDonald’s Corporation. “McDonald’s Happy Meal Toy Safety Facts.” Accessed July 19, 2008. http://www.mcdonalds.com/corp/about/factsheets.html.

IVB.   Author-Date: Sample Citations

The following examples illustrate citations using the author-date system. Each example of a reference list entry is accompanied by an example of a corresponding parenthetical citation in the text.

Book

One author

Pollan, Michael. 2006. The Omnivore’s Dilemma: A Natural History of Four Meals. New York: Penguin.

(Pollan 2006, 99–100)

Two or more authors

Ward, Geoffrey C., and Ken Burns. 2007. The War: An Intimate History, 1941–1945. New York: Knopf.

(Ward and Burns 2007, 52)

For four or more authors, list all of the authors in the reference list; in the text, list only the first author, followed by et al. (“and others”):

(Barnes et al. 2010)

Chapter or other part of a book

Kelly, John D. 2010. “Seeing Red: Mao Fetishism, Pax Americana, and the Moral Economy of War.” In Anthropology and Global Counterinsurgency, edited by John D. Kelly, Beatrice Jauregui, Sean T. Mitchell, and Jeremy Walton, 67–83. Chicago: University of Chicago Press.

(Kelly 2010, 77)

Chapter of an edited volume originally published elsewhere (as in primary sources)

Cicero, Quintus Tullius. 1986. “Handbook on Canvassing for the Consulship.” In Rome: Late Republic and Principate, edited by Walter Emil Kaegi Jr. and Peter White. Vol. 2 of University of Chicago Readings in Western Civilization, edited by John Boyer and Julius Kirshner, 33–46. Chicago: University of Chicago Press. Originally published in Evelyn S. Shuckburgh, trans., The Letters of Cicero, vol. 1 (London: George Bell & Sons, 1908).

(Cicero 1986, 35)

Preface, foreword, introduction, or similar part of a book

Rieger, James. 1982. Introduction to Frankenstein; or, The Modern Prometheus, by Mary Wollstonecraft Shelley, xi–xxxvii. Chicago: University of Chicago Press.

(Rieger 1982, xx–xxi)

Book published electronically

If a book is available in more than one format, cite the version you consulted. For books consulted online, list a URL; include an access date only if one is required by your publisher or discipline. If no fixed page numbers are available, you can include a section title or a chapter or other number.

Austen, Jane. 2007. Pride and Prejudice. New York: Penguin Classics. Kindle edition.

Kurland, Philip B., and Ralph Lerner, eds. 1987. The Founders’ Constitution. Chicago: University of Chicago Press. http://press-pubs.uchicago.edu/founders/.

(Austen 2007)

(Kurland and Lerner, chap. 10, doc. 19)

Journal article

Article in a print journal

In the text, list the specific page numbers consulted, if any. In the reference list entry, list the page range for the whole article.

Weinstein, Joshua I. 2009. “The Market in Plato’s Republic.” Classical Philology 104:439–58.

(Weinstein 2009, 440)

Article in an online journal

Include a DOI (Digital Object Identifier) if the journal lists one. A DOI is a permanent ID that, when appended to http://dx.doi.org/ in the address bar of an Internet browser, will lead to the source. If no DOI is available, list a URL. Include an access date only if one is required by your publisher or discipline.

Kossinets, Gueorgi, and Duncan J. Watts. 2009. “Origins of Homophily in an Evolving Social Network.” American Journal of Sociology 115:405–50. Accessed February 28, 2010. doi:10.1086/599247.

(Kossinets and Watts 2009, 411)

Article in a newspaper or popular magazine

Newspaper and magazine articles may be cited in running text (“As Sheryl Stolberg and Robert Pear noted in a New York Times article on February 27, 2010, . . .”), and they are commonly omitted from a reference list. The following examples show the more formal versions of the citations. If you consulted the article online, include a URL; include an access date only if your publisher or discipline requires one. If no author is identified, begin the citation with the article title.

Mendelsohn, Daniel. 2010. “But Enough about Me.” New Yorker, January 25.

Stolberg, Sheryl Gay, and Robert Pear. 2010. “Wary Centrists Posing Challenge in Health Care Vote.” New York Times, February 27. Accessed February 28, 2010. http://www.nytimes.com/2010/02/28/us/politics/28health.html.

