Housing Crisis Since the American Civil War
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Housing Crisis Since the American Civil War
216 9 : M E T R O P O L I TA N P R O B L E M S
200,000 people were once again living in New Orleans, less than half of the prestorm
population.
Two years after the disaster, criticism of the U.S. government’s response to the
massive destruction of mostly African-American neighborhoods with their modestly
priced homes still reverberate to the detriment of America’s reputation. The
clear pattern has been to keep displaced poor people from returning by failing to
rebuild low-income housing. According to the Association of City Mayors: “Despite
Hurricane Katrina causing the worst affordable housing crisis since the American
Civil War, HUD is spending $762 million in taxpayer funds to tear down over
4,600 public-housing subsidized apartments and replace them with 744 similarly
subsidized units—an 82 percent reduction. . . . HUD plans to build an additional
1,000 market rate and tax credit units—which will still result in a net loss of 2,700
apartments to New Orleans—the remaining new apartments will cost an average of
over $400,000 each!”
The removal of poor and black people from New Orleans by an opportunistic
government seems to have been for the benefit of real estate interests initially. Private
market entrepreneurs have been allowed to operate by constructing nonsubsidized
dwellings at a profit, and this past summer New Orleans was reported to be
the fastest growing city in the country.
The case study of Hurricane Katrina and the ongoing failure of the federal government
to provide adequately for the victims can inspire extreme cynicism, especially
in regard to former president George W. Bush’s administration. However, it
also has important heuristic value. It demonstrates society’s lack of commitment to
help the less affluent with low-income and affordable housing; it shows how powerful
interests in real estate influence the actions, if not the policies of the federal government;
and it clearly indicates that when natural disasters strike, it is the poor
whose needs are neglected and it is the poor who suffer most. All of these conclusions
can be derived from our sociospatial approach. It is not surprising that capital
is now flowing back into New Orleans at a substantial rate and that the poor and
the black has been replaced by more affluent Americans due to hurricane recovery
policies of housing and urban renewal.
In August 2009, the Associated Press ran an article updating the situation in
New Orleans. Among its observations, it reported:
By one estimate, 36 percent of New Orleans’ housing is empty, and . . . there is no
clear indication when or whether it will be rebuilt. While grace periods for many
mortgage holders after the storm helped New Orleans avoid the high foreclosure
rates other cities have seen, many homeowners haven’t yet decided whether to re-
Box 9.1 continued
continues
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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