FIT Unintended Consequences of Western Civilization Essay
Description
Throughout this course, we have examined western civilizationænbsp;tendency to broaden individual rights. This trend has produced modern western societies with more robust political and economic freedom when compared to Europe in 1200 A.D.
However, commentators like David Brooks of the NYT express concern that western societyænbsp;focus on expanding individual freedom has yielded unintended consequences that manifest in a deterioration of social cohesion. For example, Brooks notes that western society increasingly suffers from: sharp increases in people reporting loneliness, depression, and in rising suicide rates. Moreover, Brooks laments that many western nations are experiencing a decline in marriage rates and falling trust in institutions.
Is Brooks right to attribute these statistics to the excesses of western individualism? Why or why not?
Here is a link to a talk Brooks gave at Davidson College, where he made some of the arguments I’m referencing:
Unformatted Attachment Preview
Student Name:
Thesis (solution / outcome)
Student ID:
SECTION#
Semester:
Civilization 1/2 Assessment Rubric: Critical Thinking, Writing, & Discipline-Specific Knowledge
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Not gradable
4
3
2-1
0
Appropriate, well developed,
Appropriate and clearly identifiable Topic sentence instead of thesis; or No discernible thesis.
identifiable strong thesis makes a
thesis makes a supportable
thesis lacks clarity in focus,
supportable statement, claim,
statement, claim, conclusion or
development, or support, may be
conclusion or hypothesis about the hypothesis about the prompt; thesis indirectly related–while still
prompt; thesis has a specific focus. may lack development, focus and/or appropriate–to the prompt.
specificity.
Discipline-Specific Knowledge
(data)
Accurate supporting sources /
examples (4 or more) provide
persuasive support for the thesis.
Use of support demonstrates a
thorough familiarity with relevant
history and/or literary source
material covered in the course
Data use & interpretation (ideas,
connections, & logical
relationships)
Essay demonstrates a thorough
Essay demonstrates a good grasp of
grasp of the most important,
some (but not most) of the
relevant historical issues and
important historical issues and
contexts raised by prompt/topic.
contexts raised by prompt/topic.
Essay makes persuasive connections Essay makes reasonable
between relevant historical
connections between relevant
issues/contexts and author’s analysis historical issues/contexts and
of the topic.
author’s analysis of the topic.
Score
Accurate supporting examples (3-4) Accurate supporting examples (2-3) No attempt to use appropriate sources
provide sufficient and specific
provide minimal support for the
covered in the course to support
support for the thesis. Use of
argument; examples may lack
argument.
support demonstrates an adequate
specificity. Use of support
knowledge of relevant history
demonstrates only a basic
and/or literary source material
knowledge of relevant history
covered in the course. Some
and/or literary source material
relevant examples may be omitted. covered in the course. Clearly
relevant examples may be omitted.
Essay demonstrates partial but
Does not demonstrate historical
inadequate grasp of at least one
comprehension.
historical issue and/or context
raised by prompt/topic; some key
issue /contexts omitted. Essay
makes only vague connections
betweeen historical issues/contexts
and author’s analysis of the topic.
Analysis [of Prompt/Topic, Sources Persuasive analysis breaks
Appropriate but uneven analysis
Appropriate analysis but flawed,
No analysis or prompt/topic; narrative is
/ Support]
prompt/topic into its most relevant breaks prompt/topic into some of its uneven, and/or weak. Breaks
unrelated or only marginally to
questions/components with
most relevant questions /
prompt/topic into at least one
topic/prompt.
substantive discussion of each part; components with adequate
relevant component and/or has
analysis uses multiple points of
discussion of each part; analysis
inadequate discussion of any parts;
view demonstrating a multiuses at least pro/con perspectives
evinces a uni-dimensional
dimensional understanding of the
demonstrating a bi-dimensional
understanding of prompt/topic;
prompt/topic. Description/ summary understanding of the prompt/ topic. tends to describe / summarize more
used only as support, not in place of Minimal use of description/
than analyze.
analysis.
summary in place of analysis.
Language Use / Communication
Well-written, organized and easily Understandable, organized essay
Understandable essay conveys its Language use consistently impedes
Ability
understandable essay conveys its
conveys its meaning in clearly
meaning with some difficulty
meaning due to significant usage errors
meaning in appropriate and virtually written and appropriate standard
caused by unclear organization
and/or lack of organization.
error-free standard English.
