Important Note: This is an open-book exam. You may, and are
Important Note: This is an open-book exam. You may, and are expected to, use direct textual evidencefrom our required primary sources. However, you are not permitted to use outside sources of any kind. Each exam will be reviewed by a plagiarism detection tool.Choose twoof the following questions (#1 – #4) and write two to three paragraphs for each one (7-10 full sentences per paragraph). Base your response on specific details from the texts and avoid vague, generic statements. Each answer is worth 40 points.1.) Topic: Christianity & Freedom.In Narrative of the Life of Frederick Douglassand Homegoing, Christianity functions differently depending on specific social and historical contexts.HowdoesDouglassconceiveofChristianity?ForDouglass,when does Christianity function as a discourse of oppression, and when does it function as a discourse of emancipation? Use textual evidence to support your answer.In Homegoing,how does Christianity in Africa compare to Christianity in America? Use textual evidence from the following two chapters: “Akua” and “Willie.”2.) Topic: Religion & Freedom.In Interpreter of Maladies – “When Mr. Pirzada Came to Dine” and Homegoing, religion functions differently depending on specific social and historical contexts.HowdoesLiliaunderstandreligion?ForMr.PirzadaandLilia’s parents, how does religion (Hindu and Muslim) affect social and political constructs? Use textual evidence to support your answer.In Homegoing,how does religion in Africa at the beginning of the book compare to religion in Africa later in the book? Use textual evidence from the following two chapters: “Effia” and “Abena.”3.) Topic: Education & Freedom.In Narrative of the Life of Frederick Douglassand Homegoing, education and freedom are tightly correlated.a. ForDouglass,whatkindofeducationleadstofreedom?Usetextual evidence to support your answer.b. In Homegoing,how does “education” broadly construed (i.e., meaning both formal and informal education) affect the freedom of major characters in the two following chapters: “H” and “Yaw”?4.) Topic: The Purpose of Freedom.In Interpreter of Maladies – “Mrs. Sen’s” and Homegoing,numerous characters passionately pursue freedom, but why?Mrs. Sen is, essentially, living the American “dream”. For Mrs. Sen, what is the ultimate purpose or goal of freedom? Use textual evidence to support your answer.In Homegoing,the characters Marjorie and Marcus enjoy much more freedom than their ancestors. What do they see as the purpose of their freedom? In other words, what goals do they wish to achieve with their freedom? Use textual evidence from the following two chapters: “Marjorie” and “Marcus.”***RequiredSynthetic Essay Question: 70pts***Throughout the semester, we have discussed many ways of approaching our core thematic question—“What is freedom?”—from larger, sociopolitical perspectives to narrower, familial and individual perspectives. In the post-Enlightenment West, we saw that “freedom” is often invoked as (what some philosophers such as Charles Taylor call) a “hyper-good,” or the highest possible good that controls or frames all other lesser goods (e.g., happiness, faith, justice, wisdom, etc.). In at least three, but no more than four, paragraphs, write an essay in which youargue whether “freedom” is the highest possible good. Support your answer with textual evidence drawn from one text per alphabetical line below:A.) Shakespeare’s The TempestorDefoe’s Robinson CrusoeB.) Voltaire’s CandideorDostoevsky’s “The Grand Inquisitor” C.) Coates’ Between the World and Meorthe film Black Panther.***10pt. Bonus Q.***Of the texts we have read in this class (Between the World and Me, The Tempest, A Tempest, Candide, Robinson Crusoe, The Grand Inquisitor, The Narrative of the Life of Frederick Douglass, Homegoing, and Interpreter of Maladies), which one has been the most useful in understanding MLK’s “Three Ways of Meeting Oppression”? Write one full paragraph and use textual evidence to support your argument for: acquiescence, violence, and non-violence.
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