16th, 17th, 18th Century DBQs
TABLE OF CONTENTS
Religious Persecutions in the 17th Century .............................................................................. 2
by Emily Senayeve and Ilsa Teppo
Religion in the Founding and Laws of Early Government .................................................... 25
by Elijah Kirk and Amanda Leahy
Mercantilism and the Trans-Atlantic Trade ........................................................................... 46
by Jaymie Stoops
Impact of Mercantilism on Wealth and Power in the New World ........................................ 57
by Claire Laster and Brooke Schneider
Native American Alliances in the French and Indian War .................................................... 71
by Stephan Matusak and Dakota Wixom
Women’s Roles in Society during the 1700s ......................................................................... 83
by Savannah Kashow and Rachel Yonek
Taxation Before, During and After the Revolution ............................................................. 101
by Gracie Friesen and Cole Hansellf
Shift from Articles of the Confederation to the Constitution .............................................. 116
Francesca Cruz and Haley Van Nortwick
Emily Seynaeve
Ilsa Teppo
April 19, 2013
A. Historical Significance
Throughout the 17th century, the New England colonies were plagued with religious intolerance
which led to unjust persecutions of innocent people. Colonists were stressed about assimilating to a new
country and in turn, they channeled their fear and paranoia into hurting others with differing beliefs.
Few brave people acted out against the intolerance and in return, they founded new colonies and
inspired literature, but unfortunately they were also excommunicated and executed.
Religious persecution in the 17th century has taught America the importance of separation
between church and state and checks and balances. In the 17th century those two authorities were not
set apart and people such as Anne Hutchinson and George Fox were excommunicated from the state.
One major event that took place between 1692-93 was the Salem Witch Trials. The Salem Witch Trials
started when Reverend Samuel Parris’s daughter, Betty Parris, grew ill. The doctor could see no physical
signs of illness and diagnosed her with bewitchment. People started accusing others of witchcraft, and
those people would be taken to court for an examination. The examination would be based on spectral
evidence, which included the touch test and an examination of the accused for witch marks. Almost any
evidence was tangible evidence, even if someone had a vision of someone being guilty of witchcraft;
that was plausible evidence. 19 people were convicted of witchcraft and hanged while 150 people were
imprisoned before the witch trials ended. The lesson that came from this tragedy is the importance of
checks and balances in a court and making sure people are represented justly.
Now, the freedom to practice any religion is guaranteed in our Constitution, and it is illegal to
discriminate on the basis of religion. Rhode Island was the first state to practice religious toleration
thanks to the co-founders Roger Williams and Anne Hutchinson. Williams was excommunicated from
Massachusetts Bay Colony for challenging the Puritan views. Anne Hutchinson also faced religious
persecution for challenging the Puritan religion. Because of her boldness she was banished from the
Massachusetts Bay Colony in 1637 and excommunicated from the the church in 1638, however she was
one of the first women religious leaders and is highly regarded for her courage and religious toleration.
Now there are laws preventing the discrimination of religion, race, and gender. While the laws are strict
against discrimination, many minorities and denominations still face prejudice, but the religious
persecutions in the 17th century serve as a reminder of the tragic events that can take place as a result
of fear and paranoia resulting in persecutions.
The documents that we have chosen for our document based question cover a range of
perspectives. The selected documents highlight court proceedings, testaments and petitions from some
of the accused witches, a sermon from John Winthrop, an excerpt from Thomas Jefferson’s only
published book, and the Maryland Toleration Act. The documents chosen are meant to give a wellrounded source of information that include both personal perspectives and legal documents. An
interesting connection is Winthrop’s sermon on board the Arbella and the trial of Anne Hutchinson. The
sermon outlines Winthrop’s strong Puritan beliefs, which influence his actions in his role as judge and
accuser in the trial of Anne Hutchinson. These chosen primary documents are meant to supplement the
student’s understanding in regards to the causes of, and effects of, religious persecution in the 17th
century in colonial America.
B. APPARTS
Document 1: Notes on the State of Virginia
“The poor Quakers were flying from persecution in England. They cast their eyes on these new countries
as asylums of civil and religious freedom; but they found them free only for the reigning sect. Several
acts of the Virginia assembly of 1659, 1662, and 1693, had made it penal in parents to refuse to have
their children baptized; had prohibited the unlawful assembling of Quakers; had made it penal for any
master of a vessel to bring a Quaker into the state; had ordered those already here, and such as should
come thereafter, to be imprisoned till they should abjure the country; provided a milder punishment for
their first and second return, but death for their third; had inhibited all persons from suffering their
meetings in or near their houses, entertaining them individually, or disposing of books which supported
their tenets.”
Author: Thomas Jefferson
Place and Time: “Notes on the State of Virginia” written in Virginia in 1781
Prior Knowledge: I know that the Quakers in colonial America were fleeing religious
persecution in England, but they were discriminated against in the colonies as well. Quakers believed in
pacifism, equality, and communicating to God through an inner spirituality.
Audience: Jefferson was writing in response to a questionnaire, sent by Francois Marbois, the secretary
of the French legislation.
Reason: Marbois sent his set of queries to various American officials in order to gain information on the
13 states. The questionnaire was initially sent to Joseph Jones, the congressman of Virginia, but it was
forwarded to Thomas Jefferson. While answering Marbois’s different queries, Jefferson expressed mixed
feelings towards the present and future of the American states.
The Main Idea: Throughout the paper, Jefferson addresses different queries while focusing on various
policies in Virginia. The excerpt used describes Jefferson’s reactions to various anti-Quaker laws that
were recently passed in Virginia. In this excerpt, he expresses his surprise that Quakers in Virginia had
not been punished or executed as they had in Massachusetts.
Significance: The Notes on the State of Virginia was the only full-length book that Thomas Jefferson
published within his lifetime and is referred to as the most important American book published before
1800. Jefferson’s book inspired others to reflect upon the nature of society, human rights, and how the
government functioned.
Document 2: Maryland Toleration Act
“Forasmuch as in a well governed and Christian Commonwealth matters concerning Religion and the
honor of God ought in the first place to bee taken, into serious consideration and endeavoured to bee
settled. Be it therefore ordered and enacted by the Right Honorable Cecilius Lord Baron of Baltimore
absolute Lord and Proprietary of this Province with the advise and consent of this Generall Assembly.
That whatsoever person or persons within this Province and the Islands thereunto belonging shall from
henceforth blaspheme God, that is Curse him, or deny our Saviour Jesus Christ to bee the sonne of God,
or shall deny the holy Trinity the father sonne and holy Ghost, or the Godhead of any of the said Three
persons of the Trinity or the unity of the Godhead, or shall use or utter any reproachfull Speeches,
words or language concerning the said Holy Trinity, or any of the said three persons thereof, shall be
punished with death and confiscation or forfeiture of all his or her lands and goods to the Lord
Proprietary and his heires.”
Author: Colonial Assembly of Maryland
Place and Time: Also known as the Maryland Toleration Act, the Act Concerning Religion was passed on
April 21, 1649 in the colony of Maryland.
Prior Knowledge: I knew that the Maryland Toleration Act guaranteed freedom for Christians, but I
didn’t know how it treated other religions or nonbelievers.
Audience: Written as inspiration/protection for those of the Christian faith and a warning for
nonbelievers.
Reason: The Toleration Act was passed in order to mandate religious tolerance for Christians who
believed in the trinity. While the act guaranteed protection for Christians, it sentenced to death any
nonbelievers in Christ.
Main Idea: The Maryland Toleration Act only granted tolerance to Trinitarian Christians and sentenced
to death anyone who blasphemed or denied the Trinity of the divinity of Christ. Those who insulted the
Virgin Mary, the apostles, or the evangelists could be physically punished, jailed, and fined. The act also
outlawed the use of religious slurs against Christians, which immortalized the act as the first attempt to
ban the use of hate speech.
Significance: The Maryland Toleration Act was the second act in the British North American
colonies that required religious toleration and it was the first act to create legal limitations
on hate speech. The Maryland Toleration Act inspired later laws such as the British Act of Toleration of
1689 and the Holy Experiment in Pennsylvania.
Document 3: City Upon a Hill
“We shall find that the God of Israel is among us, when ten of us shall be able to resist a thousand of our
enemies; when He shall make us a praise and glory that men shall say of succeeding plantations, "may
the Lord make it like that of New England." For we must consider that we shall be as a city upon a hill.
The eyes of all people are upon us. So that if we shall deal falsely with our God in this work we have
undertaken, and so cause Him to withdraw His present help from us, we shall be made a story and a byword through the world.”
Author: John Winthrop, Puritan minister
Time and Place: On board the Arbella to the Massachusetts Bay Colony, 1630
Prior Knowledge: I knew that the Puritans had strong religious beliefs and were wary of any differences
of opinions with regards to religion.
Audience: Winthrop was writing to his fellow Puritans on board the Arbella
Reason: Winthrop wrote this famous sermon to prepare his people for creating a new society in a
difficult environment.
Main Idea: In the “City upon a Hill” excerpt, the main idea is about establishing a city under the
microscope that everyone would come to admire and want to recreate. This excerpt has also become a
representation for the irritating amount of pride that the Puritans have in themselves.
Significance: When John Winthrop and his flock left from Europe, survival was a key concern. Winthrop
advised his fellow Puritans to strongly hold onto their religious beliefs that would influence their new
community. He believed that surviving would ultimately prove their obedience and devotion to God, as
long as they remained true to their biblical roots. Winthrop hoped to become an example for the rest of
the world as to how a religious community should be led.
Document 4: Trial of Anne Hutchinson
“Mr. [John] Winthrop, Governor: Mrs Hutchinson, you are called here as one of those that have troubled
the peace of the commonwealth and the churches here; you are known to be a woman that hath had a
great share in the promoting and divulging of those opinions that are the cause of this trouble, and to be
nearly joined not only in affinity and affection with some of those the court had taken notice of and
passed censure upon, but you have spoken divers things, as we have been informed, very prejudicial to
the honour of the churches and ministers thereof, and you have maintained a meeting and an assembly
in your house that hath been condemned by the general assembly as a thing not tolerable nor comely in
the sight of God nor fitting for your sex, and notwithstanding that was cried down you have continued
the same. Therefore we have thought good to send for you to understand how things are, that if you be
in an erroneous way we may reduce you that so you may become a profitable member here among us.”
Author: Transcribed by the court
Time and Place: Massachusetts, 1637
Prior Knowledge: I know that Anne Hutchinson was exiled from Massachusetts to Rhode Island for
preaching her own sermons in her home. At the time, anyone who was not an ordained clergyman
couldn’t preach, especially women.
Audience: Transcribed for public record, but the transcription could serve as a warning to anyone who
tried to overstep their place in the church.
Reason: Anne was put on trial because she challenged the church authority by holding private meetings
in her home and she undermined the authority of the Puritan ministers.
The Main Idea: Anne Hutchinson was tried with heresy when she held private prayer meetings for men
and women in her home. However, the authorities were more alarmed by her contradictions of
predestination; she claimed that if predestination was true, then there was no need for church. She also
claimed that any individual could know God’s will directly. Even though she valiantly defended herself,
her fate was sealed when she claimed to have a revelation directly from God.
Significance: As a result of the trial, Anne was banished to Rhode Island. Her family and 60 followers
joined her in Rhode Island. Later, she and her family moved to New York, where they died in an Indian
raid. Governor John Winthrop, who preceded over her trial, saw her death as God’s final judgment on
her blasphemy and disloyalty to the church. However, in 1945 the legislature voted and revoked her
banishment and Anne is viewed today as an advocate for religious freedom and women’s rights.
Document 5: Letters of Gov. William Phips (1692-1693)
“When I first arrived I found this province miserably harrassed with a most Horrible witchcraft or
Possession of Devills which had broke in upon severall Townes
The loud cried and clamours of the friends of the afflicted people with the advice of the Deputy
Governor and many others prevailed with mee to give a Commission of Oyer and Terminer for
discovering what whichcraft might be at the bottome or whether it were not a possession.
When the Court came to sitt at Salem in the county of Essex they convicted more than twenty persons
of being guilty of witchcraft
matter I found that the name and shape of several persons who were doubtless innocent and to my
certian knoweledge of good reputation for which cause I have now forbidden the committing of any
more that shall be accused without unavoydable necessity, and those that have been committed I would
shelter from any Proceedings against them wherein there may be the least suspition of any wrong to be
done unto the Innocent.
I hereby declare that as soon as I came from fighting against their Majesties Enemyes and understood
what danger some of their innocent subjects might be exposed to, if the evidence of the afflicted
perosns only did previle either to the committing or trying of any of them, I did before any application
was made unto me about it put a stop to the proceedings of the court and they are now stopt till their
Majesties pleasure be known.”
Author: Gov. William Phips
Place and Time: Boston the 12'th of October 1692
Prior Knowledge: Governor William Phips is best remembered for establishing, and later over-ruling and
disbanding, the court associated with the infamous Salem Witch Trials. The Salem Witch Trials were a
series of hearings and prosecutions of people accused of witchcraft in colonial Massachusetts, most, if
not all, were innocent of the crime.
Audience: Rt. Honble the Earl of Nottingham att Whitehall London
Reason: To show is disapproval for the unjust trials.
The Main Idea: Awful cases of witchcraft has broken out in Salem, people suggested that he investigate
to see if witchcraft was the cause. The court is Salem had convicted more than twenty persons of being
guilty of witchcraft. The governor left to fight
against their majesties enemies, and he found many
innocent people were being accused of witchcraft. As soon as he gets back he’s going to put a stop to
the proceeding of the court.
Significance: Governor Phips was the one who put an end to the trials by first suspending the trials, and
then releasing the prisoners charged with witchcraft (about 150 people). He’s an incredibly important
historical figure for this act.
Document 6: Letter from Rev. John Higginson to his son Nathaniel Higginson
“Gave us a new Charttr & Sent Sr Wm. Phip [a] Native of N: England (ye last sumer) to be our Governr
wherby we hope for Some Riviveing By degrees, but ye nessesary Grate Taxations (30 000li one year),
cause much murmering among ye people & by ye concurrance of many such causes
... is Especially yr poor Sister Dolliver being at last tottally deserted by her unkind husband ...
She is 46 an object of compassion your Sister whartons two Daughters Sarah & Bethiah are also by ye
afflicting providence of God Cast upon me. You know yr Brothr wharton was a ma[n] of an Excellent
Spirit when he married yr Sister Sarah
After his decease his Estate proved Insolvent & their is not a penny left for ye Children they have lived
Wth me divers years & are upwards of twenty being objects of Grate compassion
I suppose you have heard your brothers Francis & Henry are dead.
Now to your Viz yt [you] can maintain your station cary on your Trade & Injoy ye fruits of yr owne
Labour & yett out of an Over plus yt God has Granted you wch you can spare yt which may Reach to ye
Supply of ye nessesetys of yr ffathr family & yr owne flesh & blood: then Indeed I propound to you ye
Scripture Example of Joseph & ye N: Engd: Example of Anderson for yr Imitation”
Author: Rev. John Higginson
Place and Time: Salem, August the 31st 1698
Prior Knowledge: Rev. John Higginson was a leading investigator of the Salem Witch Trials. Currently the
Salem Witch Trials are going on, where over a hundred people were accused of witchcraft and hung for
it. Most, if not all, were innocent of the crime. His son Nathaniel Higginson was an English politician and
was doing quite well financially.
Audience: To his son Nathaniel Higginson
Reason: The author needs money and would like his son to model after Joseph from the Bible and help
the family.
The Main Idea: Since the son left, the government has imposed more taxes and more restrictions on
their religious freedom. Reverend’s family is poor because of the taxes, son’s brothers have died, John
Higginson’s wife’s inheritance has burned in a fire, sister’s husband left her and now she and her
children are living with him (which she is the “object of compassion”), he’s basically taking care of the
family himself. He’s asking his son for money, because he heard his son is doing well as an English
Politician. NOT THEME; The Main Message – What is the author trying to get across
Significance: Gives a good idea to what the style of writing was back then, as well as the circumstances
of the people of Salem. The government was imposing more taxes
were very poor because of that. The government was
on the citizens, and people
also restricting religious freedom.
Document 7: Examination of Nehemiah Abbott Jr.
“What say you, are you guilty of witchcraft, of which you are suspected , or not? No Sir, I say before
God, before whom I stand, that I know nothing of witchcraft.
What do you say to this? I never did hurt them. Who hurt you Ann Putman ? That man. I never hurt her.
If you will confess the truth, we desire nothing else that you
may not hide you guilt, if you are guilty, and therefore confess if so.
I speak before God that I am clear from this accusation. What, in all
respects? Yes in all respects. Doth this man hurt you? Their mouths
were stopped. You hear several accuse you, though one cannot open
her mouth.
Mr. Samuel Parris , being desired to take in writing the examination of Nehemiah Abbot , hath delivered it as aforesaid, and upon
hearing the same did see cause to dismiss him.”
Author: John Hawthorne and Jonathan Corwin – Judges
Place and Time: A court at Salem village, 22nd April 1692
Prior Knowledge: Nehemiah was name of a prophet in the Bible, so it’s odd that someone that was
named after a biblical leader would be accused of witchcraft. Currently the Salem Witch Trials are going
on, where over a hundred people were accused of witchcraft and hung for it. Most, if not all, were
innocent of the crime. The
judges (authors) dismissed Abbot at the end of the trial.
Audience: People witnessing the examination of Nehemiah Abbot
Reason: The examination of Nehemiah Abbot, witch trial. The Authors were the judges.
The Main Idea: The authors are well known judges that judged many of the Salem Witch Trials. They are
examining Nehemiah Abbot to see if he is guilty of witchcraft.
Abbot was dismissed at the end of the
case.
Significance: This document gives a sense of what the trials were like. It’s slightly difficult to understand
because there is only dialogue but there’s nothing that indicate who says what.
Document 8: Arrest Warrant
“There Being Complaint this day made (Before us) by capt Jonat Walcott, and Lt Natheniell Ingersull
both of Salem Village, in Behalfe of theire Majesties for themselfes and also for severall of their
Neighbours Against Sarah Cloyce the wife of peter Cloyce of Salem Village; and Elizabeth Proctor the
