History H 105 Analytical Essay #2

History H 105 Analytical Essay #2 DUE DATE: December 15th @ 11:59 pm Prof. Kinsey
Did people have the right to resist unjust laws in the 1800s United States?
Length: 3-4 pages (at least 1500 words)
The Essay:

The following question requires you to construct a coherent essay that integrates your interpretation of the sources, as well as knowledge of the period, referred to in the question. High Scores will be earned only by essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period.

Did people have the right to resist unjust laws in the 1800s United States?
You will want to utilize resources from Unit #2 to gather an adequate number of sources and information (You can find all of these in the Unit #2 folder). We have read 21 sources in class that would help you answer the question in detail. You MUST use atleast 10 sources below and Celia, a Slave MUST be one of them. Remember you have already read all of these sources as well as gathered evidence and written mastery questions each day. Below you will see a detailed list of the ALL the sources we have used:

Week #11
War & Expansion: Crash Course US History #17
El Mosquito Mexicano, (article criticizing US interests in Mexico)
Benjamin Lundy, “Conditions for African Americans in Mexican Texas”
The United States and Mexico, Treaty of Guadalupe-Hidalgo
Walt Whitman, “War with Mexico, “ 1846
American Indians and the Transcontinental Railroad By: Elliot West
Week #12
Indiana State Constitutions 1816 & 1851
Excerpts from American Antislavery Writings: David Walker from Walker’s Appeal, in Four Articles; Together with a Preamble, to the Coloured Citizens of the World
Anna-Lisa Cox on African American settlement in the early 19th century in Indiana
“Roger Taney Determines Legal Status of Slaves”
Week #13 & Week #14
Eric Foner, Give Me Liberty, “The Free Individual”
“Abraham Lincoln Denies Black Equality” 1858
“Senate Candidates Abraham Lincoln and Stephen Douglas Debate their Positions on Slavery” 1858
Stephen Douglas Opposes Black Citizenship” 1858
Chief Justice Roger Taney Determines the Legal Status of Slaves” 1857
“Abraham Lincoln Appraises Abolitionism” 1854
The “Blessings” of the slave 1849
Slaves Don’t Strike 1846
Comparing Slave Labor and Wage Labor 1850
William Lloyd Garrison Launches the Liberator 1831
Manifesto of the Anti-Slavery Society 1833
Week #15 – Week #17
Celia, a Slave

Directions:
Use specific examples drawn from a close reading of the primary/secondary sources you have read in class (see above). Stick closely to the documents and use examples from them as evidence of what people thought and said regarding the question. Make sure you show that you understand the documents; make sure you relate them to one another when necessary or appropriate. Do this in a 3-4 page paper (at least 1500 words) addressing the assignment. The essay will be submitted through Schoology. A good essay will show an understanding of the documents and their implications, be clearly written, well-organized, and able to use well-chosen examples drawn from the documents to illustrate an overall thesis that you develop on your own. Use the question as a guide for thinking about how to read the documents and think about the problem.

Some common errors to avoid: 1) Try not to simply summarize each document, but rather to draw from them specific examples and/or short quotes to demonstrate a larger point. Your paper should be organized around the ideas or themes you find interesting or significant, not the order in which you pick up the documents from your desk. 2) Try not merely to answer the queries in a mechanical fashion; use the questions as guides to thinking about the documents as you re-examine them, and to help you organize your own thoughts and analysis. 3) Explain what people thought at the time and why.

A few important notes:

Plagiarism. Don’t do it. Plagiarism means using the unattributed words taken from someone or somewhere else. You must put things in your own words, IU’s definition (and examples) can be found here:

https://www.indiana.edu/~istd/definition.html

Yes, we expect you to quote selectively from the documents, the rest of the paper should be in your own words wherever possible. The closer you stick to the documents, the less chance there is you will plagiarize.

“Secondary” sources and/or the textbook. Outside sources, print or online, might be useful for background, but not necessary. We want you to focus on the documents, and the paper can be written without reference to other sources. If you do feel the need to use another source, you must cite it, even if you are only paraphrasing or summarizing its ideas. Let’s say, for instance, that you want to offer a sentence or two on the Columbian Exchange.

Citations:

If and when you do rely on other sources, make sure you cite them using (Autor date, page number). For this essay, we will be strict about the exact form of citation and you MUST utilize citations for EVERY source that you use.

Organization & Gathering Evidence: Use this portion of the document to put your essay together BEFORE beginning to write (if there is another way you like to organize your information please utilize that method).

CLAIM
no, people had the right to resist unjust laws in the 1800s United States because of race .
MAJOR TOPICS/THEMES COVERED
relationship with Mexico and African American rights .
SOURCES THAT SUPPORT MY TOPICS/THEMES & EVIDENCE
Type here

RUBRIC:
CATEGORY
4 – Exemplar
3 – Proficient
2 – Basic
1 – Unsatisfactory
Quality of Information

40 Points
Information clearly relates to the main topic and fully addresses the essay prompt. It includes several supporting details and/or examples.
40-35 points possible
Information clearly relates to the main topic and addresses the essay prompt. It provides 1-2 supporting details and/or examples.
34-30 points possible
Information clearly relates to the main topic and attempts to address the essay prompt. No details and/or examples are given.
29-25 points possible
Information has little or nothing to do with the main topic and does not address the essay prompt.
24-0 points possible
Amount of Information

40 Points
All topics (10 sources) are addressed and all questions answered with full explanations from all perspectives.
40-35 points possible
All topics (9 sources) are addressed and most questions answered with explanations from all perspectives.
34-30 points possible
All topics (8 sources) are addressed, and most questions answered with an attempt to explain all perspectives.
29-25 points possible
7 or less topics were addressed and no attempt to explain one or all perspectives.
24-0 points possible
Sources

10 Points
All sources (information and graphics) are accurately documented in the desired format.
10 points possible
All sources (information and graphics) are accurately documented, but a few are not in the desired format.
9-8 points possible
All sources (information and graphics) are accurately documented, but many are not in the desired format.
7-6 points possible
Some sources are not accurately documented.
5-0 points possible
Mechanics

10 Points
No grammatical, spelling or punctuation errors.
10 points possible
Almost no grammatical, spelling or punctuation errors
9-8 points possible
A few grammatical spelling or punctuation errors.
7-6 points possible
Many grammatical, spelling, or punctuation errors.
5-0 points possible
TOTAL + ______/100
COMMENTS / FEEDBACK: