Liberty to African-Americans In the Different Ages Case Assignment

Liberty to African-Americans In the Different Ages Case 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

Liberty to African-Americans In the Different Ages Case Assignment

What is the definition of Liberty to African-Americans in the different ages?

At the beginning of history of slaves in the United States, “the North American continent was first colonized by Europeans, the land was vast, the work was harsh, and there was a severe shortage of labor. Men and women were needed to work the land” (civilwar.org). So, in African-Americans’ minds, liberty meant running away from the

unjust treatment of slavery which included terrible conditions of living, punishment through physical suffering, the separation of families, being sold as items, disallowance of education, and the enforcement that asked black women to get pregnant in order to get more slaves.However, in the course of time, African-Americans got the

rights and opportunities of American citizens,. So, African-Americans changed their minds of definition of liberty in three main different ages from the beginning of slavery to the ending of slavery in the United States.

In 1775, a proclamation was made that changed the way African-Americans thought about liberty. For years when America was a part of the British colonies, slavery was the most popular trend that allowed colonists to increased their production of tobacco. Colonies bought slaves from the slave market, and the slaves were just

considered as working machines. There was a group of slaves that tried to dig tunnels to run away from being slaves. However, they were either caught by their owners, or caught by other whites. By 1775, hundreds of protesters and rebellions occupied the streets of Virginia. The colony was out of the control of the royal governor John Murray.

On 7th November, 1775, dated on board the ship William, off Norfolk, John Murray made a proclamation which promised blacks their freedom in exchange for service in the British army. The proclamation was called the Lord Dunmore’s Proclamation. The proclamation “offered the first large-scale emancipation of slave and servant labor in

the history of colonial British America”(Johnson “Lord Dunmore’s Proclamation on Slave Emancipation (1775)”). At the beginning of the Revolutionary War, George Washington rejected black recruits, but after the Lord Dunmore’s Proclamation he changed his mind.

The creation of this proclamation showed the nation that Americans no longer believed that “blacks were just slaves”, and it fulfilled Americans’ core value of liberty. In 1776, the Declaration of Independence was made. According to General Colin Powell, “The Declaration of Independence, I think, is one of the most remarkable documents

in the world…’Inalienable rights’…’Life, liberty, and the pursuit of happiness’…’We hold these truths to be self-evident’…[But] it didn’t apply to black folks. Thomas Jefferson kept slaves. But Thomas Jefferson nevertheless wrote these marvelous words, and he understood the inconsistency…”(“Revolution”). Although Americans slightly

changed their sight on blacks start with the Lord Dunmore’ s Proclamation, blacks still didn’t get education, own property, and get the right to vote.

In 1863, a proclamation was made that changed the way African-American thought about liberty again. In 1861, the Civil War was erupted. The Northerners tried to preserve the Union; Lincoln and other Republican leaders wanted to prevent the expansion of slavery into new states in the West. By 1863, 100,000 slaves had fled to the Union

army. In response, the Union army declared to protect their freedom. Lincoln wanted to recruit black soldiers to fight for the Union, but under the existing laws black men were not allowed to join the army.

On January 1st, 1863, President Lincoln issued the Emancipation Proclamation which declared that all slaves within the rebellious states were free forever. It was the first time that the U.S government officially against the “peculiar institution”. Furthermore, the Emancipation Proclamation also announced that black men could join the

Union army. Union victory also led to the passage of the Thirteenth Amendment in1865. The success of the declaration showed the nation that slavery began to be concerned that “wherever slavery went it tended to degrade the meaning of labor. It tended to degrade the meaning of liberty it self….”(Blight “Judgment Day”). African-

Americans believed that “abolition of slavery” fulfilled their core value of liberty.

In 1965, a new law was published that changed the definition of liberty of African-American again. Protests and marches against segregation were held by organizations like SNCC, NAACP and Black Power. On February 5th, 1960, four black college students sat down at a lunch counter which was labeled “white-only” in Greensboro, North

Carolina. Since then, the strategy of protest, Sit Ins, started. Since the arrest of Rosa Parks on December 1st, 1955, the Montgomery bus boycott protest lasted 13 months.

On August 28th,1963, more than 250,000 protesters gathered at the March on Washington to support for African-Americans. In 1964, the Civil Rights Act was published which ended segregation in public facilities. One year later, the Voting Rights Act was signed into law in order to protect the Civil Rights Act. According to Martin Luther

King, “…a promise that all men, yes, all black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness”(I Have a Dream). The success of the Voting Rights Act showed the nation that African-Americans believed the liberty meaned “do like a white man” rather than “not being a slave”.

The definition of liberty to African-Americans was formed by their experiences since being slaves, their observation of the free society around them, and their self-esteems of being human beings.

Citation Page

Powell, Colin. “Revolution.” PBS. PBS, n.d. Web. 27 May 2013.

(primary source)

King, Martin Luther. “I Have a Dream Speech.” Teaching American History. TeachingAmericanHistory.org, n.d. Web. 27 May 2013.

(primary source)

Blight, David. “Judgment Day.” PBS. PBS, n.d. Web. 27 May 2013.

(primary source)

Yacovone, Donald. “Freedom Rising: The 150th Anniversary of the Emancipation Proclamation and African American Military Service in the Civil War – Public Symposium.” W. E. B. Du Bois Institute. W. E. B. Du Bois Institute, n.d. Web. 27 May 2013.

(secondary source)

Ushistory.org. “6d. Slave Life on the Farm and in the Town.” American History. N.p.: n.p., n.d. N. pag. Slave Life on the Farm and in the Town [ushistory.org]. Web. 27 May 2013.

(secondary source)

Danzer, Gerald A. The Americans. Evanston, IL: McDougal Littell/Houghton Mifflin, 1998. Print. p#926.

(secondary source)

Foner, Eric. “Blacks in the Revolution.” Give Me Liberty! An American History. New York: W.W. Norton, 2013. 207. Print.

(secondary source)

Great Britain. The Institute of Metropolitan Studies. By Johnson Richard. Portland State University, n.d. Web. 30 May 2013.

(primary source and secondary source)

“The Emancipation Proclamation.” Featured Document: The Emancipation Proclamation. National Achives & Records Administration, n.d. Web. 02 June 2013.

Liberty to African-Americans In the Different Ages Case Assignment

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://essaysolver.com/orders/ordernow You Can Also Place the Order In www.perfectacademic.com/orders/ordernow / www.essaysolver.com/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!!

PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!

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!!

Why Work With Us!!

• Tired of getting an average grade in all your school assignments, projects, essays, and homework? Try us today for all your academic schoolwork needs. We are among the most trusted and recognized professional writing services in the market.

• We provide unique, original and plagiarism-free high quality academic, homework, assignments and essay submissions for all our clients. At our company, we capitalize on producing A+ Grades for all our clients and also ensure that you have smooth academic progress in all your school term and semesters.

• High-quality academic submissions, A 100% plagiarism-free submission, Meet even the most urgent deadlines, Provide our services to you at the most competitive rates in the market, Give you free revisions until you meet your desired grades and Provide you with 24/7 customer support service via calls or live chats.