English with few usage errors.
and/or frequent usage errors.
Adequate and accurate use of
Appropriate historical and literary
appropriate historical and literary
terminology may be incomplete or
terminology.
inaccurate.
rev 7/4/19
Total =
Average of five numbers =
Purchase answer to see full
attachment
Thesis (solution / outcome)
Student ID:
SECTION#
Semester:
Civilization 1/2 Assessment Rubric: Critical Thinking, Writing, & Discipline-Specific Knowledge
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Not gradable
4
3
2-1
0
Appropriate, well developed,
Appropriate and clearly identifiable Topic sentence instead of thesis; or No discernible thesis.
identifiable strong thesis makes a
thesis makes a supportable
thesis lacks clarity in focus,
supportable statement, claim,
statement, claim, conclusion or
development, or support, may be
conclusion or hypothesis about the hypothesis about the prompt; thesis indirectly related–while still
prompt; thesis has a specific focus. may lack development, focus and/or appropriate–to the prompt.
specificity.
Discipline-Specific Knowledge
(data)
Accurate supporting sources /
examples (4 or more) provide
persuasive support for the thesis.
Use of support demonstrates a
thorough familiarity with relevant
history and/or literary source
material covered in the course
Data use & interpretation (ideas,
connections, & logical
relationships)
Essay demonstrates a thorough
Essay demonstrates a good grasp of
grasp of the most important,
some (but not most) of the
relevant historical issues and
important historical issues and
contexts raised by prompt/topic.
contexts raised by prompt/topic.
Essay makes persuasive connections Essay makes reasonable
between relevant historical
connections between relevant
issues/contexts and author’s analysis historical issues/contexts and
of the topic.
author’s analysis of the topic.
Score
Accurate supporting examples (3-4) Accurate supporting examples (2-3) No attempt to use appropriate sources
provide sufficient and specific
provide minimal support for the
covered in the course to support
support for the thesis. Use of
argument; examples may lack
argument.
support demonstrates an adequate
specificity. Use of support
knowledge of relevant history
demonstrates only a basic
and/or literary source material
knowledge of relevant history
covered in the course. Some
and/or literary source material
relevant examples may be omitted. covered in the course. Clearly
relevant examples may be omitted.
Essay demonstrates partial but
Does not demonstrate historical
inadequate grasp of at least one
comprehension.
historical issue and/or context
raised by prompt/topic; some key
issue /contexts omitted. Essay
makes only vague connections
betweeen historical issues/contexts
and author’s analysis of the topic.
Analysis [of Prompt/Topic, Sources Persuasive analysis breaks
Appropriate but uneven analysis
Appropriate analysis but flawed,
No analysis or prompt/topic; narrative is
/ Support]
prompt/topic into its most relevant breaks prompt/topic into some of its uneven, and/or weak. Breaks
unrelated or only marginally to
questions/components with
most relevant questions /
prompt/topic into at least one
topic/prompt.
substantive discussion of each part; components with adequate
relevant component and/or has
analysis uses multiple points of
discussion of each part; analysis
inadequate discussion of any parts;
view demonstrating a multiuses at least pro/con perspectives
evinces a uni-dimensional
dimensional understanding of the
demonstrating a bi-dimensional
understanding of prompt/topic;
prompt/topic. Description/ summary understanding of the prompt/ topic. tends to describe / summarize more
used only as support, not in place of Minimal use of description/
than analyze.
analysis.
summary in place of analysis.
Language Use / Communication
Well-written, organized and easily Understandable, organized essay
Understandable essay conveys its Language use consistently impedes
Ability
understandable essay conveys its
conveys its meaning in clearly
meaning with some difficulty
meaning due to significant usage errors
meaning in appropriate and virtually written and appropriate standard
caused by unclear organization
and/or lack of organization.
error-free standard English.
English with few usage errors.
and/or frequent usage errors.
Adequate and accurate use of
Appropriate historical and literary
appropriate historical and literary
terminology may be incomplete or
terminology.
inaccurate.
rev 7/4/19
Total =
Average of five numbers =
Purchase answer to see full
attachment
Explanation & Answer:
4 pages
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