SOCW 3322-Human Behavior and the Social Environment II
Assignment #3-Reflection on Movement to Remove Monuments
1. Topic: Reflect on the movement to remove and replace monuments that honor the Confederacy
a. What are the main arguments for and against the removal of Confederate monuments?
b. How do these monuments impact the communities where they are located?
c. What are some examples of Confederate monuments that have been removed or replaced, and what were they replaced with?
2. Visual Analysis: Find pictures of the statues of the “Fearless Girl” on Wall Street, Harriet Tubman in Philadelphia, and Mary McLeod Bethune in the U.S. Capitol
a. What are your initial impressions of each statue?
b. How do the poses and expressions of the statues contribute to their overall message?
c. What elements of the statues (e.g., materials, size, location) enhance their impact?
3. Message Interpretation: Analyze what messages the sculptors intended to convey with these statues
a. What historical or cultural significance do these figures hold?
b. How do the statues reflect the values and ideals of the societies that erected them?
c. What specific details in the statues help convey the sculptors’ intended messages?
4. Role of Social Activists: Discuss the role social activists played in making these changes
a. Using the textbook, what type of social movement is the one that led to remove Confederate monuments? Alternative, redemptive, reform, revolutionary, or resistance? Support your choice with information from the textbook.
b. Who are some key social activists involved in this movement and what strategies did these activists use to advocate for change? Use supporting information from the textbook.
c. How have social activists influenced public opinion and policy regarding monuments?
5. Historical Context: Note that the Bethune statue replaces one of a Confederate general and is the first statue of an African American woman in the Capitol, sculpted by a Latina American
a. Why is the replacement of the Confederate general’s statue with Mary McLeod Bethune’s statue significant?
b. What does this change represent in terms of historical and cultural progress?
c. How does the fact that the statue was sculpted by a Latina American add to its significance?
6. Representation: Reflect on the fact that only 5 percent of the statues in the Capitol are of women
a. Why is it important to have diverse representation in public monuments?
b. How does the underrepresentation of women in statues reflect broader societal issues?
c. What steps can be taken to increase the representation of women and people of color in public monuments?
7. Personal Reflection: Suggest other women and people of color you believe should be honored with statues in public places
a. Who are some women and people of color you admire and why?
b. What contributions have these individuals made to society that warrant recognition?
c. How would honoring these individuals with statues impact public perception and historical narratives?
Assignment #3 Rubric
|
Criteria |
Exemplary |
Proficient |
Developing |
Beginning |
|
Topic Reflection (10 points) |
Provides a thorough and insightful reflection on the movement to remove and replace Confederate monuments, with strong supporting arguments and examples. (9-10 points) |
Provides a clear reflection on the movement with good supporting arguments and examples. (6-8 points) |
Provides a basic reflection on the movement with some supporting arguments and examples. (3-5 points) |
Provides a limited or unclear reflection on the movement with few or no supporting arguments and examples. (0-2 points) |
|
Visual Analysis (10 points) |
Offers a detailed and perceptive analysis of the statues, including initial impressions, poses, expressions, and elements that enhance impact. (9-10 points) |
Offers a clear analysis of the statues, including initial impressions, poses, expressions, and elements that enhance impact. (6-8 points) |
Offers a basic analysis of the statues with some mention of initial impressions, poses, expressions, and elements that enhance impact. (3-5 points) |
Offers a limited or unclear analysis of the statues with little mention of initial impressions, poses, expressions, and elements that enhance impact. (0-2 points) |
|
Message Interpretation (10 points) |
Provides an in-depth analysis of the sculptors’ intended messages, with strong connections to historical and cultural significance. (9-10 points) |
Provides a clear analysis of the sculptors’ intended messages, with good connections to historical and cultural significance. (6-8 points) |
Provides a basic analysis of the sculptors’ intended messages, with some connections to historical and cultural significance. (3-5 points) |
Provides a limited or unclear analysis of the sculptors’ intended messages, with few or no connections to historical and cultural significance. (0-2 points) |
|
Role of Social Activists (20 points) |
Thoroughly discusses the role of social activists, including key figures, strategies, and their impact on public opinion and policy. (16-20 points) |
Clearly discusses the role of social activists, including key figures, strategies, and their impact on public opinion and policy. (11-15 points) |
Provides a basic discussion of the role of social activists, with some mention of key figures, strategies, and their impact. (6-10 points) |
Provides a limited or unclear discussion of the role of social activists, with little mention of key figures, strategies, and their impact. (0-5 points) |
|
Historical Context (10 points) |
Provides a comprehensive analysis of the historical context, including the significance of the Bethune statue and its sculptor. (9-10 points) |
Provides a clear analysis of the historical context, including the significance of the Bethune statue and its sculptor. (6-8 points) |
Provides a basic analysis of the historical context, with some mention of the significance of the Bethune statue and its sculptor. (3-5 points) |
Provides a limited or unclear analysis of the historical context, with little mention of the significance of the Bethune statue and its sculptor. (0-2 points) |
|
Representation (10 points) |
Offers a thorough reflection on the importance of diverse representation in public monuments, with strong supporting arguments. (9-10 points) |
Offers a clear reflection on the importance of diverse representation in public monuments, with good supporting arguments. (6-8 points) |
Offers a basic reflection on the importance of diverse representation in public monuments, with some supporting arguments. (3-5 points) |
Offers a limited or unclear reflection on the importance of diverse representation in public monuments, with few or no supporting arguments. (0-2 points) |
|
Personal Reflection (20 points) |
Suggests at least three women and people of color for public statues, with detailed reasons and potential impact on public perception and historical narratives. (16-20 points) |
Suggests at least two women and people of color for public statues, with clear reasons and potential impact on public perception and historical narratives. (11-15 points) |
Suggests at least one woman and/or person of color for public statues, with basic reasons and potential impact. (6-10 points) |
Suggests few or no women and people of color for public statues, with limited or unclear reasons and potential impact. (0-5 points) |
|
Grammar and APA Format (10 points) |
Demonstrates excellent command of grammar, punctuation, and spelling; consistently follows APA format with no errors. (9-10 points) |
Demonstrates good command of grammar, punctuation, and spelling; follows APA format with few minor errors. (6-8 points) |
Demonstrates basic command of grammar, punctuation, and spelling; follows APA format with some errors. (3-5 points) |
Demonstrates limited command of grammar, punctuation, and spelling; does not follow APA format or has many errors. (0-2 points) |
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