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WRITING A DBQ: AP* U.S. History
Jim Tomlin, Writer
Dr. Aaron Willis, Project Editor
Kerry Gordonson, Editor
Christina Trejo, Editorial Assistant
Justin Coffey, Editorial Assistant
Social Studies School Service
10200 Jefferson Blvd., P.O. Box 802
Culver City, CA 90232
http://socialstudies.com
[email protected]
(800) 421-4246
© 2007 Social Studies School Service
10200 Jefferson Blvd., P.O. Box 802
Culver City, CA 90232
United States of America
(310) 839-2436
(800) 421-4246
Fax: (800) 944-5432
Fax: (310) 839-2249
http://socialstudies.com
[email protected]
Permission is granted to reproduce individual worksheets for classroom use only.
Printed in the United States of America
ISBN 1-56004-285-0
Product Code: ZP905
*AP and Advanced Placement Program are registered trademarks of the College Entrance Examination
board, which was not involved in the production of and does not endorse this product.
TABLE OF CONTENTS
Introduction.............................................................................................................. iv
Lecture Notes........................................................................................................... S1
Student Handouts.................................................................................................... H1
Culminating Activities
Assessment Guidelines........................................................................................ 1
Rubric Check Sheet............................................................................................. 2
INTRODUCTION
Created by an experienced AP U.S. History teacher and AP test grader, this PowerPoint® presentation shows
students a step-by-step method for formulating and composing a well-written response to the AP U.S.
History DBQ. The first part of the presentation lays out a method for breaking down the process of
answering the question into stages: identifying key terms and date parameters, constructing a database,
analyzing the documents, and developing a strong thesis. Each of the next three sections analyzes a sample
College Board-style DBQ, demonstrating how to apply the method learned in the first part of the
presentation and also offering tips on interpreting the documents.
This binder contains a printout of each slide from the presentation. It also includes reproducible student
handouts: an outline version of the presentation that they can use for taking notes, a rubric checksheet, and
guidelines for assessing their DBQ essays.
ABOUT THE AUTHOR
Jim Tomlin has spent 41 years in the classroom, having taught for the last 36 years at Corona del Mar High
School in Newport Beach, California. Since 1992 Jim has been an AP U.S. History instructor. Over the past
15 years, he has seen the AP U.S. History program at his school grow from 22 students to 126. Jim has been
an active and endorsed College Board presenter since 1998, conducting both weekend and weeklong
workshop sessions. He has been an AP exam reader since 1997 and has written exam questions for the
College Board.
Permission granted to reproduce for classroom use only. © 2007 Social Studies School Service. (800) 421-4246. http://socialstudies.com
iv
WRITING A DBQ:
AP* U.S. History
1
H1
What Is a DBQ?
• An essay question that asks you to take a
position on an issue that has several
possible answers
• No “right” or “correct” response
• You must craft a thesis based on your own
knowledge and your interpretation of the
evidence presented
2
A DBQ is an essay question that asks you to take a position on an issue that has
several possible answers. There is no “right” or “correct” response. The question is
designed to give you the opportunity to craft and defend a thesis based upon your
knowledge and your interpretation of the evidence presented to you in the primary
sources and other documents. Imagine yourself as the historian who first heard the
Kennedy tapes, found a long-lost letter from Frederick Douglass, interviewed
Lyndon Johnson in 1970, or ran an original computer data analysis of poverty in
1900. You have these pieces of evidence. What do they mean and how do they fit
with what you already know?
H2
DBQ Documents
•
•
•
•
•
•
•
•
•
Charts, graphs, and maps
Newspaper articles/editorials
Speeches
Letters
Diaries
Laws
Treaties
Executive orders
Editorial cartoons
3
The documents presented in a DBQ may include any of the items listed here.
H3
Prompt Analysis Format
4
This next series of slides will lay out a nine-step method for answering a DBQ.
H4
The Question
•
•
•
•
•
Read the question carefully,
then think about the following:
What is the essence of the question?
Is it a yes/no, “to what extent,” or “compare
and contrast” question?
Does it have more than one part?
Are there bullets provided?
Is there a choice of responses?
5
First, read the question carefully and try to determine the essence of the question.
For example, what type of question is it: yes/no, “to what extent,” or
compare/contrast? What judgment does it ask you to make? Does it have more than
one part, and therefore more than one question that needs to be answered? Does it
provide bullets to offer you some direction? Does it offer a choice of responses?
Most questions require you to analyze relationships (for example, the political
implications of an economic issue), common themes in different time periods (for
example, the concept of “national interest” in foreign policy), or degree (for
example, “To what extent and in what ways do the views about John Brown
expressed in the documents illustrate changing North-South relations between 1859
and 1863?”). Questions of the last type that ask “to what extent” are designed to
force students to give an opinion. Try to think of these “degree” questions as asking
“On a scale from 1 to 10…”
H5
Sample DBQ: Multipart Question
Discuss the changing ideals of American
womanhood between the American Revolution
(1770s) and the outbreak of the Civil War.
What factors fostered the emergence of “republican
motherhood” and the “cult of domesticity”?
Assess the extent to which these ideals influenced
the lives of women during this period.
In your answer be sure to consider issues of race
and class.
6
For example, this DBQ (from the 2006 AP exam) has several parts that need to be
addressed. When presented with a question like this, identify and underline the
various parts of the question, then decide how you will answer it. How many parts
does this question have? (Note to teacher: Field responses from the class, then click
to advance the animations, revealing the answers.) Ask yourself, “What must I
cover in order to write a successful essay?” Be sure you fully understand what the
question is asking you to do.
Make sure you respond to the question asked, rather than to one you wish had been
asked. Also, don’t make up your own version of the question. These are common
mistakes often committed by students who actually know something about the topic
addressed in the question. The absolute rule here is to answer the question asked.
H6
Key Terms
Discuss the changing ideals of American
womanhood between the American Revolution
(1770s) and the outbreak of the Civil War.
What factors fostered the emergence of “republican
motherhood” and the “cult of domesticity”?
Assess the extent to which these ideals influenced
the lives of women during this period.
In your answer be sure to consider issues of race
and class.
7
Next, identify any key terms that need to be defined. Seize control of the prompt by
imposing your definitions of these terms. What would the definable terms be for this
question? (Note to teacher: Field responses from the class, then click to advance the
animations, revealing the answers.)
• “ideals of American womanhood”
• “republican motherhood”
• “cult of domesticity”
Here is another sample question: “To what extent had the colonists developed a
sense of their own identity and unity as Americans by the eve of the Revolution?”
This question requires you to explain both “identity” and “unity.” Many students
who answered this question discussed these terms together, but they should have
made a list of examples for both terms.
H7
Date Parameters
Discuss the changing ideals of American
womanhood between the American Revolution
(1770s) and the outbreak of the Civil War.
What factors fostered the emergence of “republican
motherhood” and the “cult of domesticity”?
Assess the extent to which these ideals influenced
the lives of women during this period.
In your answer be sure to consider issues of race
and class.
8
The next step is to examine the date parameters. Are they specifically stated in the
question? What are they in this question? (Note to teacher: Field responses from the
class, then click to advance the animations, revealing the answer.) If the date
parameters are not expressly stated, as they were in this question, then you have
some flexibility in determining your own parameters. For example, with the
unity/identity question mentioned before, you could start after the French and Indian
War, or with the founding of the colonies. Seize control of the prompt by precisely
defining these date parameters.
H8
Date Parameters (continued)
• Does the question state specific dates? What
are they?
• If no specific date parameters are given, set
ones of your own
• List presidents of the period
• Put the question in chronological context of
the events and culture of the period
9
Here’s another sample question: “How do you account for the appeal of
McCarthyism in the United States in the era following the Second World War?”
How would you define the date parameters for this question? (Note to teacher: Take
a few minutes to field suggestions from students, then continue.) This question is
sufficiently vague about dates. The beginning date is easier to pin down, since
World War II ended in 1945, but few restrictions exist on an end date. Should it be
1954, when McCarthy was censured by the Senate? Or 1957, when he died? Or
1960, when the “Eisenhower era” ended? Although most students would probably
choose 1960 as an end date, you could also extend your response well into the
1960s by mentioning the persistence of the Cold War fear of “communist
subversion.”
Try to get a feel for the target era by listing the presidents of the period along with
the major facts for each administration. Put the question in chronological context of
the events and culture of the period. What are the anchor points in the parameter
years? For example, precise anchor points for a question about Reconstruction could
be 1865 (the end of the Civil War) and 1884 (the election of the first Democratic
president since Buchanan). Date sequences are important.
H9
Construct a Database
• Use a database to organize outside
information you know that may be relevant
to the question
• Write down headings on the back of your
test booklet
• Create the database before you read the
documents
• Next, read the documents and add any other
info to your database that occurs to you
10
The next step is to construct a database, which is a series of lists based on the
question. You will use the database to organize all the outside information you
know that may be relevant to the question. Use the back of your test booklet as a
scratch sheet and write down headings like “Social,” “Economic,” “Political,”
“Foreign Affairs,” “Events,” “Court Cases,” or others you think appropriate. Jot
down as many thoughts and facts about the question as you can. On a DBQ, always
create a database before you read the documents. This will assure that you have
substantial outside information—which is the key to a high score. Without outside
information, an essay can’t receive any more than four out of a possible nine points.
Next, read the documents, adding additional outside information to your database as
it occurs to you. If your database is constructed opposite your document analysis,
this will help when you compare your database with the documents. You should
easily be able to distinguish pieces of outside information that are not contained in
the documents. You will want to balance outside information with the information
and hints in the documents (which, by the way, are always presented in
chronological order).
H10
Analyzing the Documents
• A document is not a fact, but a piece of
evidence to interpret
• Point of view is crucial
• Does the document support or refute your
thesis?
11
Remember, a document is not a fact, but a piece of evidence to interpret. The point
of view of the sources is central to its credibility. Even when people agree on the
facts, they may interpret these facts differently. Does the document support or refute
your thesis? If a document seems to disprove your view, you will do well to answer
this challenge in your essay.
H11
Analyzing the Documents:
SOAPS
• S subject
What is being discussed?
• O occasion What is the context of events?
• A audience To whom is the message
directed?
• P purpose What is the recommended action
to the reader?
• S speaker What/who is the source?
12
One way to analyze the documents is using the SOAPS checklist, as shown in this
slide.
H12
Analyzing the Documents:
APPARTS
• A=Author: Who created the source? What do you
know about the author? What is the author’s point
of view?
• P=Place and time: Where and when was the
source produced? How might this have affected the
content of the source?
• P=Prior knowledge: Beyond information
about the author and the context of its
creation, what do you know that would
help you further understand the source?
13
Another way to analyze the documents is by using the APPARTS checklist. (Note
to teacher: APPARTS is a device developed for the vertical teams program for
social science.)
H13
Analyzing the Documents:
APPARTS (continued)
• A=Audience: For whom was the source created?
How might this affect the reliability of the source?
• R=Reason why: Why was this source produced? How
might this affect the reliability of the source?
• T=The main idea: What point is the source trying to
convey?
• S=Significance: Why is this source important?
Ask yourself, “So what?” in relation to the
question asked.
14
H14
The First Paragraph
•
•
•
•
Insight: analysis, perspective, point of view
Make a strong first impression
Provide analysis of the question
The reader should know your position on
the question unequivocally after the first
paragraph
15
In the first paragraph of your essay, you need to provide insight (that is, analysis,
perspective, and point of view) into the complexity of the question. This is
particularly important if you want to get the highest essay scores (7, 8, and 9). You
should make a strong first impression. Try to impress the reader with your analysis
of the question. Although you want to refute strong points that someone trying to
argue against your thesis might make, you should concede good points that the other
side might make. On balance, your argument should reflect a preponderance of the
evidence presented in the documents. Above all, the reader should know your
position on the question unequivocally after the first paragraph.
