Write a research paper outlining the 13th Amendment’s objectives in 1865.

You’ll have to write an essay about the 13th amendment that banned slavery in the us in december 6 1865.
you can only use primary and secondary sources
you’ll have to follow the instructions listed below:
History 124
Written Project Assignment
Defining History Through Primary and Secondary Sources
The purpose of this assignment is to develop an understanding of a particular American historical event before 1877 through the lenses of both primary and secondary sources.
The course objectives include specific focus in the following areas:
Knowledge of the history of the United States since its pre-colonial origins, encompassing both its internal development and relationships with the world.
An understanding of historical methods, the evolution of the discipline of history, theories of historical inquiry, and major historiographic debates.
The ability to explain historical change and continuity in terms of periodization, causation, motivation, consequences, and multiple agents of change.
The ability to apply abstractions to historical particulars, analyze and evaluate historical sources, including inferences that can be drawn from those sources, and synthesize historical evidence into new patterns.
The ability to locate, assess, order, and communicate pertinent historical data using appropriate electronic and traditional research methods.

As a General Education course, students will:
Gain knowledge of human cultures and the natural world by exploring enduring issues, questions, and problems of human experience across the core areas of knowledge, including engagement with cultural, social, and humanistic studies, while developing an ability to contextualize knowledge through various disciplinary approaches. Important in this is learning and thinking in interdisciplinary and integrative ways about the complexity and interconnectedness of the world
Develop critical and creative thinking skills by evaluating complex information while unveiling new ideas and solutions to pressing problems
Write a research paper outlining the 13th Amendment’s objectives in 1865.Grow information literacy skills by honing an ability to determine what information is necessary for a particular purpose, and to the skills needed to gather, evaluate, understand, and use that information ethically and effectively
Develop a sense of personal and civic responsibility by encouraging students to participate in a multi-cultural and always-changing world. In order to become informed, engaged, reflective, and responsible citizens, students need to engage with a range of ethical questions, from social issues to environmental concerns
Lay the foundations of life-long learning by cultivating a set of skills and dispositions associated with life-long learning, students will be able to adapt, monitor and direct their own growth and well-being throughout college and beyond

As a Diversity (DV) designated offering, students will:
Examine how the interaction and contributions of people of color have shaped and continued to shape American society
Explore course content from the perspective of people color in American history over time. Examine and appreciate how the cultural practices of American Indian people are expressed and how those differences in relation to the majority group and/or other minority groups evolve, overlap, and intersect in a variety of contexts, and how the key diversity concepts of power and privilege, and access, impact one’s life and the lives of others
Engage and participate in multicultural activities of historically underrepresented racial/ethnic groups of the United States
Foster skills and abilities which demonstrate intercultural competence
The above-referenced objectives indicated with an asterisk are specifically the focus of this assignment.
While it is expected that you may use reading material assigned in class in the preparation of your essay, it is required that you look beyond the assigned reading and employ primary sources and scholarly literature as explained below to prepare your exam response.

IMPORTANT NOTE: Scholarly articles appear in peer-reviewed journals. It is strongly recommended that you consult with the reference staff at UW-Whitewater’s Andersen Library to locate articles appropriate for this assignment. Project Muse and JStor, in addition to the many print journals held by our library, would be a good place to start in locating articles for this assignment.

Another very IMPORTANT NOTE: Use of the internet and/or the world wide web, is allowed only to locate and retrieve scholarly material otherwise available in traditional, published, printed formats. If you have questions or concerns as to what this means, consult your instructor. Any and all journals available through Project Muse, JStor, or America History and Life in the Andersen Library’s on-line electronic journal holdings databases are generally construed to be scholarly in format. That is, there is plenty of scholarly material readily available through our own library. There is no excuse for submitting a paper which relies, in whole or in part, on non-scholarly material. Any and all papers that are submitted which include, reference, or have otherwise relied on non-scholarly material from the internet—popular websites with no scholarly reputation, unpublished material distributed on the internet, or internet-based encyclopedias, dictionaries, or any other non-scholarly material, will be returned unread and ungraded. Wikipedia is not a scholarly source. It never has been, nor is it now.

Another really, really IMPORTANT NOTE: Plagiarism is a serious offense and all instances of it will be dealt with according to the “Student Academic Disciplinary Procedures” [UWS Chapter 14] see below. Students who submit plagiarized papers, in whole or part, will receive a failing course grade in all instances Plagiarism is generally defined as using the ideas of another as your own. Plagiarism is not avoided by simply changing a few words or by paraphrasing the work of others. All borrowed material must be cited. When in doubt, reference it and ask your instructor! All students are expected to complete the required assignments, readings, and participate in the class discussion as prescribed in this syllabus. It is further expected that work submitted for this class is the students’ own work created expressly for the assignments in this course. Make-up exams or extra credit opportunities are not a reality in this class.

