Ho 1 Duy Prof. Matt Pearcy HIS 121/E07A 17 November 2018 Primary Sources SummPrim A Pro-Slavery Letter by S. Trott One of the primary sources that explore the aspect of pro-slavery is the letter written by S Trott. According to the letter, the aspect of the abolitionist is dangerous and injurious to the slaves. The practice can result in unhappiness and discontent among people. The writer of the letter expounds on how the abolitionist strategy results in the aspect of insubordination among the slaves and results to severer usage1. The letter was written by S Trot denote on how the practice of abolitionist contributes to adverse impacts among the slaves and makes them live upon the labors of other people. The writer of the letter is against the aspect and practice of abolitionist since it fights against the indicators and determinants of providence. Africans Americans and the end of Slavery The primary source expounds on the African Americans and how the aspect of slavery ended at the State of Massachusetts. The writer of the journal expounds that the Rhode Island and Massachusetts were the principal or the primary places in which slavery was carried out. Rhode Island considered the aspect of slavery as being economically significant 2. In the year 1644, Boston stated its practice of importing slaves from West India a fact that contributed to the 1 A Pro Slavery Letter by S. Trott 2 Africans Americans and the end of Slavery Ho 2 aspect of the triangular trade. In the period of the 18th century, particular states were curtailed from enforcing the laws that were against the practice of the slave trade. The Speech of Henry Berry,(of Jefferson), in the House of Delegates of Virginia, on the Abolition of Slavery The speech by Henry Berry in the House of the Delegates is another primary source which expounds on the aspect of slavery in Virginia. According to the speech postulated by Henry Berry, slavery is a curse upon the land, and people should not advocate for the aspect of slavery following its adverse impacts3. Exploring on the political state of Virginia, Henry Berry observes that the political state of Virginia is in turmoil and salient strategies should be undertaken to deal with the problem. Henry Berry denotes that the aspect of equality should be valued and that slavery should be abolished if the State of Virginia is to flourish. It is imperative for the citizens of a particular county to provide a declaration on the abolition of slavery by ensuring that the children who are born after 1840 are not subjected to slavery. The writer of the speech portends that the adoption of such a strategy will be effective as it will aid in enhancing the security and stability of the State of Virginia. If such a strategy is effected, then it gives an implication that the people in the State of happiness. My bondage and my freedom. By Frederick Douglass. With an introduction. By James M'Cune Smith In the Autobiography entitled “my freedom and my bondage”: Frederick Douglass explores his life experiences since childhood. Douglass expounds on his experiences during the travel to 3 The Speech of Henry Berry, (of Jefferson), in the House of Delegates of Virginia, on the Abolition of Slavery Ho 3 England and the United States as a lecturer. In his articulation, Douglass denotes that his master was his father, but he cannot affirm the validity of the statement since fathers were taken by slavery4. In chapter thirteen to twenty of the autobiography, Frederick Douglass explores the problems and dislocations that he faced in the year 1833 until the year 1838 when he escaped slavery. According to Douglass, the period of slavery was full of uncertainty. 4 My bondage and my freedom ... By Frederick Douglass. With an introduction. By James M'Cune Smith Ho 4 Bibliography Africans Americans and the end of Slavery A Pro Slavery Letter by S. Trott My bondage and my freedom ... By Frederick Douglass. With an introduction. By James M'Cune Smith The Speech of Henry Berry, (of Jefferson), in the House of Delegates of Virginia, on the Abolition of Slavery ELI HIS 121 HIS 121 Term Paper For your Final Paper, you will write a 4-6 page, one-inch margins, typed 10-12 font, double-spaced paper that provides an answer to the following prompt. Please read the question, and the instructions below it, very carefully. The Final Paper prompt is: In the decades leading up to the U.S. Civil War, opponents as well as defenders of slavery invoked the ideas as well as the words of the Declaration of Independence and the United States Constitution. Drawing upon the following list of primary sources located in the American Yawp Reader, write a 4-6 page paper analyzing how critics and defenders of slavery drew upon these two foundational documents to make their respective cases. To write your Final Paper, you will draw upon the following primary sources (to access them, just click on their names). David Walker’s Appeal to the Colored Citizens of the World (1829) William Lloyd Garrison introduces The Liberator (1831) Prigg v. Pennsylvania (1842) George Fitzhugh Argues That Slavery is Better Than Liberty and Equality (1854) 1860 Republican Party Platform South Carolina Declaration of Secession (1860) Alexander Stephens on Slavery