History

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Thomas Jefferson is one of our nation‟s most beloved founding fathers. Most Americans feel that they know more about him than other founders such as John Adams and James Madison. However, do we really know who he was? Just what kind of man was Thomas Jefferson? He wrote the words, “All men are created equal.” Yet did he actually believe those words enough to live them at Monticello?

1. To prepare for this essay, begin by reading the Introduction and Setting on pages 112-115 of Hollitz, Chapter 6. These pages are for your information only; you will not use this information for your CTA and analysis of primary sources.

2. For this assignment,

Begin by actively reading (Document 1), “Within the „Bowels‟ of the Republic” by Ronald Takaki (pp. 116-123). The first part of this assignment is a Critical Thinking Analysis of Takaki‟s article. Go back to the CTA instructions and example found on Student Tools or LM 7.

Next, as you read the primary sources (Documents 2-12, pp. 123-134), decide which 4 primary documents most strongly support Takaki‟s thesis and supporting arguments. Discuss these primary sources with an explanation for each, explaining why you believe these 4 documents support Takaki‟s thesis and evidence. You will need to demonstrate your understanding of each of the 4 primary sources and how each relates to Takaki. If you just explain the primary source, you haven’t completed this part of the assignment. The primary source must relate back to Takaki’s thesis and evidence. Be sure to let your reader know which primary source you are discussing.

If you choose to quote from the documents, you must use quotation marks and cite the quotation using document and page numbers. For example: (Document 5, p. 128).

Do not use lengthy quotations; paraphrasing Takaki‟s words or the primary sources demonstrates that you have processed and understand the material.

Use no more than three direct quotations from the chapter; make sure these quotations are no more than two lines each.

Double-space your work, and use 12 point, Times New Roman font. Proof aloud, and put spell and grammar check to work for you. Approximate length: 2 ½ – 3 pages.

Week 4 Discussion

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Beethoven; Art and Protest in the 1800s” Please respond to one (1) of the following, using sources under the Explore heading as the basis of your response:

  • Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
  • Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Next, describe one (1) example of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.

Explore:

Beethoven

Art Reacting to Social RealitiesBeethoven

HISTORY 7

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After the Civil War and by the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policemen of the world.” Using the Internet, research two (2) real-life international incidents from the past five (5) years in which:

  • The U.S. used military action abroad.
  • Controversy existed within the American public regarding U.S. involvement.
  • Controversy existed within the country or countries affected by U.S. involvement.

For the first part of this assignment you will create a thesis statement. A thesis statement is usually a single sentence somewhere in your first paragraph that presents your main idea to the reader. The body of the essay organizes the material you gather and present in support of your main idea. Keep in mind that a thesis is an interpretation of a question or subject, not the subject itself. (Note: Please consult the Purdue OWL Website with tips on how to construct a proper thesis; the website can be found at: https://owl.english.purdue.edu/owl/resource/545/01/

For the next part of this assignmentyou will create an outline of the main points you want to address in this paper. This will serve as the basis for your Assignment 2.2 Final Draft. (Note: Please use the Purdue Owl Website to assist you with this assignment; this website can be accessed at:https://owl.english.purdue.edu/engagement/2/2/55/

Part 1
1. Write a thesis statement that is one to two (1-2) sentences long in which you:

  1. State your opinion on the significance of the two (2) real-life international incidents that you have researched. Justify your response.

Part 2
2. Write a one to two (1-2) page outline in which you:

  1. Determine two to three (2-3) international events from the past five years that can be traced back to a foreign policy created after the Civil War.
  2. List three(3) aspects of US history since 1865 that has led to the US’s rise as a world super power policeman.
  3. List three to five (3-5) international incidents since World War II where America has taken on a policing role.
  4. List three to five (3-5) driving forces that fueled international policy decisions involving the international incidents you outlined previously. (Consider treaties, exit strategies, elections, wars, etc.)
  5. Use at least three (3) quality references. Note: Wikipedia and other Websites do not quality as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Identifyand discuss the different ways that the Civil War, Reconstruction, and Industrialization after the Civil War have shaped America’s history.
  • Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
  • Recognize the major turning points in American history since the Civil War.
  • Use technology and information resources to research issues in contemporary U.S. history.
  • Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

WEEK 8 assingment # 2

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The Project Paper focuses on a suggested topic related to art, architecture, history, music, or literature. The project will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!  

Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that responds to each of the items described in the topic. 

For the topic you choose:

  1. Support your ideas with specific, illustrative examples. If there are questions or points associated with your chosen topic, be sure to answer all of the listed questions and address all of the items in that topic. If your topic asks you to do several things related to the topic, be sure to do each of the things listed.
  2. While some of the topics tend to lend themselves toward particular writing genres, you are not restricted to the specific format suggested for the individual topic. For example, you may do an “interview,” a “proposal,” a “letter,” a “short story,” a “blog,” an “essay,” an “article,” or any other written genre for almost any of the topics. The project is intended to be fun as well as informative, so feel free to be creative with the delivery of your information. 
  3. Use at least three (3) good quality academic sources, with one (1) source being the class text.
    Note: Wikipedia and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page. 

Note:  Your instructor may require you to submit your topic choice for approval before the end of Week 5. 

Topic choices (pick 1): 

  • Office Art Memo. Memorandum. Your boss, who knows you have been taking a humanities class since he pays for your tuition reimbursement, has tasked you with managing the art budget for your company, expecting you to choose various pieces of art for the new corporate offices.  (Note: Replicas of the works are acceptable since they are more cost-efficient and you are working on a budget.)  Include the following: 
    1. Identify three (3) examples of 19th century Impressionist painting or sculpture and three (3) Post-Impressionist works. Explain how the six (6) pieces of art fall into these two (2) styles. 
    2. In a memo, describe the appearance of your six (6) choices to your CEO so he or she will know what the art looks like and where it would be placed in the corporate offices. 
    3. Explain why each piece is considered to be historically significant. 
    4. Explain how each piece “fits” your company’s overall (or desired) corporate image. Keep in mind that a piece of art is supposed to “say” something about the owner, so describe what would these pieces of art say about your company. 
  • New Composition. Speech. Your uncle’s birthday is in two (2) months, and everyone knows that he loves almost all kinds of music. As a birthday gift for him, you want to have a special piece of music composed in his honor which will be played at a family birthday celebration. Write a speech that you will make to the composer’s agent. Include the following:  
    1. Narrow your choices down to three (3) composers you’ve studied in this course. Choose one (1) of the composers and explain why you want him to write the “birthday present” music. 
    2. Explain why the other two (2) composers were ultimately not selected. 
    3. Specifically identify the musical elements in the composer’s style that you would like to be included in the new music written for your uncle. 
    4. Describe what sort of emotion is generated by listening to the works of your selected composer; in other words, what do you want your uncle to “feel” as he hears the music, and why is this composer so perfect for this composition?
  • Harlem Renaissance Poets. Essay & Poem. Choose two (2) poems by different authors from the Harlem Renaissance. Write an essay that: 
    1. Describes each author’s role and importance within the Harlem Renaissance. 
    2. Identify the elements in each of their poems in which you see evidence of the “double-consciousness” being expressed by each author. 
    3. Fully describe at least two (2) primary themes you see in the poetry written during this time period, referring to specific lines in each of the poems. 
    4. Write your own poem that expresses these identified themes of the Harlem Renaissance.  
  • Women’s Roles Then & Now.Script. Script a conversation between two (2) notable women from the 18th and / or 19th century on the roles women should play in society. Within the dialogue, include: 
    1. Biographical information for each woman. 
    2. The historical status for women in general during the time period in which each woman lived.
    3. What opinions each of the women might have on the role the women should play in society during their lifetimes. 
    4. What each of the women might think about women’s current roles.
  • Other topic choice recommended and approved by the professor and supported by the grading rubric.

The Project Paper will be graded on:

  • The level to which the instructions were followed.
  • The extent to which all four (4) parts in the topic were addressed.
  • The adequacy of information, examples, and details which support the general claim or main  idea.
  • The clarity and relevance of the explanations and descriptions.
  • Adherence to standard rules of grammar, punctuation, and mechanics.
  • The inclusion of three (3) required references (two [2] additional sources besides your textbook) documented using APA style.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA Style format. Check with your professor for any additional instructions specific to the selected topic. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length. 

The specific course learning outcomes associated with this assignment are:

  • Explain how key social, cultural, and artistic contributions contribute to historical changes.
  • Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 
  • Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions. 
  • Identify major historical developments in world cultures from the Renaissance to the contemporary period.
  • Use technology and information resources to research issues in the study of world cultures.
  • Write clearly and concisely about world cultures using proper writing mechanics.

Cuba and the cold war

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The Cold War between the United States and the Soviet Union lasted from the late 1940s until the fall of the Berlin Wall in 1989. During the roughly 40 years of rivalry, the two superpowers never entered into direct military conflict—at least conventionally. Rather, they supported insurgent and government allies in the developing world (commonly referred to as the “Third World”), who often entered into armed conflict. These conflicts could be ideological or communal in nature. Conflicts were often “proxy wars,” wherein the Soviets or Americans sponsored rival insurgent groups (such as in Angola), or “wars of national liberation,” which were nationalistic in nature (such as in Vietnam).

The American influence in Cuba had been very strong since it granted the country independence in 1902 after defeating the Spanish in the Spanish-American War of 1898. The United States supported a succession of corrupt and repressive governments, the last of which was that of Fulgencio Batista. Batista’s government was overthrown in 1959 by a guerrilla army led by Fidel Castro and Ernesto “Che” Guevara, an Argentine trained as a physician. Castro’s insurgency had begun rather unremarkably, with significant defeats at the Moncada barracks in 1953 and a landing on the southeast coast of Cuba from Mexico in 1956 (when only 15 rebels survived to seek refuge in the Sierra Maestra mountains).

It was Batista’s brutal reprisals against urban civilians that eventually drove many Cubans to support Castro’s movement. When Batista’s army was defeated and demoralized in a rural offensive against the rebels, Castro, his brother Raul, Guevara, and Camilo Cienfuegos launched a multifront campaign that ended in victory when their units converged in the capital of Havana in January 1959. The revolution had not been a Communist revolution, and the new Cuban government was not initially a Communist government. But by early 1960, Cuba began to receive strong economic and military support from the Soviet Union. Castro and his followers soon declared the revolution to be a Communist one, and the Soviet- American Cold War opened a new and volatile front. American attempts to subvert Castro’s regime included the Bay of Pigs invasion in April 1961 and several assassination attempts against Castro. The Soviets and Americans came close to war during the Cuban Missile Crisis in October 1962.

The United States used sabotage to destabilize Cuba’s economy and government and plotted to assassinate Fidel Castro. Did the United States engage in state-sponsored terrorism? What’s the difference between this and Soviet support of their allies during the Cold War?

 

Answer in 75 words or less

 

unit 3

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Multiple Choice Questions(Enter your answers on the enclosed answer sheet)

1)  Which painting contains a disguised symbol of a ‘memento mori’, a reminder that no one escapes death?

a.  Bosch’s Garden of Earthly Delights

b.  Pontormo’s Deposition

c.  Grünewald’s The Crucifixion

d.  Holbein’s The Ambassadors

2)  What statement best describes the effect of Martin Luther’s teachings?

a.  emphasized the role of good works in achieving salvation

b.  strengthened the Catholic Church’s influence in northern Europe

c.  brought about a new respect for the arts in Christianity

d.  gave the individual believer more responsibility than the priest

3)  What northern Renaissance humanist writer expressed his philosophical

skepticism in the form of personal essays?

a.  Michel de Montaigne

b.  Desiderius Erasmus

c.  William Shakespeare

d.  Thomas More

4)  What Northern Renaissance painting is part of an altarpiece–a folding wooden cabinet decorated with paintings?

a.  Dürer’s Self-Portrait

b.  Grünewald’s Crucifixion

c.  El Greco’s Burial of Count Orgaz

d.  Bosch’s Garden of Earthly Delights

5)  Which of these was important in spreading Martin Luther’s religious ideas?

