Explain why the lack of diversity is controversial. Discuss how the issue affects the public’s perception of the courts.
In 2017, UT Austin removed several confederate statues from their places of prominence on campus in the middle of the night. This action was part of a state of removals and renaming nationwide as several institutions grappled with the meaning and impact of these monuments. Years later, there are still ideological and legal battles surrounding the decision. The statue of Jefferson Davis in particular was returned to campus and mounted at the Briscoe Center in an exhibit titled “From Commemoration to Education.”
In this 3-page double-spaced essay, critically analyze the ethics associated with the removal of this site of public history given the state’s racial and gendered history. Be sure to make use of the ethics glossary provided in class lectures to discuss how the myriad of ways that decisions regarding the statue’s erection, removal, and repositioning could be justified with the presented frameworks.
Consider the articles linked below as well as other academic or public sources in your response.
https://www.texastribune.org/2017/08/20/ut-austin-removing-confederate-statues-middle-night/ (Links to an external site.) (Links to an external site.) (Links to an external site.)
https://www.kvue.com/article/news/education/university-of-texas/ut-austin-removed-confederate-statues-group-takes-case-to-court/269-d96e4a4c-2d02-40d5-8fff-6fba80193eee (Links to an external site.) (Links to an external site.) (Links to an external site.)
https://www.texasmonthly.com/the-daily-post/jefferson-davis-back-ut/ (Links to an external site.)
For a refresher on definitions and ethical frameworks, review your lecture notes and visit:
https://ethicsunwrapped.utexas.edu/glossary (Links to an external site.) (Links to an external site.)
A complete essay will:
Consider the ethical dilemmas the University, the Sons of Confederate Veterans, the courts, and other stakeholders may have faced.
Discuss the distinctions between commemoration and education.
Clearly lay out values that you believe should govern an ethical society.
Clearly lay out and prioritize your own ethical values and the categories or kinds of ethics these represent with relation to the societal ethical values you have laid out.
Apply your ethical values and what you have been taught in this class about racisms, gender, historical narratives, silences, and power differentials in the making of a historical narrative in an evaluation of the decisions made by the stakeholders considering the dilemmas each was presented with.
Conclude by stating and justifying your own ethical conclusions about the case and the kinds of ethics you utilized to arrive at those conclusions.
What specifically did you learn about this book (10 points)? Don’t just list what you learned the analysis will count for more. What is your analysis of what you learned? (30 points) and what do you take from here into the world with you? (20 points)
Explain how the experience of enslaved women as discussed in this book differ from that of slaves in general or of enslaved men as you have learned elsewhere? Make sure to also compare and contrast what you have learned here and elsewhere about the experiences of enslaved women and white women during the Antebellum Period (1789-1860).
Regarding Gwendolyn Brooks,the poet, Your final assignment is an eight- to ten-page conference-style essay based on Formal Writing Assignment 2: Abstract and Formal Writing Assignment 3: Annotated Bibliography. You can use this to help you format your paper correctly: Format template.docx Download Format template.docx
The primary methodology for the final paper is CLOSE READING, just like you did for Formal Writing Assignment 1: Close Reading Essay, so make sure to review my comments on that assignment and the Formal Writing Assignments Instructions (1).pptx Download Formal Writing Assignments Instructions (1).pptx. For this essay, you will enhance close reading with deeper analysis and with THREE (updated from the original FIVE) external sources from your Formal Writing Assignment 3: Annotated Bibliography that will help you make your argument about the text or texts you plan to examine.
You can write about any texts that we have read this semester. You can analyze any formal aspects and connect those aspects to the larger themes or meanings. You might focus on just one text or several. You can write about the ways texts relate to and inform each other, examining the similarities and the points of departure between them as long as you are making an argument about the text or texts, closely reading passages from the text or texts, and using outside sources to help you communicate your reading of it.
Here are questions to ask yourself about the structural aspects of your paper:
Does the introduction present and describe the materials under analysis?
Does the introduction point to the specific elements or approach to that analysis?
Is there a clearly articulated thesis that states precisely what the essay’s argument is?
Is the paper structured along the lines of that argument, taking the reader through each aspect of the thesis?
Does the paper introduce and contextualize outside sources that are appealed to in order to support the argument (and this can be by agreement or disagreement, by connection, expansion, or departure)?
Are complex concepts, ideas, arguments, and theories explained clearly and succinctly without oversimplifying or overcomplicating them?
Are textual passages introduced and contextualized?
Are textual passages analyzed forcefully and clearly with careful close readings that support some aspect of the thesis?
Is there a careful conclusion that brings us back through the essay’s overall line of reasoning now that the case has been made?
(To show how we engage contemporaneous racial issues that philosophers are commenting upon.)
Paper Expectations: Write, minimally, one full page.
Due Date: Saturday, April 23, 2022 before midnight.
Font: Use Times New Roman, with 1–inch margins, and font no bigger than “12.” Be sure to double space. Turn completed assignment into the online drop box.
Read the PDF entitled what’s wrong with All Lives Matter?
Answer ALL questions in light of what you learned this year:
• What does the statement “Black Lives Matter” mean?
• Is this a statement of black supremacy in the way that ‘white power’ is usually understood as a statement of white supremacy?
What has lead to the increase of sexual violence and femicide against women in Nigeria during the Covid-19 pandemic.
Discussion Comment Submission & Rubric Description
The Scramble for Africa Began in the 1800s. European Nations wanted to secure control over the Agricultural And Mineral Resources on the African Continent as well as a Monopoly on Trade with the African people. This period Ended with the BERLIN CONFERENCE of 1884-1885. Review the Power Point on the Scramble for Africa and FOCUSING ON THE CONFERENCE ITSELF: Discuss the Mission of the Conference, Who participated, Why was it important to Germany, Italy, AND King Leopold II of Belgium? What was the The Plan and the Timetable for completion?
Discussion Comment Submission & Rubric Description
The Scramble for Africa Began in the 1800s. European Nations wanted to secure control over the Agricultural And Mineral Resources on the African Continent as well as a Monopoly on Trade with the African people. This period Ended with the BERLIN CONFERENCE of 1884-1885. Review the Power Point on the Scramble for Africa and FOCUSING ON THE CONFERENCE ITSELF: Discuss the Mission of the Conference, Who participated, Why was it important to Germany, Italy, AND King Leopold II of Belgium? What was the The Plan and the Timetable for completion?
African Americans who came of age in the South in the past two hundred years ago faced a world dominated by institutional and individual oppression such as slavery, Jim Crow, mob violence, political repression, and economic subordination. Yet even in the darkest years the black experience was not without its points of resistance. Indeed, one of the dominant historiographical debates in the field of African-American history revolves around the question of resistance. Write an essay in which you explain how historians have struggled to articulate the nature and meaning of resistance in both institutional and day-to-day settings. What theoretical frameworks have been used to explain what resistance is, how it functions, and where it can be located? What are the key areas of contention among historians, if any?
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