Your opening paragraph should contain the following:
1. A restatement of the question. This should reflect the question as you
understand it. Do not simply recopy the question; AP readers generally view
this as “taking up space.”
2. A brief definition of the terms and parameters as you understand them
3. Insightful commentary on the question and its complexity
4. Your thesis
H15
The Thesis Statement
• A positive assertion regarding an issue
about which reasonable people may hold
different opinions
• Answers the question in one sentence
• Use your notes and database to organize
your arguments
• Don’t discuss the documents in the order in
which the DBQ presents them
16
A thesis statement is a positive assertion regarding an issue about which reasonable
people may hold different opinions. You must have a thesis before you can prove it.
Your first paragraph should reflect that you have a thesis and that you understand
the complexity of the question. Remember, there are no simple answers to a DBQ—
if an easy response existed, the question wouldn’t have been asked in the first place.
The level of sophistication of your analysis and the degree to which you
successfully prove your thesis are crucial in receiving a high score.
Once you have weighed the evidence, you are ready to write a clear thesis that
answers the question in one sentence. Use the notes and the database you have
constructed to organize your arguments logically. Although the documents in a
DBQ are arranged chronologically, avoid the trap of discussing them in order:
remember, you don’t want to merely describe the documents, but instead to interpret
them as evidence.
H16
The Body of the Essay
• Provide factual support for your thesis
• Stay focused on the question
• Don’t just write down everything you know
about the topic
• Chronological sequence is more important
than precise dates
17
Remember that your essay is written to convince. Be thorough and assume nothing.
As with a geometry proof, don’t skip steps. Provide abundant and appropriate
factual support for your thesis, keeping your focus on the question. When using
examples, relevance and accuracy are of paramount importance. Don’t lapse into a
narrative of everything you know about the topic. One or two specific, focused, and
relevant examples are better than a laundry list of names or cases without comment.
Avoid ambiguity and vagueness, but if you don’t know an exact date, pin it down as
closely as you can (e.g., the early 1880s, the late 17th century, during the Kennedy
administration). Chronological sequence is more important than a precise date, but
be as specific as you can. Whatever facts you present should be used to prove your
thesis.
H17
The Body of the Essay
(continued)
• Stick to the facts; don’t editorialize
• Make sure that each point you make
supports your thesis
• Include outside information
• Cite a majority of the documents
18
Don’t editorialize. Stick to the facts. Think of the essay like a sports broadcast: you
need to provide the color analysis, not the play-by-play. Instead of saying, “Johnson
strikes out,” you need to say, “Johnson has proven again and again that he can’t
handle an inside fastball.” When you make a point, be sure that it links to your
thesis and supports it. When you finish a paragraph, look back and make sure it
connects with your thesis. In addition, you need to provide a substantial amount of
outside information and cite a majority of the documents in your essay.
H18
The Conclusion
If time permits, write a conclusion that
provides the following information: if my
thesis is correct, then ________ is true.
An example: If the Navigation Acts were not
economically oppressing the colonists, then
we must look elsewhere for the basic causes
of the American Revolution.
19
Some teachers feel that you should write the conclusion immediately after you
finish writing the first paragraph. This can help you to focus on where the essay is
going. A concluding statement should tie your data together and provide meaning.
Think of the opening and closing paragraphs as mini-essays that lay out your entire
case. However, the opening paragraph far exceeds the closing one in importance.
H19
Prompt Analysis Format: Summary
1. What is the ESSENCE of the question?
2. What key terms need to be DEFINED?
3. Are the date PARAMETERS stated?
4. Construct a DATABASE
5. Analyze the documents (SOAPS or APPARTS). Always
take POINT OF VIEW into account.
6. Provide INSIGHT into the complexity of the question
7. Write a clear THESIS that answers the question in one
sentence
8. Provide abundant and appropriate factual SUPPORT for
your thesis
9. If time permits, write a CONCLUSION
20
H20
DBQ Facts & Tips
• Within the free-response section, the DBQ
counts for 50% and the other two essays
count for 25% each.
• You have 210 minutes to write the freeresponse section. That’s roughly 60 minutes
for the DBQ and 35 minutes each for the
other essays.
• Handwriting matters!
21
Regarding the third bullet: In an experiment where the same essay was written
(actually copied) by three different students with excellent, fair, and poor
handwriting, the grades reflected the quality of the penmanship. This may not be
fair, but it’s the reality of the situation. All AP readers have another person “reading
behind” them. Since not all essays receive two readings, it’s highly unlikely that the
second reader will pick a paper with poor handwriting. Thus, try to write as clearly
and as neatly as you can.
H21
DBQ #1
22
H22
Question
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
23
H23
Prompt Analysis Format
Let’s apply the prompt analysis format to this
question.
1.
2.
3.
4.
5.
6.
7.
8.
9.
ESSENCE
DEFINITIONS
PARAMETERS
DATABASE
POINT OF VIEW
INSIGHT
THESIS
SUPPORT
CONCLUSION
24
H24
What is the ESSENCE of the
question, and what kind of
judgment is it asking you to make?
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
25
What type of question is this? (Note to teacher: Field responses from the class, then
click to advance the animation, revealing the answer.)
This is a “to what extent” question that you can visualize on a continuum (again,
imagine a scale of 1–10). It asks you to make a judgment based on your
interpretation and evaluation of evidence. (on balance). It is also a yes-or-no
question, in that it essentially asks you to decide whether the Jackson presidency
(which, by the way, is not the same as the so-called “Age of Jackson”) either was or
was not revolutionary.
Be sure you are focused on the prompt and responding to it.
H25
Does the answer have
more than one part?
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
26
Yes, there are three distinct categories to consider: social, economic, and political.
Your coverage of each should be as balanced as possible.
H26
What key terms need to be
DEFINED?
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
27
Seize control of the prompt by defining key terms. You must demonstrate a clear
understanding of the categories: social, economic, and political. Use a few sentences
to make them clear to show the reader you can grasp the complexities of the
question.
For this question, the key term is “revolution,” which most often means abrupt and
comprehensive change.
H27
What are the PARAMETERS?
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
28
The parameters might appear to be just the two presidential terms that Jackson
served, but the effects of his presidency (say, for example, his Indian policy or his
policy regarding the Bank of the United States) affected the country beyond his
years as president (1829–1837).
H28
Construct a DATABASE
SOCIAL
POLITICAL
ECONOMIC
29
Construct a database before reading the documents to insure that you have outside
information. Your database categories will be “social,” “economic,” and “political.”
List all factual points that you can recall, and take care to think chronologically
while you do it.
H29
SOCIAL
• Era of social reform
• Influence of Second Great
Awakening
– Prohibition of alcohol
– Indian removal
– Religious revival
– Education reform
– Prison
– Women’s issues
– Abolition
– Belief in the perfectibility
of man and society
– Labor reaction to the
Industrial Revolution
• Anti-intellectual
• Era of common man
• Frontier myth
• Utopian communities
Construct a
DATABASE
30
Here are some examples of things you might include in the “social” section of the
database.
H30
ECONOMIC
• The Bank War
– Nicholas Biddle
– Private profit and
accountability
– Removal of federal
deposits
– Pet banks
• Government responsibility for
prosperity
• Compromise Tariff of 1833
• Panic of 1837
• Specie Circular
• French debt question
– seizing French assets
Construct a
DATABASE
31
Here are some examples of things you might include in the “economic” section of
the database.
H31
POLITICAL
• Caucus overthrown
• Nominating conventions begin
• Strong Executive
– Using presidential influence in Congress
– Jackson vetoes
– Nullification controversy
• Extension of suffrage
– Elimination of property and religious
restrictions
– Holding office
– More elective offices
– Humble appeal to voters
• Popular participation
• Mass rallies and movements
• Slogans
• Log cabin
• Man of the people
• Presidential electors
• Nullification proclamation and sectionalism
• Spoils system
• Influence beyond his terms
• BUS in politics
• Texas question
• Tyranny of the majority
• Belief in minimal government
• Jackson’s contradictory states’ rights and federal
supremacy positions
Construct a
DATABASE
32
Here are some examples of things you might include in the “political” section of the
database.
H32
Provide your INSIGHT
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
33
You haven’t written your thesis statement yet, so think of how you could go either
way with your answer (“to a great extent” or “not much at all”) and how you could
prove either thesis. Remember, any question will have contradictions: for this one,
it’s Jackson the forceful leader versus Jackson the dictator. Show the reader you can
formulate a strong response to the question (in other words, don’t waffle), but show
that you understand that the other side has some valid points as well. For example,
if Jackson had died in 1812 in the battle of New Orleans, how would the history of
this country have been changed? Analysis is particularly important in attaining the
highest scores.
H33
READ and ANALYZE the
documents
DATABASE
INTERPRETATION
34
A good approach is to divide your paper in half. Side one will contain your
database, side two your interpretation of the documents. You will almost surely be
able to see some database items not mentioned in the documents. Examine the
economic, social, and political implications of each document.
H34
Document A
Source: Margaret Bayard Smith's Eyewitness Account of
Jackson's Inauguration (1829)
An almost breathless silence, succeeded and the multitude was still,—
listening to catch the sound of his voice, tho’ it was so low, as to be
heard only by those nearest to him. After reading his speech, the oath
was administered to him by the Chief Justice. The Marshal presented
the Bible. The President took it from his hands, pressed his lips to it,
laid it reverently down, then bowed again to the people—Yes, to the
people in all their majesty. And had the spectacle closed here, even
Europeans must have acknowledged that a free people, collected in
their might, silent and tranquil, restrained solely by a moral power,
without a shadow around of military force, was majesty, rising to
sublimity, and far surpassing the majesty of Kings and Princes,
surrounded with armies and glittering in gold…
35
This document shows that Jackson was popular with the masses [first underlined
section] and revered by many for his accomplishments as a general, but he had also
served in both the House and Senate before the turn of the 19th century. He was
more than a general with no legislative experience, and he also had the advantage of
rising from very humble beginnings. For many people, his rise to wealth and
prominence showed that anyone with ability could become successful in America. It
also reveals the exaltation of the “common man” [second underlined section] that
was characteristic of the spirit of Jacksonian democracy.
H35
Document B
Source: Margaret Bayard Smith's Eyewitness Account of
Jackson's Inauguration (1829)
The whole of the preceding day, immense crowds were coming into
the city from all parts, lodgings could not be obtained, and the
newcomers had to go to George Town…I was told the Avenue and
adjoining streets were so crowded on Tuesday afternoon that it was
difficult to pass…
No arrangements had been made [and] no police officers placed on
duty and the whole house had been inundated by the rabble mob…
The President, after having been literally nearly pressed to death and
almost suffocated and torn to pieces by the people in their eagerness
to shake hands with Old Hickory, had retreated through the back way
or south front and had escaped to his lodgings at Gadsby's. Cut glass
and china to the amount of several thousand dollars had been broken
in the struggle to get the refreshments, punch and other articles had
been carried out in tubs and buckets…
36
This selection hints at the “King Mob” and anti-intellectual aspects of Jacksonian
Democracy. This was the very thing that Hamiltonians feared—that rule by the
majority would be rule by the lowest common denominator. By 1828, more people
than ever could vote, and many other reforms were already underway. These
changes preceded Jackson’s presidency, so again it raises the question of the extent
of his influence. Did he organize and lead a parade, or did he see the parade and
rush to its front?
H36
Document C
Source: Jackson Announces His Policy of Rotation in Office
(1829)
In a country where offices are created solely for the benefit of the
people no one man has any more intrinsic right to official station
than another. Offices were not established to give support to
particular men at the public expense. No individual wrong is,
therefore, done by removal, since neither appointment to nor
continuance in office is a matter of right. The incumbent became an
officer with a view to public benefits, and when these require his
removal they are not to be sacrificed to private interests. It is the
people, and they alone, who have a right to complain when a bad
officer is substituted for a good one.
