Explain the pro-slavery and abolitionist arguments of the antebellum period.
January 10, 2020 Comments Off on Explain the pro-slavery and abolitionist arguments of the antebellum period. Assignment Assignment help

Task 2 Overview: • For Part A you will explain the political and social factors that resulted in the rise of partisan politics in the Early Republic. The Early Republic was a tumultuous period as the federal government, state governments, and the general population attempted to define the power of the U.S. Constitution, the scope of federal vs. state power, and the balance of government authority vs. the rights of the individual. What were the major political and social tensions and conflicts that drove the rise of political factions and the First Party System in these first decades of the United States? Hint: You might consider the Founders’ original perspective on political parties and the reasons that perspective shifted over time. • For Part B you will discuss the development of the Second Party System with the rise of the Whig and Democratic political parties. For Part B1 you should compare the political platforms of the Whig and Democratic parties. For example, what positions did the Whig and Democratic parties take towards international relations? Towards U.S. commercial vs. agricultural interests? Towards the government role in the U.S. financial system? Towards westward settlement? Towards slavery? For Part B2 you should describe the major political leaders and the constituent base that supported both the Whig and Democratic parties. For example, who were the leaders, from which U.S. regions did they originate, and what were their core political beliefs? What groups of people typically formed the coalition that supported each party? For Part B3 you should explain how the Second Party System contributed to the increased participation of average citizens in political processes. For example, how did the Whig and Democratic parties transform the relationship between political elites and the mass public through their election campaigns, their political platforms, and their political actions in office? In what ways can we see political participation increase in this period? How did access to the mechanisms of the political process change? You may also consider who was left out of the political process at the time, as well. • For Part C you will discuss the major movements and events that led to the Civil War. You will want to examine both broad political movements and key events that propelled the U.S. along the road to Civil War In Part C1, you should explain each side of the debate over slavery in antebellum America. What arguments did proslavery supporters make? What arguments did abolitionists make? You could imagine a representative for each position on a debate stage. What would each side say to persuade a listener? In Part C2, you should describe how U.S. westward expansion deepened sectional tensions between Northern and Southern states over the future of slavery. You may want to define “sectionalism” in this section. What are some specific examples of disputes over territories and the expansion of slavery? Why was the West so important in the sectional debates that preceded the Civil War? In Part C3, you should discuss three distinct historical events contributed to the outbreak of the Civil War. What were some territorial conflicts, legislative acts, high-profile court cases, and/or political debates on slavery that precipitated the violence between North and South? These events may be judiciary acts, violent episodes, ideological developments, or even political compromises that did not provide a lasting peace. Pick three events that drove the United States towards war and demonstrate how they heightened sectional tensions and talk of secession in the South. COMPETENCIES 1002.1.2 : The Early Republic and the American Civil War The graduate analyzes the challenges of partisan politics and sectionalism in the Early Republic and Civil War eras. INTRODUCTION The adoption of the Constitution in 1787 established a strong federal government for the United States and codified the principles of a country that balanced the interests of divergent political, social, religious, and economic groups. The logistical necessities of organizing these interests on a federal level contributed to the establishment of national political parties during George Washington’s first term in office. Though President Washington warned of the dangers of factionalism in his farewell address, the advantages these organizations possessed for achieving their policy goals made parties an integral part of the political system. During the first half of the nineteenth century, the United States experienced a period of tremendous territorial expansion. The challenges resulting from the spread of political and social institutions—most notably, slavery—across the continent deepened sectional divisions into a national crisis by the 1850s. The Civil War was the bloodiest conflict in American history, and the war and its aftermath profoundly altered the political, social, and economic characteristics of the United States. In this assessment, you will explain the characteristics of the First Party System in the United States and its legislative consequences. You will also examine the growth of the sectional divisions in the United States during the nineteenth century leading up to the outbreak of the Civil War. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. A. Explain (suggested length of 2–3 paragraphs) the reasons for the rise of partisan politics in the Early Republic (i.e., major conflicts and concerns, development of the First Party System). B. Discuss the development of the Second Party System (suggested length of 2–3 paragraphs) by doing the following: 1. Compare the platforms of the Whig and Democratic parties. Note: You may include both similarities and differences of the two parties. 2. Describe the leaders and constituents that defined each party. 3. Explain how the Second Party System contributed to increased democratization of American politics. C. Discuss the major movements and events that led to the Civil War (suggested length of 2–3 paragraphs) by doing the following: 1. Explain the pro-slavery and abolitionist arguments of the antebellum period. 2. Describe the role of westward expansion in increasing sectional tensions. 3. Evaluate how three major events (e.g., significant legislation, territorial conflicts, court cases, political debates) contributed to the outbreak of the Civil War. D. Provide acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, or summarized content. 1. Include the following information when providing source references: • author • date • title • location of information (e.g., publisher, journal, or website URL) File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z RUBRIC ARTICULATION OF RESPONSE (CLARITY, ORGANIZATION, MECHANICS): NOT EVIDENT The candidate provides unsatisfactory articulation of response. APPROACHING COMPETENCE The candidate provides weak articulation of response. COMPETENT The candidate provides adequate articulation of response. A:RISE OF PARTISAN POLITICS NOT EVIDENT The candidate does not provide a logical explanation of the reasons for the rise of partisan politics in the Early Republic. APPROACHING COMPETENCE The candidate provides a logical explanation, with insufficient detail, of the reasons for the rise of partisan politics in the Early Republic. COMPETENT The candidate provides a logical explanation, with sufficient detail, of the reasons for the rise of partisan politics in the Early Republic. B1:COMPARISON OF WHIG AND DEMOCRATIC PARTIES NOT EVIDENT The candidate does not provide an appropriate comparison of the platforms of the Whig and Democratic parties. APPROACHING COMPETENCE The candidate provides an appropriate comparison, with insufficient detail, of the platforms of the Whig and Democratic parties. COMPETENT The candidate provides an appropriate comparison, with sufficient detail, of the platforms of the Whig and Democratic parties B2:LEADERS AND CONSTITUENTS NOT EVIDENT The candidate does not provide an appropriate description of the leaders and constituents that defined each party. APPROACHING COMPETENCE The candidate provides an appropriate description, with insufficient detail, of the leaders and constituents that defined each party. COMPETENT The candidate provides an appropriate description, with sufficient detail, of the leaders and constituents that defined each party. B3:INCREASED DEMOCRATIZATION OF AMERICAN POLITICS NOT EVIDENT The candidate does not provide a logical explanation of how the Second Party System contributed to increased democratization of American Politics. APPROACHING COMPETENCE The candidate provides a logical explanation, with insufficient detail, of how the Second Party System contributed to increased democratization of American Politics. COMPETENT The candidate provides a logical explanation, with sufficient detail, of how the Second Party System contributed to increased democratization of American Politics. C1:PRO-SLAVERY AND ABOLITIONIST MOVEMENTS NOT EVIDENT The candidate does not provide a logical explanation of the pro-slavery and abolitionist arguments of the antebellum period. APPROACHING COMPETENCE The candidate provides a logical explanation, with insufficient support, of the pro-slavery and abolitionist arguments of the antebellum period. COMPETENT The candidate provides a logical explanation, with sufficient support, of the pro-slavery and abolitionist arguments of the antebellum period. C2:ROLE OF WESTWARD EXPANSION NOT EVIDENT The candidate does not provide an accurate description of the role of westward expansion in increasing sectional tensions. APPROACHING COMPETENCE The candidate provides an accurate description, with insufficient support, of the role of westward expansion in increasing sectional tensions. COMPETENT The candidate provides an accurate description, with sufficient support, of the role of westward expansion in increasing sectional tensions. C3:THREE MAJOR EVENTS NOT EVIDENT The candidate does not provide a logical evaluation of how three major events contributed to the outbreak of the Civil War. APPROACHING COMPETENCE The candidate provides a logical evaluation, with insufficient support, of how three major events contributed to the outbreak of the Civil War. COMPETENT The candidate provides a logical evaluation, with sufficient support, of how three major events contributed to the outbreak of the Civil War. D:SOURCE ACKNOWLEDGEMENTS NOT EVIDENT There is evidence of quoted, paraphrased, or summarized content without acknowledgement of source information in in-text citations and references. APPROACHING COMPETENCE The candidate provides insufficient acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, and summarized content. COMPETENT The candidate provides sufficient acknowledgement of source information, using in-text citations and references, for all quoted, paraphrased, and summarized content. D1:SOURCE INFORMATION NOT EVIDENT The candidate does not include the given points when providing source references. APPROACHING COMPETENCE The candidate includes the given points, with incomplete or inaccurate information, when providing source references. COMPETENT

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