and the Confederate Constitution (1861) Fifteenth Amendment Banner (1870) Instructions for Writing the Final Paper The Final Paper is divided into three components: an Outline, a Draft, and the Final Paper. Please find the due dates for each component in your Blackboard course site. Completing all three steps thoroughly and on time is essential to success on this assignment. First, read all eight primary sources listed above, along with the textbook chapters (10-16) that accompany them. The textbook chapters will provide you with the context you need to make sense of the sources. As you read the primary sources, be sure you understand the basics of the primary source— who is writing it, who is his/her/their audience, and what is the primary message of the primary source. If something does not make sense, read the passage again, and refer to the textbook chapter that corresponds with the primary source, to see if the question is answered there. Next, look for places where the source references the words or ideas of the U.S. Constitution or the Declaration of Independence. We strongly recommend that you print out each of these primary sources and take notes directly on the text. Doing so will help you remember important information about the source, and refer 1 ELI HIS 121 back to key passages later. You might indicate to yourself which primary sources are pro-slavery and which are anti-slavery. Second, write your Outline. Since the Final Paper Prompt is asking you to analyze how pro- and antislavery texts invoked the Declaration and the U.S. Constitution, your Outline must include information on each source’s perspective on slavery (is it pro-slavery or anti-slavery?), which text’s words or ideas it invokes (The Declaration, the U.S. Constitution, or both), and how it uses this source to make its case. Thus, Part I of your Outline, called “Primary Sources Summary,” will consist of a list of the above sources, with a brief (1-2 sentence) summary of the source, followed by information on its pro-slavery or anti-slavery stance, and passages (properly quoted and cited) that demonstrate its use of the Declaration, the Constitution, or both. Part I of your Outline should look like this: I. Primary Sources Summary a. “David Walker’s Appeal to the Colored Citizens of the World (1829)”: [your summary, 12 sentences, would go here] i. [here you would indicate whether David Walker’s Appeal is pro- or anti-slavery] 1. “[here you would put your first quote from the source, showing how Walker invokes the Declaration, or the U.S. Constitution. Remember: your quotes must have quotation marks around them, and be properly footnoted. Failure to do so is plagiarism, and will result in a zero for the assignment]” 2. “[If there is a second passage that invokes the Declaration or the Constitution, quote it here]” b. “William Lloyd Garrison Introduces The Liberator (1831)”: [repeat steps above] Once you have done this for all eight sources, your Outline will proceed to Part II, called “Working Thesis.” Your “Working Thesis” is just that: it’s the thesis statement (the main argument, or claim, your paper will make) that you’re working on, to answer the prompt. “Working” just means that it’s inprogress; it doesn’t have to be perfect, and it doesn’t have to be the exact thesis you end up using in your final paper. It represents the ideas you have so far, now that you’ve read the documents, understand what they say, and have recorded relevant evidence (the quotes). Remember: a thesis is a single sentence, and it is more than just a summary. Your thesis has to go beyond just giving a basic overview of each source. As you develop your “Working Thesis,” consider the following questions: • Do you notice any trends or patterns regarding how these authors use the Declaration of Independence or the U.S. Constitution? Do the pro-slavery documents reference the Declaration of Independence or the U.S. Constitution more often? Do anti-slavery documents follow the same pattern? Do either of these patterns, or both, change over time, from the 1830s to the era of Reconstruction (1865-1877)? The answers to these questions require a command of the events going on during this time are relevant to understanding what these authors are saying. That’s why, when you craft your “Working Thesis” section of your Outline, you should include references to relevant textbook information. Look for specific historical events referenced in the primary sources. Also look up what historical events are 2 ELI HIS 121 taking place as the writer or writers of the document are working. This will help you ground the documents in a specific moment in time. Your “Working Thesis” Section should look like this: II. Working Thesis a. [Your thesis statement—single-sentence—goes here] i. Evidence from the Textbook 1. [Place your evidence from the textbook Chapters 10-16 here (this evidence must also include quotation marks, if you’re quoting a direct passage from the textbook, and cited. Failure to do so is plagiarism and will result in a zero for the assignment).] a. [Be sure to include a brief explanation, in your own words, why this piece of evidence from the textbook is relevant to your Final Paper: how does this help you analyze the primary sources and answer the prompt?] 