wife of John Proctor of Salem farmes for high Suspition of Sundry acts of Witchcraft donne or
Committed by them upon the bodys of Abigail Williams, and John Indian both of Mr Sam Parris his
family of Salem Village and mary Walcott daughter of the abovesaid Complainants, And Ann Putnam and
Marcy Lewis of the famyly of Thomas Putnam of Salem Village whereby great hurt and dammage hath
beene donne to the Bodys of s'd persons above named therefore Craved Justice.
You are therefore in theire Majest's names hereby required to apprehend and bring before us Sarah
Cloyce the wife of peter Cloyce of Salem Village and Elizabeth proctor the wife of John Procter of Salem
farmes; on Munday Morneing Next being the Eleventh day of this Instant Aprill aboute Eleven of the
Clock, at the publike Meeting house in the Towne, in order to theire Examination Relateing to the
premesis aboves'd and here of you are. not to faile Dated Salem Aprill 8'th 1692”
Author: John Hawthorne and Jonathan Corwin – Judges
Place and Time: Salem Aprill. 4'th 1692
Prior Knowledge: This is an arrest warrant for an accused witch, written by the judges John Hawthorne
and Jonathan Corwin. These judges are well-known through their work with the Salem Witch Trials.
Currently the Salem Witch Trials are going on, where over a hundred people were accused of witchcraft
and hung for it. Most, if not all, were innocent of the crime. The judges are going to take in the accused
for an examination.
Audience: George Herick Marshall of the County of essex
Reason: To bring in Sarah Cloyce and Elizabeth Proctor for an examination. They have
been accused
of witchcraft.
The Main Idea: The two judges need George Herick Marshall to bring in the two accused women for an
examination for witchcraft by April 8th, 1692.
Significance: This document shows how judges asked Marshalls to bring in people for examinations of
witchcraft.
Document 9: Petition of Mary Easty and John Proctor
“I Petition to your honours not for my own life for I know I must die and my appointed time is sett but
the Lord he knowes it is that if it be possible no more Innocent blood may be shed which undoubtidly
cannot be Avoyded In the way and course you goe in I question not but your honours does to the
uttmost of your Powers in the discovery and detecting of witchcraft and witches and would not be gulty
of Innocent blood for the world but by my own Innocency I know you are in this great work if it be his
blessed you that no more Innocent blood be shed I would humbly begg of you that your honors would
be plesed to examine theis Afflicted Persons strictly and keep them apart some time and Likewise to try
some of these confesing wichis I being confident there is severall of them has belyed themselves and
others as will appeare if not in this wor[l]d I am sure in the world to come whither I am now agoing and I
Question not but youle see and alteration of thes things they my selfe and others having made a League
with the Divel we cannot confesse (Mary Easty)”
“The innocency of our Case with the Enmity of our Accusers and our Judges, and Jury, whom nothing but
our Innocent blood will serve their turn, having Condmened us already before our Tryals, being so much
incensed and engaged against us by the Devil, makes us bold to Beg and Implore your Favourable
Assistance of this our Humble Petition to his Excellency, That if it be possible our Innocent Blood may be
spared, which undoubtedly otherwise will be shed, if the Lord doth not mercifully step in. The
Magistrates, Ministers, Jewries, and all the People in general, being so much inraged and incensed
against us by the Delusion of the Devil, which we can term no other, by reason we know in our own
Consciences, we are all Innocent Persons. My son William Proctor, when he was examin'd, because he
would not confess that he was Guilty, when he was Innocent, they tyed him Neck and Heels till the
Blood gushed out of his Nose, and would have kept him so 24 Hours, if one more Merciful than the rest,
had not taken pity on him, and caused him to be unbound. These actions are very like the Popish
Cruelties. (John Proctor)”
Author: Mary Easty – accused witch
Place and Time: Salem – Prison, 1692
Prior Knowledge: This Currently the Salem Witch Trials are going on, where over a hundred people were
accused of witchcraft and hung for it. Most, if not all, were innocent of the crime. The author knows she
is innocent but is not asking to be released, only that no more innocent blood be shed.
Audience: S'r W'm Phipps
Reason: Petition of convicted witch awaiting execution
The Main Idea: Asking that no more innocent blood be shed. The author knows her innocence but is not
asking to be released, just that no more people will be killed.
Significance: Gives a good look into the minds of people accused of witchcraft awaiting to be hung.
Author: John Proctor – accused witch
Place and Time: Salem-Prison, July 23, 1692
Prior Knowledge: Currently the Salem Witch Trials are going on, where over a hundred people were
accused of witchcraft and hung for it. Most, if not all, were innocent
is innocent and requests that their innocent blood
of the crime. Author knows he
be spared.
Audience: Mr. Mather, Mr. Allen, Mr. Moody, Mr. Willard, and Mr. Bailey, Reverend Gentlemen.
Reason: Petitions of convicted witch awaiting execution
The Main Idea: Requesting that their innocent blood be spared.
Significance: Gives a good look into the minds of people accused of witchcraft awaiting to be hung.
Talks about the cruelties performed in examinations to accused witches. If people would not confess
guilty, they would be tied “Neck and Heels till the Blood gushed out of his Nose, and would have kept
him so 24 Hours”.
C. Outside Information
-Salem Witch Trials began in 1692, with the mysterious illness of the Reverend’s daughter. She was
diagnosed with bewitchment.
-The Massachusetts Bay Colony in the 17th century believed in the devil and faced further paranoia from
a recent smallpox epidemic
-Salem Witch Trials concluded in May 1693
-The inhabitants in Salem believed that the devil was the cause of all misfortunes
-Roger Williams and Anne Hutchinson co-founded the Colony of Rhode Island. He was banished from the
Massachusetts Bay Colony because he challenged Puritan ideas. He helped to establish religious
toleration in Rhode Island.
-Puritans were granted a charter from King James for their settlement
-The Puritans and other groups came to America to escape religious persecutions in Europe
-The colony of Plymouth was founded by Pilgrims or Separatists
-The colonies of Massachusetts Bay, New Haven, and New Hampshire were founded by Puritan,
Calvinists, and Protestants
-The colony of Rhode Island is regarded as the first to grant religious freedom to all citizens
-John Winthrop was an English Puritan lawyer and was one of the founders of the Massachusetts Bay
Colony
-Winthrop led the first group of immigrants from England to America in 1630
-Winthrop served as a governor for a total of 12 years in the Massachusetts Bay Colony
-Anne Hutchinson was banished from the colony in 1637 and excommunicated from the church in 1638.
-Anne Hutchinson and most of her family were brutally killed during a Native American massacre
-Governor John Winthrop presided over Anne Hutchinson’s trial as an accuser and judge on the charge
of “slandering the ministers”
-Notes on the State of Virginia was written by Thomas Jefferson and published in 1785. His book was a
response to questions posed by Francois Marbois, the Secretary of the French delegation in Philadelphia
-The Maryland Act Concerning Religion was passed in 1649 from the Assembly of the Maryland Colony
-One theory of what started the witch trials was when two young girls Betty Parris age 9 and her cousin
Abigail Williams age 11 suffered from fits, that closely describe the symptoms of Ergotism. Ergotism is an
illness derived from eating rye bread baked with contaminated grain. Ergot an ingredient in LSD, can
cause hallucinations, convulsions, gang-green and inevitably death. Since the doctor could see no
physical signs of illness, witchcraft was assumed to be the cause.
-Accused witches were asked to touch the afflicted girls: if the contortions stopped, the accused was
considered a witch.
-The suspected witches were examined for “witches’ marks”.
-Villagers who disagreed with the witch trials did not vocally oppose them, for fear of being accused
themselves.
-One main influence was how Samuel Parris used his position as a Puritan minister to gain monetary
gain through his sermons regarding witchcraft
-Parris explained to his congregation that God was angry at them for violating the communal nature of
their religion and was sending forces to destroy the village
-Puritans believe that witchcraft is entering a compact with the devil in exchange for certain powers to
do evil
-The western part of Salem town was not called Salem Town but Salem Village, where farmers typically
resided. The farmers were strong believers in the Puritan religion.
-The Putnams was a family that had a major influence in the witch trials. The Putnams were Puritans
who were strongly opposed the the economic changes in Salem Town. People in Salem Town were more
in favor of personal growth with their wealth rather than sharing the wealth, which was against the
Puritan belief. The Putnams took up over half the congregation separated from Salem Town, led by
Samuel Parris. The farming members were closely tied with the Putnams’ beliefs because they wanted
to break away from Salem Town as well.
-It is believed that this new idea of individualism and money-making was an underlying factor in the
witchcraft hysteria.
-As minister, Samuel Parris received more benefits than usual for a minister. Typically ministers earned a
modest salary, a use of a house, and free firewood. Parris received this, as well as a title and deed to the
surrounding land. This angered nearby residents, who formed a committee against Parris. In 1691, this
committee refused to assess local taxes that paid Parris’s salary and challenged the legality of his
ownership of his home. Parris reacted by starting to focus his sermons on warning of a conspiracy in the
village against himself and the church, and blaming Satan and evil forces taking ahold on Salem.
-Men and women in Salem believed that all the misfortunes were attributed to the work of the devil;
when things like infant death, crop failures or friction among the congregation occurred, the
supernatural was blamed.
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Association, n.d. Web.
19 Apr. 2013.
<http://www.rogerwilliams.org/biography.htm>
"Thomas Jefferson, Notes on the State of Virginia." Thomas Jefferson, Notes on the State
Virginia. American Philosophical Society, n.d. Web. 19 Apr. 2013.
of
<http://www.amphilsoc.org/exhibits/nature/jefferson.htm>
D. DBQ Scoring Guide
The 8-9 Essay Outline
·
Contains a clear, well-developed thesis that explains the motivations of, and effects of,
religious persecution with reference to at least two people.
·
Develops the thesis with considerable, relevant historical information.
·
Provides strong analysis/topic sentences; and evidence linked to or related to thesis or
analytical topic sentences; coverage may be somewhat uneven.
·
May contain minor errors that do not detract from overall quality.
·
Is well-organized.
The 5-7 Essay Outline
·
Contains a thesis that partially responds to the prompt. May not address motivation and
of religious persecution and may only address one person.
·
Supports the thesis with some relevant historical information.
·
Provides some analysis through topic sentences. Coverage may be unbalanced.
effects
·
May contain minor errors that do not seriously detract.
·
Has acceptable organization.
The 2-4 Essay Outline
·
Contains a confused or unfocused thesis or simply paraphrases the question with little or no
explanation.
·
Provides minimal relevant information or lists facts with little or no connection/application
to the question/prompt.
·
May address one topic sentence, or addresses topic in a general way.
·
May contain major errors.
·
May be poorly organized.
The 0-1 Essay Outline
·
Lacks a thesis or paraphrases the question.
·
Demonstrates an incompetent or inappropriate response.
·
His little or no understanding of the question.
·
Contains substantial errors.
The --- Essay Outline
·
Is blank or completely off task
E. Sample Thesis Statement
Due to the persecutions faced by the colonists in England, the colonists abused their new
religious freedom by persecuting anyone that threatened their way of life that they struggled to protect.
Religious persecution in the 17th century has taught America the importance of separation between
church and state; these two authorities were not set apart and people such as Anne Hutchinson and
George Fox were excommunicated from the state.
F. Works Cited
"America as a Religious Refuge: The Seventeenth Century, Part 2 - Religion and the
Founding of the
American Republic | Exhibitions - Library of Congress." America as a Religious Refuge: The Seventeenth
Century, Part 2 - Religion and the
Founding of
the American Republic | Exhibitions - Library of
Congress. N.p., n.d. Web. 19 Apr. 2013. <http://www.loc.gov/exhibits/religion/rel01-2.html>.
"Avalon Project - Notes on the State of Virginia." Avalon Project - Notes on the State of Virginia. N.p.,
n.d. Web. 19 Apr. 2013.
<http://avalon.law.yale.edu/18th_century/jeffvir.asp>.
"The Examination of Mrs Anne Hutchinson at the Court at Newton. 1637." The Constitution
Society,
n.d. Web. <http://www.constitution.org/primarysources/hutchinson.html>.
"Letter to Nathaniel Higginson | Salem Witch Trials." Letter to Nathaniel Higginson | Salem
Trials. N.p., n.d. Web. 19 Apr. 2013.
Witch
<http://salem.lib.virginia.edu/letters/higginson_letter.html>.
"Letters of Governor William Phips Relating to the Salem Trials." Letters of Governor
William Phips
Relating to the Salem Trials. N.p., n.d. Web. 19 Apr. 2013.
<http://law2.umkc.edu/faculty/projects/ftrials/salem/ASA_LETT.HTM>.
"Nehemiah Abbott Jr." The Salem Witchcraft Papers, Volume 1 : Verbatim Transcipts of the
Documents of the Salem Witchcraft Outbreak of 1692 / Edited and with an
by Paul Boyer and Stephen Nissenbaum / Revised,
Legal
Introduction and Index
Corrected, and Augmented by Benjamin C. Ray
and Tara S. Wood. N.p., n.d. Web. 19 Apr. 2013.
<http://salem.lib.virginia.edu/texts/tei/BoySalCombined?div_id=n5>.
"Petitions of Two Conicted Witches Awaiting Execution." The Salem Witchcraft Trials of 1692.
n.d. Web. 19 Apr. 2013.
N.p.,
<http://law2.umkc.edu/faculty/projects/ftrials/salem/SALEM.HTM>.
"The Salem Witchcraft Trails: Arrest Warrant for Elizabeth." The Salem Witchcraft Trials: Arrest Warrant
for Elizabeth Proctor. N.p., n.d. Web. 19 Apr. 2013.
<http://law2.umkc.edu/faculty/projects/ftrials/salem/ASAL_WA.HTM>.
"The Winthrop Society: Descendants of the Great Migration." The Winthrop Society:
Descendants of
the Great Migration. N.p., n.d. Web. 19 Apr. 2013.
<http://www.winthropsociety.com/doc_charity.php>.
G. Document Based Question
What were the motivations for, and effects of, religious persecution in Colonial America during
the 17th century?
Amanda Leahy
APPARTS
Document A: Charter of Privileges Granted by William Penn, esq. to the Inhabitants of Pennsylvania and
Territories, October 28, 1701
Author: William Penn, esq. who at the time was the proprietary and governor of Pennsylvania and the
territories belonging to Pennsylvania.
Place and Time: Written October 28, 1701 in Pennsylvania.
Prior Knowledge: Author William Penn founded the Province of Pennsylvania, which would become an
American colony and the future Commonwealth of Pennsylvania. Penn was known for championing
democracy and freedom of religion. He had a Quaker government showing how intertwined religion and
government were at the time. In his framework for the government of his land, he gave the freedoms of
the Englishmen, trial by jury, and religious freedom. At the time of this charter being written, America is
slowly forming, with religious groups settling together with their new found freedoms. Penn viewed
religious freedom and democracy highly.
Audience: This is document was intended for the inhabitants of the Pennsylvania and Territories.
Reason: The charter was written to set rules for the people that Penn was governor over. Penn set the
rule that only a Christian can serve in government, the time at which new officials would be elected, the
time the officials would serve for, that the laws would be kept in Philadelphia, the privileges of criminals,
and the estate of the deceased.
The Main Idea: Through this document Penn was trying to reach the people he governed. He wanted to
lay clear rules for his land.
Significance: This document shows how religion was related to government and laws in this time period.
Only those how were Christians and professed their beliefs were able to be a member of the
government. Pennsylvania was not the only colony to have rules such as these, many of the other
colonies like New Haven (Connecticut) had similar customs.
Document B: "Laws and Documents Relating to Religion in Early Virginia."
Author: There was no author listed, however it may possibly be Sir Thomas Gates or Sir George Somers
as they were referenced earlier.
Place and Time: This was written in Virgina and has the date March 5, 1624.
Prior Knowledge: Virginia was prime for tobacco, which is apparent in the text as tobacco was used
almost as a currency and would be used to pay fines for missing Church. At this time the colony is
beginning to form with the rest of America, and slowly deciding on laws and government, which is highly
influenced by religion.
Audience: This was written to those living in Virginia, giving rules for them to follow such as on each
plantation there would be a place to worship God.
Reason: This was written to give direct to those living in Virginia at the time.
The Main Idea: The message of this text is by following these rules you will not punished as a criminal
and be allowed to live with the freedoms Virginia bestowed.
Significance: This document is important because it set some laws influenced by religion, common in
this time period. For example if someone was to miss a Church service, without acceptable reason, there
was a fee to pay. Also, there is religious connections, similar to the early laws of the other colonies.
Document C: Articles, Lawes, and Orders, Divine, Politique, and Martiall for the Colony in Virginea: first
established by Sir Thomas Gates Knight, Lieutenant Generall, the 24. of May 1610. exemplified and
approved by the Right Honourable Sir Thomas West Knight, Lord Lawair, Lord Governour and Captaine
Generall the 12. of June 1610. Againe exemplified and enlarged by Sir Thomas Dale Knight, Marshall, and
Deputie Governour, the 22. of June. 1611.
Author: Established by Thomas Gates, approved by Thomas West, and enlarged by Thomas Dale.
Place and Time: Established May 24, 1610, approved June 12, 1610, and enlarged June 22, 1611 in
Virginia.
Prior Knowledge: Virginia is one of the original 13 colonies. When formed, laws were enacted, many
with religious ties ore significance, similar to the other early colonies. During the time this was written,
early laws were being created as the colonies were being settled and formed.
Audience: This was written to the people of Virginia with laws to follow.
Reason: This reason this was written to give rules to the people of Virginia. Not only did it give offenses,
but also the penalty fro such things.
The Main Idea: The main idea of this is rules, many with religious connotations, that needed to be
followed by those living in Virginia.
Significance: This is important because it laid the groundwork for the future of America, although there
is a a separation between Church and State now. This connects to the early laws of other colonies as
many had similar laws, or laws connected to religion.
Document D: "The Avalon Project : Government of New Haven Colony."
Author: No author in document, but most likely a court member from the New Haven Colony.
Place and Time: This was written October 27/November 6, 1643 in New Haven Colony, or what would
be present day Connecticut.
Prior Knowledge: New Haven was founded after a group of Puritans were exiled from the Netherlands.
After landing in Boston, they deemed the religious observances too lax and moved up river to what
would become Connecticut. With the strong Puritan background, the early government was highly
influenced by religion to the point where to be part of the court, one had to be part of the Church.
Audience: This was written to the people of New Haven Colony.
Reason: This was written to set ground rules for creating a government for the colony. Many of these
statues were based in religion.
The Main Idea: The author was trying to communicate a framework for a government for the New
Haven Colony.
Significance: This is an important document because it shows religion's influence on the early
government of New Haven. This document even says for someone to be a judge they must be a member
of the Church. This connects to other early colonies as many of them had strong roots in religion.
Elijah Kirk
APPARTS
Document E:
Ap parts Road Island
Author:
The general court.
Place and time :
1. rhode island- march 16-19, 1641
Prior Knowledge:
1. I knew that Rhode Island was the first British colony in America to formally declare its
independence. for a full two month before the decloration of indepedence.
2. Also the English and natives were not on very good terms, but did not revolt with each other.
3. Some native tribes lived right out side rhoad island.
4.
I also had prior knowledge about a well known native named sqantoin the Wampanoag tribe,
he was the cuase of the peace because he stayed among the pilgrams and taught them many
tencnuces and skils.
Audience:

The people of rhode island.
Reason:
It was created to set laws for the people of road island, for unjust things and just.
The main idea:
The main idea of this document is the basic rules and regulation of the law of religion during the
1700s.
Signnificance:
The relevence would be how the minusters conducted there bussunies as holy men to respect
the laws set on the people whofollow the laws.
Document F:
Appart Massachusetts bay
Author: Author unclear.
Place and time:
Massachusetts Bay, September 6, 1720
Prior knowledge:

That the pilgrims first left England to live in Holland.

They also went back to England to gather supplies for there journey to the new world.

A group of puritans know as the separatist. Left England fleeing religious persecution.

They also believed that baptism was very import for there faith because they believed it
was the key to salvation.
Audience:
The people of Massachusetts and the people who are of faith of Massachusetts.
Reason:
It was created to set laws for the people of Road Island, for unjust things and just. And to keep
there faith holy.
The main idea:
Because it laid the groundwork for the future of America, although there is a a
separation between Church and State now.
Significance:
The power the church has in prosecuting people that who are against the religion or faith.
Document G: New Hampshire APParts
Author:
Agreement of settlers
Place and time:
New Hampshire, 1639
Prior knowledge:

New Hampshire was first named north virgina.

Also was once under the jurisdiction of Massachusetts

Governor Wentworth wasn’t favored by the Indian while he was in term for his two
decades

New Hampshire became a state July 21, 1788.

It was the ninth state to become a state.
Audience:
The people of New Hampshire.
Reason:
It was created to set laws for the people of Road Island, for unjust things and just. To protect the
people of there beliefs.
The main idea:
The main idea is the laws influenced by religion in the state of New Hampshire.
Significance:

This document is important because it set some laws influenced by religion,
common in this time period. For example if someone was to miss a Church
service, without acceptable reason, there was a fee to pay. Also, there is a
religious connection, similar to the early laws of the other colonies.
Elijah Kirk
List of Relevant Outside

Predestination

Puritans in New England

Religious commonwealths – Bible as a legal/spiritual guide

Roger Williams and Rhode Island

Anne Hutchinson

Separatists

State Church

Plymouth/Jamestown

Allowing/not allowing religious freedom

Formation of 13 colonies

The Puritan Migration
Amanda Leahy
Response Key
The 8-9 Essay
Contains a clear, well-developed thesis that explains religion's role in early law, government, and
formation of colonies.
Develops the thesis with considerable, relevant historical information.
Provides effective analysis of religion's role in early law, government, and formation of colonies.
Effectively uses a substantial number of documents.
Supports thesis with substantial and relevant outside information.
May contain minor errors but is clearly organized and well written.
The 5-7 Essay
2. Contains a thesis that explains religion's role in early law, government, and formation of
colonies.
3. Has limited analysis of religion's role in early law, government, and formation of colonies.
4. Effectively uses some documents.
5. Supports thesiswith some relevant outside information.
6. May have errors that do not seriously detract from the quality of the essay.
7. Shows acceptable organization and writing; language errors do not interfere with
comprehension.
The 2-4 Essay
5. Contains a limited or undeveloped thesis.
6. Deals with the question in a general manner; simplistic, superficial treatment of the subject.
7. Merely paraphrases quotes or briefly cites documents.
8. Contains little outside information or information that is inaccurate or irrelevant.
9. May have major errors.
10. May be poorly organized and/or written.
The 0-1 Essay

Contains no thesis or a thesis that does not address the question.

Exhibits inadequate or incorrect understanding of the question.

Has little or no understanding of the documents or ignores them completely.

Has numerous errors.