(Mendelsohn 2010, 68)

(Stolberg and Pear 2010)

Website

A citation to website content can often be limited to a mention in the text (“As of July 19, 2008, the McDonald’s Corporation listed on its website . . .”). If a more formal citation is desired, it may be styled as in the examples below. Because such content is subject to change, include an access date or, if available, a date that the site was last modified. In the absence of a date of publication, use the access date or last-modified date as the basis of the citation.

Google. 2009. “Google Privacy Policy.” Last modified March 11. http://www.google.com/intl/en/privacypolicy.html.

McDonald’s Corporation. 2008. “McDonald’s Happy Meal Toy Safety Facts.” Accessed July 19. http://www.mcdonalds.com/corp/about/factsheets.html.

(Google 2009)

(McDonald’s 2008)

Identify and discuss an example of Federal Indian policy from Colonization through the 20th century. Be sure to describe the act or policy and analyze its impact upon Native Americans. Some questions you might answer include: How do the colonist treat the Indians initially? Why do the settlers enter into treaty negotiations at first and why do they end up negating these contracts? What explains the shifts in attitudes? Be sure to discuss settler conceptions around land use, family structure, and work ethics. How do settler attitudes (ideologies and beliefs) towards racial superiority and religious purity inform and justify federal policy, laws, court cases and actions?

Case Study paper 2 assignment According to the Miriam-Webster dictionary, a conspiracy theory “is a theory that explains an event or set of circumstances as the result of a secret plot by usually powerful conspirators”. For this assignment you will research a conspiracy theory that has circulated in society. You will analyze the origin of the conspiracy theory, the channels by which it was communicated, the audiences it appealed to, the societal effects that it has had, and the nature of its appeal. You will also “test” the plausibility of the theory by applying some of the criteria and tests we have utilized in the class. At one time or another each of you has probably encountered a conspiracy theory explanation for some problematic event or state of affairs. One conspiracy theory I remember encountering in my youth was the theory that the oil companies were engaged in a secret manipulation to keep society dependent on the internal combustion engine. This was supposed to guarantee that we would remain dependent on petroleum products. According to the story, the petroleum company agents bought up the rights to promising new engine designs that could power our cars etc. These explanations were especially prominent during the oil embargo that the United States experienced in the 1970s following the 1973 war between Israel and Egypt. There are continuing conspiracy theories about the assassinations of prominent people such as President John F. Kennedy, Robert Kennedy and Martin Luther King. More recently, there are a variety of conspiracy theories about what really happened on 9/11/2001. If conspiracy theories were merely the domain of idle speculation and eccentric personalities, it would not be worth studying. In fact, however, conspiracy theories are a long and robust tradition in American political discourse. Indeed, the most hallowed events of American oratory-the seven Abraham Lincoln-Steven Douglas debates in the 1858 Illinois Senate campaign prominently featured conspiracy accusations by both candidates. When two of the most distinguished public speakers in American history make use of this form of reasoning, it is worthy of our attention and study. Conspiracy theory comes to us in the form of a story. There is some problematic event or condition that the conspiracy theory narrative explains. The theory links past events, present events, and projects future events that fit into a more or less coherent narrative. The narrative involves some group of people, almost always powerful, acting together covertly to intentionally bring about certain outcomes. For this assignment you are to choose a particular conspiracy theory to research and analyze. The conspiracy can be with regards to events in the past or with events that are happening in the present and are projected to happen in the future. In many cases, the conspiracy theory likely covers all three. In the research phase you will investigate, much like a journalist, the who, what, where, when and how of the development of the conspiracy theory narrative. Your first task will be to describe the facts of the conspiracy theory. Your case study paper should have a first heading entitled Case Description. It should address questions such as the following: 1) Who promotes the conspiracy theory? 2) To whom is the conspiracy theory story typically told? What kind of audience is targeted? 3) Through what channels is the narrative typically disseminated? 4) What problematic event or set of circumstances does the conspiracy theory purport to explain? 5) What are the key elements of the conspiracy story line or narrative? Who are the villains and what is their agenda? What actions are they engaging in to bring about their desired results? What are the key events in the conspiracy theory narrative? 6) How much traction or adherence did/has the conspiracy theory gained in society? 7) What kinds of counter/narratives have been lodged against the conspiracy theory (what are some things that people have said that counter or contradict parts or all of the conspiracy theory narrative)? 8) How do conspiracy theorists refute those who challenge or are very skeptical about parts of their narrative? The second section of your paper will have a heading entitled “Case Analysis”. In this section you will analyze some of the whys with respect to the conspiracy theory. This will include questions such as the following: 1) Why do you think the conspiracy theory emerged in the time and context that it did? 2) Why do you think the conspiracy theory gained the level of adherence that it did? What is appealing in the conspiracy narrative? What problems do you think the conspiracy theory narrative helps people resolve? 3) How effectively have the conspiracy theorist storytellers dealt with contradictory facts and scenarios put forward by doubters and challengers? Provide specific examples where possible. 4) What is the relative state of evidence regarding whether the conspiracy theory is true or false? Do an objective analysis to the extent to the extent that you can. In particular, I expect you to apply the standards related to parsimonious explanation as well as the sociological factors related to suppressing information and keeping secrets. This section is a required part of the second part of the paper and should constitute a significant part of this section as the crux of the assignment turns on your judgment and evaluation. Use the following scale to phrase your claim—X theory is—and choose from the following options—a) “Definitely not true, b) Probably not true, c) Indeterminate, d) Probably true, and E) Definitely true. 5) What conclusions do you have about conspiracy theory reasoning after doing your case study? What explains the prevalence and popularity of the form? What does your case study ell us about human reasoning generally? You should develop a good research base for your case description and analysis. You can consult writings/websites that directly articulate and convey the presumed conspiracy. You should develop solid information on the factual questions related to the case description. Overall, you should use a variety of sources that describe and analyze the conspiracy theory. The suggested length of your case study paper is about 1800-2000 words. Use separate headings for the Case Description and Case Analysis sections. Be sure to give adequate attention to both parts of the paper. The paper will be due on Tuesday, November 22. Your paper should obviously have a reference list that lists the sources you utilized in the paper. You should also use the American Psychological Association (APA) citation format for in-text citation of any information that is not common knowledge. Your paper should have a minimum of eight sources from relevant sources.