2. [Repeat this process with further evidence from Chapters 10-15] It is important to repeat that this Outline is not the structure of your paper. Your Final Paper will almost certainly not be structured this way. Rather, this Outline is merely meant to be a basic structure for the evidence you will use to craft your Final Paper. It’s meant to provide a format for you to get your basic thoughts down, so you can see them laid out in front of you, and work with them. A word about the Fifteenth Amendment Banner: One of the Primary Sources you will read is a banner produced in 1870, celebrating the passage of the Fifteenth Amendment. This is a visual source, and so can be a bit challenging for students who are used to working only with texts. The evidence from this source that you include in your Outline (and ultimately your Final Paper) can be quotes from the banner, but evidence can also take the form of descriptions of the images the banner contains. In order to analyze the banner, you should begin by referring back to Chapter 15 regarding what the 15th Amendment was. From there, look carefully at the image. You can also refer to this copy of the image, which allows you to scroll in and see details of the image. Once you have submitted your Outline, your instructor will grade it, and provide you with feedback. That feedback will be crucial for you as you write your Draft. Third, you should write and submit your Final Paper Draft. This Draft should represent your best attempt to answer the prompt using the evidence you’ve gathered, and the feedback your instructor has given you. The structure of the Draft is largely up to you: you can proceed chronologically if you want, or you can write a thematic paper, if you think that works better for your argument. If you choose to proceed thematically, you can choose to divide your paper according to any theme that helps you answer the prompt. You can divide your paper into one section that analyzes the pro-slavery documents, and another that analyzes the anti-slavery documents, for instance. Or you could consider the sources that invoke the Declaration of Independence in one section, and the sources that reference the Constitution, in another. Other ways to organize your Draft are also possible. It’s largely up to you, but it must have a structure to it that is logical and easy to follow. In addition, your Draft (and your Final Paper) must: 3 ELI HIS 121 • • • • • • • Have a title. The title should be something more than just “Final Paper Draft” or “Final Paper.” Be creative! Begin with an introductory paragraph, the last sentence of which should be your thesis statement. Again, there is no penalty if your thesis statement is not the same as the “Working Thesis” of your Outline. Include relevant historical context from the textbook. By “relevant,” we mean that the information you include should help us to understand the content of these documents. Don’t include random factoids or trivia. Every piece of evidence from the textbook you include should have a reason for being there that connects directly back to the thesis. It should provide the essential information the reader needs to follow your argument about the sources. Draw most of its evidence from the primary sources. While your Paper needs to contain relevant context from the textbook chapters, it cannot be just a rehash of textbook material. Most of your evidence must come from the primary sources. Include quotation marks and a citation (a footnote) every time you take direct wording from another source. Including a citation is not sufficient if you are also copying wording from another source. You must put “quotation marks” around words that are not yours; failure to do so—even once—is plagiarism, and will result in a zero for the assignment. Multiple infractions could result in more severe penalties, including an “F” for the course. o Note: Your quotes from primary sources cannot come from the editorial introductory paragraph (the paragraph in italics that precedes the primary source). o Note: You should also be sure to explain references made in the quotes you use. For instance, suppose you include a quote from a document that makes reference to “this Article of the Constitution,” and claims that it was “essential to the compact.” You should explain in your paper which “Article” the document is referring to. You should also explain what “compact” the document is referencing, as well. Have a structure to it that makes sense. However you structure your paper, it should not be a random smattering of quotes. It should be organized in a way that is logical, and obvious to the reader. You should not have to explain how your Paper is organized. Conclude with a concluding paragraph that restates your thesis (but doesn’t simply copy your thesis statement verbatim). You will submit your Draft before the due date indicated in your Blackboard course site. Your instructor will provide you with feedback on your draft, including your structure, your use of evidence, and your demonstrated knowledge of relevant historical context. You should revise your Draft according to your Instructor’s feedback, and then submit your Final Paper. 4
Purchase answer to see full attachment