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Texts from Love Unit


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Texts from Love Unit (need to know for objective parts of this essay):

·         Martin Luther King, Jr., “Pilgrimage to Nonviolence” (from Stride Toward Freedom: The Montgomery Story)
·         The Book of Ruth (HarperCollins Study Bible)
·         Song of Songs (HarperCollins Study Bible)
·         Selections from the poetry of Rumi (coursepack)
·         Film: Philadelphia (1993; directed by Jonathan Demme)
·         Zora Neale Hurston, Their Eyes Were Watching God
·         Stephanie Coontz, selections from Marriage, A History
·         Euripides, trans. Ted Hughes, Alcestis

Texts from Origins Unit:

·         Langston Hughes, “Theme for English B”
·         Graff/Birkenstein, They Say, I Say
·         Bullock/Weinberg, The Little Seagull Handbook
·         Penobscot, “Corn Mother”
·         Crow, “Old Man Coyote Makes the World”
·         Genesis, Chapters 1-4
·         Benjamin Franklin, “Remarks Concerning the Savages of North America”
·         Phyllis Trible, “Eve and Adam”
·         Film: Joy Luck Club (dir. Wayne Wang)
·         Ishmael Beah, A Long Way Gone: Memoirs of a Boy Soldier
Texts from  Education Unit:

·         Film: Two Million Minutes: A Global Examination (2008; dir. Chad Heeter; prod. Bob Compton)
·         David Labaree, selection from Someone Has to Fail: The Zero-Sum Game of Public Schooling
·         Plato, “Allegory of the Cave” (from Republic, Book VII)
·         Paulo Freire, On the “Banking Concept of Education” from Pedagogy of the Oppressed
·         Adrienne Rich, “Claiming an Education”
·         Eboo Patel, Acts of Faith: The Story of An American Muslim, The Struggle For the Soul of a Generation
·         Frederick Douglass, Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself
Part III: Essay

You choose one to answer.
As we all know, love is not always easy. Perhaps one of love’s greatest challenges is to love the “unlovable.” In an analytical essay, explore this idea using 4 unit texts (one from Origins, one from Education, and two from Love). What makes it possible to love the “unlovable?” What type(s) of love are reflected in your examples? What conclusion can you draw? Be sure to clearly state a thesis in either the introduction or conclusion to your essay. 

Many of our texts over the course of the semester have featured characters making sacrifices for those they love. Others are unwilling or unable to do so. Does love require sacrifice? Or, can it flourish without the willingness to sacrifice? Explore the experiences and decisions of characters from 4 of our texts (one from Origins, one from Edu
cation, and two from Love). What was the purpose of these sacrifices? Were they worth it? Who suffered the most and why? What about those unable to sacrifice? Include a clear thesis in either the introduction or conclusion to your essay.

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