a.  the printing press

b.  Morley’s Triumphes of Oriana

c.  Shakespeare’s Hamlet

d.  the telescope

6)  Which Renaissance work would most likely have been encountered at the

court of Elizabeth I?

a.  a performance of Palestrina’s Mass of Pope Marcellus

b.  a theater set designed by Palladio

c.  El Greco painting the monarch’s portrait

d.  performance of a motet by William ByrdUnit 3 Examination

138

GED 120 Introduction to Humanities

7)  Which Renaissance work is best categorized as mannerist–the conscious

manipulation and distortion of high Renaissance techniques?

a.  Dürer’s Self-Portrait

b.  Bruegel’s The Hunters’ Return

c.  Parmigianino’s Madonna With the Long Neck

d.  Palladio’s Villa Rotonda

8)  Which statement best describes the music of Palestrina?

a.  attempted to involve church congregations in musical worship

b.  directly appealed to emotions of worshippers

c.  pioneered the use of multiple choirs

d.  rejected intermingling of sacred and secular music

9)  The most popular Italian export of the Renaissance was:

a.  opera

b.  commedia erudita

c.  commedia grave

d.  commedia dell’arte

10)  What statement best describes the function of the Taj Mahal, in Agra, India?

a.  a shrine marking the site of an incident in the life of Muhammad

b.  a tomb of a Mughal emperor’s wife

c.  mosque dedicated to the Mughal faithful

d.  a temple where worshippers honor the Great Buddha

11)  In what regard is Velazquez’s masterpiece The Maids of Honor (Las

Meniñas), a scene in the artist’s royal studio, most remarkable?

a.  the novel treatment of a religious theme

b.  a brilliant use of red, blue, and gold

c.  its mood of gaiety and self-indulgence

d.  its complex arrangement of space

12)  Which of these works would most likely be performed at the court of Louis

XIV at Versailles?

a.  a cantata by J. S. Bach

b.  a concerto grosso by Vivaldi

c.  a ballet de cour by Lully

d.  an oratorio by HandelUnit 3 Examination

139

GED 120 Introduction to Humanities

13)  What would the Academy, as established under the rule of Louis XIV, most

likely do?

a.  ensure a religious content in pictures

b.  impose absolutist neoclassical rules on artists

c.  oversee the Dutch market in paintings

d.  encourage innovative styles of painting

14)  Which of these figures is associated with the heliocentric theory of the universe, an important advance in the Scientific Revolution?

a.  Nicolaus Copernicus

b.  John Locke

c.  René Descartes

d.  Antonio Vivaldi

15)  What feature or description characterizes Christopher Wren’s design for St.

Paul’s Cathedral?

a.  use of an encircling monumental colonnade

b.  compromise between native English and continental elements

c.  the strong influence of absolutist France

d.  elaborate Italian baroque decoration

16)  Which two artists are most closely associated with the rococo style in art?

a.  Jacques Louis David and Thomas Jefferson

b.  Peter Paul Rubens and Nicolas Poussin

c.  Joseph Haydn and Wolfgang Mozart

d.  J.-H. Fragonard and Antoine Watteau

17)  In what phenomenon did the Parisian Madame Geoffrin play an important

role?

a.  recovering the treasures of Pompeii and Herculaneum

b.  ending the aristocracy’s dominance in French art

c.  the development of ballet as an independent art form

d.  the success of the salon as an intellectual and social occasion

18)  What term describes the idea, popularized by J.-J. Rousseau, that human

society originated in an agreement among naturally free individuals to establish the rule of law and civil society?

a.  sensibilité

b.  the divine covenant

c.  neoclassicism

d.  the social contractUnit 3 Examination

140

GED 120 Introduction to Humanities

19)  What was the most notable achievement of Marie-Elisabeth Vigée-Lebrun?

a.  paint flattering portraits of Europe’s nobility

b.  compose popular operas performed in Vienna and Prague

c.  reform the practice of ballet dance

d.  establish a famous salon in rococo Paris

20)  Which of these works might have been most influenced by Palladio’s book of

classical designs, an important document in eighteenth-century neoclassicism?

