You Will Also Need To Answer Two Discussion Posts For Prepar

You Will Also Need Toanswer Two Discussion Posts For Prepared Question

You will also need to answer two discussion posts for prepared questions addressing larger historical themes. There will be at least five questions to lead the discussion. You must post responses for at least two, by the deadline in the Tentative Course Calendar. Discussion Post #2 will close on December 5, at 11:59 P.M. Choose one of the following questions to answer:

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Question 1: The men who wrote the Constitution did not envision the active and continuing involvement of ordinary citizens in affairs of states. Describe the various ways in which ordinary citizens became involved in political concerns.

Question 2: Some women worked in mills, relishing the freedom and independence they felt away from the farm for the first time, while others developed a cult of domesticity, thinking themselves free to not have to work outside the home. Compare the meaning of freedom for these two groups of women. Think back to women's roles in other chapters and compare the role of women during the market revolution with the "republican motherhood" role of women during the American Revolution.

Question 3: Compare the economic policies of the American System with those of Alexander Hamilton. What was similar? What was different? How do you think Hamilton would have rated presidents like John Quincy Adams and Andrew Jackson?

Question 4: Discuss the relationship between masters and slaves in the American South. Did masters have all the power in this relationship, or did the enslaved exert some power? Points to consider include paternalism, the size of slaveholdings, slavery and the law, forms of slave resistance, and labor organization (task and gang systems).

Question 5: One of the debates within the antislavery crusade was colonization of African-Americans to Africa. Explain the various arguments for and against colonization.

Question 6: Explain how the various parties reacted to the Kansas-Nebraska Act. Be sure to discuss why the Whig Party failed, why the Democratic Party split, and why the Republican Party unified. How did each party view slavery and define freedom?

Question 7: What strategy did General Grant ultimately adopt to achieve victory for the Union, and why did he do so? Why was his strategy criticized?

Question 8: For whites, freedom, no matter how defined, was a given, a birthright to be defended. For African-Americans, it was an open-ended process, a transformation of every aspect of their lives and of the society and culture that had sustained slavery in the first place. Defend or disprove this argument.

These discussion posts need to be a minimum of 500 words. Your grades for discussion posts will be based on your ability to answer the questions, follow directions, make positive contributions to the discussion. Remember that discussion posts are not texts or tweets. Make an assertion and back it up with historical evidence. Be sure you answer the questions being asked, and go beyond repeating and confirming what others have written to provide a positive contribution. Use proper grammar—remember, you are contributing to a college-level class. Because you are required to participate in only two, your recorded scores will be your highest two that you earn. In other words, if you post discussion answers for more than two questions, you will still have only two scores recorded toward your grade, but those two scores will be your two highest, rather than your first two.

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Equally distributing political engagement during the formation of the United States was not envisioned by the founders, who primarily designed a government with mechanisms for elite control rather than active citizen participation. Nonetheless, over time, various avenues emerged through which ordinary citizens became involved in political concerns, impacting the shaping of American democracy. These channels included participation in local politics, involvement in social movements, political protests, voting rights activism, and participation in economic movements. This essay explores how ordinary citizens engaged in political life, highlighting their evolving roles from the nation’s inception through the 19th century, particularly focusing on the expansion of suffrage, grassroots activism, and protests that challenged the elite-centered political framework established by the Constitution.

Initially, the U.S. Constitution’s framers envisioned a limited role for ordinary citizens, with political power concentrated among property-owning men. However, various historical factors facilitated increased political involvement of common citizens. For instance, during the Jacksonian era, the expansion of voting rights to all white men significantly increased political participation. This movement was driven by populist ideals, emphasizing the importance of the common man in governance. Campaigns became more inclusive, with political rallies, speeches, and increased voter turnout as evidence of active citizen engagement in electoral politics. The rise of political parties, especially the Democratic and Whig parties, also provided platforms for citizens to rally around shared interests and influence policy debates. Citizens increasingly saw voting as a means of expressing their preferences, thereby becoming proactive in political affairs.

Social movements further exemplify active citizen engagement. The abolitionist movement, for example, involved moral suasion and grassroots organizing, with ordinary citizens participating in petitions, speeches, and local activism. Women’s rights activism gained momentum during this period as well, with women campaigning for suffrage and abolition. Such activism underscored an expanding sense of agency among marginalized groups, contributing to the broader democratic process. Additionally, labor movements, especially during the Industrial Revolution, allowed workers to organize strikes and protests to advocate for better wages and working conditions. The formation of labor unions and their strikes showcased direct action by ordinary workers seeking to influence economic and political policies.

Protests and direct actions also played a role. For instance, the Whiskey Rebellion in 1794 tested the new federal government's authority, with local farmers protesting over excise taxes, highlighting rural citizens’ willingness to stand up against federal policies they deemed unjust. Such forms of resistance illustrated that ordinary citizens could challenge governmental authority, shaping policy through collective action. Furthermore, the evolution of voting rights, especially with the abolition of property qualifications in the 1820s and 1830s, transformed voting from an elite privilege to a more inclusive practice. Citizens increasingly viewed voting as a civic duty, turning elections into mass participatory events.

In conclusion, although the Constitution did not originally envisage active participation of ordinary citizens, history demonstrates a gradual shift towards broader political engagement. Citizens became involved through voting, grassroots activism, protests, and organizing into political parties that reflected their interests. These contributions were vital in shaping American democracy, transforming it from an elite-controlled system into a more inclusive political landscape. The expansions in suffrage, participation in social movements, and protest actions reflect an evolving understanding of citizenship, emphasizing that democracy flourishes when ordinary citizens actively participate in political concerns.

References

• Berlin, I. (1998). Many Thousands Gone: The First Two Centuries of Slavery in America. Harvard University Press.
• Brown, R. (2019). The Civil Rights Movement: A History in Documents. Bedford/St. Martin's.
• Foner, E. (2014). The Fiery Trial: Abraham Lincoln and American Slavery. W.W. Norton & Company.
• Karl, G. (2020). The Spirit of the Laws: The Formation of American Democratic Thought. Routledge.
• McPherson, J. M. (1988). Battle Cry of Freedom: The Civil War Era. Oxford University Press.
• Wood, G. S. (1997). The Radicalism of the American Revolution. Vintage Books.
• Pacini, M. (2000). The Politics of Women’s Rights in the United States. Cambridge University Press.
• Roraback, K. (2004). Voting Rights and Political Engagement in 19th Century America. Oxford Historical Monographs.
• Sernett, C. (2002). Clothed in Robes of Honor: How African Americans and Whites Confronted Poverty and Oppression. Princeton University Press.
• Zinn, H. (2003). A People's History of the United States. HarperCollins.