37
Even though Jackson intended for this announcement to show that he would bring
fairness to the process of appointing people to government jobs, some felt his policy
of “rotation in office” was designed to create a political machine instead of offering
opportunities, providing new blood, or democratizing the federal government. Like
many of his day who shared his humble origins, Jackson believed the the wealthy
exploited the common people. Although Jackson had some bitter enemies, the great
mass of the people loved him, trusting him with the reins of power.
H37
Document D
Source: Letter from Mrs. Barney to President Jackson (1829)
The injustice of your new principle of “Reform” would have been
too glaring had it been at once boldly unfolded; and hence is it that it
was brought out by degrees. At first it was pretended that those only
who had made use of office as an engine for electioneering purposes
were to be “reformed away.” But when it was discovered that there
were in place very many of your own friends who had been guilty of
this unconstitutional impropriety; as you have been pleased to call it,
who, contrary to any feeling of gratitude or sense of duty, had stung
the bosom which warmed, and the hand which fed them, making use
of their office in the gift of Mr. Adams, as the means of furthering
your designs upon the Presidency to his exclusion, and that your rule
was a “two-edged sword,” which, if honestly borne, would “cut
upon both sides,” it was soon carefully withheld, and finally gave
way to a much more comprehensive scheme of reform.
38
In this document, Mrs. Barney levels withering criticism of the Jacksonian spoils
system. She claims that he merely swept out his political opponents while allowing
his supporters to get away with improprieties.
H38
Document E
Source: President Jackson's Veto Message Regarding the Bank
of the United States (1832)
A bank of the United States is in many respects convenient for the
Government and useful to the people. Entertaining this opinion, and
deeply impressed with the belief that some of the powers and
privileges possessed by the existing bank are unauthorized by the
Constitution, subversive of the rights of the States, and dangerous to
the liberties of the people, I felt it my duty at an early period of my
Administration to call the attention of Congress to the practicability
of organizing an institution combining all its advantages and
obviating these objections. I sincerely regret that in the act before me
I can perceive none of those modifications of the bank charter which
are necessary, in my opinion, to make it compatible with justice, with
sound policy, or with the Constitution of our country… In the
bearings of the act before me upon these points I find ample reasons
why it should not become a law.
39
As President, Jackson was now in position to redress the perceived wrongs
perpetrated by the upper classes—especially bankers. He used the veto more times
in his eight years than the six presidents who came before him. In this document, he
portrays himself as the only representative of the common people in the federal
government. Democrats claimed to be the party of the common man, attacking the
Adams faction as “lace shirted” aristocrats. In fact, the Jacksonians were not
“common people,” even though they had enthusiastic support from them.
H39
Document F
Source: King
Andrew the
First (1832)
40
The cartoon shows Jackson as the National Republicans wanted to portray him: as a
dictator (“King Andrew I”) [first animation] trampling upon the sacred Constitution
as he wields the veto [second animations].
H40
Document G
Source: South Carolina Ordinance of Nullification (1832)
We, therefore, the people of the state of South Carolina, in convention
assembled, do declare and ordain and it is hereby declared and ordained, that
the several acts and parts of acts of the Congress of the United States,
purporting to be laws for the imposing of duties and imposts on the
importation of foreign commodities, and now having actual operation and
effect within the United States, and, more especially, an act entitled “An act in
alteration of the several acts imposing duties on imports,” approved on the
nineteenth day of May, one thousand eight hundred and twenty-eight and also
an act entitled “An act to alter and amend the several acts imposing duties on
imports,” approved on the fourteenth day of July, one thousand eight hundred
and thirty-two, are unauthorized by the constitution of the United States, and
violate the true meaning and intent thereof and are null, void, and no law, nor
binding upon this State, its officers or citizens; and all promises, contracts,
and obligations, made or entered into, or to be made or entered into, with
purpose to secure the duties imposed by said acts, and all judicial proceedings
which shall be hereafter had in affirmance thereof, are and shall be held
utterly null and void.
41
John C. Calhoun’s intent with nullification was to create a process that could
operate to quell tensions and cause the federal government to reexamine a national
law that had been disastrous to the fortunes of a particular state. This ordinance both
calls into question the constitutionality of the tariff [first underlined section] and
also implies that it goes against American ideals [second underlined section]. The
document affirms state sovereignty, but also implicitly raises the issue of secession.
Secession had been spoken of before in 1814 (at the Hartford Convention) and 1820
(during the crisis that eventually led to the Missouri Compromise), but Calhoun’s
Exposition made it seem a reasonable and democratic process to some, especially if
one conceded that the states were ultimately sovereign (that is, since they had joined
the Union voluntarily, they could therefore leave it). Jackson and Daniel Webster
showed the folly of that reasoning.
H41
Document H
Source: President Jackson's Proclamation Regarding
Nullification (1832)
The ordinance is founded, not on the indefeasible right of resisting acts which
are plainly unconstitutional, and too oppressive to be endured, but on the strange
position that any one State may not only declare an act of Congress void, but
prohibit its execution—that they may do this consistently with the
Constitution—that the true construction of that instrument permits a State to
retain its place in the Union, and yet be bound by no other of its laws than those
it may choose to consider as constitutional…
But reasoning on this subject is superfluous, when our social compact in express
terms declares, that the laws of the United States, its Constitution, and treaties
made under it, are the supreme law of the land; and for greater caution adds,
"that the judges in every State shall be bound thereby, anything in the
Constitution or laws of any State to the contrary notwithstanding."
Look, for a moment, to the consequence. If South Carolina considers the
revenue laws unconstitutional, and has a right to prevent their execution in the
port of Charleston, there would be a clear constitutional objection to their
collection in every other port, and no revenue could be collected anywhere; for
all imposts must be equal.
42
The nullification controversy started before Jackson became President. It began
over the tariff of 1828, which Jackson supporters pushed through to embarrass
President John Quincy Adams. If he vetoed it, he would alienate New England; if he
signed it, he would alienate the South. Jackson was brilliant in his aggressive
defense of the Constitution during the nullification crisis. He not only reaffirms the
supremacy of the national government [first underlined section], but he also
provides a potent counterexample that makes clear the consequences of allowing
South Carolina to ignore federal law [second underlined section]. The nullification
controversy crossed party lines and revealed the deep fractures in the young nation’s
bedrock.
H42
Document I
Source: Cherokee Letter protesting the Treaty of New
Etocha, 1836
By the stipulations of this instrument [Treaty of New Etocha], we are
despoiled of our private possessions, the indefeasible property of individuals.
We are stripped of every attribute of freedom and eligibility for legal selfdefense. Our property may be plundered before our eyes; violence may be
committed on our persons; even our lives may be taken away, and there is
none to regard our complaints. We are denationalized; we are disfranchised.
We are deprived of membership in the human family! We have neither land
nor home, nor resting place that can be called our own. And this is effected
by the provisions of a compact which assumes the venerated, the sacred
appellation of treaty.
We are overwhelmed! Our hearts are sickened, our utterance is paralyzed,
when we reflect on the condition in which we are placed, by the audacious
practices of unprincipled men, who have managed their stratagems with so
much dexterity as to impose on the Government of the United States, in the
face of our earnest, solemn, and reiterated protestations.
43
The Cherokees had adapted to white ways, living on lands guaranteed to them by
treaty, but in 1830 Congress passed the Indian Removal Act. The Cherokee did not
go on the warpath, but instead to the United States Supreme Court, where they
prevailed in the case of Worcester v. Georgia. However, the court victory didn’t
matter: Jackson remarked that, “John Marshall has made his decision, now let him
enforce it.” This instance offers probably the best example of President Jackson
disregarding the Constitution.
The treaty of New Etocha, signed by a group of Cherokees who falsely claimed to
represent the tribe as a whole, stated that the tribe would agree to relocate west. This
letter, written by Chief John Ross to express the true views of the Cherokee, asserts
that removal not only deprives the tribe of the cherished American ideal of property
[first underlined sections], but also dehumanizes them [second underlined section].
Unfortunately, the letter had no effect and Jackson implemented removal of the
Cherokee. In more recent years the plight of the Cherokees has been well
documented, but Arthur M. Schlesinger’s The Age of Jackson, published in 1948,
failed to even mention what has come to be known as the “Trail of Tears.”
H43
Document J
44
This map shows the growing sectional controversy over slavery. Northern states
enacted laws for the gradual emancipation of slaves at the same time (1790s, early
1800s) that Eli Whitney’s cotton gin made cash-crop cultivation even more
profitable in the South.
H44
Write your THESIS
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
45
Now you are ready to write and prove your thesis, answering the question of to what
extent the presidency of Andrew Jackson brought about a social, economic, and
political revolution.
Write an introductory paragraph with a clear thesis that answers the question in one
sentence. You could choose one of the following theses or create another that has
some combination of these:
•
Yes, Jackson brought about the changes that can be defined as revolutionary
•
No, Jackson did not bring about revolutionary changes.
•
The changes that occurred during Jackson’s presidency were revolutionary,
but his role has been overemphasized and these changes would have
occurred anyway.
•
Jackson brought about revolutionary social changes, but not economic or
political ones.
H45
SUPPORT your thesis
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
46
Use your database of documents and facts to provide “abundant and appropriate”
factual support for your thesis, keeping your focus on the question. Do not tell the
reader interesting things because you know them, but because they prove your
point. When you make a point, be sure that it links to your thesis. If time permits,
write a conclusion that provides the information: If my thesis is correct, then _____
is true.
H46
DBQ #2
47
H47
Question
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight
long years of blunderland are generally
regarded as a national disgrace.” C. Van
Woodward describes the Grant years as “the
all-time low point in statesmanship and
political morality in our history.” To what
extent do you feel that these judgments are
correct?
48
H48
Prompt Analysis Format
Let’s apply the prompt analysis format to this
question.
1. ESSENCE
2.
3.
4.
5.
6.
7.
8.
9.
DEFINITIONS
PARAMETERS
DATABASE
POINT OF VIEW
INSIGHT
THESIS
SUPPORT
CONCLUSION
49
H49
What is the ESSENCE of the
question, and what kind of
judgment is it asking you to make?
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight long
years of blunderland are generally regarded as a
national disgrace.” C. Van Woodward describes the
Grant years as “the all-time low point in
statesmanship and political morality in our history.”
To what extent do you feel that these judgments are
correct?
50
This is a “to what extent” question that you can visualize on a continuum (again,
imagine a scale of 1–10). It asks you to make a judgment based on your
interpretation and evaluation of evidence. It is also a yes-or-no question in that you
have to decide if the charges these historians make against Grant either are or are
not valid.
H50
Does the answer have more than
one part?
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight
long years of blunderland are generally
regarded as a national disgrace.” C. Van
Woodward describes the Grant years as “the alltime low point in statesmanship and political
morality in our history.” To what extent do you
feel that these judgments are correct?
51
Yes—there are two distinct categories to consider. The coverage of each in your
essay should be as balanced as possible. First, was Grant “ignorant and confused”?
Second, did his presidency represent an “all-time low point in statesmanship and
public morality”?
H51
What key terms need to be
DEFINED?
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight
long years of blunderland are generally
regarded as a national disgrace.” C. Van
Woodward describes the Grant years as “the alltime low point in statesmanship and political
morality in our history.” To what extent do you
feel that these judgments are correct?
52
You must demonstrate a clear understanding of the terms “ignorant,” “confused,”
“statesmanship,” and “political morality.” Use a few sentences to show the reader
you grasp these terms and the complexities of the question.
H52
What are the PARAMETERS?
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight
long years of blunderland are generally
regarded as a national disgrace.” C. Van
Woodward describes the Grant years as “the alltime low point in statesmanship and political
morality in our history.” To what extent do you
feel that these judgments are correct?
53
The basic parameters are clear: the presidency of U.S. Grant, 1869–1877. However,
in order to give an assessment of Grant’s standing in American history—as
Woodward does in the question—the parameters can be stretched beyond these
years.