You are to choose a drama or sitcom from the list below and watch one episode to complete this assignment.

 

1. Big Bang Theory
2. Orange is the New Black
3. Walking Dead
4. Breaking Bad
5. Dexter
6. NCIS

 

Purpose: To employ the techniques learned in this course for presenting arguments and developing equations using the techniques for problem solving. Please include the following details.

1. Provide a cover page according to APA guidelines (see OWL from Purdue University). Also, note the format for a cover page attached to these instructions.
2. Provide the title of the drama or sitcom that you chose.
3. Provide the title of the episode for your chosen drama or sitcom.
4. Provide the original airdate of that particular episode.
5. Provide at least three paragraphs (at least five sentences each) to provide synopsized details regarding the plot for that episode (beginning, middle, and ending).
6. What was the key issue involved in the plot?
7. Identify the type of math used in the episode, i.e. algebraic, geometric, statistical, logical, etc…
8. Discuss how the math identified in (7) is used to solve the problem or assist the character (basically give an example or two of a mathematical model/equation used and what was the scenario). The student should recreate the math equation step by step along with their response as to why and how this math was used.
9. Construct an argument using the information from section 3.7 based on the key issue(s).
10. Which valid or invalid argument was used (see section 3.7) and it’s form. State whether the argument is valid or invalid.
11. Construct a complete truth table to confirm that your argument is valid or invalid.
12. Any extra details that will enhance your submission.

 

A rubric is provided below to help guide your response.

An example of an APA cover page is also provided.

If sources are used, include a reference or bibliography page (see attached).