Is written so poorly that it inhibits understanding.
The – Essay

Is blank or completely off topic.
Amanda Leahy
Sample Thesis Statement
Religion was highly influential in colonial America during the time period of 1600 to 1650,
in which religion's role was from the forming of laws, such as penalties for not attending Church, to the
forming of governments, such as who could hold office based on religious affiliation, even to the
formation of colonies when groups would select and area to settle after being persecuted elsewhere.
Amanda Leahy
Works Cited
"A Chronology of US Historical Documents."The University of Oklahoma College of Law: : The
1629
Charter Of Massachusetts Bay. N.p., n.d. Web. 18 Apr. 2013.
"The Avalon Project : Agreement of the Settlers at Exeter in New Hampshire, 1639."The Avalon Project
: Agreement of the Settlers at Exeter in New Hampshire, 1639. N.p., n.d. Web. 18
Apr. 2013.
"The Avalon Project : Charter of Privileges Granted by William Penn, Esq. to the Inhabitants of
Pennsylvania and Territories, October 28, 1701." The Avalon Project : Charter of Privileges
Granted by William Penn, Esq. to the Inhabitants of Pennsylvania and Territories, October 28,
1701. N.p., n.d. Web. 17 Apr. 2013.
"The Avalon Project : Government of New Haven Colony." The Avalon Project : Government of New
Haven Colony. N.p., n.d. Web. 17 Apr. 2013.
"The Avalon Project : Government of Rhode Island-March 16-19, 1641." The Avalon Project :
Government of Rhode Island-March 16-19, 1641. N.p., n.d. Web. 17 Apr. 2013.
"Laws and Documents Relating to Religion in Early Virginia." Laws and Documents Relating to Religion in
Early Virginia. N.p., n.d. Web. 17 Apr. 2013.
"Personal Narratives from the Virtual Jamestown Project, 1575-1705." Personal Narratives from the
Virtual Jamestown Project, 1575-1705. N.p., n.d. Web. 17 Apr. 2013.
Amanda Leahy
2013 AP UNITED STATES HISTORY PERIOD 5
DOCUMENT BASED QUESTION
SECTION II
Part A
Directions: The following requires you to construct a coherent essay that integrates your interpretation
of Documents A-G and your knowledge of the period referred to in the question. High scores will be
earned only by essays the both cite key pieces of evidence from the documents and draw on outside
knowledge of the period.
11. Analyze the role of religion in the founding of early colonies and its role in early governments
and law?
Use the documents and your knowledge of the period 1650-1700.
Document A
Source: Charter of Privileges Granted by William Penn, esq. to the Inhabitants of Pennsylvania
and Territories, October 28, 1701
AND that all Persons who also profess to believe in Jesus Christ, the Saviour of the World,
shall be capable (notwithstanding their other Persuasions and Practices in Point of Conscience and
Religion) to serve this Government in any Capacity, both legislatively and executively, he or they
solemnly promising, when lawfully required, Allegiance to the King as Sovereign, and Fidelity to
the Proprietary and Governor, and taking the Attests as now established by the Law made at NewCastle, in the Year One Thousand and Seven Hundred, entitled, An Act directing the Attests of
several Officers and Ministers, as now amended and confirmed this present Assembly.
Document B
Source: "Laws and Documents Relating to Religion in Early Virginia." March 5, 1624
8.
That there shall be in every plantation, where the people use to meete for the worship
of God, a house or room sequestred for that purpose, and not to be for any temporal use
whatsoever, and a place empaled in, sequestred only to the buryal of the dea d.
9.
That whosover shall absent himselfe from divine service any Sunday without an
allowable excuse shall forfeite a pound of tobacco, and he that absenteth himselfe a month shall
forfeit 50lb. of tobacco.
10.
That there be an uniformity in our church as neere as may be to the canons in England;
both in substance and circumstance, and that all persons yeild readie obedience unto them
under paine of censure.
Document C
Source: Articles, Lawes, and Orders, Divine, Politique, and Martiall for the Colony in Virginea: first
established by Sir Thomas Gates Knight, Lieutenant Generall, the 24. of May 1610. exemplified and
approved by the Right Honourable Sir Thomas West Knight, Lord Lawair, Lord Governour and Captaine
Generall the 12. of June 1610. Againe exemplified and enlarged by Sir Thomas Dale Knight, Marshall, and
Deputie Governour, the 22. of June. 1611.
article 1.1
First since we owe our highest and supreme duty, our greatest, and all our allegeance to him, from
whom all power and authoritie is derived, and flowes as from the first, and onely fountaine, and being
especiall souldiers emprest in this sacred cause, we must alone expect our successe from him, who is
onely the blesser of all good attempts, the King of kings, the commaunder of commaunders, and Lord
of Hosts, I do strictly commaund and charge all Captaines and Officers, of what qualitie or nature
soever, whether commanders in the field, or in the towne, or townes, forts or fortresses, to have a care
that the Almightie God bee duly and daily served, and that thy call upon their people to heare Sermons,
as that also they diligently frequent Morning and Evening praier themselves by their owne exemplar
and daily life, and dutie herein, encouraging others thereunto, and that such, who shall often and
wilfully absent themselves, be duly punished according to the martiall law in that case provided.
Document D
Source: "The Avalon Project : Government of New Haven Colony." October 27/November 6, 1643
2. All such free burgesses shall have power in each towne or plantation within this jurisdiction to
chuse flit and able men, from amongst themselves, being church members as before, to be the
ordinary judges, to heare and determine all inferior causes, whether civill or criminal!, provided
that no civill cause to be tryed in any of these plantation Courts in value exceed 201, and thatt the
punishment in such criminals, according to the mince of God, revealed in his word, touching such
oflences, doe nott exceed stocking and whipping, or if the fine be pecuniary, thatt itt exceed nott
five pounds. In which Court the magistrate or magistrates, if any be chosen bv the free burgesses or
the jurisdiction for thatt plantation, shall sift and assist with due respect to their place, and
sentence shall according to the vote of the major part of each such Court, onely if the partyes, or
any of them be nott satisfyed with the justice of such sentences or executions, appeales or
complaints may be made from and against these courts to the Court of Magistrates for the whole
jurisdiction.
Document E
Source: The Generall Court of Election began and held at Portsmouth, from the 16th of
March, to the 19th of the same mot, 1641.
1. It was ordered and agreed, before the Election, that an Ingagement by oath should be
taken of all the officers of this Body now to be elected, as likewise for the time to come; the
ingagement which the several! officers of the State shall give is this: To the Execution of this
office, I Judge myself bound before God to walk faithfully and this I profess in ye presence of
God.
2. [Minute of officers elected.]
3. It is ordered and unanimously agreed upon, that the Government which this Bodie
Politick doth attend unto in this Island, and the Jurisdiction thereof, in favour of our Prince is a
DEMOCRACIE, or Popular Government; that is to say, It is in the Powre of the Body of
Freemen orderly assembled, or the major part of them, to make or constitute Just Lawes, by
which they will be regulated, and to depute from among themselves such Ministers as shall see
them faithfully executed between Man and Man.
Document F
Source: Agreement of the Settlers at Exeter in New Hampshire
Whereas it hath pleased the Lord to move the Heart of our dread Sovereigns Charles by the
Grace of God King &c. to grant Licence and Libertye to sundry of his subjects to plant
themselves in the Westerlle parts of America. We his loyal Subjects Brethern of the Church in
Exeter situate and lying upon the River Pascataqua with other Inhabitants there, considering
with ourselves the holy Will of God and o'er own Necessity that we should not live without
wholesomne Lawes and Civil Government among us of which we are altogether destitute; do in
the name of Christ and in the sight of God combine ourselves together to erect and set up
among us such Government as shall be to our best discerning agreeable to the Will of God
professing ourselves Subjects to our Sovereign Lord King Charles according to the Libertyes of
our English Colony of Massachusetts, and binding of ourselves solemnly by the Grace and Help
of Christ and in His Name and fear to submit ourselves to such Godly and Christian Lawes as
are established in the realm of England to our best Knowledge, and to all other such Lawes
which shall upon good grounds be made and enacted among us according to God that we may
live quietly and peaceably together in all godliness and honesty. Mo. 8. D. 4. 1639 as attests our
Hands.
Document G
Source: The 1629 Charter Of Massachusetts Bay
And, Wee doe of our further Grace, certen Knowledg and meere Motion, give and graunte to
the saide Governor and Company, and their Successors, That it shall and maie be lawfull, to and
for the Governor or Deputie Governor, and such of the Assistants and Freemen of the said
Company for the Tyme being as shalbe assembled in any of their generall Courts aforesaide, or
in any other Courtes to be specially sumoned and assembled for that Purpose, or the greater
Parte of them (whereof the Governor or Deputie Governor, and six of the Assistants to be
alwaies seaven) from tyme to tyme, to make, ordeine, and establishe all Manner of wholesome
and reasonable Orders, Lawes, Statutes, and Ordinances, Directions, and Instructions, not
contrairie to the Lawes of this our Realme of England, aswell for setling of the Formes and
Ceremonies of Government and Magistracy, fitt and necessary for the said Plantation, and the
Inhabitants there, and for nameing and setting of all sorts of Officers, both superior and inferior,
which they shall finde needefull for that Governement and Plantation, and the distinguishing
and setting forth of the severall duties, Powers, and Lymytts of every such Office and Place,
and the Formes of such Oathes warrantable by the Lawes and Statutes of this our Realme of
England, as shalbe respectivelie ministred unto them for the Execution of the said severall
Offices and Places; as also, for the disposing and ordering of the Elections of such of the said
Officers as shalbe annuall, and of such others as shalbe to succeede in Case of Death or
Removeall, and ministring the said Oathes to the newe elected Officers, and for Impositions of
lawfull Fynes, Mulcts, Imprisonment, or other lawfull Correction, according to the Course of
other Corporations in this our Realme of England, and for the directing, ruling, and disposeing
of all other Matters and Thinges, whereby our said People, Inhabitants there, may be soe
religiously, peaceablie, and civilly governed, as their good Life and orderlie Conversation, maie
wynn and incite the Natives of Country, to the Knowledg and Obedience of the onlie true God
and Savior of Mankinde, and the Christian Fayth, which in our Royall Intention, and the
Adventurers free Profession, is the principall Ende of this Plantation.
Jaymie Stoops
AP U.S. History
DBQ
Mercantilism Affecting the Trans-Atlantic Trade
Part A:
How did mercantilism affect the Trans-Atlantic Trade? This issue is important to the
understanding of U.S. History during that time period because during the 1600s was when the
Navigation Acts were passed by England which restricted the colonies’ trade. The reason that
these acts were passed was because mercantilism was the idea that a nation should be selfsustaining so England was trying to control their trade more with the colonies that way they
could accomplish this. From their trade being restricted, the colonies found ways around the
Navigation Acts and other Trade Acts in order to trade with other countries and to be supplied
other goods that could not be found in England. One of the ways that the colonies found to trade
was known as the Trans-Atlantic Trade Routes which not only brought manufactured goods to
the colonies, but also brought slaves to America.
The documents provided are connected to this issue because they will explain just how
Navigation Acts restricted the colonial trade, will provide visuals for what the Trans-Atlantic
Trade Routes were and will portray just how people of the colonies felt about the Navigation
Acts affecting their trade. Students will use these documents in order to make the connection of
how the idea of mercantilism shaped the colonies’ trade into forming the Trans-Atlantic Trade.
Then from here how the slave trade aspect of it was formed, and in the end make the connection
of how the Navigation Acts and mercantilism affected the slave trade. This whole issue is
important to students understanding because the slave trade was a huge part of U.S. History and
making the connection of how mercantilism affected this issue may be a new way of looking at
it. This will cause the students to have a better understanding of the issue as a whole from
looking at it from a different perspective. This issue is also important to understanding this time
period in U.S. History is because the Navigation Acts affected a lot of people when they were
passed. Many American merchants were not able to make their products anymore because they
had to be purchased from England according to the Navigation Acts.
Part B:
Document A
Scobell. "The Navigation Act." Hammerman's History. N.p., 2013. Web. 10 Apr. 2013.
“. . .no goods or commodities whatsoever of the growth, production or manufacture of Asia,
Africa or America, or of any part thereof; or of any islands belonging to them, or which are
described or laid down in the usual maps or cards of those places, as well of the English
plantations as others, shall be imported or brought into this Commonwealth of England, or into
Ireland, or any other lands, islands, plantations, or territories to this Commonwealth belonging,
or in their possession, in any other ship or ships, vessel or vessels whatsoever, but only in such as
do truly and without fraud belong only to the people of this Commonwealth. . .”
Author: Scobell’s Acts of Parliament
Place and Time: Written on October 9, 1651
Prior Knowledge: This is just a small portion of the actual Navigation Acts which were created
in 1651 by England in order to restrict the American colonies’ trade with other nations other than
England.
Audience: These acts were created primarily for merchants and traders because the acts restrict
what merchants can sell/make and they restrict who people could trade with.
Reason: The Navigation Acts were created in order to enforce the idea of mercantilism where
every nation in theory should be completely self-sustainable and should export more than they
import goods.
The Main Idea: The main idea of these acts are the restrictions of trade and enforcing England’s
power in the colonies.
Significance: This document is significant because, even though it is only a small portion, it
offers insight on just how restricting the Navigation Acts were on which countries that the
colonies were able to trade with. The document then begins to portray how the idea of and acting
upon mercantilism but England eventually developed the Trans-Atlantic Trade Routes, and
ultimately the slave trade between Africa and the U.S.
Document B
York University. “1661 Amherstburg Roster” The Harriet Tubman Institute. N.p., 2013. Web. 10
Apr. 2013.
Author: Unkown
Place and Time: 1761 Amherstburg
Prior Knowledge: There were a lot of ships that navigated the Trans-Atlantic Trade Routes and
they kept record of their voyages in order to track how much they had transported.
Audience: This document was most likely created in order for the captain of the ship to look
after, or when the ship reached port, possibly some sort of authority there would check the ships
records to check what the incoming goods were.
Reason: Ship records were created in order to track voyages and what goods were being
transported on which ships. They could have also been possibly used in order to track how much
money the traders were making.
The Main Idea: The main idea of this document is to show all the trips that this particular
captain/ship has made along the Trans-Atlantic Trade Routes.
Significance: This document is significant because this is just one of the many ship logs that
would have been kept on the Trans-Atlantic Trade. All these ships would carry a variety of
goods ranging from sugar, rum, wine, and slaves. This document basically is just evidence of the
idea of mercantilism being acted upon with imports and exports being made between countries.
This document could also be seen as not important because it is not from a ship that transported
slaves, but it is provided just to show one aspect of the Trans-Atlantic Trade.
Document C
Pestana, Carla. "Surrender to Parliament (Treaty of Jamestown)." Encyclopedia Virginia:.
Library of Virginia, 18 Sept. 2012. Web. 10 Apr. 2013.
Author: Virginia governor Sir William Berkeley and the governor's Council
Place and Time: March 12, 1652 in Virginia
Prior Knowledge: In the year prior to when this document was created, the Navigation Acts were
passed which restricted the trade done by the American colonies. Also, many people in the
colonies were not exactly enthusiastic about what the Navigation Acts.
Audience: This document was written to inform that Virginia had surrendered to the forces of the
Commonwealth sent by England, so this could have possibly been posted throughout Virginia to
inform the general public, or it could have been addressed to a particular authority member.
Reason: This was written to inform. This document was also written in order to confess that
Virginia had surrendered.
The Main Idea: The main idea of this document would be to state that England was sending in
forces to the colonies to monitor how the Navigation Acts were being enforced.
Significance: This document is significant because it is know that people living in the colonies
and trading for the colonies were not pleased with how restricting the Navigation Acts were on
their trade. So when this document informs that Virginia surrenders to the officers, it is apparent
that the people had been resisting because they were not in agreement with the Navigation Acts.
This document also explains how officers were elected by the House of Burgesses. This
document could also possibly be seen as the people are agreeing to the Navigation Acts and they
are surrendering just because that is how they let England know that they agree.
Part C:
List of Relevant Outside Information:
1. Students should be familiar with Trans-Atlantic Trade and how it was used in order to
trade between North America, Europe, and Africa. (manufactured goods were traded in
Europe for goods that could not be obtained in England, then rum and guns were traded
in Africa for slaves which then were transported to either the Caribbean or the colonies)
2. Students should also be familiar with the concept of mercantilism and how it’s the idea of
economic nationalism for the purpose of building a wealthy and powerful state or nation.
3. Finally, students should have a general understanding of what the Navigation Acts were
and how they restricted the colonies’ trade.
Part D:
Key:
9-8. Student exhibits an extensive understanding of the topics and makes connections