H53
Construct a DATABASE
HISTORIANS CORRUPTION INEFFECTIVE?
54
Construct a database before reading the documents to insure that you have outside
information. Although you do need to take into account various social, economic,
and political aspects of the Grant administration, for this question your database
categories should be specific and related directly to the question. For example, let’s
try the following: “the judgment of historians,” “reformers and the corruption
charge,” and “Grant’s ineffective presidency?” We can abbreviate these as shown in
the chart on this slide.
H54
HISTORIANS
“Grant was an ignorant and
confused President, and his eight
long years of blunderland are
generally regarded as a national
disgrace.”—Thomas A. Bailey
“…the all-time low point in
statesmanship and political
morality in our history.”
—C. Van Woodward
Construct a
DATABASE
Arthur Schlesinger places him
among the failures in his 1948
and 1962 presidential ratings.
55
Here are some examples of things you might include in the “historians” section of
the database.
H55
CORRUPTION
•
•
•
•
•
•
Civil Service Commission
Credit Mobilier
Tweed Ring
Whiskey Ring
Gold scandal
“Salary grab”
Construct a
DATABASE
56
One way to approach this DBQ is to go against the opinions of Bailey and Woodward; in
this case, in the “corruption” section of your database you would assemble evidence that
shows Grant was not responsible for the corruption during the years he was in office. Much
of the historical evidence for charges of corruption came from liberal Republican spoilsseekers who wanted patronage for themselves and their own political machines (i.e.,
partisan civil service). This seems to be the way things were done at this time, and the
system did not originate with Grant. From this perspective, Grant’s administration seems no
worse than Andrew Johnson’s or Lincoln’s. What was then deemed legitimate now seems
corrupt. A possible counterargument to Bailey and Woodward could be, “Historians should
judge people in the context of their times.” Other historians have found no evidence that (1)
Grant himself was corrupt, or (2) that Grant “allowed corruption to run rampant.”
Here are some possible items to include in this section of the database:
• Grant’s Civil Service Commission anticipated the Pendleton Act of 1881. Grant
issued an earnest call for civil service reform in his Second Annual Message in 1870
and ousted almost 200 officials.
• The Credit Mobilier scandal took place in the Johnson administration, before Grant
was president
• The Tweed Ring was a New York City scandal that had nothing to do with the
federal government.
• The Whiskey Ring began during the Johnson administration and was uncovered
(and its leaders punished) during the Grant administration.
• In the gold scandal, Jay Gould and Jim Fisk attempted to corner the gold market but
were thwarted when Grant ordered the federal government to sell gold.
• The salary grab was committed by Congress, not the executive branch.
H56
INEFFECTIVE?
• Led nation through difficult
post-Civil War era
• Economic policies
• Vetoed Inflation Bill of 1874
• Signed Resumption Act
• Settled Alabama claims
• Prevented two potential wars
• Treaty with Hawaii
• Helped resolve 1876 election
• Appointed first Civil Service
Commission
• First steps toward building the
Panama Canal
• Enforced Reconstruction and
protected newly freed slaves
• Elected twice
Construct a
DATABASE
57
Here are some examples of things you might include in the “ineffective?” section of the database: He
brought the country through eight years of difficult times after a destructive civil war; he pursued an
economic policy that restored prosperity, reduced taxes, restored a favorable balance of trade, and
reduced the national debt; he vetoed the Inflation Bill of 1874; he signed into law the Resumption
Act of 1875, which dealt effectively with the Panic of 1873; he settled the Alabama claims by
negotiating an arbitration treaty with Britain, a model for future peaceful settlements of disputes; he
prevented two other potential wars during the Cuban rebellion (1870) and the Virginius affair (1873);
he secured a commercial treaty with Hawaii, which paved the way for eventual annexation of the
islands; he played a major role in resolving the Hayes-Tilden election, which threatened to tear the
country apart again; he appointed the first Civil Service Commission; he began the process which led
to the building of the Panama Canal; he employed the veto a record 93 times; he sent troops to
enforce Reconstruction and protect the newly freed slaves (hardly an example of a weak executive),
and his protections for blacks also included the Enforcement Acts (1870) and the Civil Rights Act
(1875)—both of which historians have credited with hastening the demise of the Ku Klux Klan; and
he was elected twice to the presidency and was the most popular and admired figure of his time.
It is interesting that revisionist historians criticize Grant for acting too vigorously in his attempts to
protect the freedmen, which in part brought about the “Solid South.” Grant insisted that reconstructed
states ratify the 15th amendment before reentering the Union. His annexation treaty for Santo
Domingo (which the Senate rejected) would have provided a possible refuge and political voice for
blacks. Frederick Douglass said of him, “Our shelter in the storms of the past has been Ulysses S.
Grant. The question is who will shield us in the future.”
H57
Provide your INSIGHT
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight
long years of blunderland are generally
regarded as a national disgrace.” C. Van
Woodward describes the Grant years as “the alltime low point in statesmanship and political
morality in our history.” To what extent do you
feel that these judgments are correct?
58
You haven’t written your thesis statement yet, so think of how you could go either
way with your answer (“to a great extent” or “not much at all”) and how you could
prove either thesis. Remember, any question will have contradictions: this one,
however, implies that Grant was a total incompetent—a charge that is difficult to
prove. Show the reader you can formulate a strong response to the question (in other
words, don’t waffle), but show that you understand that the other side has some
strong points as well. For example, although Grant may not have been a great
president, it becomes clear upon examining the evidence that he was not
incompetent, nor was his administration a disaster. Such analysis is particularly
important in attaining the highest scores.
H58
READ and ANALYZE the
documents
DATABASE
INTERPRETATION
59
A good approach is to divide your paper in half. Side one will contain your
database, side two your interpretation of the documents. You will almost surely be
able to see some database items not mentioned in the documents. Examine how
each document relates to the judgment of historians, the issue of corruption, and the
question of Grant’s effectiveness.
H59
Document A
Source: President Grant's First Inaugural Address, March 4,
1869
The country having just emerged from a great rebellion, many
questions will come before it for settlement in the next four years
which preceding Administrations have never had to deal with. In
meeting these it is desirable that they should be approached
calmly, without prejudice, hate, or sectional pride, remembering
that the greatest good to the greatest number is the object to be
attained. This requires security of persons, property, and free
religious and political opinion in every part of our common
country, without regard to local prejudice. All laws to secure
these ends will receive my best efforts for their enforcement…
60
President Grant’s 1872 victory was impressive: 286 to 66 in the Electoral College.
Grant’s inauguration brought order to the chaos of the Johnson years and dignity to
the office of the presidency again. Grant had been the architect of the Union
triumph, and his steadfast commitment to stay the course had brought victory. The
people had confidence in him. Remember also that at the time Grant gave this
address, Johnson’s impeachment trial had only taken place a year ago.
H60
Document B
Source: President Grant’s Second Inaugural Address, 1873
The effects of the late civil strife have been to free the slave and
make him a citizen. Yet he is not possessed of the civil rights
which citizenship should carry with it. This is wrong, and should
be corrected —To this correction I stand committed, so far as
Executive influence can avail.
Social equality is not a subject to be legislated upon, nor shall I
ask that anything be done to advance the social status of the
colored man, except to give him a fair chance to develop what
there is good in him, give him access to the schools, and when he
travels let him feel assured that his conduct will regulate the
treatment and fare he will receive.
61
Grant received criticism for being too vigorous in supporting equality for African
Americans. Perhaps he championed their cause because he had seen them serve well
as soldiers and did not view them as ignorant ex-slaves. In any case, it was not
Grant but his successor who ended up abandoning Reconstruction and the hope it
had given African Americans.
H61
Document C
Source: Civil Rights Act of 1875
…all persons within the jurisdiction of the United States shall be entitled to
the full and equal enjoyment of the accommodations, advantages, facilities,
and privileges of inns, public conveyances on land or water, theaters, and
other places of public amusement; subject only to the conditions and
limitations established by law, and applicable alike to citizens of every race
and color, regardless of any previous condition of servitude.
Sec. 2. That any person who shall violate the foregoing section by denying to
any citizen, shall, for every such offense, forfeit and pay the sum of five
hundred dollars to the person...
Sec. 4. That no citizen possessing all other qualifications which are or may be
prescribed by law shall be disqualified for service as grand or petit juror in
any court of the United States, or of any State, on account of race, color, or
previous condition of servitude…
62
Strong measures were passed during Grant’s eight years to protect and foster the
ability of the freedmen to become independent, productive citizens. The 15th
Amendment, the Ku Klux Klan Act, Civil Service Reform, the Force Acts, and the
Civil Rights Act were all passed under Grant.
H62
Document D
Source: “Salary Grab”—Act of Congress, 1873
AN ACT
Making Appropriations for the legislative, executive and
judicial Expenses of the Government for the Year ending June
thirtieth, eighteen hundred and seventy-four, and for other
purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America, in Congress assembled, That the
following sums be, and the same are hereby, appropriated, out
of any money in the treasury not otherwise appropriated, for the
service of the fiscal year ending June thirtieth, eighteen hundred
and seventy-four, for the objects hereinafter expressed….
63
Although Grant seems to have received the blame for what became known as the
“Salary Grab Act,” it was Congress that passed the law and was later forced by an
indignant public to repeal it. Several so called “Grant scandals,” such as the
Whiskey Ring, had originated during Johnson’s administration and only came to
light during Grant’s administration.
H63
Document E
Source: Specie Resumption Act of 1875
To provide for the resumption of specie payments.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled, That the
Secretary of the Treasury is hereby authorized and required…
to cause to be coined at the mints of the United States, silver coins
of the denominations of ten, twenty-five, and fifty cents, of
standard value, and to issue them in redemption of an equal
number and amount of fractional currency of similar
denominations, or, at his discretion, he may issue such silver coins
through the mints, the subtreasuries, public depositories, and postoffices of the United States; and, upon such issue, he is hereby
authorized and required to redeem an equal amount of such
fractional currency, until the whole amount of such fractional
currency outstanding shall be redeemed.
64
Economists now generally credit recovery from the Panic of 1873 to Grant’s
policies, including the Specie Resumption Act. Although the recovery was not
immediate, measures like this one helped pave the way for it to occur.
H64
Document F
65
The cartoon above is a good example of misrepresentation. Although it depicts
Grant as an associate of Boss Tweed, this was not the case. Grant hardly knew
Tweed and was certainly not associated with him in any corrupt endeavors. In
addition, Tweed’s New York machine was filled with not with Republicans but with
Tammany Democrats, and the $1,000,000 they stole was from New York City and
state, not the federal government.
H65
Document G
Source: Treaty of Washington, 1871
…Whereas differences have arisen between the Government of the United States and
the Government of Her Britannic Majesty, and still exist, growing out of the acts
committed by the several vessels which have given rise to the claims generically
known as the Alabama Claims.
And whereas Her Britannic Majesty has authorized Her High Commissioners and
Plenipotentiaries to express, in a friendly spirit, the regret felt by Her Majesty's
Government for the escape, under whatever circumstances, of the Alabama and other
vessels from British ports, and for the depredations committed by those vessels:
Now, in order to remove and adjust all complaints…the High Contracting Parties
agree that all the said claims, growing out of acts committed by the aforesaid vessels
and generically known as the “Alabama claims,'' shall be referred to a Tribunal of
Arbitration to be composed of five Arbitrators, to be appointed in the following
manner, that is to say: one shall be named by the President of the United States; one
shall be named by Her Britannic Majesty; His Majesty the King of Italy shall be
requested to name one; the President of the Swiss Confederation shall be requested to
name one; and His Majesty the Emperor of Brazil shall be requested to name one.
66
Settling the Alabama claims with the British was a major achievement of the Grant
Administration.
H66
Document H
Source: U.S. business activity before and after Resumption Act,
67
This graph shows that Grant’s policies helped bring the U.S. out of the depression in
a timely way.
