This week, you have examined the Jacksonian Era. The “Democracy in America” hist

This week, you have examined the Jacksonian Era. The “Democracy in America” hist

This week, you have examined the Jacksonian Era. The “Democracy in America” historical readings for this week demonstrated the spread of democratic ideals in many segments of American society. Drawing evidence from the historical readings for this week, compose an initial post based on the following thesis. Be sure to use the discussion guidelines/requirements posted in Week 2. Make sure to include a bibliography with your post. 
During the Jacksonian Era, Americans had an optimistic view of humankind and American society.

As you’ve learned in this week’s resources, the people of the U. S. experienced

As you’ve learned in this week’s resources, the people of the U. S. experienced

As you’ve learned in this week’s resources, the people of the U. S. experienced many changes in society and politics at this time. President Nixon took a step never seen before when he resigned; and the country took another unprecedented move when President Ford took office, having not been elected Vice President. President Carter was elected as a Washington outsider, and found out he lacked the confidence of a nation. President Reagan was elected with the support of the conservative “New right” and disillusioned liberals.  
Compare and contrast the troubled presidencies of Nixon, Ford, and Carter with the perceived successes of Ronald Reagan. Did the first three leaders create their own problems, or did they face impossible situations? 
In what ways did Reagan bring the nation back to a nation of pride and confidence? In what ways did he and his conservative backing struggle with liberal issues of the day? Remember to bring in material from this week’s readings and media to support your argument.
Must be 200 words or more.

  13.5 Doing History: Making an Argument 4545 unread replies.4545 replies. Doing

 
13.5 Doing History: Making an Argument
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Doing

 
13.5 Doing History: Making an Argument
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Doing History: Making an Argument 
In 1852, Harriet Beecher Stowe published her antislavery novel, “Uncle Tom’s Cabin.” Stowe’s book was fictional, but based on stories about escaped slaves she had read and heard about. While the book was fiction, it was the first time many northerners had read about the horrors and indignities of slavery. The book was an instant sensation, by the end of the year, more than 300,000 copies had been sold, making it the second most read book in the United States, the first being the Bible. 
The book also ignited further controversy over the issue of slavery in the United States. It also highlighted how northerners and southerners were increasingly living in different worlds, reading different newspapers, and ascribing to a different reality. We can see this fact in the different reviews of Uncle Tom’s Cabin, which are available below:
William Lloyd Garrison in The Liberator
In the execution of her very difficult task, Mrs. Stowe has displayed rare descriptive powers, a familiar acquaintance with slavery under its best and its worst phases, uncommon moral and philosophical acumen, great facility of thought and expression, feelings and emotions of the strongest character …. 
The appalling liabilities which constantly impend over such slaves as have “kind and indulgent masters” are thrillingly illustrated in various personal narratives; especially in that of “Uncle Tom,” over whose fate every reader will drop the scalding tear, and for whose character the highest reverence will be felt. No insult, no outrage, no suffering, could ruffle the Christ-like meekness of his spirit, or shake the steadfastness of his faith. Towards his merciless oppressors, he cherished no animosity, and breathed nothing of retaliation. Like his Lord and Master, he was willing to be “led as a lamb to the slaughter,” returning blessing for cursing, and anxious only for the salvation of his enemies. His character is sketched with great power and rare religious perception .. It triumphantly exemplifies the nature, tendency and results of CHRISTIAN NON-RESISTANCE. We are curious to know whether Mrs. Stowe is a believer in the duty of non-resistance for the white man, under all possible outrage and peril, as well as for the black man …. That all the slaves at the South ought, “if smitten on the one cheek, to tum the other also”-to repudiate all carnal weapons, shed no blood, “be obedient to their masters,” wait for a peaceful deliverance, and abstain from all insurrectionary movements-is every where taken for granted, because the VICTIMS ARE BLACK. They cannot be animated by a Christian spirit, and yet return blow for blow, or conspire for the destruction of their oppressors. They are required by the Bible to put away all wrath, to submit to every conceivable outrage without resistance, to suffer with Christ if they would reign with him …. Is there one law of submission and non-resistance for the black man, and another law of rebellion and conflict for the white man? When it is the whites who are trodden in the dust, does Christ justify them in taking up arms to vindicate their rights? And when it is the blacks who are thus treated, does Christ require them to be patient, harmless, long-suffering, and forgiving? And are there two Christs? 
John R. Thompson, Southern Literary Messenger 
We have devoted a much larger space to the plot of”Uncle Tom’s Cabin” than we designed … ; it only remains for us to consider briefly those points upon which the authoress rests her abuse of the Southern States, in the book as a whole. These may be reduced to three-the cruel treatment of the slaves, their lack of religious instruction, and a wanton disregard of the sacred ties of consanguinity in selling members of the same family apart from each other. 
… [M]any of the allegations of cruelty towards the slaves, brought forward by Mrs. Stowe, are absolutely and unqualifiedly false. As for the comfort of their daily lives and the almost parental care taken of them on well-regulated plantations, we may say that the picture of the Shelby estate, drawn by Mrs. Stowe herself, is no bad representation. The world may safely be challenged to produce a laboring class, whose regular toil is rewarded with more of the substantial conflicts of life than the negroes of the South. The “property interest” at which the authoress sneers so frequently in “Uncle Tom’s Cabin,” is quite sufficient to ensure for the negro a kindness and attention, which the day-laborer in New England might in vain endeavor to win from his employer … 
The lack of religious instruction for slaves is a charge against the South, in great favor with Northern fanatics, many of whom are deplorably in want of “religious instruction” themselves, and vastly beneath the pious slave in that love for their neighbor which is the keystone of the Christian arch. Yet never was there a charge more extravagant. We can tell these worthies that throughout the Southern States a portion of every house of worship is set apart for the accommodation of slaves; that upon very many plantations, may be seen rude but comfortable buildings, dedicated to God, where stated preaching of His Holy Word is ordained; that Sabbath schools for negroes are established in several of the Southern cities; and that in every Southern family, almost without an exception, where morning and evening prayers are held, the domestics of the household are called together to unite in them …. Writers like Mrs. Stowe, in treating of this subject, assume that there can be no acquaintance with gospel truth among a class who are not permitted to learn to read. But how many of the early Christians were ignorant and illiterate persons? The fishermen of Galilee were men without instruction when they first followed the fortunes of the lowly Nazarene. As for Mrs. Stowe, she is answered upon this point in her own pages. Uncle Tom was no scholar, and after many years of diligent application could at last read his bible with difficulty. Yet where shall we find a nobler and purer exemplification of the “beauty of holiness” than in him? It is, indeed, a triumphant vindication of the institution of slavery against Mrs. Stowe’s assaults, 
that in a slaveholding community, a character so perfect as “Uncle Tom” could be produced … 
The sundering of family ties among the negroes is undoubtedly a dreadful thing as represented by Abolition pamphleteers. Nor have we any desire to dose our eyes to the fact that occasionally there do occur instances of compulsory separation involving peculiar hardship. But … in the very State which Mrs. Stowe has chosen for her most painful incident of this character, there are statutory regulations mitigating very much the severity of this condition of affairs, and we may add that every where the salutary influence of an enlightened public opinion enforces the sale of near relatives in such manner as that they may be kept as much as possible together. We are of opinion too that heart-rending separations are much less frequent under the institution of slavery than in countries where poverty rules the working classes with despotic sway. But admit the hardship to its full extent, and what does it prove? Evils are inseparable from all forms of society and this giant evil (if you will call it so) is more than counterbalanced by the advantages the negro enjoys. 
Instructions:
Using these two reviews of Uncle Tom’s Cabin, make an argument about slavery in the United States by the 1850s? For full credit, complete your own post and comment on another student’s post. 

