Prohibition and Permission

By MIT OpenCourseWare · Published by MIT Open Learning · Language: English
Source: MIT Open Learning Format: Course materials Undergraduate / College
Literature Philosophy Law Humanities Social Sciences MIT OpenCourseWare MIT OpenCourseWare

"Prohibition and Permission" is a Course materials drawn from MIT Open Learning and catalogued under History for Undergraduate / College. From the source: Explore where the prohibitions and permissions that occur in every day life come from, why they exist, and what gives them force. For example: food—you are only willing and able to eat a subset of… Slide Collection preserves the upstream link, the original creator credit and the licensing terms; download the file to use it in a classroom, study group or revision plan.

About this presentation

Explore where the prohibitions and permissions that occur in every day life come from, why they exist, and what gives them force. For example: food—you are only willing and able to eat a subset of the world’s edible substances. Marriage—some marriages are prohibited by law or by custom. This course addresses questions of prohibition and permission using psychological sources and literary works from ancient to modern. Texts include works by Shakespeare, Melville, Mary Rowlandson, and Anita Desai. Students give group and individual oral presentations.

How to study this deck

History decks compress causes, events, and consequences into bullet points. To use them well, expand each bullet back into the question it answers ("why now?", "why here?", "who benefited?") before memorizing the answer.

Undergraduate viewers should treat this as a scaffolding for deeper reading — the slides outline the territory, but the textbook chapters and primary sources remain the actual content.

Five questions to test your understanding

  1. What is the single most important claim on the first three slides, and what evidence is offered for it?
  2. Which slide could you remove without losing the argument? Which slide is load-bearing?
  3. Where does the deck switch from definitions to applications? Mark that transition.
  4. What would a student who already disagreed with the conclusion need to see to be convinced?
  5. Which two slides, if combined, would give the clearest one-slide summary of the whole deck?

Where this deck fits in the wider catalogue

Slide Collection classifies this presentation under History, alongside other openly-licensed material in the same subject. If you are preparing a unit at the Undergraduate / College level, the dedicated combined History · Undergraduate / College page is the fastest way to find adjacent decks with the same audience in mind.

Citation & reuse

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Source: View original on MIT Open Learning →