between them that are well explained and supported. Little to no spelling/grammar errors and if
there are any, they do not distract from the paper.
7-6. Student has a very deep understanding of the topics and is able to make many
connections but is not necessarily an expert on the topics. Little to no spelling/grammar errors
and if there are any, they do not distract from the paper.
5-4. Student has a very good understanding of the topics and is able to relate them to each
other. Might be some minor spelling/grammar errors but they still do not distract from the paper
itself.
3-2. Student has some understanding of the topics and might be able to connect them in a
way, however the paper needs work on. Spelling/grammar errors are a little noticeable when
reading the paper.
1-0.
Student has very little to no understanding of the topics and is not able to connect
them. Spelling/grammar errors are definitely noticeable and distract from the
content of the paper.
Works Cited
LaHaye, Laura. "Mercantilism." : The Concise Encyclopedia of Economics. Library of
Economics and Liberty, 2008. Web. 10 Apr. 2013.
Pestana, Carla. "Surrender to Parliament (Treaty of Jamestown)." Encyclopedia Virginia:.
Library of Virginia, 18 Sept. 2012. Web. 10 Apr. 2013.
Scobell. "The Navigation Act." Hammerman's History. N.p., 2013. Web. 10 Apr. 2013.
Webb, Richard. "1450-1750 - Triangle Trade." APWH. NCPS, 2013. Web. 11 Apr. 2013.
York University. “1761 Amherstburg Roster” The Harriet Tubman Institute. N.p., 2013. Web. 10
Apr. 2013.
DBQ Layout with Documents and Sources
Directions: Using the following Documents A-C and your knowledge of the time period in order
to construct a cohesive essay answering the following issue.
Make connections between the idea of mercantilism, the Navigation Acts, and how the TransAtlantic Trade system (or Triangular Trade) was influenced by them. Analyze Documents A-C
and consider the time period of 1650-1699.
Document A
Source: The Navigation Act, October 9, 1651.
“. . .no goods or commodities whatsoever of the growth, production or manufacture of Asia,
Africa or America, or of any part thereof; or of any islands belonging to them, or which are
described or laid down in the usual maps or cards of those places, as well of the English
plantations as others, shall be imported or brought into this Commonwealth of England, or into
Ireland, or any other lands, islands, plantations, or territories to this Commonwealth belonging,
or in their possession, in any other ship or ships, vessel or vessels whatsoever, but only in such as
do truly and without fraud belong only to the people of this Commonwealth. . .”
Document B
Source: 1661 Amherstburg Roster.
Document C
Source: Sir William Berkeley, March 12, 1652 in Virginia
Please answer the following prompt supporting with information from the several documents
listed below:
1. What were the effects of mercantilism on the colonies’ political power and private wealth
from 1700-1800?
Sample Thesis Statement: As mercantilism was intended to mainly benefit the mother country, it
caused little increase in private wealth for the colonies and did not allow for political power in
the colonies due to laws and taxes, such as the Stamp Act and Molasses Act.
[DOC A]
"(1) To inspect the country's soil with the greatest care, and not to leave the agricultural
possibilities of a single corner or clod of earth unconsidered...
(2) All commodities found in a country, which cannot be used in their natural state, should be
worked up within the country...
(3) Attention should be given to the population, that it may be as large as the country can
support...
(4) gold and silver once in the country are under no circumstances to be taken out for any
purpose...
(5) The inhabitants should make every effort to get along with their domestic products...
(6) [Foreign commodities] should be obtained not for gold or silver, but in exchange for other
domestic wares...
(7) ...and should be imported in unfinished form, and worked up within the country...
(8) Opportunities should be sought night and day for selling the country's superfluous goods to
these foreigners in manufactured form...
(9) No importation should be allowed under any circumstances of which there is a sufficient
supply of suitable quality at home."
Author: Everything you know about the author
Philipp von Hornigk was born in Frankfurt am Main in 1640. Philipp was a supporter of
mercantilism.
Place and Time: Location, Date, Occasion, Time of Day, Historical Context
This guideline was written in the year 1684 when Philipp’s country, Austria, had to worry about
the threat of an invasion by Turkey.
Prior Knowledge: Evidence (Prior to reading)
No prior knowledge.
Audience: To whom is this being presented? Direct, Indirect
This is being presented to anyone who read Philip’s document Österreich Über Alles, Wenn Sie
Nur Will (1684, Austria Over All, If She Only Will). Philip’s indirect audience would be people
in the future who are trying to understand mercantilism.
Reason: Why was this artifact created?
To explain the mercantile policies that Philip Von Hornigk believed in.
Main Idea: Main message communicated
The main message communicated in Philips guidelines about mercantilism was exactly what the
main goals of mercantilism are. One of the main points being export more than you import and
don’t spend money on importing something that you have in your own country.
Significance: Why is this important?
This document is important because these outlines leave no confusion as to what the goals or
mercantile policies were in 1684.
[DOC B]
“[...] That from and after [25 December 1733] there shall be [...] paid unto and for the use of His
Majesty ... upon all rum or spirits [...] the sum of nine pence, money of Great Britain [...] for
every gallon thereof. [...] and upon all molasses or syrups of such foreign produce or
manufacture [...] which shall be brought into said colonies [...] the sum of sixpence of like money
for every gallon thereof.”
Molasses Act, 1733
APPARTS
Author: Everything you know about the author
The Parliament of Great Britain enacted the law which was introduced by Sir Robert Walpole
Place and Time: Location, Date, Occasion, Time of Day, Historical Context
March 1733
Prior Knowledge: Evidence (Prior to reading)
No prior knowledge
Audience: To whom is this being presented? Direct, Indirect
This is being presented directly to all non-British colonies in 1733.
Reason: Why was this artifact created?
Parliament created this act mostly because large plantation owners in the British West Indies
who wanted the act. This acts was passed to regulate trade, it made the British products cheaper
than the French West Indies products.
Main Idea: Main message communicated
There will be a tax of six pence per gallon imposed upon imports of molasses and syrups of such
foreign produce or manufacture.
Significance: Why is this important?
This is important because officials were not following the law enacted by the British and because
of this along with ignoring other laws it led to the American Revolution in 1766.
[DOC C]
APPARTS
Author: Everything you know about the author
Philip Dorf
Place and Time: Location, Date, Occasion, Time of Day, Historical Context
N/A
Prior Knowledge: Evidence (Prior to reading)
No prior knowledge
Audience: To whom is this being presented? Direct, Indirect
This comic is most likely being presented to American colonies who disagree with the views of
the British colonies.
Reason: Why was this artifact created?
This artifact was created to make a point about the British colonies.
Main Idea: Main message communicated
The main idea communicated in this comic was that British believed they were superior to the
American colonies and that we were there to serve them.
Significance: Why is this important?
N/A
[DOC D]
Author: Everything you know about the author
Unknown
Place and Time: Location, Date, Occasion, Time of Day, Historical Context
This map was made in the 18th century to show trading routes throughout the world.
Prior Knowledge: Evidence (Prior to reading)
My prior knowledge about trading routes was that the British lived under Mercantile policies,
wanting to export more than they imported.
Audience: To whom is this being presented? Direct, Indirect
This map is being presented directly to people involved in the importing and exporting business,
the governments of colonies, and possibly sailors. This map’s indirect audience would be
historians and students who look at the map now for many reasons.
Reason: Why was this artifact created?
This map was created to show imports and exports of products throughout the world in the 18th
century.
Main Idea: Main message communicated
European nations received many raw materials from the Americas; manufactured goods were
sent from Europe to the colonies; Africa received currency/rum/African iron from North
America; enslaved Africans were sent across the Atlantic; North American colonies sent goods
to colonies in the Caribbean; Africa/Europe/the Americas were able to import and export goods
Significance: Why is this important?
This map is important because it is proof that the British imposed mercantile policies on nonBritish colonies.
[DOC E]
The Non-Importation Agreement
From "The Constitutions of the Several And Independent
States of America"
Printed for J. Stockdale, London, 1783
Delegates from the colonies met in Philadelphia in the fall of 1774 to decide how to resolve their
grievances against the British government. This meeting of colonial representatives-- the first
Continental Congress-- passed a number of resolutions aimed at satisfying their complaints.
One of the resolutions enacted by the Congress was the declaration of colonial rights. In this
document the colonists listed the rights that were being denied them as Englishmen. Major John
Sullivan, delegate from New Hampshire, drafted the resolution.
In the Non-Importation Agreement, colonists cite their opposition to the Stamp Act of 1765, the
Townshend Acts of 1767 and the Coercive Acts of 1774.
This declaration was adopted by the Continental Congress On October 14, 1774.
Author: Everything you know about the author
The delegates of the colonies created this document.
Place and Time: Location, Date, Occasion, Time of Day, Historical Context
The Non-Importation Agreement was an act passed by the Continental Congress on October 14th,
1774.
Prior Knowledge: Evidence (Prior to reading)
I knew prior to reading this document that the importation act was an act against the British
colonies.
Audience: To whom is this being presented? Direct, Indirect
This document was printed for J. Stockdale, London, 1783 so that is the direct audience, but
indirectly this document as for all of Britain and also for people looking into American History.
Reason: Why was this artifact created?
This document was created to stop the importation of British goods in order to cease Great
Britain’s impressment of American sailors and to respect American sovereignty and neutrality at
sea.
Main Idea: Main message communicated
The main idea of this document was to come up with and pass ways to solve grievances with the
British colonies.
Significance: Why is this important?
This document is important because it was the first attempt of Thomas Jefferson’s administration
to try and solve the problem with the British colonies economically instead of war.
[DOC F]
Author: Everything you know about the author
London Gazette
Place and Time: Location, Date, Occasion, Time of Day, Historical Context
May of 1766 in Boston, MA.
Prior Knowledge: Evidence (Prior to reading)
No Prior Knowledge
Audience: To whom is this being presented? Direct, Indirect
This paper is being presented directly to the people in the British colonies along with the
American colonies. Indirectly the audience is also the future generations of both Britain and
American colonies.
Reason: Why was this artifact created?
This artifact was created to inform the American colonies along with the British colonies that the
Stamp Act was repealed.
Main Idea: Main message communicated
The main message communicated from this document was that the Stamp Act was repealed.
Significance: Why is this important?
This is important because the American colonies were in opposition of the stamp acts. It is also
important because it showed that the American colonies made a difference without war by
protesting and creating the Non-importation agreement.
Works Cited
[DOC G]
WHEREAS it is expedient that a revenue should be raised in your Majesty’s dominions in
America, for making a more certain and adequate provision for defraying the charge of the
administration of justice, and the support of civil government, in such provinces where it shall be
found necessary; and towards further defraying the expenses of defending, protecting, and
securing, the said dominions; we, your Majesty’s most dutiful and loyal subjects, the commons
of Great Britain, in parliament assembled, have therefore resolved to give and grant unto your
Majesty the several rates and duties herein after mentioned; and do most humbly beseech your
Majesty that it may be enacted, and be it enacted by the King’s most excellent majesty, by and
with the advice of the lords spiritual and temporal, and commons, in this present parliament
assembled, and by the authority of the same, That from and after the twentieth day of November,
one thousand seven hundred and sixty seven, there shall be raised, levied, collected, and paid,
unto his Majesty, his heirs, and successors, for and upon the respective goods herein after
mentioned, which shall be imported from Great Britain into any colony or plantation in America
which now is, or hereafter may be, under the dominion of his Majesty, his heirs, or successors,
the several rates and duties following;
Author: Everything you know about the author
Charles Townshend was the Chancellor of the Exchequer and he propsed the Townshend Acts
which is why they are names after him.
Place and Time: Location, Date, Occasion, Time of Day, Historical Context
The Townshend Acts were passes beginning in 1767
Prior Knowledge: Evidence (Prior to reading)
No prior knowledge
Audience: To whom is this being presented? Direct, Indirect
These acts are being presented directly to the American colonies and indirectly to all of the
future generations of America.
Reason: Why was this artifact created?
The goals of the Townshend Acts were to raise revenue in non-British colonies in order to pay
for the salaries of their governors and judges. This was also a punishment for New York failing
to enforce the 1765 Quartering Act. They also wanted to prove a point that they had the right to
tax other colonies.
Main Idea: Main message communicated
The main message communicated in this act was that the British would not tolerate the laws
being broken and that they were going to be taking more money.
Significance: Why is this important?
This document is important because it caused a lot of resistance in the American colonies leading
to the Boston Massacre of 1770.
Works Cited
Dorf, Philip. "The Mercantilist Argument for Colonial Expansion." Comic strip. Our Early
Heritage: Ancient and Medieval History. N.p.: n.p., n.d. Print.
Ekelund, Robert B., Jr. A History of Economic Theory and Method. 4th ed. Illinois: Waveland,
1997. Print.
Martin Greenwald Associates. Historical Maps on File Revised Edition (adapted). N.p.: Facts
on File, n.d. Print.
Mecom, B. Glorious News. Constitutional Liberty Revives. New Haven: London Gazette, 1766.
Print.
Molasses Act (1733) (enacted). Print.
Stockdale, J. "The Constitutions of the Several And Independent States of America." Archiving
Early America. Archiving Early America Inc., 1783. Web. 18 Apr. 2013.
"The Patriot Resource Primary Documents: Townshend Act." The Patriot Resource Primary
Documents: Townshend Act. Patriotresource.com, 2 July 1767. Web. 19 Apr. 2013.
Claire Laster
Brooke Schneider
19 April 2013
The Importance of Mercantilism
Mercantilism was a multi-century endeavor that was a huge influence on trade between
mainly the colonies and Europe, but also the Guinea Coast, and islands such as Puerto Rico and
Hispaniola. Mercantilism was basically forced upon the colonies by the European Powers.
Because the colonies were not yet independent, they were required to follow whatever laws or
acts Great Britain put in place. These rules often angered the colonists, causing them to rebel by
committing illegal trade with natives or other countries. Mercantilism was one of the biggest
“rules” Europe put on the colonies. It demanded that the colonies export more than they import,
which would generate a larger collection of gold and silver (the standards at the time). With the
collected bullion, they would buy the imports they needed from Europe. Obviously this system
was flawed in that it provided for the mother country, but did not really benefit the colonists.
This caused even more tension and hatred between the colonists and Great Britain.
Mercantilism is a broad term that covered a large goal the Europeans had. They also
enforced acts and laws that were considered to be under the umbrella of Mercantilism. Some of
the most important ones were the Stamp Act of 1765, the Townshend Acts of 1767 and the
Coercive Acts of 1774. The Stamp Act charged a tax on paper, the rate depending on the type of
paper. The Townshend Acts demanded that certain officials be paid separately so they were not
technically under continental rule. The Coercive Acts basically reprimanded Boston for the
Boston Tea Party by disallowing its ports to be used for trading. There were also other acts, such
as the Molasses Act of 1733 that charged a tax on certain alcohols and syrups. All these upset the
colonists until they eventually drafted a declaration known as the Non-Importation Agreement.
This document was forged by the first Continental Congress in 1774, and expressed the general
grievances towards the British. This was not the first complaint to be filed, but this agreement
was one of the most effective. It ultimately led to the repeal of the Stamp Act and other unfair
acts made by the British.
Though the Non-Importation Agreement was a huge step in freeing the colonists from the
tyranny of the British powers, a document titled The Agreement was finally passed by all of the
colonies which basically stopped all trade with Great Britain. This was one of the final major
steps that the colonies would take to finally gain full independence from Europe.
Mercantilism was heavily flawed, and many learned this the hard way. This partially
explains why mercantilism has never been adopted by the United States. Certain countries have
been accused of still using mercantilism, one of which is China. This fact is highly disputed and
has never been of much concern. Regardless of whether mercantilism was supported or opposed,
upheld or demolished, it was a huge turning point in the colony’s relationship with European
powers and other countries as well.
Relevant Information that the test taker should already know about Mercantilism:
1.
2.
3.
4.
5.
6.
7.
The definition of Mercantilism
The whole world was involved in Mercantilism
Europe was applying mercantilism to us
Time period Mercantilism was applied to U.S.
The basic goals of mercantilism
Why mercantilism was considered unsuccessful
Non-importation agreement which includes the Stamp Act of 1765, the Townshend Acts
of 1767 and the Coercive Acts of 1774
8. The colonists cited their opposition to these acts.
9. Europe was making our country apply mercantilism as law
Response Key
The 8-9 Essay Outline





