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MIND MAP or GRAPHIC ORGANIZER (1 PAGE) AND WRITE UP (3 FULL PAGE SUMMARY)
ASSIGNMENT:
One of the main themes of this course is how eco-social justice issues are connected. In this unit we had a quick introduction to the idea that animal rights and women’s rights are connected. How true is this argument? To what extent are the rights of animals and women connected? Why are they connected?
Instructions
Answer the questions: To what extent are the rights of animals and women connected? Why are they connected?
Remember that a “to what extent” argument is asking you to make a judgement about “how much” – a little, somewhat, significantly, a lot? Back up your arguments with examples.
Research these questions after reviewing what you already learned in this unit. Some good Google searches to get you started are:
i. Ecofeminism
ii. Animal rights and feminism
iii. Animals and female oppression connections
STRUCTURE OF ASSIGNMENT IS IN THE FORM OF A MIND MAPPING
ON A SECOND PAGE COULD YOU do a write up explaining the mind map in 2 page summary explaining the information so it can be verbally presented.
citations mla style
MARKING SCALE BELOW: PLEASE SHOOT FOR A+
Criteria Applying Up to C Developing C+ to B Proficient B+ to -A Extending A+
Quality of Ideas Exhibits minimal ability to engage in analysis/criticism Displays some variety and precision Has limited insight into the issues Works with ongoing support Exhibits adequate ability to engage in some analysis/criticism Displays adequate variety and precision Shows adequate insight into the issues Works with some support Exhibits very good ability to engage in analysis/criticism Displays variety, precision &/or originality of thought Avoids irrelevance Shows proficient insight into the issues Works with increasing independence Exhibits excellent, independent analysis/criticism Displays consistent variety, precision &/or originality Consistently relevant Shows deep insight into the issues Works independently
Knowledge and Understanding of Content Limited knowledge and understanding of the content Demonstrates a partial understanding A very limited coverage of the essential information Works with ongoing support Adequate knowledge and understanding of the content Demonstrates a partial understanding A limited or partial coverage of the essential information Works with some support Proficient knowledge and understanding of the content Demonstrates an accurate understanding A full coverage of the essential information but missing some key pieces of information or analysis Works with increasing independence Excellent knowledge and understanding of the content Demonstrates with new insights a thorough integrated understanding of the essential information An extensive coverage of the essential information with minimal holes in analysis Works independently
Presentation and Communication of Learning It is very difficult to understand this project. Grammar, spelling and punctuation errors interfere with understanding. The presentation format is so messy and/or unorganized that it interferes with understanding and/or it does not suit the assignment. Grammar, spelling and punctuation errors exist but only occasionally interfere with understanding. The format chosen fits well for the project and is set up so that the student’s thinking can be followed Grammar, spelling and punctuation errors are few and do not interfere with understanding. The chosen format shows the student’s thinking very well and makes their thinking very easy to follow; it is well organized and neat. There are no grammar, spelling and punctuation errors. The chosen format shows the student’s thinking very well and makes their thinking very easy to follow; it is very well organized, neat and creative.
Requirements: MIND MAP or GRAPHIC ORGANIZER (1 PAGE) AND WRITE UP (3 PAGE SUMMARY) Times New Roman Size 12 Font Double-Spaced MLA Format Excluding the Works Cited Page
Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.
No AI or Chatbot! I will be sure to check this.
Please be sure to carefully follow the instructions.
No plagiarism & No Course Hero & No Chegg. The assignment will be checked for originality via the Turnitin plagiarism tool.
Please be sure to include at least one in-text citation in each body paragraph.
Unformatted Attachment Preview
Sexism, Racism, Speciesism and Language
In some cultures, being compared to some animals has a positive association: Consider the use of
spirit animals in First Nations culture. In this lesson we are concerned with how animal
comparisons is used to put fellow humans into the “other” category so they can more easily be
oppressed.
Our first clue that this may be the case is how language has been used. Consider the insults used
to degrade women: b*tch, cow, horse face, cougar etc. Even those that some may consider
somewhat complementary still compare women to animals; kitty, bunny, vixen, filly etc. These
animal metaphors are used to categorize women as “others” who are not human. This mindset
was, for example, one factor in the fight for suffrage as women were seen as too animal-like to
be trusted with the vote. Women were, those against suffrage argued, ruled by their instincts just
like animals and thus did not have the capacity for rational thought. Even today we can see this
link: In the age of advertising, we can see the link between sexism, racism and speciesism in ads
ike these:
The use of animal metaphors to dehumanize our fellow humans begs the question: If we had
more respect for non-human animals, might that lessen the power of animal metaphors to
degrade humans? Considering how all oppression intersects, if you are working to end animal
cruelty, and/or provide animals with more rights, are you also working against sexism and
racism? Or vice versa? Some argue that fighting for the rights of non-human animals is a waste
of time and energy when there are so many humans who are suffering. Alice Oven, activist and
blogger, puts it this way: “respecting the rights of the nonhuman animals that are most different
from us should make it impossible to be prejudiced against human animals that are also in some
way different from ourselves. If we don’t discriminate against someone because they have fur or
scales, we’re highly unlikely to discriminate against a person with a different skin color, gender
or sexuality (2018).” This is yet another complex and controversial topic for you to ponder as
you work your way through this course.
Sources:
Rodgriguez, I. (2009). Of Women, Bitches, Chickens and Vixens: Animal Metaphors for
Women in English and Spanish. Culture, language and representation issn 1697-7750 · vol vii.
pp. 77-100. Accessed at zhttps://core.ac.uk/download/pdf/39085608.pdf
https://www.npr.org/2011/03/29/134956180/criminals-see-their-victims-as-less-than-human
(here you find an excerpt from David Livingstone Smith’s book ” Less than Human: Why We
Demean, Enslave and Exterminate Others” published in 2012
http://endgenocide.org/learn/past-genocides/the-rwandan-genocide/
http://www.aliceanimalwelfare.com/the-damaging-concept-of-inferior-lives-speciesism-racismand-common-causes/
https://www.smithsonianmag.com/smart-news/are-women-animals-asked-one-19th-centuryletter-writer-180962859/
Image credits:
https://en.wikipedia.org/wiki/Themes_in_Nazi_propaganda
https://thesocietypages.org/socimages/2009/08/19/another-photoshoot-places-a-black-womanamong-animals/
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