HIST 405N Week 3 Assignment: Case Study
HIST 405N Week 3 Assignment: Case Study
The Abolitionist Movement
Long before the enactment of the Thirteenth Amendment and the emergence of the Radical Republicans, the basis of the American antislavery movement was formed. The contribution of the people known as abolitionists in later emancipation processes and social justice is invaluable. Relying on the religious principles and the Declaration of Independence, these people, who can be considered responsible reformers, accelerated positive social changes concerning the black population and women.
Discussing the role of the abolitionist movement of the 1830s, it appears primarily significant to address their ideological roots. As David Davis (2006), a professor and remarkable researcher of Western slavery, asserts in his book, the majority of arguments against the ‘peculiar institution’ had been formulated by the end of the 18th century. In essence, both early abolitionists and their successors saw slavery as “institutionalized violence and debasement of the human spirit” (Davis, 2006, p. 255). In other words, many leaders of this movement were influenced by evangelical Protestantism, thus rejecting violence as a means to their goal, ending slavery, preferring instead the strategy of ‘moral suasion’ (Corbett et al., 2017). This fact alone does not allow to refer to these people as irresponsible agitators, for in building their arguments, they were appealing to the population’s morality and basic principles shared universally by the nation.
Not surprisingly, then, one of the pillars of their argumentation was the Declaration of Independence. The notions fundamental to American people “that all men are created equal” and that “life, liberty, and the pursuit of happiness” are unalienable were inherent to the agenda of abolitionists, as evident from the Declaration of Sentiments of the American Anti-Slavery Society (American Anti-Slavery Society [AASS], 1833). In fact, this document was not, of course, the first to appeal to these principles. Even more radical abolitionists, such as David Walker who published his famous Appeal in 1829 was asking, “Did our Creator make us to be slaves to dust and ashes like ourselves?” (Franklin & Higginbotham, 2011, p. 185). Clearly, this passionate and, at that time, very bold exclamation invoked the same principles.
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Interestingly, the rise of antislavery sentiments can be to a considerable extent attributed to the efforts of the abolitionists’ opponents. The emergence of the AASS and publications such as Walker’s one often provoked an extremely radical and violent response from those whose worldview and lifestyle was challenged by these tendencies (Foner, 2011). The government also supported this struggle against emancipation, and the so-called ‘gag rule’ adopted by Congress in 1836 forbade the consideration of numerous antislavery petitions (Corbett et al. 2017). These acts expanded the fight against slavery to the fight for civil liberties in general, for the prohibition of discussions on slavery could easily lead to further restrictions of freedom (Foner, 2011). Thus, the attempts to stifle the opposition led to quite the opposite results.
Ironically, a similar phenomenon within the abolitionist movement itself contributed a lot to the rise of the women’s rights movement. Of course, this is not to say that the opponents of slavery were against women. In fact, women played an enormous role in the antislavery movement, circulating petitions, attending meetings, and educating. Moreover, this movement helped them realize that in many ways, the social and legal status of women is quite similar to that of the enslaved black population (Foner, 2011). At the same time, the majority of abolitionists were men who adhered to traditional principles regarding gender roles, which made it impossible for women to hold leadership positions in the AASS and promoted the creation of separate feminist societies (Corbett et al., 2017). Hence, the abolitionist movement’s role in the history of early feminism is also substantial.
Overall, the antislavery movement of the 1830s had in many ways inherited the ideological basis of its 18th century’s predecessor, claiming the inhumanity and moral corruptness of slavery. In that sense, the principles invoked by these people were consistent with Protestantism and the Declaration of Independence. For that reason, the attempts to suppress the movement only led to the expansion of the abolitionist movement whose contribution to the emancipation of the black population and women is hard to overestimate. Thus, it appears right to consider abolitionists as responsible reformers instead of mere agitators.
References
American Anti-Slavery Society. (1833) Declaration of sentiments of the American anti-slavery
society. Adopted at the formation of said society, in Philadelphia, on the 4th day of December, 1833. Published by the American anti-slavery society, 142 Nassau Street. William S. New York. The Library of Congress. Retrieved from https://www.loc.gov/item/rbpe.11801100.
Corbette, P. S., Janssen, V., Lund, J., Pfannestiel, T., & Vickery, P. (2017). U.S. History.
Houston: OpenStax.
Davis, D. (2006). Inhuman bondage: The rise and fall of slavery in the New World. New York:
Oxford University Press
Foner, E. (2011). Give me liberty!: An American history. New York: W. W. Norton & Company.
Franklin, J., & Higginbotham, E. (2011). From slavery to freedom: A history of African
Americans. New York: McGraw-Hill.
Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 9, 10 (section 10.4), 11 (section 11.5), 13
Lesson
1 primary source that corresponds with your selected topic (noted in the topic instructions)
Minimum of 2 scholarly sources (in addition to the textbook)
Optional Resources to Explore
Feel free to review the library guide for scholarly sources and videos at the following link:
Introduction
The purposes of each case study assignment include the following:
To hone your abilities to research using scholarly sources
To advance critical thinking and writing skills
To compile a response to the prompts provided
To explore a historical topic and make connections to change over time
Instructions
Pick one (1) of the following topics. Then, address the corresponding questions/prompts for your selected topic. Use at least one (1) documented example of the corresponding primary source in your writing.
Option 1: The American System, Transportation, and Communication
Read the following primary source:
Then, address the following:
Describe the idea of Henry Clay’s “American System.”