Contains a clear, well-developed thesis that explains how or why change occurred over
time.
Develops the thesis with considerable, relevant historical information.
Provides strong analysis/topic sentences; and evidence linked to or related to thesis or
analytical topic sentences; coverage may be somewhat uneven.
May contain errors that do not detract from overall quality.
Is well-organizes.
The 5-7 Essay Outline





Cntains a thesis that partially responds to the prompt. May not address cahge over time.
Supports the thesis with some relevant historical information.
Provides some analysis through topic sentences. Coverage may be unbalanced.
May contain errors that do not seriously detract.
May be poorly organized.
The 2-4 Essay Outline





Contains a confused or unfocused thesis simply or paraphrases the question with little or
no explanation.
Provides minimal relevant information or lists facts with little or no
connection/application to the question/prompt.
May address one topic sentence, or addresses topics in a general way..
May contain major errors.
May be poorly organizes.
The 0-1 Essay Outline




Lacks a thesis or paraphrases the question.
Demonstrates an incompetent or inappropriate response.
Has little or no understanding of the question.
Contains substantial errors.
The --- Essay Outline

Score:
Is blank or completely off task.
DBQ
Dakota Wixom Stefan Matusak
In 1755, Great Britain and France were sitting on extremely valuable pieces of
property, and each nation wanted more. There had already been a series of
colonial skirmishes in contested areas, and tensions were brewing. The resultant
war was no surprise, and the French and Indian war had a significant impact on
the fate of these two nations, setting the stage for future conflict and sealing
the fate of various Native American tribes.
Already in debt, the French government was largely seeking to retain its current
holdings west of the Mississippi and in modern-day Canada. The British realized
their much stronger military presence in the Americas and saw this as an
opportunity to strike, weakening mainland France (which was already
vulnerable to attack from Prussians in the east) and securing valuable trading
posts.
The French forces in the Americas mainly consisted of ad-hoc militias and
woodsmen, which although demonstrably effective in ambushes in the conflicts
leading up to the war, lacked the sufficient military resources and size to defend
all of the French holdings. At its peak, French-allied native forces composed
over a quarter of New France’s colonial military, but still remained less than half
the number of just the regulars in the British forces in the area. As a result,
France decided to leverage its relationships it had developed to due the
lucrative fur trade to hire tribal warriors from areas west of the Mississippi and
north of the Great Lakes.
Not all tribes were swayed by French loyalties, however, and many tribes (most
prominently the Iroquois Nations) saw the writing on the wall and decided to
side with the British, hoping that their allegiance would lead to favorable
treatment in the aftermath of the war. Sadly, that wouldn’t turn out to be the
case, and many Indian nations eventually turned their backs on the French,
leading to their defeat.
After the defeat of the French forces in multiple theatres, the war finally ended
with the signing of the Treaty of Paris in 1763. A massive exchange of land
between the two warring nations was detailed, and the British gained a massive
amount of territory on the east coast of America as well as in Canada. Spain
was surprisingly gifted with formerly French Louisiana, a particularly large
territory at the time- acting as a sort of buffer zone between British and French
territories. France lost most of its territory, but retained control of some
lucrative Caribbean islands.
The impact of the war was sudden and swift on all sides. Great Britain nearly
doubled its national debt during the course of the war, and decided to impose
more taxes on its American colonies as a result. This ultimately led to the
American Revolutionary War. France lost a massive amount of holdings, and
was plunged into an economic and social crisis, ultimately resulting in the
French Revolution. The plight of the native tribes was equally bleak, as more
settlers began to encroach on native lands despite agreements to the contrary.
This ultimately led to the Pontiac Rebellion and the eventual assimilation of
native tribes in America.
Source A is a correspondence between General Robert Dinwiddie and George
Washington, at the time a major in the British army. This source reveals the
British perspective of atrocities committed by French-allied Indians from the
west, recommending an excursion into the Ohio territory to eradicate the
threat.
Source B shows British and French settlements and forts before the outbreak of
the war, as well as contested areas.
Sources C and D are correspondences between the French Commander
Legardear de Saint-Pierre and British General Robert Dinwiddie. Dinwiddie
writes concernedly about the French commander’s intrusion into the Ohio
territory contrary to the peace treaty between France and Great Britain, and
politely instructs him to “retire” from the area. The French commander politely
but firmly refuses this order, contests the rights in question, and basically says
that Dinwiddie will have to take it up with his commanding officer, and that this
is not grounds for war.
Source E details Chief Shingas’ speech from the account of Charles
Stuart, an English prisoner. Chief Shingas of the Delaware Indians had
purportedly sought a deal with British General Braddock: help fighting the
French and their Indian allies in exchange for land and hunting rights. Braddock
denies the need for such help, and so Chief Shingas meets instead with the
French. The Delawares decide to side with the French after witnessing the
French victory over Braddock’s army, but Chief Shingas sends emissaries to
meet once more with the British, only to be denied a meeting. The Delaware
Indians then decide to raid British settlements in anger.
Expected Responses: The Natives Sided with the french because of:
Better Relations
The French didn’t want to Conquer them but instead Marry and make allies.
Common Enemy in the invasive British.
Cites why the indians opposed the British, larger populations, crop consuming.
Wanted to get into the European Economic Trade.
Scale
9-8Answers the prompt precisely and analyzes the presented documents. Supports all the
way through the paper. Flows and is clear. Minimal to no errors.
7-6 Answers the prompt not as precisely as a 8-9 but is still clear and concise, supports for
most of the paper, flows, low to minimal errors.
5- Addresses the prompt but does not completely answer it using the given documents.
Shows grasp of Text. Many Errors.
3-4 Addresses the prompt minimally, doesn’t reach potential, thesis is unclear, little to
minimal quotes, Excessive errors.
2-1 Fails to Address the prompt, uses false information/mis-quotes. Too many errors paper
is unreadable.
0-Paper left blank
SAMPLE THESIS: During the French and Indian war, the natives tended to side with the
french due to the trade systems and economic diplomacy that they had in place with the
French versus the British, who imposed a greater threat to the natives, by taking more
resources and more land for the more quickly growing population.
AP UNITED STATES HISTORY
2013 FAUX-TEST
DOCUMENT BASED QUESTION
Directions: Analyze the following documents (A-) regarding imperialism during the French
and Indian War (1754-1763) and your knowledge of the time mentioned in the question to
draw a conclusion to the question in a written essay format.
Which imperial nation did the natives tend to side with during the French and
Indian war, and what underlying perspective caused the indians to side with
that nation?
Document A
A Map of the British and French Settlements
Document B
Letters to Washington and Accompanying Papers. Published by the Society
of the Colonial Dames of America. Edited by Stanislaus Murray Hamilton.
WILLIAMSBURG July 12th: 1756
SIR
At the Desire & Request of Colo: Wm Byrd I recommend the Bearer Mr. Henry
Timberlake to Your Favour & Countenance he has great Inclinations to serve in
Your Regiment & I hope his Spirit & Behavior may recommend him to
Preferment,
Document C
Death of General Edward Braddock, Washingtons Letters Home
Document D
Washington Papers Home
Document E
“Delaware Chief Shingas Explains Why the Indians Abandoned General Braddock, 1755.
Charles Stuart was a Pennsylvanian taken prisoner by Delaware Indians in October 1755. During his two
years of captivity, he witnessed the Ohio Indians' participation in the Seven Years' War, including this
speech, in which the Delaware chief Shingas explained why the Ohio Indians went to war against the
British.
... king Shingas made a speech to the English prisoners to the Following PurposeRiseing up From his seat with Appearance of Deep Concern on his Countenance he addressed his
Prisoners with Great Solemnity Telling them that he was sorry For what had happened Between them
and the English But that the English and not the Indians were the Cause of the Present War-he then
Proceeded to give Account of those Causes and said-That he with 5 other Chiefs of the Delaware
Shawnee & Mingo Nations (Being 2 from Each Nation) had applied to General Braddock and Enquired
what he intended to do with the Land [the Ohio Country] if he Could drive the French and their Indians
away To which Braddock replied that the English Shoud Inhabit & Inherit the Land, on which Shingas
asked General Braddock whether the Indians that were Friends to the English might not be Permitted to
Live and Trade Among the English and have Hunting Ground sufficient to Support themselves and
Familys as they had no where to Flee Too But into the Hands of the French and their Indians who were
their Enemies (that is Shingas' Enemies). On which General Braddock said that No Savage Should Inherit
the Land. On receiving which answer Shingas and the other Chiefs went that night to their own People-To
whom they Communicated General Braddock's Answer And the Next Morning Returned to General
Braddock again in hopes he might have Changed his Sentiments and then repeated their Former
Questions to General Braddock again and General Braddock made the same reply as Formerly, On
which Shingas and the other Chiefs answered That if they might not have Liberty To Live on the Land
they would not Fight for it To which General Braddock answered that he did not need their Help and had
No doubt of driveing the French and their Indians away.
On which Shingas with the other Chiefs went away from General Braddock To their People To whom they
Communicated what had Passed Between them & Braddock, at which they were very much Enraged and
a Party of them went Immediately upon it and Join'd the French But the Greater Part remained neuter till
they saw How Things wou'd go Between Braddock and the French in their Engagement, And they made it
their Business to draw nigh the Place where the Engagement Happened that they might see what Passed
at it and were still in hopes that the English wou'd Be Victorious But after the French had ruined
Braddocks Army they immediately compelled the Indians To join them and let them know that if they
refused they wou'd Immediately cut them off, On which the Indians Joined the French for their Own
Safety-They However sent Captain Jacobs [another Delaware chief] with some other Indians to
Philadelphia to hold a Treaty with the Government But on their returning home From Philadelphia without
meeting with the necessary Encouragement the Indians agreed To Come out with the French and their
Indians in Parties to Destroy the English Settlements. “
Delaware Chief Explains why the Indians abandoned General Braddock
Governor Denny's Message to the Ohio Indians, Easton Treaty, 1758.
Document F
Governor Denny's Message to the Ohio Indians, Easton Treaty, 1758.
Governor Denny's Message to the Ohio Indians, Easton Treaty, 1758
From Minutes of the Provincial Council of Pennsylvania (Harrisburg, 1852), 8:206-08.
While General John Forbes led an army of British regulars and provincial troops west toward Fort
Duquesne in 1758, Pennsylvania governor William Denny employed Morvanian missionary Christian
Frederick Post and Delaware chief Pisquitomen to serve as his emissaries to the Ohio Indians. The
western Delaware responded favorably to Post and Pisquitomen's initial entreaties, and when the agents
returned east, they found the governor engaged in a treaty conference with eastern Delaware and the
New York Iroquois in Easton. Denny quickly sent Post and Pisquitomen back to the Ohio Country,
carrying this message, intended to keep the Indians from aiding the French as Forbes closed in on Fort
Duquesne. Their embassy was successful: Forbes" army was virtually uncontested by the Indians who
had opposed Braddock a few years earlier.
Governor Denny's Answer to the Message of the Ohio Indians...
"... We received your message by Pisquitomen, and Frederick Post, and thank you for the Care you have
taken of our Messenger of Peace, and that you have put him in your Bosom, and protected him against
our Enemy Ontonio [the French], and his Children, and sent him safe back to our Council Fire...
"...I only sent Post to peep into your Cabbins, and to know the Sentiments of your Old Men, and to look at
your Faces, to see how you look. And I am glad to hear from him that you look Friendly, and that there
still remains some sparks of Love towards us. It is what we believed beforehand, and therefore we never
let Slip the Chain of Friendship, but held it fast on our Side, and it has never dropped out of our Hands; by
this [wampum] Belt we desire you will dig up your end of the Chain of Friendship that you suffered, by the
Subtilty of the French, to be buried....
"...If you are in earnest to be reconciled to us, you will keep your Young Men from attacking our Country,
and killing and carrying Captive our Back Inhabitants; And will likewise give orders that your People may
be kept at a Distance from Fort Duquesne, that they may not be hurt by our Warriors, who are sent by our
King to Chastise the French, and not to hurt you; Consider the Commanding Officer of that Army treads
heavy, and would be very sorry to hurt any of his Indian Brethren....
"...If you take the Belts we just now gave you, in which all here join, English and Indians, as we don't
doubt you will, then by this Belt I make a Road for you, and invite you to come to Philadelphia to your Old
Council Fire, which was kindled when we first saw one another, which fire we will kindle up again and
remove all disputes, and renew the Old and first Treaties of Friendship; This is a Clear and open Road for
you; fear, therefore, nothing, and come to us with as many as can be of the Delawares, Shawanese, or of
the Six Nation Indians; We will be glad to see You; we desire all Tribes and Nations of Indians who are in
Alliance with you may come....
"...[Gave] A Large White Belt, with the Figure of a Man at Each End, and Streaks of Black, representing
the Road from the Ohio to Philadelphia."
Resources:
http://www.loc.gov/rr/program/bib/frenchindian/
http://history.state.gov/milestones/1750-1775/FrenchIndianWar
http://history.state.gov/milestones/1750-1775
http://history.state.gov/milestones/1750-1775/Incidents
http://history.state.gov/milestones/1750-1775/TreatyofParis
http://history.state.gov/milestones/1750-1775/ProclamationLine1763
http://history.state.gov/milestones/1750-1775/ParliamentaryTaxation
http://history.state.gov/milestones/1750-1775/AlbanyPlan
Actual Documents:
A) General Robert Dinwiddie to Washington
http://memory.loc.gov/cgi-bin/query/r?ammem/mgw:@field(DOCID+@lit(lw010195))
Death of General Edward Braddock
http://memory.loc.gov/cgibin/ampage?collId=mgw4&fileName=gwpage029.db&recNum=241
http://memory.loc.gov/cgi-bin/ampage?collId=mgw2&fileName=gwpage001.db&recNum=86
B) Map of British & French Settlements
http://memory.loc.gov/cgibin/query/r?ammem/gmd:@field(NUMBER+@band(g3300+ar000500))
Washington Papers
http://lcweb2.loc.gov/ammem/gwhtml/gwhome.html
Inscription on the French Plates Left by the Céloron Expedition in 1749.
Washington's Description of Fort LeBoeuf, December, 1753.
C) Letter from Virginia's Governor Dinwiddie to the French Commander in the Ohio Country, October,
1753.
D) The French Commander's Reply to Governor Dinwiddie, December, 1753.
John Shaw's Account of Jumonville's Murder, 1754.
Delaware Chief Shingas Explains Why the Indians Abandoned General Braddock, 1755
E) http://explorepahistory.com/odocument.php?docId=1-4-1D
Governor Denny's Message to the Ohio Indians, Easton Treaty, 1758.
http://explorepahistory.com/odocument.php?docId=1-4-110
Savannah Kashow
Rachael Yonek
DBQ: 1600-1790
Prompt
Analyze how women’s roles in society during the 18th century act as a precursor to the Women’s Rights
Movement.
Sources
Document A
I can not say that I think you very generous to the Ladies, for whilst you are proclaiming
peace and good will to Men, Emancipating all Nations, you insist upon retaining an
