Week 3 Assignment: Case Study

Required ResourcesRead/review the following resources for this activity:·        Textbook: Chapter 9, 10 (section 10.4), 11 (section 11.5), 13·        Lesson·        1 primary source that corresponds with your selected topic (noted in the topic instructions)·        Minimum of 2 scholarly sources (in addition to the textbook)Optional Resources to ExploreFeel free to review the library guide for scholarly sources and videos at the following link:·        Link (website): History Library Guide (Links to an external site.)IntroductionThe purposes of each case study assignment include the following:·        To hone your abilities to research using scholarly sources·        To advance critical thinking and writing skills·        To compile a response to the prompts provided·        To explore a historical topic and make connections to change over timeInstructionsPick one (1) of the following topics. Then, address the corresponding questions/prompts for your selected topic. Use at least one (1) documented example of the corresponding primary source in your writing.Option 1: The American System, Transportation, and CommunicationRead the following primary source:·        Link (website): Of Debates in Congress (Clay’s Debate of the American System in 1832) (Links to an external site.) (Click on “Next Image” to see all pages of the debate: pp.258-262.)Then, address the following:·        Describe the idea of Henry Clay’s “American System.”·        Based on Clay’s economic vision of America, analyze how the American System would build the American market and economy?·        Analyze the role of mechanization and communication in the American System.Option 2: The Indian Removal Act of 1830Read the following primary source:·        Link (website): Transcript of President Andrew Jackson’s Message to Congress ‘On Indian Removal’ (1830) (Links to an external site.)Then, address the following:·        Evaluate the rationale that President Jackson used in the removal of the Native Americans from east of the Mississippi River. Did the removal have the intended impact?·        Identify the responsibilities given to the President under the Indian Removal Act of 1830.·        Compare Jackson’s actions toward Native Americans in the context of his First Inaugural Address with the path of events during the Trail of Tears.·        Determine if the removal of the Native Americans from east of the Mississippi River violate the principles found in the Declaration of Independence?Option 3: The Abolitionist MovementRead the following primary source:·        Link (website): Declaration of Sentiments of American Anti-Slavery Society (1833) (Links to an external site.) (Click on arrows to view all images of the document. Click on plus and minus signs to enlarge or reduce size of images.)Then, address the following:·        Assess if abolitionists were responsible reformers or irresponsible agitators?·        Explain how abolitionists upheld the Declaration of Independence as the foundation of antislavery and abolitionist thought.·        Assess the effect of the Gag Rule on the Abolitionist Movement.·        Analyze how the women’s rights movement would gain momentum from the antislavery movement.Writing Requirements (APA format)·        Length: 2-3 pages (not including title page or references page)·        1-inch margins·        Double spaced·        12-point Times New Roman font·        Title page·        References page·        In-text citations that correspond with your end referencesGradingThis activity will be graded based on W3 Case Study Grading Rubric.Course Outcomes (CO): 1, 3, 5Due Date: By 11:59 p.m. MT on SundayReferencesLibrary of Congress. (n.d.-a). Declaration of sentiments of the American anti-slavery society. Adopted at the formation of said society, in Philadelphia, on the 4th day of December, 1833. New York. Published by the American anti-slavery society, 142 Nassau Street. William S. https://www.loc.gov/resource/rbpe.11801100/?st=galleryLibrary of Congress. (n.d.-b). Of debates in Congress (Clay’s debate of the American system in 1832). https://memory.loc.gov/cgi-bin/ampage?collId=llrd&fileName=011/llrd011.db&recNum=132Our Documents. (n.d.). Transcript of President Andrew Jackson’s message to Congress ‘On Indian removal’ (1830). https://www.ourdocuments.gov/doc.php?flash=false&doc=25&page=transcript RubricW3 Case Study Grading Rubric – 150 ptsW3 Case Study Grading Rubric – 150 ptsCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeLength5 ptsMeets length requirement0 ptsDoes not meet length requirement5 ptsThis criterion is linked to a Learning OutcomeContent15 ptsPaper addresses all aspects of the assignment.12.75 ptsPaper addresses most aspects of the assignment.11.25 ptsPaper addresses some aspects of the assignment.9 ptsPaper addresses few aspects of the assignment.0 ptsNo effort15 ptsThis criterion is linked to a Learning OutcomeAnalysis30 ptsThroughout the whole work, content expresses original thoughts or interprets the subject matter in a different perspective.25.5 ptsThroughout most of the work, content expresses original thoughts or interprets the subject matter in a different perspective.22.5 ptsThroughout some of the work, content expresses original thoughts or interprets the subject matter in a different perspective.18 ptsThroughout little of the work, content expresses original thoughts or interprets the subject matter in a different perspective.0 ptsNo effort30 ptsThis criterion is linked to a Learning OutcomeSupport30 ptsThroughout the whole work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.25.5 ptsThroughout most of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.22.5 ptsThroughout some of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.18 ptsThroughout little of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.0 ptsNo effort30 ptsThis criterion is linked to a Learning OutcomeWriting: Mechanics & Usage20 ptsThe writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.17 ptsThe writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text.15 ptsThe writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.12 ptsThe writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper.0 ptsNo effort20 ptsThis criterion is linked to a Learning OutcomeClarity & Flow20 ptsThe writing contains strong word choice that clarifies ideas and masterful sentence variety aids with the flow of ideas.17 ptsThe writing contains varied word choice and sentence structures that clarify ideas and aid with the flow of ideas.15 ptsThe writing contains word choice and sentence structures that can be revised for better clarification of ideas and flow of ideas.12 ptsThe writing contains wording and sentence structures that are awkward and/or unclear, impeding the clarity and flow of ideas.0 ptsNo effort20 ptsThis criterion is linked to a Learning OutcomeSource Integration10 ptsPaper includes reference to a scholarly source within the case study and properly integrates the source.7.5 ptsPaper includes reference to a scholarly source within the case study but does not properly integrate the source.0 ptsPaper does not make reference to a scholarly source provided within the case study.10 pts

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