H67
Write your THESIS
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight
long years of blunderland are generally
regarded as a national disgrace.” C. Van
Woodward describes the Grant years as “the alltime low point in statesmanship and political
morality in our history.” To what extent do you
feel that these judgments are correct?
68
Now you are ready to write and prove your thesis, answering the question of to what
extent these historians’ judgments of President Grant are correct.
Write an introductory paragraph with a clear thesis that answers the question in one
sentence. You could choose one of the following theses or create another that has
some combination of these:
•
Grant was neither ignorant nor incompetent, nor did he lack political
morality
•
The historians are right: Grant’s presidency was an all-time low point in
statesmanship and political morality in American history
•
Grant achieved some successes, but he also made significant mistakes
H68
SUPPORT your thesis
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight
long years of blunderland are generally
regarded as a national disgrace.” C. Van
Woodward describes the Grant years as “the alltime low point in statesmanship and political
morality in our history.” To what extent do you
feel that these judgments are correct?
69
Use your database of documents and facts to provide “abundant and appropriate”
factual support for your thesis, keeping your focus on the question. Do not tell the
reader interesting things because you know them, but because they prove your
point. When you make a point, be sure that it links to your thesis. If time permits,
write a conclusion that provides this information: if my thesis is correct, then _____
is true.
H69
DBQ #3
70
H70
Question
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
71
H71
Prompt Analysis Format
Let’s apply the prompt analysis format to this
question.
1.
2.
3.
4.
5.
6.
7.
8.
9.
ESSENCE
DEFINITIONS
PARAMETERS
DATABASE
POINT OF VIEW
INSIGHT
THESIS
SUPPORT
CONCLUSION
72
H72
What is the ESSENCE of the
question, and what kind of
judgment is it asking you to make?
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
73
This is a “to what extent” question that you can visualize on a continuum (again,
imagine a scale of 1–10). It asks you to make a judgment based on your
interpretation and evaluation of evidence. It is also a yes-or-no question in that you
have to decide if the changes either were or were not permanent.
H73
Does the answer have more than
one part?
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
74
Yes, there are three distinct categories to consider: social, economic, and political.
The coverage of each in your essay should be as balanced as possible.
H74
What key terms need to be
DEFINED?
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
75
You must first demonstrate a clear understanding of the categories “social,”
“economic,” and “political.” In addition, the key term here is “permanent,” a fairly
non-ambiguous term which implies that the changes were not reversed.
H75
What are the PARAMETERS?
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
76
At first it may seem that the parameters are just the World War II years (1941–45),
but obviously you can stretch the parameters in both directions to cover the many
changes that began as the United States geared up to defend itself and its interests.
Indeed, if the changes that occurred during World War II were permanent, they still
exist now, so you could even stretch the parameters up to the present day.
H76
Construct a DATABASE
SOCIAL
ECONOMIC
POLITICAL
77
Construct a database before reading the documents to insure that you have outside
information. Your database categories will be “social,” “economic,” and “political.”
List all factual points that you can recall, and take care to think chronologically
while you do it.
H77
SOCIAL
• Casualties, both physical
and mental
• Displaced persons
• Impact on colonial
peoples
• African Americans
• Japanese Americans
• Women
• Demographic shifts
Construct a
DATABASE
78
Here are some examples of things you might include in the “social” section of the
database.
H78
ECONOMIC
• New weapons
• Expansion of government
powers
• Boom for business; full
employment
• Huge cost of war
• Dislocation of trade
• Property damage,
ecological damage
• Atomic power
• Military-industrial
complex
• Technological revolution
Construct a
DATABASE
79
Here are some examples of things you might include in the “economic” section of
the database.
H79
POLITICAL
• The United Nations
• Polarization of the world,
Cold War
• Controls on civil liberties
• Four terms for FDR
• End to isolationism
(“non-entanglement”)
• Expansion of presidential
power
• Foreign aid
• Defeated powers
occupied
• Territorial changes
• War crimes trials
Construct a
DATABASE
80
Here are some examples of things you might include in the “political” section of the
database.
H80
Provide your INSIGHT
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
81
You haven’t written your thesis statement yet, so think of how you could go either
way with your answer (“to a great extent” or “not much at all”) and how you could
prove either thesis. Remember, any question will have contradictions: for this one,
you need to sort out the permanent changes from the ones that disappeared once the
war ended and the country tried to get back to normal. Show the reader you can
formulate a strong response to the question (in other words, don’t waffle), but show
that you understand that the other side has some strong points as well. For example,
though women were needed as workers and filled many roles during the war, in the immediate
postwar period many chose to marry and stay home to raise a family, producing the “baby boom.”
Analysis is particularly important in attaining the highest scores.
H81
READ and ANALYZE the
documents
DATABASE
INTERPRETATION
82
A good approach is to divide your paper in half. Side one will contain your
database, side two your interpretation of the documents. You will almost surely be
able to see some database items not mentioned in the documents. Examine the
economic, social, and political implications of each document.
H82
Document A
Source: Wilma Briggs, "A Farm Girl Plays Professional Baseball”
Had it not been for the war, I never would have played professional
baseball. That started because of the war. People didn't have money to
go places. Phil Wrigley of the Chicago Cubs was certain that all the
men would be drafted, and the major league ballparks would be
empty. That's the reason he started that league, the All-American Girls'
Professional Baseball League. So, because of the war, I got that
chance. That league started in 1943, and I joined it after high school in
1948. Had it not been for the war, that part of my life would never
have come to pass. And I think because I went out there and played
ball—I met a lot of people from all over the United States, Canada,
and Cuba, which I never would have done. I traveled, lived in the best
hotels, ate in restaurants, lived in private homes—that's an experience.
I think it gave me the courage years later to say, “I think I'll go to
college.”
83
The story above would be repeated many times over as women filled a variety of
traditionally male roles during the war. The famous poster of “Rosie the Riveter” is
well known, but women filled almost every conceivable role in the war, gaining
experience, proving their abilities, and broadening their horizons. It is important to
note that the so-called “GI Bill of Rights” (its official name was the Servicemen’s
Readjustment Act) also applied to women and enabled many to reach for higher
dreams than they might have otherwise.
H83
Document B
Source: Redd Evans and John Jacob Loeb, lyrics, Rosie the
Riveter (1942)
Rosie's got a boyfriend,
All the day long, whether rain
Charlie.
or shine,
Charlie, he's a Marine.
She's a part of the assembly
line.
Rosie is protecting Charlie,
She's making history,
Working overtime on the
riveting machine.
Working for victory,
When they gave her a
Rosie the Riveter.
production “E,”
Keeps a sharp lookout for
She was as proud as she
sabotage,
could be.
Sitting up there on the
There's something true about,
fuselage.
Red, white, and blue about,
That little girl will do more
than a male will do.
Rosie the Riveter.
84
The song was intended to bring needed laborers into the American workforce by
encouraging women “to protect Charlie” by doing “more than a male will do.”
H84
Document C
Source: That Damned Fence, anonymous poem circulated at the
Poston (AZ) Relocation Center
They've sunk the posts deep into the ground
They've strung out wires all the way around.
With machine gun nests just over there,
And sentries and soldiers everywhere.
We're trapped like rats in a wired cage,
To fret and fume with impotent rage;
Yonder whispers the lure of the night,
But that DAMNED FENCE assails our sight.
We seek the softness of the midnight air,
But that DAMNED FENCE in the floodlight
glare
Awakens unrest in our nocturnal quest,
And mockingly laughs with vicious jest.
With nowhere to go and nothing to do,
We feel terrible, lonesome, and blue:
That DAMNED FENCE is driving us crazy,
Destroying our youth and making us lazy.
Imprisoned in here for a long, long time,
We know we're punished—though we've
committed no crime,
Our thoughts are gloomy and enthusiasm damp,
To be locked up in a concentration camp.
Loyalty we know, and patriotism we feel,
To sacrifice our utmost was our ideal,
To fight for our country, and die, perhaps;
But we're here because we happen to be Japs.
We all love life, and our country best,
Our misfortune to be here in the West,
To keep us penned behind that DAMNED
FENCE,
Is someone's notion of NATIONAL
DEFENSE!
85
FDR’s Executive Order 9066 put Japanese Americans in camps without due process
of law, locking them away on the basis of what they might do. The Supreme Court
put the seal of approval on this as wartime necessity in the case of Korematsu v.
United States.
H85
Document D
Source: GI Bill of Rights, 1944
AN ACT to provide Federal Government aid for the readjustment in civilian life
of returning World War II veterans.
Be it enacted by the Senate and House of Representatives of the United States of
America in Congress assembled, That this Act may be cited as the
“Servicemen's Readjustment Act of 1944”.
Chapter IV—Education of Veterans
Sec. 400. (a) Subsection (f) of section 1, title I, Public Law Numbered 2,
Seventy-third Congress, added by the Act of March 24, 1943 (Public Law
Numbered 16, Seventy-eighth Congress), is hereby amended to read as follows:
“(f) Any person who served in the active military or naval forces on or after
September 16, 1940, and prior to the termination of hostilities in the present
war, shall be entitled to vocational rehabilitation subject to the provisions and
limitations of Veterans Regulation Numbered 1(a), as amended, part VII, or to
education or training subject to the provisions and limitations of part VIII.”
86
The GI Bill changed everything for Americans. Men—and women—who never
thought they would own a home, start a business, or go to college were given
unprecedented opportunities for advancement by the GI Bill. Its effects were
revolutionary, particularly for the children of immigrants who had come to America
in the massive wave of immigration that had occurred in the early part of the 20th
century, but also for disadvantaged people from all walks of life.
H86
Document E
A. Philip Randolph
87
In the summer of 1941, as the U.S. was recovering from the Depression, Asa Phillip
Randolph, who in 1925 had organized the Brotherhood of Sleeping Car Porters and
served for many years as its president, threatened President Franklin Roosevelt that
100,000 blacks would march on Washington for equal employment and
desegregation of the armed forces. In response, Roosevelt created the Fair
Employment Practices Committee. This satisfied Randolph, and the march was
canceled, but the idea that blacks could effect change by nonviolent direct action
lingered. Randolph later came up with the idea for the 1963 March on Washington.
H87
Document F
88
On March 19, 1941, the 99th Pursuit Squadron (“pursuit” here was an early WWII
synonym for “fighter”) was activated at Chanute Field in Rantoul, Illinois. Over 250
enlisted men trained at Chanute in aircraft ground-support trades. This small
number of enlisted men became the core of other black squadrons forming at
Tuskegee and Maxwell Fields in Alabama—the famed Tuskegee Airmen. In June of
1941, the Tuskegee program was officially started with the formation of the 99th
Fighter Squadron at the Tuskegee Institute, a famous school in Alabama founded by
Booker T. Washington. The unit included an entire service arm (including ground
crew) and not just pilots. After basic training at Moton Field, they moved to the
nearby Tuskegee Army Air Field about ten miles west for further training under the
command of Captain Benjamin O. Davis, Jr., a West Point graduate. Colonel Noel
Parrish later took over as commander. Parrish, though white, was open-minded and
petitioned Washington to allow the airmen to serve in combat.
Combined with the GI Bill, the pride of accomplishment and the opportunities
provided by serving in the military helped spark the modern civil rights movement.
The soldier in the poster shown here most likely represents a Tuskegee Airman, but
think also about the intended audience for this poster. What group does it target?
Would it have been displayed everywhere or only in certain places? Without
explicitly saying so, the poster appeals to African Americans to buy war bonds, and
its creators probably intended for it to be put up exclusively in African American
neighborhoods.
H88
Document G
89
The shock and horror of the surprise attack on Pearl Harbor led American policy
makers to completely revise U.S. foreign policy. In the late 1940s and early 1950s,
the United States would initiate a program of foreign aid (the Marshall Plan), form a
permanent alliance (NATO), join an international organization (the United Nations),
fight a war in Korea to check perceived communist aggression, develop
thermonuclear weapons, and build up a strong standing military.