The project is to be delivered via email at chobbs1@uwf.edu on or before April 12, 2015 (11:59PM)

 

History Project II Rubric

Grading	All Points	Half Points	No Points
Content – 20 points	20 – 11 points ·         Content is comprehensive, accurate, and addresses the assignment. ·         Ideas are presented in a clear and understandable manner. ·         Major points (10) are stated clearly and are well supported. ·         Research, if used, is adequate, timely, and addresses course concepts. ·         Content and purpose of the writing are clear. ·         Demonstrates a clear and logical thought process.	10 – 1 points ·         Paper addresses topics and ideas required. ·         To Improve: support ideas with specific details. ·         Include research citations. ·         Demonstrates some understanding of the topic. ·         There may be errors in the mathematics, if any, though they are not significant. ·         Contains a sufficient amount of justification /proof of the mathematical content included. ·         Demonstrates some logical thought.	0 points Demonstrates little or no understanding of the topic;. Mathematical errors are frequent and significant. Does not contain enough mathematical content or had no justification of the existing content. Demonstrates little or no logical thought.
Cover Page – 2 points	2 points See below exactly	1 – point 2 elements are missing.	0 points More than 2 elements missing
Punctuation, grammar and spelling –6 points	6 – 4 points No significant errors in spelling, grammar, punctuation, or sentence structure.	3 – 1 points A few significant errors in spelling, grammar, punctuation, or sentence structure.	0 points Several significant errors in spelling, grammar, punctuation, or sentence structure.

 

If any references were used, please include a bibliography or reference page (see below). For example, if you use the textbook or the Internet to identify an appropriate equation, state the source appropriately.

 

 

 

Download the attachment for more details, but in short: Assignment: Write an essay (at least 750 words) that defends a thesis you developed through a close critical reading/analysis of one (or two) literary works listed below and supported by at least one secondary source. This essay relies mainly on textual support from the primary text, but includes at least one secondary source that supports/sustains the student’s argument. Do not confuse “critical analysis” with “plot summary”; the goal is to develop, sustain, and advance a thesis based on a critique of the primary text but supported in part by at least one secondary source. Choice of two topics—write on only one: 1. Analyze one soliloquy in Shakespeare’s Othello so that you can show how the speech’s imagery helps us to understand what Iago or Othello is thinking and doing at that point of the play. Use the discussion boards to ask questions—there is an entire section in the discussion boards for the speeches. You are analyzing the speech to give a sense of HOW Iago and Othello explain their thoughts—you do not want to merely summarize the speech. As with Essays 1 and 2, this is thesis driven—you are not given a thesis here as in Essay 1, but must invent one as in Essay 2. So, the thesis should say something about how the speech reveals Iago or Othello’s character and what they are thinking at this point in the play. You will want to go through the speech and examine how each line builds up the speech—go through it line by line (not to summarize though), to show how it all comes together through the specific imagery in the speech. The soliloquies are: Iago: Act 1, Scene 3, Lines 367-88 (1.3.367-88) Iago: 2.1.269-95 Iago: 2.3.299-325 Iago: 3.3.336-345 Iago: 4.1.93-103 Othello: 5.2.1-22 You will want to formulate a clear thesis (a statement about what you believe the speech says or does most strikingly, in your opinion) and develop your argument showing how it achieves this by drawing evidence from such elements as simile, metaphor, vocabulary/diction, symbol, rhyme, etc. Use the elements discussed in the Backpack Literature chapters and in our discussions as your guide. Your goal is in no way here to summarize the speech. Rather, go through each line very carefully, explaining how each image adds to the speech’s overall impact and progress—each of Iago’s speeches shows us how his thinking is developing and how his plan comes together. Othello’s speech shows us the result of Iago’s work on him—Othello is possessed by the idea that Desdemona has not only been unfaithful to him, but will bewitch and cheat on other men. 2. In an argument using either of the following pairs of speeches, compare and contrast the ideas expressed by either Troy or Rose in Fences. In this essay, you will want to really dig into how Troy and Rose express themselves, what they have wanted out of life, and what they have wanted from each other. You do not want to compare Troy’s speeches to Rose’s—rather, look at how the characters develop and change between the two speeches each gives. In other words, as with the first choice, your goal here is to go through the speeches very carefully, showing how the language shows us who these characters are. Troy’s speech at the end of Act 1 Scene 3 on page 1053 that begins, ‘I don’t want him to be like me…’ down through ‘I can’t give nothing else,’ and Troy describing his father in Act 1 Scene 4 in the long set of speeches that begins, ‘Sometimes I wish I hadn’t known my daddy…’ on page 1058 ending with ‘the matter of a few years’ on p 1060. 2. Rose’s speech in 2.1 that begins on page 1068 with: ‘I done tried to be everything a wife should be. Everything a wife could be’ through to ‘don’t even know nobody’s giving!’ on 1070, and her speech in 2.5 on page 1084 beginning with ‘You can’t be nobody buy who you are…’ to ‘the best of what’s in me.’ You will want to formulate a clear thesis (a statement about what you believe the speeches say or do most strikingly, in your opinion, to develop the common themes) and develop your argument showing how they achieve this by drawing evidence from such elements as simile, metaphor, vocabulary/diction, symbol, rhyme, etc. Use the elements discussed in the Backpack Literature chapters and in our discussions as your guide.

