Analysis and Reflection Essay. Only do question number 1 and 2. Do not do question number 3. I do not have evidence for question 2 but as long you provide programs for the new deal, you should be good.
Analysis & Reflection Essay Rubric-2 Essay Rubric Fabulous Excellent Good Inadequate Argument Argument is presented clearly and logically. Logical points build directly upon the thesis and prior points. Argument is presented clearly and logically, but points do not necessarily build on each other. Argument is rambling, and there are contradictions left unaddressed. There is no discernible argument. Evidence Each logical point is backed up by more than one example. Evidence is strong and sufficient to advance the argument. Evidence is used throughout the paper to support each claim and the larger thesis. Each logical point is backed up by one or more examples. Evidence advances the argument, but it may not be sufficient. Uses evidence in parts to support ideas OR relies heavily on one source. Not always connected to larger thesis. Several points of the argument are left without evidence. Evidence is insufficient. OR Overview of sources/quotes with no analysis of the examples/quotes. A few pieces of evidence are thrown in here or there, but not used to defend the main argument. Readings Demonstrates solid understanding of the major themes of the course, using readings and lectures to define concepts. Argument is placed within the broad discussions outlined in the course. All relevant readings are clearly used to support the essay. Demonstrates understanding of most of the major themes of the course, using readings and lectures to define concepts. Argument is placed within some discussions outlined in the course. All relevant readings are used to support the essay. Demonstrates understanding of some of the major themes of the course, using readings OR lectures to define concepts. Argument is not placed within discussions outlined in the course. Most relevant readings are used to support the essay. Demonstrates little understanding of the major themes of the course. Readings and lectures are not used to define concepts. Argument is not placed within discussions outlined in the course. Relevant readings are not adequately used to support the essay. Organizatio n Clear organization with a natural flow. Includes an introduction, transition sentences to connect major ideas, and conclusion. There are few or no grammar or spelling errors. Minimal passive voice. Ideas and evidence are correctly cited. Each separate essay is numbered, clearly addressing every part of the essay question. Clear organization with introduction, transitions and conclusion, but writing is not always fluid. There are several grammar or spelling errors. Ideas and evidence are correctly cited. Essays address every part of the essay question. Organization is unclear or without necessary component parts. Significant grammar or spelling errors (but not both). Ideas & evidence are correctly cited. Essays address every part of the essay question but not in adequate depth. Or only some aspects of the essay question are addressed, but those aspects are addressed in depth. Little discernible organization. Significant grammar and spelling errors. Ideas and evidence are not correctly cited, or not cited at all. Essays do not address every part of the essay question, and answers are not in depth. Analysis & Reflection Essay Rubric-2 Foundation of the Freedmen’s Bureau The Constraint of Race Social Inequalities Key Considerations •How a segmented welfare state: • fuses race & social policy • perpetuates white skin privilege • adversely affects people of color Aftermath of the Civil War • Social & economic unrest after Civil War- need for relief • Bureau requested by private aid societies • No $ allocated by congress • Only supposed to last one year after Civil War Freedmen’s Bureau- The Undeserving Poor • To provide “welfare services to freed persons & white refugees” • General Howard urged denial of aid to those who could work • Limited power- unable to redistribute land according to Circular 13 • President Johnson-Circular 15 gave properties to original owners Stereotypes & Bad Policy • Federal government unwilling to address social justice for POC • Perpetuated stereotypes about Black laziness & handouts • View that aid should be short lived, agencies temporary • Negative dialogue about programs for poor Civil War Veteran’s Pensions- The Deserving Poor • Generous monthly payments to disabled, widows & dependents • Distributed mostly to Whites, hard to claim for Blacks • Government support- no time limit, more generous over time • First U.S. social security system, focused on incentives Black Exclusion From Veteran’s Pensions • Most slaves didn’t have birth certificates to get aid • No $ to hire lawyers, find witnesses, pay for applications • Couldn’t serve as officers-highest pensions •Widows & children couldn’t establish marriage or paternity • Most didn’t live long enough to see eligibility requirements lifted Arguments About Undeserving vs. Deserving Poor • Budgets reflect perceived worth of recipients • Veterans aid justified by sacrifice to country • Alternative arguments possible: • System too open-ended • Program too costly • Going to special interests • Shouldn’t just advantage soldiers Arguments About Undeserving vs. Deserving Poor (cont.) • Alternative arguments possible: • Blacks earned relief after 250 years of unpaid work • Freedmen sacrificed freedom • Compensation also makes sense for Freedmen Policy Implications • Social construction of race tied deservingness to whiteness • Blacks forced back into virtual slavery • Served as template for later New Deal welfare program QUESTIONS? Discussion Questions: Prepare to provide examples & report back from your groups. • In what ways did these programs perpetuate white privilege? How did these programs accomplish this? Please use these Analysis and Reflection Questions to guide your reading and class dialogue, your group presentation in class, as well as for your written Analysis and Reflection Essays. Please select two (2) essays to write, with a minimum of 1 page per question (2 questions = 2 separate essays = 2 pages). Remember to use an appropriate academic essay format including introductions, clearly articulated arguments, transitions, and conclusions. Please number each essay with the appropriate question number. Please cite your sources within the text and provide a list of references at the end of your assignment. 1. Compare and contrast the politics that created the Freedman’s Bureau with the politics that created the Civil War veteran’s pensions. Be sure to emphasize how a segmented welfare state fused race and social policy in ways to benefit whites (white skin privilege) and adversely affected people of color. 2. Critically discuss in detail how the New Deal policies (rather than eliminating White privilege) expanded White privilege legally, and excluded many African Americans and the poor from many of its programs. 3. Discuss the various factors, during the 1960’s and mid-1970’s, that led toward the partial inclusion of people of color and the poor in the American Welfare State. Be sure to also discuss how each leg of the Welfare State continues to privilege Whites (Chapter 3).