The Southern Argument FOR Slavery Essay Assignment
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
The Southern Argument FOR Slavery Essay Assignment
Often when reading texts on this history of North American slavery, a number of generalizations are made to coalesce the experiences of enslaved Africans and African Americans. However, it is important to note that there were variations and that there was not just one experience. Keeping this in mind and drawing from your readings for the week (as well as last week), think about what factors (environmental, social, cultural, etc.) contributed to different experiences and how did they contribute. Discuss at least TWO (2) factors.
Slave narratives rank among the earliest and most important African American contributions to the American literary canon. These works offer important insights into the lived experiences of the enslaved and they are a critical resource for historians and other scholars who document the African American experience. These narratives are also important because they formed the basis of the abolition movement, which focused on ending the heinous institution of slavery. Using the narratives from this week’s readings, provide TWO (2) examples of how slave narratives could be used to advocate for the end of slavery. Make sure to draw specific examples from our readings.
For both questions, you should draw your analysis from materials in this course FIRST, but you may incorporate other materials that you have read and/or studied outside of this course. And please remember to cite your sources.
http://dlas.uncg.edu/
https://www.thirteen.org/wnet/slavery/resources/wpa.html
https://www.archives.gov/publications/prologue/2000/winter/hydra-slave-trade-documentation-1.html
The Southern Argument for Slavery from USHistory.org is licensed under a Creative Commons Attribution 4.0 International License. ©2008–2014, ushistory.org. UMGC has modified this work and it is available under the
original license.
The Southern Argument for Slavery
Those who defended slavery rose to the challenge set forth by the Abolitionists. The defenders of slavery included economics, history, religion, legality, social good, and even humanitarianism, to further their arguments.
Southern slaveholders often used biblical passages to justify slavery.
Defenders of slavery argued that the sudden end to the slave economy would have had a profound and killing economic impact in the South where reliance on slave labor was the foundation of their economy. The cotton economy would collapse. The tobacco crop would dry in the fields. Rice would cease being profitable.
Defenders of slavery argued that if all the slaves were freed, there would be widespread unemployment and chaos. This would lead to uprisings, bloodshed, and anarchy. They pointed to the mob’s “rule of terror” during the French Revolution and argued for the continuation of the status quo, which was providing for affluence and stability for the slaveholding class and for all free people who enjoyed the bounty of the slave society.
Some slaveholders believed that African Americans were biologically inferior to their masters. During the 1800s,
this argument was taken quite seriously, even in scientific circles.
Defenders of slavery argued that slavery had existed throughout history and was the natural state of mankind. The Greeks had slaves, the Romans had slaves, and the English had slavery until very recently.
Defenders of slavery noted that in the Bible, Abraham had slaves. They point to the Ten Commandments, noting that “Thou shalt not covet thy neighbor’s house, … nor his manservant, nor his maidservant.” In the New Testament, Paul returned a runaway slave, Philemon, to his master, and, although slavery was widespread throughout the Roman world, Jesus never spoke out against it.
Defenders of slavery turned to the courts, who had ruled, with the Dred Scott Decision, that all blacks — not just slaves — had no legal standing as persons in our courts — they were property, and the Constitution protected slave-holders’ rights to their property.
Defenders of slavery argued that the institution was divine, and that it brought Christianity to the heathen from across the ocean. Slavery was, according to this argument, a good thing for the enslaved. John C. Calhoun said, “Never before has the black race of Central Africa, from the dawn of history to the present day, attained a condition so civilized and so improved, not only physically, but morally and intellectually.”
Defenders of slavery argued that by comparison with the poor of Europe and the workers in the Northern states, that slaves were better cared for. They said that their owners would protect and assist them when they were sick and aged, unlike those who, once fired from their work, were left to fend helplessly for themselves.
JAMES THORNWELL, a minister, wrote in 1860, “The parties in this conflict are not merely Abolitionists and slaveholders, they are Atheists, Socialists, Communists, Red Republicans, Jacobins on the one side and the friends of order and regulated freedom on the other.”
The violence of Nat Turner’s 1831 slave revolt frightened many southern slaveholders. Such unrest was used by
many as a reason to continue slavery.
When a society forms around any institution, as the South did around slavery, it will formulate a set of arguments to support it. The Southerners held ever firmer to their arguments as the political tensions in the country drew us ever closer to the Civil War.
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. They 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
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!