I hoped to have you write three papers this semester

I hoped to have you write three papers this semester, but I have gotten behind schedule and will have to settle for two.

Here is your FINAL written assignment, which will be your “Take Home Final.”

WRITE THIS ESSAY FOR ME

Tell us about your assignment and we will find the best writer for your paper.

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You have until Thursday night, 15 December, at midnite to send me your paper.

Be sure that any paper you send as an email attachment is in MS Word or etext. My MAC does NOT read “Pages” files any more. It used to, but I would have to buy an upgrade of the software and I would prefer not to.

See you Tuesday morning.

We will discuss “Heart of Darkness” on Tuesday and Thursday.
Final Take Home Exam Humanities III Section 12

Send me about five pages of clear and convincing argument by email by midnite Thursday, 15 December. If you prefer to bring a hard copy to the campus you can leave it for me in the faculty mailroom on the first floor. Or I can arrange to meet you. The file should be in Word Doc or Docx or in plain Text. Or you can paste the text into an email.

1.
In what specific ways does the US Constitution put the ideals of The Declaration of Independence into practical effect? Choose some specific issues that the Declaration identifies as important in the colonies’ decision to leave British rule and show how the Constitution addresses them.

2.
We will not settle the debates of what Shakespeare’s politics were this week, but identify two or more contradictory “ideologies” about freedom and government that his characters in The Tempest espouse, or show by their actions that they embrace. Then describe how Shakespeare, as a dramatist, stages an “argument” between these contrary visions of how societies should be structured.

3.
Using the arguments that Milton fields in favor of “freedom of the press” take a position on a more contemporary issue of real or perceived “censorship.” Some examples include “Hate Speech” on campus and elsewhere, publication of Nazi propaganda, Holocaust denial, advocacy of pedophilia, urging resistance against Police or other government authorities, or publishing details of how to make explosives that could be used by terrorists.

4.
Winstanley’s “Digger” pamphlets argue a position on the rights of “Private Property” that resemble none of the authors we have read since Thomas More. Do More and Winstanley have the same opinion, or do their positions differ in any fundamental way? Use the texts of both writers to argue your position.

5.
If you are familiar with any other plays by Shakespeare, or other “Early Modern” play, you can compare and contrast how that play and The Tempest differ in the way that they portray the conflicts between the “upper” and the “lower” classes.

6.
Identify a current issue in which the Constitution has proven inadequate to fashion effective laws or policies, in which the institutions created by the convention have failed to reconcile differing “intests,” in Madison’s sense. An example from earlier US history would be Slavery, which proved so difficult that it provoked a war. Suggest some remedies that could be adopted, were there the political wisdom or will to enact them and argue for their adoption.

7.
Propose an Amendment to the US Constitution and argue for its adoption. Identify the need for the changes the amendment and argue how it will address a specific current social or legal need. Defend your position in a manner consonant with the forms of argument you find in The Federalist Papers.

8.
In Heart of Darkness our readings again intersect the history of European colonization of the “underdeveloped” world. What can you point to in The Tempest that prefigures or anticipates the story that Conrad tells about travelling up the Congo River in the nineteenth century? As you identify the parallels or the contrasts make a case for a theory about how the processes we see at work in The Tempest lead to the results almost three centuries later.

9.
Marx and Engels lay out a “theory of history” suggesting that the world is shaped by “class struggle.” Take any of our other readings and demonstrate how the story it recounts or the historical circumstances is addresses compares to the process Marx and Engels describe.

10.
How have any of our subsequent readings added to your appreciation of More’s Utopia? Demonstrate how any of the later writers we studied were projecting possible “Utopias” and setting out to make them “real,” to make them into places that really existed. How were the obstacles they encountered different than the ones More suggested? What original solutions did they come up with to any of the social problems that More identified?

11.
Did any of the characters we encountered in the subsequent works we read seem to be following suggestions that Machiavelli made about how to effectively “govern” in the worlds subsequent to the early sixteenth century? Refer specifically but briefly to both Machiavelli and to the later author and be very attentive to detail.

and, as always:

12.
Devise a topic, along the lines of the above, that engages one or two of the semester’s readings. Present a position that you argue for by drawing from the text(s) to support your argumen