H89
Document H
Source: Harry S. Truman, Congressional Record, March 12, 1947
The peoples of a number of countries of the world have recently had totalitarian
regimes forced upon them against their will… I believe that it must be the policy
of the United States to support free peoples who are resisting attempted
subjugation by armed minorities or by outside pressures. I believe that we must
assist free peoples to work out their own destiny in their own way. I believe that
our help should be primarily through economic and financial aid, which is
essential to economic stability and orderly political processes.
The world is not static and the status quo is not sacred. But we cannot allow
changes in the status quo in violation of the Charter of the United Nations by
such methods as coercion, or by such subterfuge as political infiltration. In
helping free and independent nations to maintain their freedom, the United
States will be giving effect to the principles of the Charter of the United
Nations… The free peoples of the world look to us for support in maintaining
their freedoms. If we falter in our leadership, we may endanger the peace of the
world—and we shall surely endanger the welfare of our own Nation.
90
The Truman Doctrine, with its strong commitment to supporting free peoples all
over the globe, became the cornerstone of U.S. foreign policy for the remainder of
the 20th century and beyond. Some historians have interpreted it as the culmination
of the policies initiated by Theodore Roosevelt.
H90
Document I
91
The seemingly permanent division of Germany produced several Cold War crises,
the worst of which having occurred when the Russians constructed the Berlin Wall
in 1961. From 1949 to 1989, Berlin was the focal point of the Cold War. President
John F. Kennedy said, “Freedom has many difficulties and democracy is not perfect,
but we have never had to put a wall up to keep our people in, to prevent them from
leaving us. I want to say, on behalf of my countrymen, who live many miles away
on the other side of the Atlantic, who are far distant from you, that they take the
greatest pride that they have been able to share with you, even from a distance, the
story of the last eighteen years. I know of no town, no city, that has been besieged
for eighteen years that still lives with the vitality and the force and the hope and the
determination of the city of West Berlin.” Later, in 1987, President Ronald Reagan
said, “General Secretary Gorbachev, if you seek peace, if you seek prosperity for
the Soviet Union and Eastern Europe, if you seek liberalization: Come here to this
gate! Mr. Gorbachev, open this gate! Mr. Gorbachev, tear down this wall!” Events
in Europe and Asia forced even the most provincial Americans to think globally.
H91
Document J
Source: Harry S. Truman, 1946
Sixteen Hours Ago an American airplane dropped one bomb on
Hiroshima, an important Japanese Army base. That bomb had more
power than 20,000 tons of T.N.T. It had more than two thousand
times the blast power of the British ''Grand Slam'' which is the
largest bomb ever yet used in the history of warfare.
The Japanese began the war from the air at Pearl Harbor. They have
been repaid many fold. And the end is not yet. With this bomb we
have now added a new and revolutionary increase in destruction to
supplement the growing power of our armed forces. In their present
form these bombs are now in production and even more powerful
forms are in development.
92
After the Soviets developed their own bomb in 1949, Americans lived in constant
fear of nuclear war.
H92
Write your THESIS
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
93
Now you are ready to write and prove your thesis, answering the question of to what
extent the social, economic, and political changes in America during World War II
were permanent.
Write an introductory paragraph with a clear thesis that answers the question in one
sentence. You could choose one of the following theses, or create another that has
some combination of these:
•
The war brought about irreversible changes
•
Changes would have occurred anyway—the war only accelerated them
•
Some changes from the war turned out to be permanent; others were only
temporary
H93
SUPPORT your thesis
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
94
Use your database of documents and facts to provide “abundant and appropriate”
factual support for your thesis, keeping your focus on the question. Do not tell the
reader interesting things because you know them, but because they prove your
point. When you make a point, be sure that it links to your thesis. If time permits,
write a conclusion that provides this information: if my thesis is correct, then _____
is true.
H94
WRITING A DBQ:
AP* U.S. History
1
What Is a DBQ?
• An essay question that asks you to take a
position on an issue that has several
possible answers
• No “right” or “correct” response
• You must craft a thesis based on your own
knowledge and your interpretation of the
evidence presented
2
DBQ Documents
•
•
•
•
•
•
•
•
•
Charts, graphs, and maps
Newspaper articles/editorials
Speeches
Letters
Diaries
Laws
Treaties
Executive orders
Editorial cartoons
3
H1
Prompt Analysis Format
4
The Question
•
•
•
•
•
Read the question carefully,
then think about the following:
What is the essence of the question?
Is it a yes/no, “to what extent,” or “compare
and contrast” question?
Does it have more than one part?
Are there bullets provided?
Is there a choice of responses?
5
Sample DBQ: Multipart Question
Discuss the changing ideals of American
womanhood between the American Revolution
(1770s) and the outbreak of the Civil War.
What factors fostered the emergence of “republican
motherhood” and the “cult of domesticity”?
Assess the extent to which these ideals influenced
the lives of women during this period.
In your answer be sure to consider issues of race
and class.
6
H2
Key Terms
Discuss the changing ideals of American
womanhood between the American Revolution
(1770s) and the outbreak of the Civil War.
What factors fostered the emergence of “republican
motherhood” and the “cult of domesticity”?
Assess the extent to which these ideals influenced
the lives of women during this period.
In your answer be sure to consider issues of race
and class.
7
Date Parameters
Discuss the changing ideals of American
womanhood between the American Revolution
(1770s) and the outbreak of the Civil War.
What factors fostered the emergence of “republican
motherhood” and the “cult of domesticity”?
Assess the extent to which these ideals influenced
the lives of women during this period.
In your answer be sure to consider issues of race
and class.
8
Date Parameters (continued)
• Does the question state specific dates? What
are they?
• If no specific date parameters are given, set
ones of your own
• List presidents of the period
• Put the question in chronological context of
the events and culture of the period
9
H3
Construct a Database
• Use a database to organize outside
information you know that may be relevant
to the question
• Write down headings on the back of your
test booklet
• Create the database before you read the
documents
• Next, read the documents and add any other
info to your database that occurs to you
10
Analyzing the Documents
• A document is not a fact, but a piece of
evidence to interpret
• Point of view is crucial
• Does the document support or refute your
thesis?
11
Analyzing the Documents:
SOAPS
• S subject
What is being discussed?
• O occasion What is the context of events?
• A audience To whom is the message
directed?
• P purpose What is the recommended action
to the reader?
• S speaker What/who is the source?
12
H4
Analyzing the Documents:
APPARTS
• A=Author: Who created the source? What do you
know about the author? What is the author’s point
of view?
• P=Place and time: Where and when was the
source produced? How might this have affected the
content of the source?
• P=Prior knowledge: Beyond information
about the author and the context of its
creation, what do you know that would
help you further understand the source?
13
Analyzing the Documents:
APPARTS (continued)
• A=Audience: For whom was the source created?
How might this affect the reliability of the source?
• R=Reason why: Why was this source produced? How
might this affect the reliability of the source?
• T=The main idea: What point is the source trying to
convey?
• S=Significance: Why is this source important?
Ask yourself, “So what?” in relation to the
question asked.
14
The First Paragraph
•
•
•
•
Insight: analysis, perspective, point of view
Make a strong first impression
Provide analysis of the question
The reader should know your position on
the question unequivocally after the first
paragraph
15
H5
The Thesis Statement
• A positive assertion regarding an issue
about which reasonable people may hold
different opinions
• Answers the question in one sentence
• Use your notes and database to organize
your arguments
• Don’t discuss the documents in the order in
which the DBQ presents them
16
The Body of the Essay
• Provide factual support for your thesis
• Stay focused on the question
• Don’t just write down everything you know
about the topic
• Chronological sequence is more important
than precise dates
17
The Body of the Essay
(continued)
• Stick to the facts; don’t editorialize
• Make sure that each point you make
supports your thesis
• Include outside information
• Cite a majority of the documents
18
H6
The Conclusion
If time permits, write a conclusion that
provides the following information: if my
thesis is correct, then ________ is true.
An example: If the Navigation Acts were not
economically oppressing the colonists, then
we must look elsewhere for the basic causes
of the American Revolution.
19
Prompt Analysis Format: Summary
1. What is the ESSENCE of the question?
2. What key terms need to be DEFINED?
3. Are the date PARAMETERS stated?
4. Construct a DATABASE
5. Analyze the documents (SOAPS or APPARTS). Always
take POINT OF VIEW into account.
6. Provide INSIGHT into the complexity of the question
7. Write a clear THESIS that answers the question in one
sentence
8. Provide abundant and appropriate factual SUPPORT for
your thesis
9. If time permits, write a CONCLUSION
20
DBQ Facts & Tips
• Within the free-response section, the DBQ
counts for 50% and the other two essays
count for 25% each.
• You have 210 minutes to write the freeresponse section. That’s roughly 60 minutes
for the DBQ and 35 minutes each for the
other essays.
• Handwriting matters!
21
H7
DBQ #1
22
Question
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
23
Prompt Analysis Format
Let’s apply the prompt analysis format to this
question.
1.
2.
3.
4.
5.
6.
7.
8.
9.
ESSENCE
DEFINITIONS
PARAMETERS
DATABASE
POINT OF VIEW
INSIGHT
THESIS
SUPPORT
CONCLUSION
24
H8
What is the ESSENCE of the
question, and what kind of
judgment is it asking you to make?
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
25
Does the answer have
more than one part?
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
26
What key terms need to be
DEFINED?
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
27
H9
What are the PARAMETERS?
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
28
Construct a DATABASE
SOCIAL
POLITICAL
ECONOMIC
29
SOCIAL
• Era of social reform
• Influence of Second Great
Awakening
– Prohibition of alcohol
– Indian removal
– Religious revival
– Education reform
– Prison
– Women’s issues
– Abolition
– Belief in the perfectibility
of man and society
– Labor reaction to the
Industrial Revolution
• Anti-intellectual
• Era of common man
• Frontier myth
• Utopian communities
Construct a
DATABASE
30
H10
ECONOMIC
• The Bank War
– Nicholas Biddle
– Private profit and
accountability
– Removal of federal
deposits
– Pet banks
• Government responsibility for
prosperity
• Compromise Tariff of 1833
• Panic of 1837
• Specie Circular
• French debt question
– seizing French assets
Construct a
DATABASE
31
POLITICAL
• Caucus overthrown
• Nominating conventions begin
• Strong Executive
– Using presidential influence in Congress
– Jackson vetoes
– Nullification controversy
• Extension of suffrage
– Elimination of property and religious
restrictions
– Holding office
– More elective offices
– Humble appeal to voters
• Popular participation
• Mass rallies and movements
• Slogans
• Log cabin
• Man of the people
• Presidential electors
• Nullification proclamation and sectionalism
• Spoils system
• Influence beyond his terms
• BUS in politics
• Texas question
• Tyranny of the majority
• Belief in minimal government
• Jackson’s contradictory states’ rights and federal
supremacy positions
Construct a
DATABASE
32
Provide your INSIGHT
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
33
H11
READ and ANALYZE the
documents
DATABASE
INTERPRETATION
34
Document A
Source: Margaret Bayard Smith's Eyewitness Account of
Jackson's Inauguration (1829)
An almost breathless silence, succeeded and the multitude was still,—
listening to catch the sound of his voice, tho’ it was so low, as to be
heard only by those nearest to him. After reading his speech, the oath
was administered to him by the Chief Justice. The Marshal presented
the Bible. The President took it from his hands, pressed his lips to it,
laid it reverently down, then bowed again to the people—Yes, to the
people in all their majesty. And had the spectacle closed here, even
Europeans must have acknowledged that a free people, collected in
their might, silent and tranquil, restrained solely by a moral power,
without a shadow around of military force, was majesty, rising to
sublimity, and far surpassing the majesty of Kings and Princes,
surrounded with armies and glittering in gold…
35
Document B
Source: Margaret Bayard Smith's Eyewitness Account of
Jackson's Inauguration (1829)
The whole of the preceding day, immense crowds were coming into
the city from all parts, lodgings could not be obtained, and the
newcomers had to go to George Town…I was told the Avenue and
adjoining streets were so crowded on Tuesday afternoon that it was
difficult to pass…
No arrangements had been made [and] no police officers placed on
duty and the whole house had been inundated by the rabble mob…
The President, after having been literally nearly pressed to death and
almost suffocated and torn to pieces by the people in their eagerness
to shake hands with Old Hickory, had retreated through the back way
or south front and had escaped to his lodgings at Gadsby's. Cut glass
and china to the amount of several thousand dollars had been broken
in the struggle to get the refreshments, punch and other articles had
been carried out in tubs and buckets…
36
H12
Document C
Source: Jackson Announces His Policy of Rotation in Office
(1829)
In a country where offices are created solely for the benefit of the
people no one man has any more intrinsic right to official station
than another. Offices were not established to give support to
particular men at the public expense. No individual wrong is,
therefore, done by removal, since neither appointment to nor
continuance in office is a matter of right. The incumbent became an
officer with a view to public benefits, and when these require his
removal they are not to be sacrificed to private interests. It is the
people, and they alone, who have a right to complain when a bad
officer is substituted for a good one.