each question needs to be answered individually one page per question in total a 5 page paper. all of these questions are supposed to be answered using a text called “The Great Conversation” 7th edition. Question 1:What is the project of metaphysics? How did the early Greek philosophers develop the issue? What were their enduring contributions, the diversity of their responses and the abiding issues that will engage the subsequent tradition? Question 2: What was platos understanding of the ultimate reality?how does he react to the sophists and monistic materialistic pre-Socratic philosophers in the vindication of his teacher, Socrates? How did Pythagoras and Parmenides influence his thinking? How does Plato dialectically develop an understanding of the good, love, justice and piety? How does his metaphysics ground and inform an ethical, political, and personal way of life? Question 3: What was Aristotles understanding of Ultimate Reality? How did Pre-Socratic thinkers, esp., Anaximander and Anaxagoras, influence his thinkning? What is Aristotles understanding of the unmoved mover? How does his metaphysics ground and inform an thical, political and personal way of life? Question 4: Both Stoicism and Epicureanism are “therapeutic” philosophies, in what way do they differ? what was the stoic understanding of ultimate reality? How did Heraclitus influence their thinking? How does this metaphysics ground and inform a personal way of life? what was the epicurean understanding of ultimate reality? how did Democritus influence their thinking? How does this metaphysics ground and inform a personal way of life? Question 5: How did Augustine and Aquinas adapt the Neo-platonic, Aristotelian and stoic understanding of ultimate reality to the Christian understanding of God and its grounding of a Christian way of life?

Paper should include history of the topic , how the topic is currently being used as well as the advantages and disadvantages of the topic. You should end your paper with your EDUCATED opinion, based on fact covered by your own research on how the topic could be changed to better serve society. Ex: Title Paragraph 1: 3-4 sentences describing model. Paragraph 2: Explain the history and explain why it came into use. Paragraph 3: Different advantages of the model Paragraph 4: Different disadvantages Paragraph 5: how the model is used in todays criminal justice system Paragraph 6: Give your opinion on how the model could be adapted or changed to better serve todays society. Separate Page: References

the book cited must be: Susan M. Shaw and Janet Lee, Women’s voices, Feminist visions; Classic and Contemporary Readings, 6th edition (McGraw Hill Press) source 2 should be the “reputable source” you choose and link to the issue~ instructions given by professor: 2-3 paragraphs in 12 font/double spaced/ 1 inch margins ” there has been focused attention paid to the issues of sexual assault on american campuses. please find relevant article from a reputable source and discuss the issue Framed within the class readings and discussions. How are some of the theoretical constructs forwarded by Lorber, Norsigian, sheila Ruth etc reflected in this particular issues? how is gendered violence evident here?

the cited source will be: Susan M. Shaw and Janet Lee, Women’s voices, feminist visions; Classical and Contemporary readings, 6th edition (McGraw Hill Press) 2-3 paragraphs in 12 font/double spaced 1 inch margins the instructions given by the professor are: ” In Chapter 7, Shaw and Lee discuss the process in which power is established in families. please discuss 3 SPECIFIC EXAMPLES of power in the family and how power is organized by gender and other systems of inequality and privilege. what are some specific models in which marriages or domestic partnerships reflect different ways in which couples live and work together? “

one of the sources cited must be: Susan M. Shaw and Janet Lee, Women’s voices, feminist Visions; Classic and Contemporary Readings, 6th edition (McGraw Hill Press) the other is the “nonprofit agency” i have chosen “The Center than helps LGBTQ in NYC and from the issues available to choose from i chose Homelessness! https://gaycenter.org/home ** in the “personal” section of the essay, you are a homosexual male who grew up in the middle east, so talk about the hardships one might face (bullying, shuned from the community, rejection by family) and how it can affect you on a deep mental level**