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
Week 2 Discussion: Understanding what motivated Americans to go to war.
A central interpretive idea that I started this week’s lecture revolved around the question of whether or not the Civil War was inevitable. In it we must weigh to what extent the start of the war hinged on contingency (random events that change its course) and to what extent the war itself was inevitable, carried forward by the inexorability of human events. But for this discussion, I want you to think a bit more about the mindset of nineteenth century America. After watching Red Badge of Courage and reading the first three chapters of McPherson, you should have a little better understanding of how men and women (and in particular men- the voters of the era, but also women as the Victorian-era “moral center” of the home) viewed their world.
What I want us to do collectively in discussion is to unpack the motivations that Americans on both sides of the of the conflict had for making the terrible decision to go to war. You can think about this in the macro scale (i.e., the influence of an event like the violence in Kansas) or in the micro scale (my friends all enlisted and I was caught up in the moment and enlisted too). Because the fact is that when it comes to human motivation, there are many combinations of reasons why people do what they do. Sometimes there is one key factor that dominates their thinking and all the other factors only play bit roles. Other people need the weight of multiple reasons to make up their mind. But when you went down the muster roll of the armies and listed the names of the officers and men there, if you were to list next to their name the reasons why they now stood there with a rifle in hand you would come up with a widely varied list.
Thus, let us use this discussion post to enumerate the many reasons why Americans fought in the war. Collectively it doesn’t necessarily point to the fact that war was inevitable, but it may, in articulating the many reasons both North and South took up arms in 1861, why this incredibly destructive conflict began.
Guide:
Your discussion reflection should draw upon lecture two and may draw upon lecture one for support. Ideally it will also speak to reading selections from McPherson, Escott and/or Masur, as well as the film The Red Badge of Courage, and in some measure what you write should serve as evidence that you understand this material. I am not asking you to list a bunch of motivations for fighting in the Civil War, I’m asking you to list ONE and to discuss it in some detail and historical context, ideally supporting it with evidence from the lecture, readings, or film (direct quotes, etc.) It is important that you read the discussion posts that have come before yours and try to move into terrain that is unique from what your classmates have already said. I will do my best to reply to these as they post so as to aid students making subsequent posts forge into new ideas.
Posts that receive full credit should do the following:
- Reveal clearly that you’ve listened to the week’s course material.
- Clearly articulate a point that speaks directly to the question being asked.
- Avoids as much as possible the duplication of comments already made by other students.
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. The 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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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