ESPM 50AC Jim Crow Policies and Beliefs reflection paper according to readings and question for RR3 see documents ESPM 50 – Reading reflections Spring 2019

ESPM 50AC Jim Crow Policies and Beliefs reflection paper according to readings and question for RR3 see documents ESPM 50 – Reading reflections
Spring 2019
Reading Reflections (RRs): These are 1-2 page responses to questions concerning topics from
the previous week’s readings and lectures. They offer a chance to clarify your knowledge,
understanding and feelings on a theme or topic. The following guidelines aim to help you
structure your paper to express your ideas clearly and succinctly. Be prepared to discuss your
thoughts in section.
1. Responses: Each week before RRs are due, three questions will be posted in the “RR” folder
on bCourses. Respond to only one of the three questions, observing the following guidelines:
A. RRs should be written in the form of a response to an essay prompt, including:
• A thesis statement (1 sentence) in the first (typically brief) paragraph responding clearly
to the question asked (e.g., “In this essay I argue that…”)
• A summary of the key points of your argument supporting your thesis (1-2 sentences
directly following your thesis statement, and typically at the end of the first paragraph
[e.g., “To support my argument, I consider points A, B and C.”])
• A well-reasoned argument (typically 2-3 paragraphs after the thesis statement paragraph)
• Topic sentences describing paragraph contents and reflecting key point in your argument
• Sentences containing relevant information and analysis supporting your thesis
• A conclusion sentence at the end of the final paragraph that expands on your thesis
B. Respond to the question based primarily on readings and lectures. There is no need to draw
from outside material, though you may do so.
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Write succinctly and clearly, editing out all unnecessary verbiage.
Use proper grammar and pay attention to writing style.
Summarize and/or use examples to support your thesis.
Demonstrate a close reading of the material and refer to specifics of authors’ arguments.
Paraphrase rather than using quotes, unless you want to highlight and/or analyze
something specifically related to how an author says what you choose to quote.
C. Your personal opinions and feelings about the material are important, and you are strongly
encouraged, but not required, to express these in the assignment. For instance, you may:
• Relate issues and themes to contemporary social, environmental or political topics
• Explore your feelings about the issues raised in terms of personal experiences
• Comment on the ethical implications of the issues addressed by the question
Form:
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1-2 pages total writing (no third pages, please).
Use whatever spacing and margins you choose.
You must use a 12-point font.
Use parenthetic references for all citations of quotes and ideas drawn from readings, with
page numbers in MLA format [e.g., (du Buys 1998, 23)]. Do not include a list of works
cited, unless you cite material that is not on the course syllabus. See the Reading,
Writing and Reference folder in bCourses for an MLA form guide.
Grading: RRs will be graded for content, form, creativity and writing quality on a 40-point basis
(out of the 1000-point total for the course). Write with clarity, precision and concision!
Submission: Please submit RR3 and either RR4 or RR7. Do not submit both RR4 and
RR7. Submit RRs electronically on bCourses by10am on the date of your section meeting or
before the beginning of sections that begin prior to 10am. Also, bring an electronic or hard copy
to section to use as reference in discussion. You must submit RR assignments to bCourses on
time, even if you miss section. Late submissions will be accepted up to one week after the due
date, and will be marked down 20%.
ESPM 50AC
Spring 2019
Weekly reflections: Week 3 questions
Respond to one of the following questions. See the weekly reflections assignment sheet for
guidelines.
1. Environmental historian Donald Worster proposes a three-tiered framework for
understanding social and environmental change. Use Worster’s framework to explain why
the ‘levees only’ approach to water resource management was an essential factor shaping the
disaster that struck New Orleans following Katrina. Be specific in identifying at least one
element that fits into each of Worster’s three categories (e.g., specific ideas or practices at the
cultural level; environmental conditions or processes at the ‘natural’ level; and social
relations or infrastructure at the social level), and explain how each interacted with the others
dialectically to set the stage for human and environmental catastrophe.
2. Drawing on Kelman and/or Campanella’s article(s) and lecture, explain how the development
of an extensive water management infrastructure in and around New Orleans beginning in
the late 19th century interacted with specific Jim Crow era policies, beliefs, and/or practices
to create a segregated landscape of racially differentiated risk in New Orleans.
3. Jordan Flaherty describes New Orleans as a “city where resistance to white supremacy has
cultivated and supported a generous, subversive, and unique culture of vivid beauty
(Floodlines, 2010, 7).” Drawing on the film Faubourg Tremé, explain how forms of public
performance (e.g., music, dance, second lines, etc.) by residents of Tremé have embodied this
“culture of vivid beauty” to simultaneously constitute racial identity, assert rights to public
space, and resist forms of racism such as Jim Crow laws?
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