Discuss and compare how we see the idea of “injustice” portrayed in the specific primary texts included in our course materials by Henry David Thoreau, Frederick Douglass, and Rebecca Harding Davis.

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The essay should be supported with specific examples and details from the texts; avoid generalizations or unnecessary plot summary. Your response should demonstrate thorough comprehension of the course materials, and while well-chosen, brief quotes from the primary texts can be appropriate.
You will be graded on content and organization, including grammar and mechanics; if your response does not meet the expectations for structure or length your grade may be lowered. Your essay should be written in the following format and consist of five well-developed paragraphs of several sentences each:

Paragraph 1 (Introduction): Introduce your paper and end with an original and specific thesis statement—your main point about how/why this theme connects your chosen texts.

Paragraph 2 (First text): Identify the first primary text you have chosen (including title and author’s name) and discuss its context, significance, and relationship to the named theme and answer the related questions.

Paragraph 3 (Second text): Identify the second primary text you have chosen (including title and author’s name) and discuss its context, significance, and relationship to the named theme and answer the related questions.

Paragraph 4 (Third text): Identify the third primary text you have chosen (including title and author’s name) and discuss its context, significance, and relationship to the named theme and answer the related questions.

Paragraph 5 (Conclusion): First, discuss the interesting thematic connections that you see among these texts and comment on their significance. Then, enhance your analysis by discussing what this all adds up to—what we can learn from this comparison, and what bearing the texts’ representation of the theme might have on how this theme is evident in American culture, or American cultural texts, today.

Topic #2
• Discuss and compare how we see the idea of “injustice” portrayed in the specific primary texts included in our course materials by Henry David Thoreau, Frederick Douglass, and Rebecca Harding Davis. What contextual factors contribute to the depiction of injustice, and what might “justice” to counteract it look like? What elements of “injustice” do these authors/texts share in common, and how/why do other elements differ? How is their depiction of injustice significant to our study of American literature? Be specific with your evidence and your insight.

Discuss and compare how we see the idea of “spiritual awakening” portrayed in the specific primary texts included in our course materials by Phillis Wheatley, Jonathan Edwards, and Harriet Beecher Stowe. What contextual factors led to this awakening, and what did it mean for those who experienced it?

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The essay should be supported with specific examples and details from the texts; avoid generalizations or unnecessary plot summary. Your response should demonstrate thorough comprehension of the course materials, and while well-chosen, brief quotes from the primary texts can be appropriate.
You will be graded on content and organization, including grammar and mechanics; if your response does not meet the expectations for structure or length your grade may be lowered. Your essay should be written in the following format and consist of five well-developed paragraphs of several sentences each:

Paragraph 1 (Introduction): Introduce your paper and end with an original and specific thesis statement—your main point about how/why this theme connects your chosen texts.

Paragraph 2 (First text): Identify the first primary text you have chosen (including title and author’s name) and discuss its context, significance, and relationship to the named theme and answer the related questions.

Paragraph 3 (Second text): Identify the second primary text you have chosen (including title and author’s name) and discuss its context, significance, and relationship to the named theme and answer the related questions.

Paragraph 4 (Third text): Identify the third primary text you have chosen (including title and author’s name) and discuss its context, significance, and relationship to the named theme and answer the related questions.

Paragraph 5 (Conclusion): First, discuss the interesting thematic connections that you see among these texts and comment on their significance. Then, enhance your analysis by discussing what this all adds up to—what we can learn from this comparison, and what bearing the texts’ representation of the theme might have on how this theme is evident in American culture, or American cultural texts, today.

Topic #1
• Discuss and compare how we see the idea of “spiritual awakening” portrayed in the specific primary texts included in our course materials by Phillis Wheatley, Jonathan Edwards, and Harriet Beecher Stowe. What contextual factors led to this awakening, and what did it mean for those who experienced it? What elements of a “spiritual awakening” do these authors/texts share in common, and how/why do other elements differ? How is their depiction of spiritual awakening significant to our study of American literature? Be specific with your evidence and your insight.

Discuss and compare how we see the idea of “freedom” portrayed in the specific primary texts included in our course materials by Mary Rowlandson, Thomas Jefferson, and Harriet Jacobs. How do the authors define “freedom,” and why is it important to them?

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The essay should be supported with specific examples and details from the texts; avoid generalizations or unnecessary plot summary. Your response should demonstrate thorough comprehension of the course materials, and while well-chosen, brief quotes from the primary texts can be appropriate.
You will be graded on content and organization, including grammar and mechanics; if your response does not meet the expectations for structure or length your grade may be lowered. Your essay should be written in the following format and consist of five well-developed paragraphs of several sentences each:

Paragraph 1 (Introduction): Introduce your paper and end with an original and specific thesis statement—your main point about how/why this theme connects your chosen texts.

