Blog

The strongbox containing Orgon’s compromising documents most directly symbolizes:

Your response should be organized using the CEC method (Claim, Evidence, Commentary). Support your answer with specific examples from the text (not quotes–just specific examples that show you are knowledgeable of the material). Responses should demonstrate careful reading of the play and thoughtful analysis. Answers that are vague, too brief, or lack textual support will not receive full credit.   Question: Both Candide and Tartuffe feature characters who believe too completely in something — Orgon in Tartuffe’s false piety, Candide in the philosophy that everything happens for the best. In your opinion, what do these two works together suggest about the dangers of uncritical belief? Do you think either text offers a solution, or do both simply diagnose the problem? Use specific examples from both works to develop your argument.

The King’s intervention at the end of the play is widely considered a deus ex machina. Which of the following best explains why Molière likely employed this device deliberately rather than as a failure of plotting?

A student describes God as a single, undivided divine person who manifests himself as Father in creation, as Son in the Incarnation, and as Spirit in sanctification — like an actor who wears three different masks for three different scenes. Based on the notes, this is the heresy of:

A student insists that Augustine’s psychological analogy for the Trinity — which maps the three persons onto the activities of memory, understanding, and will within a single mind — is the only theologically valid way to approach the doctrine. Based on the notes, a more complete account also includes:

Write a persuasive editorial in which you either support or oppose the ratification (approval) of the U.S. Constitution. You will take on the role of one of the following people or groups during the 1780s and explain your views. Roles to Choose From: Federalist (Supports the Constitution): Alexander Hamilton, James Madison, John Jay https://www.gilderlehrman.org/history-resources/teacher-resources/infographic-differences-between-federalists-and-antifederalists Anti-Federalist (Opposes the Constitution): George Mason, Melancton Smith, or Elbridge Gerry Enslaved Person (e.g., Ona Judge, Harriet Tubman) Abolitionist (e.g., Governeur Morris) Wealthy Woman (e.g., Mercy Otis Warren) Native American Leader (e.g., Joseph Brant) Free Black Person (e.g., Benjamin Banneker) Steps to Follow: Pick a Role: Choose one of the people or groups listed above. This will help you understand their perspective on the Constitution. Research: Use the link provided to learn more about the differences between Federalists and Anti-Federalists. Also, think about your character’s background (e.g., an enslaved person or a wealthy woman) and what they might care about in the new government. Write Your Editorial: Paragraph 1: Introduce your character. Why are they writing this editorial? What is their opinion of the Constitution (support or oppose)? Provide reasons why your character supports or opposes the Constitution. Paragraph 2: Explain how the Constitution will affect your character or their group. What parts of the Constitution do they like or dislike? Include specific details about their concerns or hopes for the future (e.g., freedom, power, rights, etc.). Word Count: Aim for 200-400 words (roughly 20 sentences). Tips for Success: Use proper nouns (names of people, groups, or important places) to make your editorial feel more real. Be clear about your reasons—what is your character afraid of or excited about in the Constitution? Make sure your editorial sounds convincing, like you are truly speaking as that person.

A student asks where the Bible’s metanarrative begins and ends. Based on the notes, the correct answer is:

A student is preparing a reflection on how Jesus Christ relates to Adam within the Bible’s overarching story. Based on the notes, the most accurate statement is that:

A student asks why election in Scripture is described as fundamentally “doxological” in character. Based on the notes, the most accurate answer is that:

A student studying Migliore’s account of ecclesial interpretation notices that he ends with creeds and confessions described as subordinate to Scripture and permanently open to revision. A Catholic student in the class raises a concern. Based on the notes, that concern is best described as: