Students analyze and compare hate speech laws in France and the United States through the lens of major legal cases and philosophical frameworks. They apply Rawlsian and Utilitarian ethical theories to evaluate legal protections against hate speech and develop their own reasoned position. The assignment culminates in drawing a parallel between hate speech regulation and another ethical issue.

Students select and critique a recent scholarly article in art history, analyzing the author’s argument, use of evidence, and methodological approach. They develop their own perspective in response, supported by critical reasoning and comparison to other scholarly work. The assignment includes peer review and revision to strengthen analytical and writing skills.

Students write an analytical essay exploring a topic related to comics culture, combining close reading of visual and textual elements with scholarly research. They may focus on a comic, artist, genre, or formal feature, and are encouraged to include images and cite at least three academic sources. Essays may be written in prose or comics form and begin with a proposal to guide development.

Sample comparative essay prompts from different exams analyzing major works of architecture, sculpture, and portraiture from different historical periods and cultures. Each prompt asks students to interpret visual and structural elements to draw conclusions about religious practices, cultural values, or artistic traditions. Essays require close visual analysis and the use of specific examples to support arguments.

Students become digital volunteers for the Smithsonian by transcribing or reviewing historical documents or specimen records. They submit screenshots of their work and a 250-word reflection connecting their experience to museum functions and course readings. The assignment emphasizes attention to detail, digital literacy, and engagement with archival materials in a real-world context.

Students write two analytical film critiques (4–6 pages each) examining how selected World War I films interpret historical themes such as nationalism, class, gender, and the wartime experience. Critiques must analyze narrative structure, historical context, stylistic elements, and the director’s perspective, using assigned readings to support their arguments.

Students deliver a 4–6 minute informative or persuasive speech on a human communication topic of their choice, supported by credible research and a formal preparation outline. The speech must be delivered extemporaneously and demonstrate clear organization, depth of content, and effective delivery. Visual aids are optional, and outlines must follow strict formatting and citation guidelines.

This multi-stage assignment invites students to reflect on their personal literacy development through storytelling, peer collaboration, and revision. Students describe key literacy events, analyze their own and classmates’ experiences, and craft a reflective narrative that explores how social, cultural, and linguistic factors shape learning. The final product is a polished essay that integrates personal insight with shared classroom perspectives.

Students prepare and present a speech designed to persuade the audience for or against a proposition of policy, proposition of value, or proposition of fact on a topic of local, regional, national, or international concern.

Students write a mini-essay applying W.D. Ross’s theory of prima facie duties to compare moral obligations in two familiar social contexts: the family and the college classroom.