Paragraph 2 (First text): Identify the first primary text you have chosen (including title and author’s name) and discuss its context, significance, and relationship to the named theme and answer the related questions.

Paragraph 3 (Second text): Identify the second primary text you have chosen (including title and author’s name) and discuss its context, significance, and relationship to the named theme and answer the related questions.

Paragraph 4 (Third text): Identify the third primary text you have chosen (including title and author’s name) and discuss its context, significance, and relationship to the named theme and answer the related questions.

Paragraph 5 (Conclusion): First, discuss the interesting thematic connections that you see among these texts and comment on their significance. Then, enhance your analysis by discussing what this all adds up to—what we can learn from this comparison, and what bearing the texts’ representation of the theme might have on how this theme is evident in American culture, or American cultural texts, today.

Topic #4
• Discuss and compare how we see the idea of “freedom” portrayed in the specific primary texts included in our course materials by Mary Rowlandson, Thomas Jefferson, and Harriet Jacobs. How do the authors define “freedom,” and why is it important to them? What contextual factors contributed to their idea of “freedom”? What elements of “freedom” do these authors/texts share in common, and how/why do other elements differ? How is their depiction of freedom significant to our study of American literature? Be specific with your evidence and your insight.

Identify the third primary text you have chosen (including title and author’s name) and discuss its context, significance, and relationship to the named theme and answer the related questions.

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The essay should be supported with specific examples and details from the texts; avoid generalizations or unnecessary plot summary. Your response should demonstrate thorough comprehension of the course materials, and while well-chosen, brief quotes from the primary texts can be appropriate.
You will be graded on content and organization, including grammar and mechanics; if your response does not meet the expectations for structure or length your grade may be lowered. Your essay should be written in the following format and consist of five well-developed paragraphs of several sentences each:

Paragraph 1 (Introduction): Introduce your paper and end with an original and specific thesis statement—your main point about how/why this theme connects your chosen texts.

Paragraph 2 (First text): Identify the first primary text you have chosen (including title and author’s name) and discuss its context, significance, and relationship to the named theme and answer the related questions.

Paragraph 3 (Second text): Identify the second primary text you have chosen (including title and author’s name) and discuss its context, significance, and relationship to the named theme and answer the related questions.

Paragraph 4 (Third text): Identify the third primary text you have chosen (including title and author’s name) and discuss its context, significance, and relationship to the named theme and answer the related questions.

Paragraph 5 (Conclusion): First, discuss the interesting thematic connections that you see among these texts and comment on their significance. Then, enhance your analysis by discussing what this all adds up to—what we can learn from this comparison, and what bearing the texts’ representation of the theme might have on how this theme is evident in American culture, or American cultural texts, today.

Topic #3
• Discuss and compare how we see the idea of a woman’s power portrayed in the specific primary texts included in our course materials by Hannah Foster, Judith Sargent Murray, and Margaret Fuller. How and why do the women exercise their power, and what contextual factors might limit it? What elements of “power” do these authors/texts share in common, and how/why do other elements differ? How is their depiction of power significant to our study of American literature? Be specific with your evidence and your insight.

Summarize the 8 stages of genocide presented in the book “Night” by Elie Wiesel.

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The 8 Stages of Genocide in “Night”

Summarize the 8 stages of genocide presented in the book “Night” by Elie Wiesel.

Explore ideas such as What are important themes or ideas or social issues within the text? What tone does the author portray? How are characters used? Is there a particular style this work is written in?

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The Study of Social Classes in Literature

A.Choose an author from the list provided in Google Classroom. I recommend you do some research on the author and topic before you choose one. Each is unique and is from a different genre and time period. Once you have decided please type your name by the one you chose. If it is gone, you must choose another. Only one person per author and story.

B. You will write a paper on both the author and work, and then you will present your work to the class as if you were teaching it to us. You will become the expert on both.

C.When writing your paper, it will be done in MLA style. All sources used throughout the paper must be cited within the paper and in a Works Cited page. This includes the textbook. There is no set amount of sources you must use.

D. You will be writing a 2-3 page paper on both the author and their work. Make sure to include important facts/details about the author that may show why they wrote the work.

Your paper should be written in the following format:
Write a small bio/background on the author for the first paragraph of your paper. This should include any important information or life experiences that your author went through.

Paragraph two needs to include a breakdown of the author’s story/poem. This is where you will want to do some outside research. Explore ideas such as What are important themes or ideas or social issues within the text? What tone does the author portray? How are characters used? Is there a particular style this work is written in?

Paragraph three is your personal opinion. You may use you or I in this section. You will now analyze the work personally. Do not simply summarize the text. Think about such questions as “How does the information presented to you influence what you thought you knew? “How has it made you think about life on a deeper level and has it changed your thinking on a certain topic?” “Is there something or someone in the text that you can make a personal connection to?” “What did you find good about this story/poem and what was not so good?” “What flaws if any do you see in this specific piece of literature?” Do not feel limited to these questions, please add whatever you think is appropriate.

The second part of the project will be presenting this information. You will act as if you are
teaching it to the class. Using Power Point you will present this information and inform and
educate your classmates. Please keep your presentation time to 5-7 minutes.
The total project is a 100 point test grade. 75 points for the paper, and 25 for the presentation.

Your paper and presentation are due Wed, March 2nd at the start of your class period. We will
begin Presentations on the 2nd, and continue on through the following week. Have a
printed out copy of your paper when you come to class that day, and you will also need to turn in
a copy of your Powerpoint into Google Classroom. Presentations will begin March 2nd and will
continue as long as needed.

What topics do the poems have in common? How does Whitman develop these shared topics in the poems? Use evidence from the poems to support your answer. 

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The American Voice

Answer the question using complete sentences.

Read the two poems.

I Hear America Singing

by Walt Whitman

In this poem, Whitman honors the American work ethic. He describes how the voices of individual citizens come together in unison to represent the pride and joy Americans take in their work. At the same time, this blend of different voices into one is symbolic of American patriotism.

I hear America singing, the varied carols I hear,

Those of mechanics, each one singing his as it should be blithe and strong,

The carpenter singing his as he measures his plank or beam,

The mason singing his as he makes ready for work, or leaves off work,

The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck,

The shoemaker singing as he sits on his bench, the hatter singing as he stands,

The wood-cutter’s song, the ploughboy’s on his way in the morning, or at noon intermission or at sundown,

The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing,

Each singing what belongs to him or her and to none else,

The day what belongs to the day—at night the party of young fellows, robust, friendly,

Singing with open mouths their strong melodious songs.

For You O Democracy

by Walt Whitman

In this poem, Whitman celebrates America’s infinite possibility as new nation. Whitman weaves imagery of the American landscape with ideals like unity, harmony, and patriotism.

Come, I will make the continent indissoluble,

I will make the most splendid race the sun ever shone upon,

I will make divine magnetic lands,

With the love of comrades,

With the life-long love of comrades.

I will plant companionship thick as trees along all the rivers of America, and along the shores of the great lakes, and all over the prairies,

I will make inseparable cities with their arms about each other’s necks,

By the love of comrades,

By the manly love of comrades.

For you these from me, O Democracy, to serve you ma femme!

For you, for you I am trilling these songs.

Respond to the prompt.

Consider the topics Whitman addresses in the two poems. What topics do the poems have in common? How does Whitman develop these shared topics in the poems? Use evidence from the poems to support your answer.

What is figurative language. How to use figurative language.

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Figurative language

What is figurative language. How to use figurative language. no conclusion needed in assignment. no examples needed for example.

Define theme, What is theme? How to use theme?

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Theme

Define theme, What is theme? How to use theme?

no conclusion needed for assignment. no examples needed for assignment.

Should the U.S. Department of Homeland Security (DHS) recommend to the President and Congress to remove the Federal Emergency Management Agency (FEMA) from the DHS structure and make it an independent agency of the US Executive Branch? Discuss challenges facing FEMA responding to disasters. What strategies should be taken to lessen these challenges?

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Briefing paper

Complete a briefing paper on the following:

Should the U.S. Department of Homeland Security (DHS) recommend to the President and Congress to remove the Federal Emergency Management Agency (FEMA) from the DHS structure and make it an independent agency of the US Executive Branch? Discuss challenges facing FEMA responding to disasters. What strategies should be taken to lessen these challenges?

Provide a short legal brief you might submit to your superiors. The writing assignment should provide a balanced analysis of the issue assigned based on pertinent legal and other materials. The material for each assignment will come both from the required readings and outside research in order to fully assess the issues.

Technical Requirements

Your paper must be at a minimum of 3-5 pages (the Title and Reference pages do not count towards the minimum limit).

Scholarly references should be used. A good rule of thumb is at least 2 scholarly sources per page of content.

Type in Times New Roman, 12 point and double space.

Students will follow the current APA Style as the sole citation and reference style used in written work submitted as part of coursework.

Points will be deducted for the use of Wikipedia or encyclopedic type sources. It is highly advised to utilize books, peer-reviewed journals, articles, archived documents, etc.