a.  Jefferson’s Monticello

b.  Haydn’s London symphonies

c.  Noverre’s ballet d’action

d.  Boffrand’s Hôtel de Soubise

21)  Which figure, inspired by the principles of the French revolution, led the

inhabitants of his Caribbean island home against the power of the

Napoleonic empire?

a.  Toussaint l’Ouverture

b.  George Washington

c.  Símon Bolívar

d.  Thomas Jefferson

22)  What statement best describes Goya’s Executions of the Third of May,

1808?

a.  creates a mysterious landscape through effects of light and color

b.  evokes an atmosphere of exotic pleasure and sensual delight

c.  expresses a romantic protest against tyranny and oppression

d.  shows the influence of classical sculpture in its treatment of the figure

23)  Which of these romantic works inspired a set of illustrations by Delacroix,

several Lieder by Schubert, and an opera by Charles Gounod?

a.  David, Napoleon Crossing the Alps

b.  Mary Shelley, Frankenstein

c.  Berlioz, Symphonie fantastique

d.  Goethe, FaustUnit 3 Examination

141

GED 120 Introduction to Humanities

24)  For what reason would Turner’s The Slave Ship have been criticized by traditional art critics?

a.  disregarded precise detail in favor of atmospheric color and light

b.  incorporated classical sculpture and architecture

c.  depicted mythological creatures and fantastic scenes

d.  depicted a commonplace scene from ordinary life

25)  Which phrase best describes program music, a frequent format of music in

the romantic era?

a.  has a clear four-part structure

b.  is based on a novel or other literary work

c.  explicitly tells a story or describes a place

 

d.  is usually accompanied by a chorus

Italian Immigration to Philly Critique

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Presentation and Written Review of a Scholarly Article or Book Chapter: 15%

Each student will select one immigrant group and present to the class (in about 10-15 minutes) the core concepts from one scholarly article or book chapter relating to that group.  The student should include one complete copy of the article or chapter (to be given to the professor at the time of the presentation and to be shown to the professor for his approval prior to the student doing the review) and a one-page outline of the reading, which will also be given to the professor and to each class member (30 copies). Additionally, the student will submit to the professor a written critique of the reading (3-4 pages), which should include the following: a one-paragraph summary of the reading; a critical evaluation of the evidence supporting the major thesis or argument(s). (For example, what type of historical evidence is provided? Is it clearly organized? Explain. What types of related evidence might improve the argument? These might include the use of  personal journals, newspaper articles, personal interviews, photographs, maps, related graphics, charts, tables, graphs, etc. Also include suggestions for further research. The paper must also relate the article to course material. This is a major component of the assignment. Cite comparisons/contrasts to topics, themes, and issues raised in course readings, lectures, films, etc. Be creative. Finally, the student will generate one substantive question based on the reading, along with the answer to the question, which will be included on the same paper as the outline. 

 

The Article: 

http://www.jstor.org/discover/10.2307/20089965?uid=3739256&uid=2134&uid=2&uid=70&uid=4&sid=21105157286893

abercrombie sale Is an untapped

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​What are the essential elements of religious freedom? Is it necessary to formally separate the ties between religion, government & politics in order to have religious freedom? What are some ways to help facilitate society that values religious freedom?

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The Pew Research Center’s Forum on Religion and Public Life study found a worldwide rise in religious restrictions based on government restrictions and social hostilities.

What are the essential elements of religious freedom? Is it necessary to formally separate the ties between religion, government & politics in order to have religious freedom? What are some ways to help facilitate society that values religious freedom?

 

 

The New York TimesSeptember 20, 2012

 

Restrictions on Religion Are Tightening, Study Finds

 

By ADAM NOSSITER

 

DAKAR, Senegal — Government restrictions on religion around the world were highest in the Middle East and North Africa, particularly in the period before the Arab Spring uprisings, a new study has found, underscoring a factor that fueled hostilities in the region and led to the rise of political Islam after the revolts.

The study, by the Pew Research Center’s Forum on Religion and Public Life, said that in 2010 government restrictions on religion were “high or very high” in most of the Arab Spring countries, where suppression of Islamist movements contributed to the uprisings and spurred subsequent incursions of Islamists into political power.

Restrictions in Tunisia went from “high” in mid-2009 to “very high” a year later, the study found. The uprising there began at the end of 2010.

In Egypt, restrictions were already high and edged up further between 2009 and 2010, the year before the country exploded. And in Yemen, where there also was an uprising, restrictions increased sharply over the same period.

Over all, the study found a worldwide rise in religious restrictions. It measured two basic yardsticks: a government restrictions index, and a social hostilities index. Government restrictions include moves by authorities to ban faiths and conversions, and to limit preaching. Social hostilities encompass mob violence and “religion-related intimidation or abuse,” such as harassment over attire.

The study found 15 countries with very high levels of social hostilities in 2010, up from 10 in 2007, with the new additions being Egypt, Nigeria, the Palestinian territories, Russia and Yemen. It noted that “in Nigeria, violence between Christian and Muslim communities, including a series of deadly attacks, escalated throughout the period.”

However, in Nigeria at least, the religious dimension is often superseded by, or a mask for, more complex underlying factors — elements not noted by the broad-brush, numbers-based Pew study. In the central region of Nigeria, for instance, where much of the ostensibly Christian-Muslim violence takes place, the mutually hostile groups are often motivated as much by disputes over land and longstanding ethnic friction as they are by religion.

The study found that increases in religious restrictions outnumbered decreases in all five major regions of the world, with sub-Saharan Africa scoring the largest share of countries with significant increases.

Over all, countries with “high or very high restrictions” rose from 31 percent of the total in 2009 to 37 percent in 2010. The Pew study found that 63 percent of countries had “increases in government restrictions” from 2009 to 2010.

Separately on Thursday, United Nations human rights investigators in Geneva said that more than 300 Christians had been arrested since mid-2010 in Iran, where, they said, churches operate in a “climate of fear.” Iran is given a score of “very high” on Pew’s Government Restrictions Index.

The Pew study found that restrictions also increased in Europe, like the Swiss ban on construction of minarets, and in the United States, noting a rising number of instances in which people were prevented from wearing clothing or beards, and problems in building places of worship.

This article has been revised to reflect the following correction:

Correction: September 24, 2012

Because of an editing error, an article on Friday about a new study that found government restrictions on religion around the world were highest in the Middle East and North Africa, particularly in the period before the Arab Spring uprisings, misidentified the year in which the uprising in Tunisia began. It was 2010, not 2011.

Ethics in Contemporary Society

/in /by

Martin Luther King, Jr. was many things, a civil rights activist, nonviolent protestor, organizer, teacher, son, husband, father, and a black man. Many forget that he was first, a Christian Southern Baptist minister and preacher. His religious faith informed his ethical actions. After reading selections from Martin Luther King, Jr.’s, Letters from the Birmingham Jail, explore the role of Christian ethics in King’s actions during the turbulent times in the South in the 1960s. Consider the following:

 

  1. King was in Birmingham to address the issue of injustice by organizing a protest. Define the injustice and the protest and explain how Judeo-Christian ethics were applied to allow for civil disobedience. How was the injustice in Birmingham tied to all communities in the South?
  2. King lists four steps to nonviolent campaigns. Name them. How did these flow from King’s Christian ethical principles? How did King reconcile the “eye for an eye” Jewish ethical principle with the Christian “love one another” ethical principle of nonviolence?
  3. How do King’s ethical principles help him defend against the charges that his protests and law breaking were “untimely” considering the political situation in Birmingham at the time?
  4. Consider areas of conflict in the world today. Pick one and discuss how King’s actions and his ethical principles might resolve the issue.

 

Reference

 

King Jr., M. L. (1963). Letter from a Birmingham Jail.Retrieved from EBSCOhost database Academic Search Elite. Letters from Birmingham Jail

 

Post a 600–750-word paper discussing all of the questions to the M3: Assignment 2 Dropbox by Wednesday, February 4, 2015. All written assignments and responses should follow proper citation rules for attributing sources. Please use Microsoft Word spelling/grammar checker.