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.

In this writing assignment, students critically analyze an editorial related to environmental ethics—such as waste, agriculture, or fossil fuels—by exploring conflicting values and worldviews. They engage with multiple credible sources, including course texts and peer-reviewed research, to construct a counterargument and propose a resolution grounded in shared values.

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.

This assignment asks students to critically reflect on the ethics of their role in an in-class simulation. We simulate the 1999 crisis in Kosovo, especially the months leading up to the NATO decision to begin airstrikes over Kosovo aimed at preventing the wider spread of ethnic cleansing by Serbian forces of the Kosovar Albanian population.

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.

In a final group presentation, students choose one of three case studies—mammoth de-extinction, GMO bananas, or hydrofracking—and present their conclusions based on scientific evidence and ethical considerations. Presentations address scientific questions, evaluate the credibility and bias of sources, and explain how the group reached its decision. Students are expected to engage critically with real-world environmental and biotechnological issues.

Students write a one-act play in which they engage in a dialogue about the economic and social implications of minimum wage laws. The play must explore multiple perspectives, including arguments for and against removing the minimum wage, and reflect how the student’s thinking has evolved over the course. The format encourages critical thinking, creativity, and application of economic concepts in a real-world scenario.