37
Document D
Source: Letter from Mrs. Barney to President Jackson (1829)
The injustice of your new principle of “Reform” would have been
too glaring had it been at once boldly unfolded; and hence is it that it
was brought out by degrees. At first it was pretended that those only
who had made use of office as an engine for electioneering purposes
were to be “reformed away.” But when it was discovered that there
were in place very many of your own friends who had been guilty of
this unconstitutional impropriety; as you have been pleased to call it,
who, contrary to any feeling of gratitude or sense of duty, had stung
the bosom which warmed, and the hand which fed them, making use
of their office in the gift of Mr. Adams, as the means of furthering
your designs upon the Presidency to his exclusion, and that your rule
was a “two-edged sword,” which, if honestly borne, would “cut
upon both sides,” it was soon carefully withheld, and finally gave
way to a much more comprehensive scheme of reform.
38
Document E
Source: President Jackson's Veto Message Regarding the Bank
of the United States (1832)
A bank of the United States is in many respects convenient for the
Government and useful to the people. Entertaining this opinion, and
deeply impressed with the belief that some of the powers and
privileges possessed by the existing bank are unauthorized by the
Constitution, subversive of the rights of the States, and dangerous to
the liberties of the people, I felt it my duty at an early period of my
Administration to call the attention of Congress to the practicability
of organizing an institution combining all its advantages and
obviating these objections. I sincerely regret that in the act before me
I can perceive none of those modifications of the bank charter which
are necessary, in my opinion, to make it compatible with justice, with
sound policy, or with the Constitution of our country… In the
bearings of the act before me upon these points I find ample reasons
why it should not become a law.
39
H13
Document F
Source: King
Andrew the
First (1832)
40
Document G
Source: South Carolina Ordinance of Nullification (1832)
We, therefore, the people of the state of South Carolina, in convention
assembled, do declare and ordain and it is hereby declared and ordained, that
the several acts and parts of acts of the Congress of the United States,
purporting to be laws for the imposing of duties and imposts on the
importation of foreign commodities, and now having actual operation and
effect within the United States, and, more especially, an act entitled “An act in
alteration of the several acts imposing duties on imports,” approved on the
nineteenth day of May, one thousand eight hundred and twenty-eight and also
an act entitled “An act to alter and amend the several acts imposing duties on
imports,” approved on the fourteenth day of July, one thousand eight hundred
and thirty-two, are unauthorized by the constitution of the United States, and
violate the true meaning and intent thereof and are null, void, and no law, nor
binding upon this State, its officers or citizens; and all promises, contracts,
and obligations, made or entered into, or to be made or entered into, with
purpose to secure the duties imposed by said acts, and all judicial proceedings
which shall be hereafter had in affirmance thereof, are and shall be held
utterly null and void.
41
Document H
Source: President Jackson's Proclamation Regarding
Nullification (1832)
The ordinance is founded, not on the indefeasible right of resisting acts which
are plainly unconstitutional, and too oppressive to be endured, but on the strange
position that any one State may not only declare an act of Congress void, but
prohibit its execution—that they may do this consistently with the
Constitution—that the true construction of that instrument permits a State to
retain its place in the Union, and yet be bound by no other of its laws than those
it may choose to consider as constitutional…
But reasoning on this subject is superfluous, when our social compact in express
terms declares, that the laws of the United States, its Constitution, and treaties
made under it, are the supreme law of the land; and for greater caution adds,
"that the judges in every State shall be bound thereby, anything in the
Constitution or laws of any State to the contrary notwithstanding."
Look, for a moment, to the consequence. If South Carolina considers the
revenue laws unconstitutional, and has a right to prevent their execution in the
port of Charleston, there would be a clear constitutional objection to their
collection in every other port, and no revenue could be collected anywhere; for
all imposts must be equal.
42
H14
Document I
Source: Cherokee Letter protesting the Treaty of New
Etocha, 1836
By the stipulations of this instrument [Treaty of New Etocha], we are
despoiled of our private possessions, the indefeasible property of individuals.
We are stripped of every attribute of freedom and eligibility for legal selfdefense. Our property may be plundered before our eyes; violence may be
committed on our persons; even our lives may be taken away, and there is
none to regard our complaints. We are denationalized; we are disfranchised.
We are deprived of membership in the human family! We have neither land
nor home, nor resting place that can be called our own. And this is effected
by the provisions of a compact which assumes the venerated, the sacred
appellation of treaty.
We are overwhelmed! Our hearts are sickened, our utterance is paralyzed,
when we reflect on the condition in which we are placed, by the audacious
practices of unprincipled men, who have managed their stratagems with so
much dexterity as to impose on the Government of the United States, in the
face of our earnest, solemn, and reiterated protestations.
43
Document J
44
Write your THESIS
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
45
H15
SUPPORT your thesis
Using information from the evidence (that
follows) as well as your knowledge of the
period, to what extent did the presidency of
Andrew Jackson bring about a social,
economic, and political revolution?
46
DBQ #2
47
Question
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight
long years of blunderland are generally
regarded as a national disgrace.” C. Van
Woodward describes the Grant years as “the
all-time low point in statesmanship and
political morality in our history.” To what
extent do you feel that these judgments are
correct?
48
H16
Prompt Analysis Format
Let’s apply the prompt analysis format to this
question.
1. ESSENCE
2.
3.
4.
5.
6.
7.
8.
9.
DEFINITIONS
PARAMETERS
DATABASE
POINT OF VIEW
INSIGHT
THESIS
SUPPORT
CONCLUSION
49
What is the ESSENCE of the
question, and what kind of
judgment is it asking you to make?
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight long
years of blunderland are generally regarded as a
national disgrace.” C. Van Woodward describes the
Grant years as “the all-time low point in
statesmanship and political morality in our history.”
To what extent do you feel that these judgments are
correct?
50
Does the answer have more than
one part?
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight
long years of blunderland are generally
regarded as a national disgrace.” C. Van
Woodward describes the Grant years as “the alltime low point in statesmanship and political
morality in our history.” To what extent do you
feel that these judgments are correct?
51
H17
What key terms need to be
DEFINED?
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight
long years of blunderland are generally
regarded as a national disgrace.” C. Van
Woodward describes the Grant years as “the alltime low point in statesmanship and political
morality in our history.” To what extent do you
feel that these judgments are correct?
52
What are the PARAMETERS?
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight
long years of blunderland are generally
regarded as a national disgrace.” C. Van
Woodward describes the Grant years as “the alltime low point in statesmanship and political
morality in our history.” To what extent do you
feel that these judgments are correct?
53
Construct a DATABASE
HISTORIANS CORRUPTION INEFFECTIVE?
54
H18
HISTORIANS
“Grant was an ignorant and
confused President, and his eight
long years of blunderland are
generally regarded as a national
disgrace.”—Thomas A. Bailey
“…the all-time low point in
statesmanship and political
morality in our history.”
—C. Van Woodward
Construct a
DATABASE
Arthur Schlesinger places him
among the failures in his 1948
and 1962 presidential ratings.
55
CORRUPTION
•
•
•
•
•
•
Civil Service Commission
Credit Mobilier
Tweed Ring
Whiskey Ring
Gold scandal
“Salary grab”
Construct a
DATABASE
56
INEFFECTIVE?
• Led nation through difficult
post-Civil War era
• Economic policies
• Vetoed Inflation Bill of 1874
• Signed Resumption Act
• Settled Alabama claims
• Prevented two potential wars
• Treaty with Hawaii
• Helped resolve 1876 election
• Appointed first Civil Service
Commission
• First steps toward building the
Panama Canal
• Enforced Reconstruction and
protected newly freed slaves
• Elected twice
Construct a
DATABASE
57
H19
Provide your INSIGHT
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight
long years of blunderland are generally
regarded as a national disgrace.” C. Van
Woodward describes the Grant years as “the alltime low point in statesmanship and political
morality in our history.” To what extent do you
feel that these judgments are correct?
58
READ and ANALYZE the
documents
DATABASE
INTERPRETATION
59
Document A
Source: President Grant's First Inaugural Address, March 4,
1869
The country having just emerged from a great rebellion, many
questions will come before it for settlement in the next four years
which preceding Administrations have never had to deal with. In
meeting these it is desirable that they should be approached
calmly, without prejudice, hate, or sectional pride, remembering
that the greatest good to the greatest number is the object to be
attained. This requires security of persons, property, and free
religious and political opinion in every part of our common
country, without regard to local prejudice. All laws to secure
these ends will receive my best efforts for their enforcement…
60
H20
Document B
Source: President Grant’s Second Inaugural Address, 1873
The effects of the late civil strife have been to free the slave and
make him a citizen. Yet he is not possessed of the civil rights
which citizenship should carry with it. This is wrong, and should
be corrected —To this correction I stand committed, so far as
Executive influence can avail.
Social equality is not a subject to be legislated upon, nor shall I
ask that anything be done to advance the social status of the
colored man, except to give him a fair chance to develop what
there is good in him, give him access to the schools, and when he
travels let him feel assured that his conduct will regulate the
treatment and fare he will receive.
61
Document C
Source: Civil Rights Act of 1875
…all persons within the jurisdiction of the United States shall be entitled to
the full and equal enjoyment of the accommodations, advantages, facilities,
and privileges of inns, public conveyances on land or water, theaters, and
other places of public amusement; subject only to the conditions and
limitations established by law, and applicable alike to citizens of every race
and color, regardless of any previous condition of servitude.
Sec. 2. That any person who shall violate the foregoing section by denying to
any citizen, shall, for every such offense, forfeit and pay the sum of five
hundred dollars to the person...
Sec. 4. That no citizen possessing all other qualifications which are or may be
prescribed by law shall be disqualified for service as grand or petit juror in
any court of the United States, or of any State, on account of race, color, or
previous condition of servitude…
62
Document D
Source: “Salary Grab”—Act of Congress, 1873
AN ACT
Making Appropriations for the legislative, executive and
judicial Expenses of the Government for the Year ending June
thirtieth, eighteen hundred and seventy-four, and for other
purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America, in Congress assembled, That the
following sums be, and the same are hereby, appropriated, out
of any money in the treasury not otherwise appropriated, for the
service of the fiscal year ending June thirtieth, eighteen hundred
and seventy-four, for the objects hereinafter expressed….