  14.5 Doc Analysis: Secession 4545 unread replies.4545 replies. Document Analys

 
14.5 Doc Analysis: Secession
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Document Analys

 
14.5 Doc Analysis: Secession
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Document Analysis: Secession
Please read Mississippi’s Ordinance of Secession. Available below:
A Declaration of the Immediate Causes which Induce and Justify the Secession of the State of Mississippi from the Federal Union.
In the momentous step which our State has taken of dissolving its connection with the government of which we so long formed a part, it is but just that we should declare the prominent reasons which have induced our course.
Our position is thoroughly identified with the institution of slavery– the greatest material interest of the world. Its labor supplies the product which constitutes by far the largest and most important portions of commerce of the earth. These products are peculiar to the climate verging on the tropical regions, and by an imperious law of nature, none but the black race can bear exposure to the tropical sun. These products have become necessities of the world, and a blow at slavery is a blow at commerce and civilization. That blow has been long aimed at the institution, and was at the point of reaching its consummation. There was no choice left us but submission to the mandates of abolition, or a dissolution of the Union, whose principles had been subverted to work out our ruin.
That we do not overstate the dangers to our institution, a reference to a few facts will sufficiently prove.
The hostility to this institution commenced before the adoption of the Constitution (Links to an external site.), and was manifested in the well-known Ordinance of 1787 (Links to an external site.), in regard to the Northwestern Territory.
The feeling increased, until, in 1819-20, it deprived the South of more than half the vast territory acquired from France.
The same hostility dismembered Texas and seized upon all the territory acquired from Mexico.
It has grown until it denies the right of property in slaves, and refuses protection to that right on the high seas, in the Territories, and wherever the government of the United States had jurisdiction.
It refuses the admission of new slave States into the Union, and seeks to extinguish it by confining it within its present limits, denying the power of expansion.
It tramples the original equality of the South under foot.
It has nullified the Fugitive Slave Law (Links to an external site.) in almost every free State in the Union, and has utterly broken the compact which our fathers pledged their faith to maintain.
It advocates negro equality, socially and politically, and promotes insurrection and incendiarism in our midst.
It has enlisted its press, its pulpit and its schools against us, until the whole popular mind of the North is excited and inflamed with prejudice.
It has made combinations and formed associations to carry out its schemes of emancipation in the States and wherever else slavery exists.
It seeks not to elevate or to support the slave, but to destroy his present condition without providing a better.
It has invaded a State, and invested with the honors of martyrdom the wretch whose purpose was to apply flames to our dwellings, and the weapons of destruction to our lives.
It has broken every compact into which it has entered for our security.
It has given indubitable evidence of its design to ruin our agriculture, to prostrate our industrial pursuits and to destroy our social system.
It knows no relenting or hesitation in its purposes; it stops not in its march of aggression, and leaves us no room to hope for cessation or for pause.
It has recently obtained control of the Government, by the prosecution of its unhallowed schemes, and destroyed the last expectation of living together in friendship and brotherhood.
Utter subjugation awaits us in the Union, if we should consent longer to remain in it. It is not a matter of choice, but of necessity. We must either submit to degradation, and to the loss of property worth four billions of money, or we must secede from the Union framed by our fathers, to secure this as well as every other species of property. For far less cause than this, our fathers separated from the Crown of England.
Our decision is made. We follow their footsteps. We embrace the alternative of separation; and for the reasons here stated, we resolve to maintain our rights with the full consciousness of the justice of our course, and the undoubting belief of our ability to maintain it.
Instructions:
Why did Mississippi secede? What issue(s) seemed to motivate Mississippi’s ordinance of secession? 
For full credit you should complete your own post and comment on another student’s post. Your comment on a fellow student’s post should be either praise, or constructive criticism (respectful disagreement or advice)