Answer all three parts of the exam in the bluebooks. Number the parts you answer.

PART I: Paired IDs. Answer five out of eight. (30 points total; just under an hour)

Briefly identify both parts of each pair (who, what, when, where) and write a paragraph about the connection between the parts. The connection is up to you. It can be a comparison, a contrast, thematic, whatever - be creative, but support the connection you draw.

1.	Tyranny of the majority AND Bourgeoisie and Proletariat.
2.	"... the perfectibility of man is truly infinite." AND "Civilization and its Discontents".
3.	"Bach and James Brown. Sushi and fried catfish." AND "Class, race, national origin, or culture all disappear or become dim when bathed in the light of natural rights, which give men common interests and make them truly brothers."
4.	Sensation and reflection AND "I would feel at times that learning to read had been a curse rather than a blessing."
5.	Mr. Ostrowski AND Mr. Covey.
6.	"God of the oppressed" AND "God is dead."
7.	"The Elfin King" AND "The Welcome Table".
8.	Consilience AND Double-consciousness.

PART II: Focused Essay. Answer one out of three. (30 points; about 45 minutes)

Choose one of the following questions focusing on a particular theme or set of C&T readings. In answering the question, you should have a thesis and be able to demonstrate familiarity with the major ideas and concepts in the readings. Use concrete details to illustrate your ideas.

1. "We are more alike than unalike." --Maya Angelou. Although the African-American experience has been decisively different from that of most European-American groups, what is perhaps even more notable is how "alike" blacks are to other Americans. They have, for example, inherited the same Enlightenment traditions. Discuss this statement, with specific reference to at least four readings from the African-American unit, showing their similarity to Enlightenment sources.

2. We have seen how three "groups"--the Romantics, the Holocaust poets, and the Harlem Renaissance poets--were impelled to poetic expression in reaction to their cultural and/or social climates. Why were they impelled? What is special about poetry as a means of communication? Compare and contrast the three groups in terms of these questions.

3. Newton, Elihu Baldwin, Elie Wiesel, Malcolm X, and Martin Luther King had very different views of the role of God in the world. Choose three or four from this list (or others we have read). Analyze how culture influences peoples' views of God and religion.

PART III: General Reflective Essay. Answer one. (40 points; about 1 hour and 15 minutes)

In this essay, you should develop a coherent thesis that answers one of the following questions. You will be expected to illustrate your arguments with specific, concrete examples drawn from a broad range of readings we have done this semester. But do not simply discuss serially a subset of our readings, and do not summarize the readings. Draw a key point from a reading where appropriate to your argument, make sure its relationship to your argument is clear, then continue with your argument.

1. Socratic education of the sort Martha Nussbaum talks about turns the student from an "inside" member of his or her own culture into a sort of "pseudo-outsider", an informed but critical skeptic of his own culture. The result is a "creative tension", to use Martin Luther King Jr's phrase, that allows intellectual and social progress.

Using Nussbaum's notion of Socratic education, King's notion of creative tension, and the problem of insider-vs-outsider as developed in the anthropological readings we've done, assess the above claim. Is it accurate about the history of the Enlightenment and its extensions (what about the Holocaust?) and about the African-American experience? Is it accurate about you and your experience with C&T? Is the question itself trapped in the cultural perspective it tries to analyze?

2. You are the President of a new liberal arts college. Write an "inaugural address" (in the tradition of Elihu Baldwin) that explains what texts your students should study, and why they should study them. Are your principles closer to Bloom or Nussbaum? Is there a coherent "western tradition" that needs to be examined, reinforced, or questioned? Can a tradition stay coherent if its central practices include not cockfights and magic but skeptical individualism?

LECTURES

The Enlightenment (Melissa Butler)

Extensions and Excesses of the Enlightenment Dream (Cheryl Hughes)

Crisis of the Enlightenment (Stephen Webb)

Discovery, Innovation, and Risk (Scott Feller)

Slavery, Emancipation, and the Dream Deferred (Peter Frederick)

Music and Art from the Harlem Renaissance (Joy Castro and Trevor Weston)

Malcolm, Martin, and the Black Religious Experience (Michael Brown)

What is Culture? (Raymond Williams and William Placher)

READINGS

Immanuel Kant, What is Enlightenment?

John Locke, Essay Concerning Human Understanding

"Declaration of Independence", "Bill of Rights", and the "Declaration of the Rights of Man"

Adam Smith, Wealth of Nations

Condorcet, Sketch for a Historical Picture of the Human Mind

David Hume, "Of Miracles"

William Wordsworth, "Preface to Lyrical Ballads", "The Tables Turned", "She Was a Phantom of
Delight"

Samuel Taylor Coleridge, "Kubla Kahn"

Lord Byron, "She Walks in Beauty", "So, We'll Go No More a Roving"

John Keats, "To Autumn"

John Wolfgang von Goethe, "Elfin King"

John Stuart Mill, On Liberty

Elizabeth Cady Stanton, "Seneca Falls Declaration of Sentiments", and "The Solitude of Self"

Karl Marx and Friedrich Engels, The Condition of the Working Class in England, Economic and Philosophic Manuscripts, A Contribution to the Critique of Political Economy, and The
Communist Manifesto

Fredrich Nietzsche, Thus Spoke Zarathustra: First Part, The Gay Science, and "On Truth and Lie in an Extra-Moral Sense"

Sigmund Freud, Civilization and its Discontents

I.L Peretz, "The Golem"; Sholem Asch, "Kola Street"; Isaac Bashevis Singer, "Gimpel the Fool";

Photographs from Roman Vishniac, A Vanished World

Abraham Sutzkever, "War", "How?", "Frozen Jews", "For My Child"

Dan Pagis, "Written in Pencil in the Sealed Railway Car", "Testimony"

Jacob Glatstein, "Smoke"

Elie Wiesel, "A Prayer for the Days of Awe"

Primo Levi, The Drowned and the Saved

United Nations "Universal Declaration of Human Rights"

Edward O. Wilson, Consilience

Peter B. Medawar, The Limits of Science

Narrative of the Life of Frederick Douglass

Booker T. Washington, "Atlanta Exposition Address"

W.E.B. Du Bois, The Souls of Black Folk

Sam M. Lewis and Joe Young, "How Ya' Gonna Keep 'Em Down on the Farm"

Claude McKay, "If We Must Die", "The White House", "On a Primitive Canoe", "The Tropics in
New York", "Harlem Dancer"

Countee Cullen, "Incident", "Yet Do I Marvel", "From the Dark Tower"

Langston Hughes, "The Negro Speaks of Rivers", "I, Too", "The Weary Blues", "Mother to Son"

Zora Neale Hurston, Their Eyes Were Watching God

The Autobiography of Malcolm X

Martin Luther King, "Letter from Birmingham Jail"

Alice Walker, "The Welcome Table"

James Cone, God of the Oppressed

Henry Lewis Gates, Colored People

E.E. Evans-Pritchard, Magic, Witchcraft, and Oracles among the Azande

Margaret Mead, Coming of Age in Samoa

Clifford Geertz, "Deep Play: Notes on a Balinese Cockfight"

Elihu Baldwin, "Inaugural Address"

Alan Bloom, The Closing of the American Mind

Martha Nussbaum, Cultivating Humanity

VIDEOS

Alan Resnais, Night and Fog

Eyes on the Prize

George T. Nierenberg, Say Amen, Somebody

"Deep Play" at Wabash