absolute power over Wives.
APPARTS
A Abigail Adams, wife of John Adams (second president of the United States), lived from 1744
to 1818. Mrs. Adams is well known for her letters to her husband, in which she would
discuss government and politics. Mrs. Adams was intelligent was able to engage in
intellectual conversation with her husband, becoming far more politically active than Martha
Washington before her. She was an advocate of women’s rights, especially concerning to
property and education.
P The letter is from 7-9 May 1776. Mrs. Adams would write letters to her husband from
Washington D.C. while her husband stayed in Philadelphia during the Continental
Congresses.
P Abigail Adams knew much about poetry, philosophy, and politics – something that was very
uncommon for women at the time. She was a strong advocate of women’s rights, and
discussed women’s rights (among other intellectual topics) with her husband through her
letters. She was extremely politically active.
A This letter is aimed directly at its recipient, John Adams. Because of the level of intellect
Abigail Adams possessed, she was able to discuss and even argue on behalf of more
progressive movements (such as women’s rights) with her husband – who was, of course, in
a position of great power. Indirectly, this letter is widely aimed at those who disregard
women’s rights and abilities. Mrs. Adams proves women’s rights to be an important issue
with her spirit and strong arguments, supporting that women can hold their own in the
government and society.
R Beyond serving as means of discussion between the First Lady and the President, this letter is
also a useful tool to keep a woman in contact with her husband. Additionally, while her
husband is away for political matters it is important that Mrs. Adams does not fall into the
background or lose her political drive, keeping her mind busy. This letter could also feed that
purpose.
T Abigail Adams is attempting to get her husband to see the value of women to society and the
government; that it is unfair to speak of such grand morals as a leader and then completely
disregard the same fundamental ideals when applied to a different demographic.
S This letter is important as a precursor to women’s rights, revealing powerful and intelligent
women behind the scenes in the government and beginning to pull some strings behind
powerful people like our President. She also exemplified an unprecedented intelligence and
level of political activity for a woman, sparking discussion with her husband and bringing
more progressive issues to the foreground.
Document B
APPARTS
A James Charles Armytage was an English engraver that lived from the early 1800s to 1897. He
produced more than 200 plates. His prints imitated a renaissance-style technique but (like
many other engravers and artists of the time) often portrayed scenes of both war and politics
occurring.
P The engraving selected was created circa 1859 but depicts Molly Pitcher at the Battle of
Monmouth during the Revolutionary War, on June 28, 1778. The engraving shows Molly
Pitcher loading a canon over her fallen husband, taking his place so the battle can go on. It is
brightly lit as though mid day, and is located at Monmouth Court House in New Jersey. The
attack was led by George Washington as a surprise on the British Army as they left
Monmouth Court House. A pail of water sits near the canon and Molly Pitcher’s feet, as
though she dropped her chores to fill in the line when her husband fell.
P Before reading the caption, it is evident that the engraving is of a woman helping in a war
effort. The clothes imply a war from further back in history, when women were still not a
part of the army. The woman has a very intense facial expression, somewhere between a
scowl and a look of surprise. She looks undaunted by the canon she is loading, while the men
behind the canon look confused and disbelieving. Without looking at the picture and only
looking at the caption, the engraving suggests the Battle of Monmouth. The Battle of
Monmouth took place in Monmouth County, New Jersey, and consisted of George
Washington leading American troops to surprise the British Army as they left Monmouth
Court House.
A There is no evidence as to whether this engraving was made for any specific person or party.
Indirectly, however, this engraving reaches many people, and likely reached more than today
at the time it was created. As a current piece, the engraving was probably targeted towards
people of intellect and power, reminding them that women are powerful and can take some of
the same roles of men (if no other time than when we are in dire need of assistance).
R The engraving was created as a work of art. Like many artists before and after him, J. C.
Armytage created a piece of controversy; in a time when women were expected to sit back
and take care of the family, he portrayed a woman in battle, the ultimate image of strength,
independence, and dedication. To magnify this, he created the image so it was set in a time
when women had even fewer rights. Being created in 1859, it was only just over ten years
before that the Seneca Falls convention had occurred, being the first women’s rights
convention. This means that the engraving was created when the women’s rights movement
was really just beginning and just picking up speed. It is because of this that Armytage was
likely creating the piece not just as a work of art, but also as a political statement for all to
view.
T The main idea behind this engraving is that women are dedicated to their country, just as men
are. In a time of battle, a woman can pick up the slack. Armytage’s engraving takes this a
step further in showing a woman taking over for her fallen husband – she is taking on the
work of a man even though she may be in extreme grief. It shows an incredible level of
dedication and patriotism: that independence and love of country crosses all social divisions,
including gender. In addition, it shows the amazing strength of the woman’s spirit, and that
she can prove herself to be man’s equal.
S In context to the time period, this piece is incredibly significant. As the women’s rights
movement picked up speed from the beginning in Seneca Falls to eventual suffrage with the
Nineteenth Amendment ratified in 1920, there was much controversy and struggle. A piece
created by an engraving artist portraying women in a strong, positive light is essential to
women’s rights movement. It is proof of support and in ways communicates more on behalf
of the movement than speeches or rallies ever could; often what is said falls on the deaf ears
of people who blindly disagree.
Document C
At last one woman asked a question .... And a priest said to her, “I permit not a
woman to speak in the church,” though he had before given liberty for any to speak...
For the woman asking a question, he should have answered it...
APPARTS
A The journal entry is written by George Fox, a prominent Quaker. The Quaker religion was
much more liberal than other religions of the time, supporting practices such as pacifism,
supporting greater roles for women in churches, and opposing slavery. Fox traveled and
preached the Quaker faith.
P Fox wrote many journals as he preached the Quaker faith and traveled throughout Britain and
the colonies. The specific journal selected was written in 1648, when Fox visited a debate of
people of many faiths. The selected text from the journal shows an interaction between a
woman at the debate and a priest not of the Quaker faith, as well as a section of Fox’s
reaction.
P Prior to reading the quote, it is important to recognize George Fox and his position within the
Quaker faith, a progressive religion primarily based in Pennsylvania within the colonies.
A This quote is from a personal of George Fox. Theoretically, a personal journal may never be
intended to be shared. However, Fox’s journals were later published and distributed. His
writings reached many of the Quaker faith as well as those outside it. In the 1830s, his
journals were collectively published by Wilson Armistead (also a Quaker). This continued
the circulation of his preaching and ideals and helped to preserve his work even further, so it
could reach students and religious people alike in our current time.
R George Fox wrote journals to capture his memories and moments he witnessed on his many
travels. His journals were essential for him to exchange ideas and further his learning as he
expanded his religion. The specification of moments he witnessed that either coincided or
contrasted with his own views were especially important, as they helped to validate his
teachings or challenge theories he believed.
T In this specific quote, Fox is trying to communicate that women should have more rights
within the church. He clearly states that if the priest is going to ask if anyone has questions,
he should answer any questions, be it from men or women alike. It is in this passive way that
Fox comments on other religious views: by marking his disagreement in his journals.
S This journal reveals the forwarding thinking that characterized the Quaker religion. It also
serves as a very early indication towards the women’s rights movement. Additionally,
because the thoughts are stated by a man with a fair amount of power and not an irritated,
overworked woman, the call for more rights seems to have more validity; it is not just the
persecuted that want more rights, but also those around them.
Document D
APPARTS
A Thomas Jefferson
P Virginia, October 24,1791
P This was one of the first years that a census took place. Census’ gather information of people
living within certain boundaries. This helps government in the decisions they make based on
the people’s needs because they can see, through the census, what people are living within their
society.
A The audience of this document were the politicians and government workers in this time
period. Although these documents were useful at the time they were taken, they are useful to
government workers today in tracking the growth within the country.
R Without data of the population in the country, politicians do not have the resources needed to
properly serve to the people.
T The main message of this document is to show the population statistics at this point in history.
S This is deeply connected to our topic because it shows the prevalence that women held in
society during this time period. Many times women held just as much of the population as
men, showing that they had the population to make an impact on their own rights in the future.
Document E
I long to hear that you have declared an independancy-and by the way in the new
Code of Laws which I suppose it will be necessary for you to make I desire you would
Remember the Ladies, and be more generous and favourable to them than your
ancestors. Do not put such unlimited power into the hands of the Husbands. Remember
all Men would be tyrants if they could. If perticuliar care and attention is not paid to the
Laidies we are determined to foment a Rebelion, and will not hold ourselves bound by
any Laws in which we have no voice, or Representation.
APPARTS
A Abigal Adams
P March 31, 1776
P This letter was written to her husband who was in Massachusetts, serving as representative to
the Continental Congress in Philadelphia. On March 17th signs of the Revolutionary War’s
soon to be success were shown in the evacuation of the British from Boston.
A John Adams
R The reason Abigal Adams wrote this letter to her husband was in hopes that she could make a
difference in the rights that women were awarded during this time period, pleading “please
remember the ladies”.
T The main idea of the document is that women hold just as much value in society as men. They,
in fact, are even more level headed than men, who become tyrants and violent instead of trying
to solve the problem at hand. Women should have a voice in the government, not all the power
should go to the husbands.
S The document is very significant to our topic because it shows the insight she had into the
dealings of the government. This exemplifying the impact that women during this time period
could have on society.
Document F
Still determined to defeat a Step to absolutely necessary to save us from the Tyranny of a
few, and to restore to the Indigent and Dependent, their primitive and constitutional Right
of voting according to their own Judgments, the baffled Faction had recourse to their old
Practice of influencing from House to House, the poor and distressed to sign the said
Instructions: And as it is strongly suspected, that in Order to swell the List, they intend to
procure the Subscriptions of Numbers of People who have no Vote, they may depend upon
it, that the Friends of Liberty will petition the Honourable House, for a Copy of the
Instructions, and it in canvassing the Names, they detect such Artifices, they will expose
the Subscribers and the Perpetrators, as such infamous Practice deserves.
As we have lately had so many melancholy Examples of undue and corrupt Influence on
the Freedom of Elections.--As the true Design of opposing the Balloting Act, be the
Pretence what it will, is most notoriously to preserve and perpetuate that Influence.
APPARTS
A Die Veneris
P December 22, 1769, New York
P At this time voting restrictions were constantly being changed. Some states had given women the right
to vote, but that right was slowly being taken away from them.
A The House of Representatives
R This document was created to preserve the history of the government.
T The main idea of this excerpt is to illustrate the corruption on freedom to vote that was being seen at
this time in history.
S This document is significant to our subject because it shows the position our country was upholding
during this time period of voting rights. Further showcasing the dramatic impact women had on
society and how much they changed their own value in society.
Document G
Our situation is truly delicate & critical. On one hand we stand in need of a strong
Federal Government founded on principles that will support the prosperity & union of the
colonies. On the other we have struggled for liberty & made lofty sacrifices at her shrine:
and there are still many among us who revere her name too much to relinquish (beyond a
certain medium) the rights of man for the Dignity of Government.
Happy indeed will this country be if a tranquil energetic government can be adopted
before the sword is drawn to give it a despotic master.
APPARTS
A Mercy Warren
P September 1787
P This letter was to Catherine Macaulay, a prolific writer and political activist. The letters exchanged
between these two women span from the pre-revolutionary period to the debate of the ratification of
the newly proposed Constitution.
A Catharine Macaulay
R The purpose of this letter was to voice the fears of the Anti-federalist party. Congresses ability to levy
taxes, to a national army, to a single chief executive, etc. were all concerns of the party.
T The main idea of this letter was that the newly found freedom of the United States would be taken by
the governments’ power over everything. This was a fear among the Anti-federalists.
S This source is relevant to our topic because it shows the influence one woman had on voicing the fears
of a political party, when the majority of that political party was staying silent.
Relevant Outside Information
1787- US Constitutional Convention places voting qualifications in the hands of the states. Women in all
states except New Jersey lose the right to vote
1807- Women lose the right to vote in New Jersey
1830s- Formation of the female anti-slavery associations
1840- World Anti-Slavery convention in London, many women barred from participating because of
their sex
1848- First women’s rights convention in New York, proposed by Elizabeth Cady Stanton and Lucretia
Mott
1850- Women’s rights conventions held in Ohio and Massachusetts
1850-1861- Annual Women’s Rights conventions held
1861-1865- Women’s rights efforts put to the side for the Civil War
1867- Fourteenth amendment passes, Congress defining citizens as male.
1867- Equal Rights Association formed by Susan B. Anthony, working for universal suffrage
1868- Black’s given the right to vote
1868- New England Woman Suffrage Association formed.
1868- 172 women attempt to vote in New Jersey, but the ballots are ignored
1869- National Woman Suffrage Association formed by Elizabeth Cady Stanton
1869- American Woman Suffrage Association formed by Henry Ward Beecher
1871- The Anti-Suffrage Society is formed
1872- Susan B. Anthony and supporters are arrested for voting
1874- Women’s Christian Temperance Union formed
1876- On July 4, in front of the Liberty Bell, Susan B. Anthony reads The Declaration for the Rights of
Women.
1878- Woman suffrage amendment introduced in US Congress
1882- The House and Senate appoint committees on women’s suffrage
1884- Belva Lockwood runs for president
1884- US House of Representatives debates women’s suffrage
1886- suffrage amendment reaches the US Senate floor, but is defeated two to one
1890 The NWSA and AWSA merge to form NAWSA
1894- Despite 600,000 signatures, a petition for woman suffrage is ignored in New York.
