EXAM 1<\/p>\n
Due Friday, March 19, 4:30 p.m. Send as a Word file email attachment to twhitcom@keene.eduDo not send as a PDF or a link to a cloud fileFile name: [Student\u2019s last name] Exam 1. Example: Smith Exam 1<\/p>\n
Questions<\/p>\n
How does Voltaire\u2019s Candide portray Western society on the eve of the French Revolution (1789), and how does it treat the attempts of its characters, especially Dr. Pangloss, Martin the Manichaean, and the Turkish dervish, to explain horrific human and natural events? (At least 500 words; 50 percent of grade.)<\/p>\n
How do the topics treated in the Declaration of the Rights of man and of the Citizen reveal the nature of the ancien r\u00e9gime and the particular concerns of the socioeconomic class of the authors? What may be viewed as its contradictions or omissions? (At least 500 words; 50 percent of grade.)<\/p>\n
Notes on Candide<\/p>\n
The authorVoltaire (Fran\u00e7ois-Marie Arouet): 1694-1778<\/p>\n
French philosophe and prolific writer, known for his contradictions: Controversies as to his real thought<\/p>\n
The historical and cultural context<\/p>\n
The ancien r\u00e9gime, the era of absolutism before the French Revolution (1789)<\/p>\n
After the Seven Years\u2019 War and the Lisbon Earthquake, which stirred debate about the origin of evilThe era of the Enlightenment, with growing popular interest in political, economic, and social reform<\/p>\n
Censorship: Candide published under a pseudonym and purportedly translated from German<\/p>\n
The genre and purpose<\/p>\n
Genre: Satirical novel <\/p>\n
Purpose: To discredit Leibniz\u2019s doctrine of optimism<\/p>\n
Western society on the eve of the French Revolution<\/p>\n
Class divisions and socioeconomic inequality: Clergy, nobles, and commoners<\/p>\n
Absolutist Governments<\/p>\n
Armies and war<\/p>\n
Attempts to explain horrific natural and human eventsProfessor Pangloss: Optimism <\/p>\n
\u201cAll is for the best in this best of all possible worlds\u201d; \u201cLeibnitz could never be wrong.\u201d<\/p>\n
Martin: Pessimism\/Manicheanism (look up)<\/p>\n
\u201c\u2018But for what end has this world been formed?\u2019 said Candide. \u2018To plague us to death,\u2019 answered Martin.\u201d<\/p>\n
The Turkish Dervish: Deism (look up)<\/p>\n
2<\/p>\n
\u201cWhen his highness sends a ship to Egypt, does he trouble his head whether the mice on board are at their ease?\u201d<\/p>\n
Candide\u2019s reaction to the evil he saw and the attempts of others to explain it\u201cWe must cultivate our garden.\u201d<\/p>\n
An alternative to optimism and pessimism?<\/p>\n
Action?<\/p>\n
Acceptance?<\/p>\n
Focusing on one\u2019s own concerns?<\/p>\n
Notes on the Declaration of the Rights of Man and of the Citizen<\/p>\n
The authors<\/p>\n
Abb\u00e9 Emmanuel Joseph Siey\u00e8s and the Marquis de Lafayette, in consultation with Thomas Jefferson<\/p>\n
Historical and cultural context<\/p>\n
Adopted by the National Assembly, August 26, 1789, six weeks after the beginning of the RevolutionHad a major impact on the development of conceptions of\u00a0individual liberty and democracy worldwideIncluded in the current Constitution of France <\/p>\n
Genre and purpose<\/p>\n
Genre: Proclamation of the National Assembly<\/p>\n
Purpose: A statement of the values of the leaders of the first phase of the French Revolution<\/p>\n
Topics treated in the Declaration reveal the nature of the ancien r\u00e9gime.<\/p>\n
Unequal class system: The Three Estates<\/p>\n
Absolutism: Officials not accountable<\/p>\n
Arbitrary rule: No rule of law<\/p>\n
Property not secure from expropriation without compensation<\/p>\n
No freedom of speech<\/p>\n
No religious dissent<\/p>\n
Governance enforced through oppressionCriticism<\/p>\n
Gender: Women were not citizens, subject to laws, but had no role in making them<\/p>\n
Slavery<\/p>\n
Sugar plantation slavery made Saint-Domingue the most profitable European colony <\/p>\n
The authors may have omitted slavery because they profited from it through investments; cf. JeffersonThe omission inspired a slave uprising in Saint-Dominque and the creation of independent HaitiThe inequality caused by private property <\/p>\n
The authors were all property ownersIgnored Jean-Jacques Rousseau\u2019s theory that private property is the source of all oppression\u201cSocial distinctions can only be based on common utility\u201d Article 1St).<\/p>\n
3<\/p>\n
Writing Guide<\/p>\n
Content<\/p>\n
A clearly articulated thesis and a coherent supporting argument based upon evidence from the assigned sources.<\/p>\n
Additional sources, if used, shall be limited to scholarly books and articles (most articles are available at jstor.org). Other material from the Internet (dot.com), encyclopedias, popular magazines, and newspapers shall not be used.<\/p>\n
Documentation (sources and page numbers) for all word-for-word quotations and for all ideas, opinions, and facts from the works of others which cannot be considered common knowledge.<\/p>\n
Compliance with the College\u2019s Academic Honesty Policy, especially with regard to producing original work and citing and referencing the ideas and work of others.<\/p>\n
Composition<\/p>\n
Division into paragraphs, each beginning with a topic sentence\u00a0or main idea, followed by supporting or detail sentences which explain or supply evidence.<\/p>\n
Correct English, including grammar, syntax, usage, spelling, punctuation, and capitalization.<\/p>\n
A formal, impersonal style without contractions, abbreviations, colloquialisms, slang, clich\u00e9s, stale and irrelevant popular metaphors, and statements in the first and second persons (\u201cI,\u201d \u201cwe,\u201d \u201cyou,\u201d etc.)<\/p>\n
Format<\/p>\n
A conventional 12-point black font, white background, one-inch margins, double line-spacing.<\/p>\n
Information on the first page (no title page): complete name of the author (no nicknames), number of the course and section, the title of the course, date, and \u201cExam 1.\u201d<\/p>\n
The method of documentation discretionary; consistent throughout.<\/p>\n","protected":false},"excerpt":{"rendered":"
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