Based on Clay’s economic vision of America, analyze how the American System would build the American market and economy?
Analyze the role of mechanization and communication in the American System.
Option 2: The Indian Removal Act of 1830
Read the following primary source:
Then, address the following:
Evaluate the rationale that President Jackson used in the removal of the Native Americans from east of the Mississippi River. Did the removal have the intended impact?
Identify the responsibilities given to the President under the Indian Removal Act of 1830.
Compare Jackson’s actions toward Native Americans in the context of his First Inaugural Address with the path of events during the Trail of Tears.
Determine if the removal of the Native Americans from east of the Mississippi River violate the principles found in the Declaration of Independence?
Option 3: The Abolitionist Movement
Read the following primary source:
Then, address the following:
Assess if abolitionists were responsible reformers or irresponsible agitators?
Explain how abolitionists upheld the Declaration of Independence as the foundation of antislavery and abolitionist thought.
Assess the effect of the Gag Rule on the Abolitionist Movement.
Analyze how the women’s rights movement would gain momentum from the antislavery movement.
Writing Requirements (APA format)
Length: 2-3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
In-text citations that correspond with your end references
Grading
This activity will be graded based on W3 Case Study Grading Rubric.
Course Outcomes (CO): 1, 3, 5
Due Date: By 11:59 p.m. MT on Sunday
References
Library of Congress. (n.d.-a). Declaration of sentiments of the American anti-slavery society. Adopted at the formation of said society, in Philadelphia, on the 4th day of December, 1833. New York. Published by the American anti-slavery society, 142 Nassau Street. William S. https://www.loc.gov/resource/rbpe.11801100/?st=gallery
Library of Congress. (n.d.-b). Of debates in Congress (Clay’s debate of the American system in 1832). https://memory.loc.gov/cgi-bin/ampage?collId=llrd&fileName=011/llrd011.db&recNum=132
Our Documents. (n.d.). Transcript of President Andrew Jackson’s message to Congress ‘On Indian removal’ (1830). https://www.ourdocuments.gov/doc.php?flash=false&doc=25&page=transcript
Rubric
W3 Case Study Grading Rubric – 150 pts
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeLength
5 ptsMeets length requirement0 ptsDoes not meet length requirement
5 pts
This criterion is linked to a Learning OutcomeContent
15 ptsPaper addresses all aspects of the assignment.12.75 ptsPaper addresses most aspects of the assignment.11.25 ptsPaper addresses some aspects of the assignment.9 ptsPaper addresses few aspects of the assignment.0 ptsNo effort
15 pts
This criterion is linked to a Learning OutcomeAnalysis
30 ptsThroughout the whole work, content expresses original thoughts or interprets the subject matter in a different perspective.25.5 ptsThroughout most of the work, content expresses original thoughts or interprets the subject matter in a different perspective.22.5 ptsThroughout some of the work, content expresses original thoughts or interprets the subject matter in a different perspective.18 ptsThroughout little of the work, content expresses original thoughts or interprets the subject matter in a different perspective.0 ptsNo effort
30 pts
This criterion is linked to a Learning OutcomeSupport
30 ptsThroughout the whole work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.25.5 ptsThroughout most of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.22.5 ptsThroughout some of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.18 ptsThroughout little of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.0 ptsNo effort
30 pts
This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage
20 ptsThe writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.17 ptsThe writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text.15 ptsThe writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.12 ptsThe writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper.0 ptsNo effort
20 pts
This criterion is linked to a Learning OutcomeClarity & Flow
20 ptsThe writing contains strong word choice that clarifies ideas and masterful sentence variety aids with the flow of ideas.17 ptsThe writing contains varied word choice and sentence structures that clarify ideas and aid with the flow of ideas.15 ptsThe writing contains word choice and sentence structures that can be revised for better clarification of ideas and flow of ideas.12 ptsThe writing contains wording and sentence structures that are awkward and/or unclear, impeding the clarity and flow of ideas.0 ptsNo effort
20 pts
This criterion is linked to a Learning OutcomeSource Integration
10 ptsPaper includes reference to a scholarly source within the case study and properly integrates the source.7.5 ptsPaper includes reference to a scholarly source within the case study but does not properly integrate the source.0 ptsPaper does not make reference to a scholarly source provided within the case study.
10 pts
This criterion is linked to a Learning OutcomeAPA: Citation and Reference Formatting
10 ptsAll sources are properly cited in the text and references page demonstrating a mastery of resource and APA citation reference format.8.5 ptsMost sources are cited in the text and references page. Some minor errors may exist in citation, but it does not interfere with understanding the source of the information.7.5 ptsMost sources are integrated, structured, and cited in the text and references page. Some errors may exist in citation that need to be addressed to clarify the source of information.6 ptsSources are not properly cited in the text/references page. Formatting contains several errors that suggest a lack of understanding of APA format.0 ptsSources are not cited.
10 pts
This criterion is linked to a Learning OutcomeAPA Paper Format
10 ptsPaper is formatted to include all 6 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, and page numbers.8.5 ptsPaper is formatted to include 5 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, and page numbers.7.5 ptsPaper is formatted to include 4 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, and page numbers.6 ptsPaper is formatted to include 3 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, and page numbers.0 ptsPaper is formatted to include less than 3 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, and page numbers.
10 pts
Total Points: 150
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