Intellectual Heritage 52 Dr. Ronald Jeremiah Schindler

Compulsory Rewrite No. 1

I have reconstructed the essay's format as follows. This essay differs in terms of terminological boundaries from the first two page papers; hence, we will be considering it a singular, second and final term assignment. No one is exempt from this paper no matter what grade you received on the first homework. The essay is not to exceed four pages in its ultimate formulation. There will be two papers on Marx and the Wiesel/Dr. King dialogue. The latter essays will be two pages each.

Part One: The Declaration of Independence and the Constitution are two aspects of the first American Revolution. What issues did they resolve? What documents are pertinent to the second American Revolution? Conclude this section of your paper with an analysis of how John Meynard Keynes influenced the third American Revolution of Franklin Delano Roosevelt and the New Deal’s policies.

Part Two of the essay will be a comparison of the three revolutions and how it helped to form an American identity. Is natural law theory the thread that ties together these three critical periods in our history? Do you feel as if you are an American who has his/her full rights? If not, what do we have to undertake as a national collectivity to ensure that all partake of the benefits of our society? The following three events will define the subject matter of your essay.

a. The American Revolution as a response to English oppression

b. Reconstruction as a response to the problem of mainstreaming freed blacks and the victory

of the North over the South in the Civil War

c. The New Deal as a response to a world depression

THIS PAPER WILL USE MATERIALS DISCUSSED ONLY IN THE CLASS, TEXTS, AND MY WEB SITE NOTES. NO OTHER POSSIBILITIES ARE PERMITTED. TO DO OTHERWISE, YOU RISK FAILURE FOR THE PAPER AND POSSIBLY THE COURSE FOR PLAGIARISM.

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THE JOKE: EXTRA CREDIT

For extra credit, I ask Temple University students, can you tell a joke? For up to five points on your final grade, tell me a detailed personal joke or a personal parapraxis with its psychoanalytical meaning, drawn from our readings, classroom discussions, or life experiences. It must be humorous, relatively clean, and not insulting of any minority group.

Example:

I related this assignment orally to a class last semester. They understood, except for one French student, who asked must the joke be sexual. The class howled with laughter. They hurt her secondary narcissism because even after I explained to her why they laughed she did not understand. The defense mechanism of repression was in effect. In my own frustration, I asked her, "You really don’t get it!" She ran to the director of the program to lodge a complaint, in tears. Together, we repaired her injured ego. But I believe to this day she does not understand that behind a joke lies dammed up libido. She is not stupid but has to block out unacceptable feelings of her sexuality by denying its existence. How unfortunate.