Topic: As time passes, society learns more about the impact of how we represent ourselves and our history. And with that growth, the debate often arises, who should be honored and what does that honor look like? What is a positive representation of a group or our own history? When you see these names, what do you think of?
Saddleback Gauchos
Washington Redskins
Roberty E. Lee
Christopher Columbus
These are just a few examples of namesakes, mascots, and statues that have been removed or that have caused debate to be removed.
Prompt: Come up with YOUR OWN topic, choosing a specific instance from the list that follows and research why it was or is being removed or changed. Argue whether or not that removal or change was/is justified and/or appropriate.
Topics to choose from:
A Mascot or Team Name Change
Statue or Monument Removal
Namesake Change or Removal, like John Wayne Airport or Aunt Jemima
Topics NOT allowed:
Topics that do not fall into the above three bullet points
multiple locations, like “all Confederate statues” or “all confederate memorabilia”
Christopher Columbus
Robert E. Lee
Questionable topics need to be cleared by your instructor
To help you develop your argument, include one of the following ideas (or one of your own):
Who made the decision? What are the potential implications of giving a particular group that authority?
To what extent should historical figures be held accountable to the norms of the present?
What purpose do public monuments serve? Mascots? Team Names? What is their function?
What should monuments/mascots/team names “do”?
How should we determine whether a monument/mascot/team name is fulfilling its intended purpose?
What group may be impacted by the decision to keep the monuments/mascots/team name? What group may be impacted with the removal?
When heroes become villains, how do we grapple with this change?
Purpose: Students will use this final paper to exhibit their mastery of the skills we have learned this semester. Remember that you can still use templates where needed. You are also encouraged to review the material from throughout the semester. This essay should show a student’s ability to:
Develop a complex and argumentative thesis statement
Sustain this idea for about 5 pages or 1200 words.
Support their argument with at least 2 academic sources
Include meaningful evidence in the form or quotes, summarizes, and paraphrases
Exhibit information literacy
Format paper and properly cite sources in MLALinks to an external site.
Organize their essay into cohesive, fully developed paragraphs
Intrigue the reader and draw them in
Conclude an essay, leaving the reader clear on the purpose of the writing and the importance of it– So What? Who Cares?
Addresses naysayers
Requirements
See Above
5 pages, 1200 words (1500 word max)
5 credible resources— 2 sources must be peer-reviewed, scholarly articles from academic journals
MLA formatted essay and works cited page
Addresses a single instance of removal or change
Essay Criteria
Score (1-4)
Thesis: Demonstrates a clear persuasive argument with complexity and originality; offers a direct statement of writer’s position. Does not have specific points listed out.
Supporting Evidence: Provides logical support for the claims made by the thesis; uses compelling sources and forms of argumentative appeal; effectively counters opposing arguments (naysayer).
Evidence Followup/Metacommentary: Explanations of evidence match claims made by support; evidence follow-up is meaningful and further develops ideas presented; these resources are adequately used to support the writer’s point.
Required Sources: includes at least 2 scholarly resources; all research is trustworthy
Organization: Sequence of material supports the thesis and purpose; shows connections between ideas; demonstrates writer’s control over organizational patterns of information.
Style/Tone: Uses language with control, elegance and imagination to suit the essay’s purpose; maintains consistent, distinctive voice throughout the essay.
Mechanics: Uses grammar, punctuation, spelling, and syntax that are appropriate for standard written English; demonstrates careful attention to proofreading
Intro: Has a captivating hook. Thoroughly introduces the topic the essay will discuss. Reader is acclimated to the conversation the writer is entering into.
Conclusion: Conclusion briefly reviews but does more than simply restate the thesis; adds new insight to the thesis in light of the evidence used, focusing on “So What? Who Cares?”
Title: is specific and introduces overall topic of paper; interesting and captures the reader’s attention
MLA: Includes a Works Cited page documenting all sources in MLA format; in-text citations are in MLA format, including quote sandwiches; essay is in MLA format, including font, spacing, margins, and proper heading.
Grading Rubric: Unit 4 Essay
4 = Advanced; writer demonstrates strong skill and control in this trait; many strengths present
3 = Proficient; writer demonstrates effective skill and control; strengths outweigh weaknesses
2 = Developing; writer demonstrates equal number of strengths and weaknesses in this trait
1 = Needs Improvement; writer is not yet showing skill or control in this trait
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