These exam essay are designed to help you pull together some of the broader concepts identified in the readings and class discussion in each unit in the course. They further provide an opportunity to display your knowledge of the content of the course and showcase mastery of the course student learning objectives. Each paper is to be typed, double-spaced on standard paper with reasonable margins, and should not exceed five pages. Your essay must include a clear and identifiable thesis, facts and referenced evidence in support of your thesis, and a reasoned conclusion. All borrowed material must be referenced (footnotes and bibliography) according to the Kate L. Turabian, A Manual for Writers, style guide. Parenthetical references are not acceptable.

Your essay must include:
your name and student number
a catchy title
a clear, immediately available, reasonable and accurate thesis which provides an answer to the question
an ordered examination of the facts/patterns/evidence which support the thesis
a clear, accurate, and complete description of the cause and effect relationship between the facts/patterns/eras presented
exact and specific references for all borrowed material according to the above-noted Turabian, footnote reference style. See http://www.uww.edu/documents/library/turacite.doc, or http://www.press.uchicago.edu/books/turabian/turabian_citationguide.html for more information.
coherent grammar, spelling, and punctuation
a solid progression, paragraph by paragraph, leading up to a conclusion in support of the thesis presented
a complete, properly formatted bibliography

Each essay should be between 4-5 typewritten, double-spaced pages and must be submitted to the Canvas dropbox created specifically for each essay.

The Assignment Itself
Select an important historical event that you believe defines a historical era studied in this course.
Locate at least one primary source document that is connected to the event you’ve identified.
Locate at least two scholarly secondary source articles that also consider or evaluate the same event or era.
Using clear, referenced examples from both the primary and secondary sources you’ve located, explain why the event you’ve selected defines the historical era of which it is a product.
A sample rubric that I use in marking/grading your submission is appended here.

THESIS
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Explicit, well-developed, well-grounded in historical context, and responsive to the prompt

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Clearly stated and adequately developed, and addresses the prompt and broader issues well.

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Somewhat unclear in phrasing or ideas, overly broad or factual, and/or slightly off from the prompt

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Vague, underdeveloped, and/or misaligned with the prompt

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Absent, or mistaken to a significant extent

[ ]
ANALYSIS
Demonstrates mastery of content and historical context, with very few or no errors.
[ ]
Shows solid grasp of relevant concepts and historical context, with minor factual or interpretive errors.
[ ]
Adequately aware of core concepts and major elements of historical context, but several minor or a major error may detract from your analysis.
[ ]
Provides little substantial analysis or makes many minor, or some major errors.
[ ]
Analysis is totally absent, and/or you contains severe errors.

STRUCTURE
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Presentation facilitates and enriches the analysis: paragraphs make a coherent point with a topic sentence, and overall structure relates ideas dynamically, leading to a convincing conclusion.
[ ]
Structured intelligibly with an introduction and conclusion supported by unified body paragraphs, and argument flows logically.
[ ]
Structure is apparent, but may be faulty, or the flow of ideas is sometimes rough or unclear.
[ ]
Attempt at structure, but disjointed, redundant, or unclear.
[ ]
Structure is absent, or obscures and confuses the argument.

EVIDENCE
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Includes well-chosen pieces of evidence, fluidly integrates quotations with the analysis, and cites sources appropriately.
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Supports the argument with specific evidence from three sources and cites effectively, with some minor errors in integration or citation.
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Mentions three documents, though usage, quotations, and/or citations are not always effective.
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Attempts to refer to sources and cite them properly, but with major errors or using fewer than three.
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No use of sources and/or no attempt at citation

GRAMMAR
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Writing is clear and correct, even compelling; a few minor errors do not detract from your argument.
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Consistently uses good English grammar; some minor or a major error(s) may be present.
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Effective expression, but consistent or major errors distract/detract from the argument.
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Numerous/significant grammatical errors that confuse the ideas.
[ ]
Writing fails to convey the ideas.

INSTRUCTIONS
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Follows all formatting, citation, and other instructions, with only a couple of minor errors.
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Follows most of the formatting, citation, and other instructions, with some minor errors.
[ ]
Follow many of the formatting, citation, and other instructions, with some errors.
[ ]
Makes some effort to follow formatting, citation, and other instructions, with significant errors.
[ ]
Little or no attempt to follow instructions.

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