The Early Republic and the American Civil War

The Early Republic and the American Civil War Order Description Please answer and write the paragraph by each Alphabet guidelin" rel="nofollow">ines- B1, B2, B3 and C1, C2, C3., and D. Please do not write in" rel="nofollow">into one essay with all of these letters. Please separate the answer by A,B,C,D requirements. B. Discuss the development of the Second Party System (suggested length of 1–2 pages) by doin" rel="nofollow">ing the followin" rel="nofollow">ing: 1. Compare the platforms of the Whig and Democratic parties. Note: You may in" rel="nofollow">include both similarities and differences of the two parties. 2. Describe the leaders and constituents that defin" rel="nofollow">ined each party. 3. Explain" rel="nofollow">in how the Second Party System contributed to in" rel="nofollow">increased democratization of American politics. C. Discuss the major movements and events that led to the Civil War (suggested length of 2 pages) by doin" rel="nofollow">ing the followin" rel="nofollow">ing: 1. Explain" rel="nofollow">in the pro-slavery and abolitionist arguments of the antebellum period. 2. Describe the role of westward expansion in" rel="nofollow">in in" rel="nofollow">increasin" rel="nofollow">ing sectional tensions. 3. Evaluate how three major events (e.g., significant legislation, territorial conflicts, court cases, political debates) contributed to the outbreak of the Civil War. D. Provide acknowledgement of source in" rel="nofollow">information, usin" rel="nofollow">ing in" rel="nofollow">in-text citations and references, for quoted, paraphrased, or summarized content. 1. Include the followin" rel="nofollow">ing in" rel="nofollow">information when providin" rel="nofollow">ing source references: • author • date • title • location of in" rel="nofollow">information (e.g., publisher, journal, or website URL) In Part B2, “constituents” essentially means the average people who made up the parties. Who were members of the Democratic Party? Where did they live (north or south, generally)? What kin" rel="nofollow">inds of jobs did they do (farmer, merchants, part of the growin" rel="nofollow">ing in" rel="nofollow">industrial world)? Did they support territorial expansion or the national bank? Where did they stand on slavery? Jackson (as leader of the party) was a Tennessee slave-owner, was he representative of the rank-and-file of his party? Why would Democrats favor expansion of slavery? The evaluators would like you to address them for the Whigs as well, but you could ask similar questions for the members of that party. In B3, “democratization” has two parts: makin" rel="nofollow">ing politics more responsive to people, and in" rel="nofollow">increasin" rel="nofollow">ing the number of people who are eligible to vote. In both cases, I thin" rel="nofollow">ink the evaluators would like to hear more: names, dates, details, statistics, etc. In a word, they would like to know how the parties created more voters – did they loosen property restrictions so more (white) men could vote? Did they contribute to the naturalization of immigrants to more voters? Did they make it easier to cast a ballot? While you don’t have to rely on a chapter like 12-2, I thin" rel="nofollow">ink it has some important statistics. The number of ballots cast almost doubled between 1824 and 1828, that was from more than enticin" rel="nofollow">ing voter participation. How did the political parties enfranchise all those people? In Part C of the task, the evaluators have been fairly explicit regardin" rel="nofollow">ing their expectations. While you have identified southern concerns about the abolition of slavery, that is only a component of the aspect. They would like you to consider an argument made in" rel="nofollow">in favor of abolition, and in" rel="nofollow">in my experience, that means identifyin" rel="nofollow">ing and discussin" rel="nofollow">ing someone by name. While the evaluators are not lookin" rel="nofollow">ing for a specific chapter, I fin" rel="nofollow">ind chapter 10-9 to be one of the most important resources for this aspect. The evaluators are lookin" rel="nofollow">ing for you to consider the arguments made by those abolitionists, and if you look at Garrison (for in" rel="nofollow">instance), you could consider how he tried to persuade his audience by moral suasion and political action (immediate abolition). Unfortunately, the evaluators are goin" rel="nofollow">ing to need considerably more for the next aspect. While the C-2 aspect is written somewhat broadly, the expectation is rather more narrow. We’re primarily in" rel="nofollow">interested about slavery and the lead-up to the Civil War in" rel="nofollow">in that aspect (in" rel="nofollow">in most of the task, really). If slavery was the core of sectional tensions (or *a* core, at least), why do you thin" rel="nofollow">ink that expandin" rel="nofollow">ing the country created issues between slave-ownin" rel="nofollow">ing and anti-slavery in" rel="nofollow">interests? What did it mean to be a “slave state” or a “free state?” How did the addition of a new state affect the balance of power in" rel="nofollow">in the House and the Senate? Why did the Three-Fifths Compromise in" rel="nofollow">in the Constitution (countin" rel="nofollow">ing slaves as population for apportionment of votes) have implications for presidential politics as well? Why were the pro-slavery and anti-slavery positions so hard to reconcile? While you have identified three events in" rel="nofollow">in the Part C3 aspect, that is only part of the evaluators’ expectation. They need for you to explain" rel="nofollow">in how the events you have identified contributed to the start of the Civil War. Were these events proximate or systemic causes of the Civil War? It’s not enough to explain" rel="nofollow">in the significance of the events, but you need to connect the dots to the war.