63
H21
Document E
Source: Specie Resumption Act of 1875
To provide for the resumption of specie payments.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled, That the
Secretary of the Treasury is hereby authorized and required…
to cause to be coined at the mints of the United States, silver coins
of the denominations of ten, twenty-five, and fifty cents, of
standard value, and to issue them in redemption of an equal
number and amount of fractional currency of similar
denominations, or, at his discretion, he may issue such silver coins
through the mints, the subtreasuries, public depositories, and postoffices of the United States; and, upon such issue, he is hereby
authorized and required to redeem an equal amount of such
fractional currency, until the whole amount of such fractional
currency outstanding shall be redeemed.
64
Document F
65
Document G
Source: Treaty of Washington, 1871
…Whereas differences have arisen between the Government of the United States and
the Government of Her Britannic Majesty, and still exist, growing out of the acts
committed by the several vessels which have given rise to the claims generically
known as the Alabama Claims.
And whereas Her Britannic Majesty has authorized Her High Commissioners and
Plenipotentiaries to express, in a friendly spirit, the regret felt by Her Majesty's
Government for the escape, under whatever circumstances, of the Alabama and other
vessels from British ports, and for the depredations committed by those vessels:
Now, in order to remove and adjust all complaints…the High Contracting Parties
agree that all the said claims, growing out of acts committed by the aforesaid vessels
and generically known as the “Alabama claims,'' shall be referred to a Tribunal of
Arbitration to be composed of five Arbitrators, to be appointed in the following
manner, that is to say: one shall be named by the President of the United States; one
shall be named by Her Britannic Majesty; His Majesty the King of Italy shall be
requested to name one; the President of the Swiss Confederation shall be requested to
name one; and His Majesty the Emperor of Brazil shall be requested to name one.
66
H22
Document H
Source: U.S. business activity before and after Resumption Act,
67
Write your THESIS
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight
long years of blunderland are generally
regarded as a national disgrace.” C. Van
Woodward describes the Grant years as “the alltime low point in statesmanship and political
morality in our history.” To what extent do you
feel that these judgments are correct?
68
SUPPORT your thesis
Thomas A. Bailey writes that “Grant was an
ignorant and confused President, and his eight
long years of blunderland are generally
regarded as a national disgrace.” C. Van
Woodward describes the Grant years as “the alltime low point in statesmanship and political
morality in our history.” To what extent do you
feel that these judgments are correct?
69
H23
DBQ #3
70
Question
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
71
Prompt Analysis Format
Let’s apply the prompt analysis format to this
question.
1.
2.
3.
4.
5.
6.
7.
8.
9.
ESSENCE
DEFINITIONS
PARAMETERS
DATABASE
POINT OF VIEW
INSIGHT
THESIS
SUPPORT
CONCLUSION
72
H24
What is the ESSENCE of the
question, and what kind of
judgment is it asking you to make?
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
73
Does the answer have more than
one part?
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
74
What key terms need to be
DEFINED?
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
75
H25
What are the PARAMETERS?
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
76
Construct a DATABASE
SOCIAL
ECONOMIC
POLITICAL
77
SOCIAL
• Casualties, both physical
and mental
• Displaced persons
• Impact on colonial
peoples
• African Americans
• Japanese Americans
• Women
• Demographic shifts
Construct a
DATABASE
78
H26
ECONOMIC
• New weapons
• Expansion of government
powers
• Boom for business; full
employment
• Huge cost of war
• Dislocation of trade
• Property damage,
ecological damage
• Atomic power
• Military-industrial
complex
• Technological revolution
Construct a
DATABASE
79
POLITICAL
• The United Nations
• Polarization of the world,
Cold War
• Controls on civil liberties
• Four terms for FDR
• End to isolationism
(“non-entanglement”)
• Expansion of presidential
power
• Foreign aid
• Defeated powers
occupied
• Territorial changes
• War crimes trials
Construct a
DATABASE
80
Provide your INSIGHT
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
81
H27
READ and ANALYZE the
documents
DATABASE
INTERPRETATION
82
Document A
Source: Wilma Briggs, "A Farm Girl Plays Professional Baseball”
Had it not been for the war, I never would have played professional
baseball. That started because of the war. People didn't have money to
go places. Phil Wrigley of the Chicago Cubs was certain that all the
men would be drafted, and the major league ballparks would be
empty. That's the reason he started that league, the All-American Girls'
Professional Baseball League. So, because of the war, I got that
chance. That league started in 1943, and I joined it after high school in
1948. Had it not been for the war, that part of my life would never
have come to pass. And I think because I went out there and played
ball—I met a lot of people from all over the United States, Canada,
and Cuba, which I never would have done. I traveled, lived in the best
hotels, ate in restaurants, lived in private homes—that's an experience.
I think it gave me the courage years later to say, “I think I'll go to
college.”
83
Document B
Source: Redd Evans and John Jacob Loeb, lyrics, Rosie the
Riveter (1942)
All the day long, whether rain
Rosie's got a boyfriend,
or shine,
Charlie.
Charlie, he's a Marine.
She's a part of the assembly
line.
Rosie is protecting Charlie,
She's making history,
Working overtime on the
Working for victory,
riveting machine.
When they gave her a
Rosie the Riveter.
production “E,”
Keeps a sharp lookout for
She was as proud as she
sabotage,
could be.
Sitting up there on the
fuselage.
There's something true about,
Red, white, and blue about,
That little girl will do more
than a male will do.
Rosie the Riveter.
84
H28
Document C
Source: That Damned Fence, anonymous poem circulated at the
Poston (AZ) Relocation Center
They've sunk the posts deep into the ground
They've strung out wires all the way around.
With machine gun nests just over there,
And sentries and soldiers everywhere.
We're trapped like rats in a wired cage,
To fret and fume with impotent rage;
Yonder whispers the lure of the night,
But that DAMNED FENCE assails our sight.
We seek the softness of the midnight air,
But that DAMNED FENCE in the floodlight
glare
Awakens unrest in our nocturnal quest,
And mockingly laughs with vicious jest.
With nowhere to go and nothing to do,
We feel terrible, lonesome, and blue:
That DAMNED FENCE is driving us crazy,
Destroying our youth and making us lazy.
Imprisoned in here for a long, long time,
We know we're punished—though we've
committed no crime,
Our thoughts are gloomy and enthusiasm damp,
To be locked up in a concentration camp.
Loyalty we know, and patriotism we feel,
To sacrifice our utmost was our ideal,
To fight for our country, and die, perhaps;
But we're here because we happen to be Japs.
We all love life, and our country best,
Our misfortune to be here in the West,
To keep us penned behind that DAMNED
FENCE,
Is someone's notion of NATIONAL
DEFENSE!
85
Document D
Source: GI Bill of Rights, 1944
AN ACT to provide Federal Government aid for the readjustment in civilian life
of returning World War II veterans.
Be it enacted by the Senate and House of Representatives of the United States of
America in Congress assembled, That this Act may be cited as the
“Servicemen's Readjustment Act of 1944”.
Chapter IV—Education of Veterans
Sec. 400. (a) Subsection (f) of section 1, title I, Public Law Numbered 2,
Seventy-third Congress, added by the Act of March 24, 1943 (Public Law
Numbered 16, Seventy-eighth Congress), is hereby amended to read as follows:
“(f) Any person who served in the active military or naval forces on or after
September 16, 1940, and prior to the termination of hostilities in the present
war, shall be entitled to vocational rehabilitation subject to the provisions and
limitations of Veterans Regulation Numbered 1(a), as amended, part VII, or to
education or training subject to the provisions and limitations of part VIII.”
86
Document E
A. Philip Randolph
87
H29
Document F
88
Document G
89
Document H
Source: Harry S. Truman, Congressional Record, March 12, 1947
The peoples of a number of countries of the world have recently had totalitarian
regimes forced upon them against their will… I believe that it must be the policy
of the United States to support free peoples who are resisting attempted
subjugation by armed minorities or by outside pressures. I believe that we must
assist free peoples to work out their own destiny in their own way. I believe that
our help should be primarily through economic and financial aid, which is
essential to economic stability and orderly political processes.
The world is not static and the status quo is not sacred. But we cannot allow
changes in the status quo in violation of the Charter of the United Nations by
such methods as coercion, or by such subterfuge as political infiltration. In
helping free and independent nations to maintain their freedom, the United
States will be giving effect to the principles of the Charter of the United
Nations… The free peoples of the world look to us for support in maintaining
their freedoms. If we falter in our leadership, we may endanger the peace of the
world—and we shall surely endanger the welfare of our own Nation.
90
H30
Document I
91
Document J
Source: Harry S. Truman, 1946
Sixteen Hours Ago an American airplane dropped one bomb on
Hiroshima, an important Japanese Army base. That bomb had more
power than 20,000 tons of T.N.T. It had more than two thousand
times the blast power of the British ''Grand Slam'' which is the
largest bomb ever yet used in the history of warfare.
The Japanese began the war from the air at Pearl Harbor. They have
been repaid many fold. And the end is not yet. With this bomb we
have now added a new and revolutionary increase in destruction to
supplement the growing power of our armed forces. In their present
form these bombs are now in production and even more powerful
forms are in development.
92
Write your THESIS
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
93
H31
SUPPORT your thesis
Using information from the evidence below as
well as your knowledge of the period, to what
extent were the social, economic, and political
changes in America during World War II
permanent?
94
H32
Assessment Guidelines
APPEARANCE:
1. Is the essay legible?
Neat
5
4
3
2
1
Sloppy
Yes
5
4
3
2
1
No
5
4
3
2
1
OPENING PARAGRAPH
1. Is the thesis statement clear?
BODY
1. How many paragraphs are included?
2. Are there factual inaccuracies?
Yes
5
4
3
2
1
No
3. Are the conclusions supported
with evidence?
Yes
5
4
3
2
1
No
1. Are the major points summarized?
Yes
5
4
3
2
1
No
2. Is the conclusion effective?
Yes
5
4
3
2
1
No
CONCLUDING PARAGRAPH
GRAMMAR/PUNCTUATION/SPELLING
1. Does the essay contain errors?
Yes
5
4
3
2
1
No
2. Are there confusing sentences?
Yes
5
4
3
2
1
No
1. Is the essay easy to read?
Yes
5
4
3
2
1
No
2. Does the essay progress logically?
Yes
5
4
3
2
1
No
IMPRESSION
Permission granted to reproduce for classroom use only. © 2007 Social Studies School Service. (800) 421-4246. http://socialstudies.com
1
AP U.S. History Rubric Check Sheet
THESIS
‰
‰
‰
‰
Well developed and clearly focused (8–9)
Clear and adequate (5–7)
Confused, limited, or missing (2–4)
No thesis, provides an inappropriate response (0–1)
DOCUMENT USAGE (DBQS ONLY)
‰
‰
‰
‰
Sophisticated use of a substantial number of documents (8–9)
Several documents used, may be more descriptive than analytical (5–7)
Few documents used, significant errors in document interpretation (2–4)
No document used, obvious misunderstanding of documents (0–1)
CRITICAL THOUGHT
‰
‰
‰
‰
Strong interpretation and analysis (8–9)
Limited or superficial analysis, mostly descriptive (5–7)
Limited or no understanding of the question (2–4)
Shows a complete lack of understanding (0–1)
EVIDENCE
‰
‰
‰
‰
Abundant, appropriate, dealing with all aspects of question (8–9)
Uses some factual information (5–7)
Superficial or missing supporting information (2–4)
Little or no evidence (0–1)
WRITING STYLE
‰
‰
‰
‰
Well organized and well written (8–9)
Acceptable organization and writing (5–7)
Weak organization and/or poorly written (2–4))
May be incomprehensible (0–1)
ERROR LEVEL
‰
‰
‰
‰
No errors or errors are insignificant (8–9)
May contain minor errors (5–7)
May contain major errors (2–4)
Has substantial factual errors (0–1)
OVERALL SCORE
1
2
3
4
GRADER
____________________________
AUTHOR
____________________________
5
6
7
8
9
Permission granted to reproduce for classroom use only. © 2007 Social Studies School Service. (800) 421-4246. http://socialstudies.com
2