1913- Women’s suffrage parade is attacked by a mob
1916- National Women’s Party is formed.
1910-1920- Women’s suffrage is gradually accepted and on August 26, 1920 it becomes law.
Explanation of Relevance and Connections
In order to understand US History during the 18th century, you must have a knowledge of
women’s rights. During this time in history women were granted very few rights. Men were off
at war, while many women were stuck at home, virtually powerless because of their lack of
rights. Women viewed themselves as valuable to society, but were not allowed to act on that
belief.
There were a few women that spoke for the women of the nation, one of these women is
Abigal Adams. The two documents included that are written by her are letters to her husband. In
the first letter she challenges her husband’s views and policies, proving that women with intellect
can keep up with men even as powerful as the President. In the second letter she pleads that he
“please remember the ladies”. She spoke of the rights that women should be granted, because
they hold value in society and are as much of value as men are.
Another woman who believed that women should have some say in the government is
Mercy Warren. She not only spoke for women through her written works, but she spoke for the
Anti-federalist party. This attitude of courage is shown in the letter to Catherine Macaulay about
the fear present in the Anti-federalist party.
The census provided as a source in this prompt is relevant because it shows how many
women were present in society at this time in history. Most of the time there were just as many
women as there were men, so they should be granted just as much voice as the men in society
were given.
The journal of the House of Representatives provides insight to where the government’s
thoughts were at during this time period. Without that knowledge there is no base for how much
change the women in society during that time truly created.
The engraving reveals a message that echoes through time: that in tough times, women
have been strong enough to pick up the slack. “Molly Pitcher”, the woman portrayed in the
engraving, stands and does what no man thinks she can (contributes at the front lines of a war
effort) while her husband lies, a fallen soldier, at her feet.
The journal written by George Fox is important in how it proves that more than just
women were supporters of women’s rights. It was not only the women who were given no rights
who wanted a greater role in society, but also a man of significant power, recognizing that
women deserved some of the rights that they were being denied.
The topic is completely relevant and connected to where we are in society at present
because it lead us to where we currently find ourselves and our own rights. Without the
beginnings that Abigal Adams, Mercy Warren, and many others created, the revolution that is
women’s rights may not have started when it did. Women’s rights may still be held back from
women today if those women had not made the effort to change how society treated them and
how much input they had in their own government system. They believed that they were of
political value and they acted on it. Now in our world we can find women politicians in every
state.
Without an understanding of women’s rights in the eighteenth century, students today
would have no idea how far our society has come. The restrictions that once held our country
back are no longer in place, bringing freedom and new ways of thinking into our current
government system.
DOCUMENT-BASED QUESTION
Analyze how women’s roles in society during the 18th century act as a precursor to the Women’s
Rights’ movement.
SCORING RUBRIC
The 8 – 9 Essay
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Contains a well developed thesis that examines how women’s roles in society in the 18th
century lead up to the Women’s Rights movement in U.S. History
Presents an effective analysis of the question
Answers all aspects of the task by using the documents and may bring in relevant outside
information related to the documents
Consistently uses accurate data
Develops ideas fully, using such supporting evidence as examples, reasons, details,
explanations, and generalizations that are relevant and appropriate
Demonstrates a logical plan of organization and coherence in the development of ideas
Consistently expresses ideas clearly
The 5 – 7 Essay
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Contains a thesis that examines how women’s roles in society in the 18th century lead up
to the Women’s Rights movement in U.S. History
Has limited analysis of the question
Answers most aspects of the task by using the documents
Generally uses accurate data
Develops ideas satisfactorily with adequate supporting evidence
Develops an answer, using a general plan of organization
Generally expresses ideas clearly
The 2 – 4 Essay
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Contains a limited or underdeveloped thesis
Deals with the question in a general manner
Contains little outside information or information that is inaccurate or irrelevant
Demonstrates weakness in development of ideas with little supporting evidence
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Attempts to organize an answer but is weak and goes off the topic
Attempts to express ideas clearly
The 0 – 1 Essay
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Contains no thesis or a thesis that does not address the question
Does not use information to support ideas or uses information which is not relevant
Shows limited understanding of the task
Fails to use documents or only vaguely refers to the documents
Has numerous errors
Lacks a plan of organization
Does not express ideas clearly
The – Essay
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Fails to answer question or response is totally unrelated to topic
Illegible or so many words cannot be read that no sense can be made of the response
Blank paper
Sample Thesis Statement
Question:
Analyze how women’s roles in society during the 18th century act as a precursor to the Women’s Rights
Movement.
Sample Thesis:
Women in the 17th and 18th centuries were generally expected to be subservient and submissive.
However, there are numerous instances of women in this time period who acted outside the societal
norm, and others who supported them. These people, such as Mercy Warren, Abigail Adams, and
George Fox provoked conversation and controversy through their actions. Many important people in the
18th century raised the public consciousness about Women's Rights.
Works Cited
Adams, Abigail. "Letter from Abigail Adams to John Adams." Letter to John Adams. 7-9 May 1776. MS.
Massachusetts Historical Society, n.p.
Adams, Abigal. ""Remember The Ladies" Letter." PBS, 31 Mar. 1776. Web. 20 Apr. 2013.
Armytage, J. C. Molly Pitcher at the Battle of Monmouth, June 1778. 1859. The Colonial Williamsburg
Foundation. Web. 21 Apr. 2013.
Fox, George. "The Missing Cross to Purity." The Journal of George Fox, 1643-1648. N.p., n.d. Web. 22
Apr. 2013.
Jefferson, Thomas. "Publications." Census of Population and Housing. United State Census Bureau, 24
Oct. 1791. Web. 20 Apr. 2013.
Veneris, Die. An American Time Capsule: Three Centuries of Broadsides and Other Printed Ephemera. The
Library of Congress, 22 Dec. 1769. Web. 20 Apr. 2013.
Warren, Mercy. "Mercy Warren and Catharine Macaulay’s Revolutionary Correspondence." History.net.
N.p., Sept. 1787. Web. 20 Apr. 2013.
TAXATION BEFORE, DURING AND AFTER THE CONSTITUTION
A. Explanation / Connections
The United States of America has a rich historical background to it. Within the timeframe
of 1600-1790 America was most influenced than any other period of time, literally due to the
fact that the revolutionary war took place in 1775 resulting in America's independence in 1776.
Analyzing all the historical events within the period, our group decided to research the cause for
America to become an independent country and to start a revolutionary war. When researching
we found that taxes and tariffs from the British empire enraged many citizens of the American
Colonies as they felt no return was being provided for the taxes being enforced. With this
preliminary research executed we decided to focus our DBQ around taxes within the
revolutionary war era.
This era was one of the most, if not the single most influential event in America’s history.
It is important for every history student to analyze both the effects of the Revolutionary War on
America and why the revolution began. Taxes and tariffs played a major role in creating the war
as well as playing a significant role during the creation of the Articles of Confederation as well
as the aftermath of such an era.
It is an important topic not only due to its historical revolution of America but because
taxes are still a part of everyday life in America. It is important to understand the reasoning
behind taxes as well as their origination within the Country as it is a pivotal point in America's
history. Taxes have always been a temperamental subject within America's history as it has cause
much uproar after the founding of our beloved as well as its effects on creating such a powerful
and respected country. It is important for students to compare and contrast taxation ideals held by
citizens and the execution of taxes before and after the American Revolution.
With that in mind we choose 8 various articles to help the student relate to as they write
an essay comparing and contrasting taxes before and after the revolution. The first three articles
are primary documents sent from the British Parliament depicting certain taxes for America to be
a fee for "his majesty," whom they refer to they're current king at the time. The fourth and fifth
article detail the historically popular Boston Tea Party that served as an active and physical
protest against the taxation of British Parliament, specifically the Tea Act. The following article
provided is the eighth amendment in the Articles of Confederation that embodies the ideal
national taxation. The second to last article details statistics of tariffs after the revolutionary war
that the student can relate to be able to visually interpret data of the resulting of the war. Finally
our last article is from Alexander Hamilton's Report on Public Credit which defines America's
point of view on taxation and where and when its needed.
B. APPARTS
THE SUGAR ACT
A-Two prime movers behind the protests against the Sugar Act were Samuel Adams and James
Otis, both of Massachusetts.
P-The Sugar Act was passed by Parliament on April 5, 1764. This act was put in place prior to
the American Revolution, and was created because the Molasses Act was set to expire, and they
wanted a new tax to be set in place.
P- The sugar act arrived in the colonies at the time of economic depression, which made it a
financial burden for most people.
A-The audience for this article is the general public to inform them of the upcoming taxes.
R- The purpose for this article is to inform the general public of the new tax on sugar
T- The Main idea of this article is that there is a new tax being placed on sugar.
S- This article is an example of how Britain taxed the United States, which eventually led to the
revolutionary war.
THE STAMP ACT
A- The British Parliament
P- Written in 1773 in for King George.
P- During this time this tax was created in order to help fund security, prevent free distribution of
exportation.
A- The audience for this article is the general public to inform them of the upcoming taxes.
R- The purpose of this article to help inform the general public of what is happening with the
state taxes,
T- The main idea for this article is to prevent people from smuggling tea, and attempting the
make money off of the Americans
S- The significance of this article is that the British people were trying to make money off of the
Americans, which led to the Revolutionary War.
THE MOLASSES ACT
A- “The Molasses Act of March 1733 was an Act of the Parliament of Great Britain which
imposed a tax of six pence per gallon on imports of molasses from non-British colonies.”
P- The Molasses act was written in March of 1733
P- The Brits wanted it take control of the Americans, and make money off of their purchases, so
they taxed them on various items which eventually led to the Revolutionary war.
A- The Audience for this article was the general public, to inform them of the new taxes that
were being placed.
R- The purpose for this article was to inform the general public of the taxes that were being
placed on molasses.
T-The main idea of this article is that there is going to be a new tax being placed on molasses.
S- The Significance of this article is in the fact that the result of these taxes led to the
Revolutionary War.
THE TEA PARTY
A- This illustration is of an artist’s interpretation of the Tea Party
P- The Boston Tea party took place in Boston, which was a city in the British colonies of
Massachusetts, on December 16, 1773
P- The Boston Tea Party was a revolt against the high taxes that were being placed on everyday
necessities, such as tea. As a protest, the Sons of Liberty tossed a ship full of tea overboard into
the Boston Harbor.
A- This intended audience for this illustration is the people who were unable to witness the tea
party, but who are interested in knowing what it looked like, or what the atmosphere of the
protest was like.
R- This illustration was created as an art piece to demonstrate the significance of this act, and
contribute to the artistic community.
T- The main idea of this illustration is the fact that this event was an essential part of the growth
of the American Revolution! This illustration also shows the reactions that people had to the
revolt.
S- This event led to the Revolutionary War, and also to the Parliament responding with the
Intolerable Acts in 1774.
TEA PARTY ARTICLE
A- This article was published in the Massachusetts Gazette, the Boston Post-Boy and Advertiser
in October of 1773
P- The article is written in Boston, Massachusetts
P- Prior to this article being written, the Boston Tea Party occurred, revolting against the unfair
taxes that we being place on Americans.
A-The intended audience for this article is the people who were affected by this revolt,, and just
to get the information out to the general public.
R- The purpose of this article is to inform the community on the major event that took place at
the Boston Harbor
T- The main idea of this article was to express what had happened at the Boston Harbor, ad the
reactions that people had to the revolt.
S- The significance of this article is to see the reactions that people had, and how they changed
once they realized what a difference the event made in American history.
ARTICLES OF CONFEDERATION VIII
A- The Articles of Confederation were agreed by the Congress on November 15, 1777
P- These articles were drafted by the Continental Congress at the National Archives.
P- Prior to these articles being written, there was conflict between the colonies, and the
Continental Congress wanted to make a document that would settle these arguments in an
civilized manor.
A- The intended audience of these articles (Particularly article VIII) was the residents of the
thirteen colonies, so that they would have the updated information about how the Continental
Congress expected the community to behave, and several new laws that were coming into
motion.
R- These documents were being created for the purpose of created peace within the colonies, and
creating a solid structure.
T-The main idea of article VII in the Articles of Confederation is stating that there will be a
portion of the taxes that are collected to pay for the war.
S- These documents being released to attempt to create a peaceful community between the
colonies
US TARIFF RATES AFTER REVOLUTIONARY WAR
A- This is a convenient chart that was created to show the different tariffs rates in the United
States from the years 1792 through 1860
P- This chart displays information for the United Stated
P- The information displayed on this graph references the tariffs throughout US history and how
they altered from year to year. Tariffs have played an important role in the history of the trade
policy, and the road leading up to the revolutionary war.
A- The intended audience for this chart is people who are interested in American History, and
how tariffs altered our economy, community and the lives of each and every citizen.
R- The purpose of this chart is to inform the public about the history of the United states, and
how tariffs have contributed to the revolution.
T- The main idea of this chart is that the tariffs spiked greatly right before the revolutionary war,
which led to the start of it, and then finally leveled out around 1855.
S- The significance in this chart is that it shows the tariffs before, during and after the
revolutionary war, how they changed, and how that affected the public.
ALEXANDER HAMILTON REPORT ON PUBLIC CREDIT
A-The Author of this letter is Alexander Hamilton
P- Alexander Hamilton wrote this letter to Washington in 1795 regarding the Whiskey Rebellion
P- The Whiskey Rebellion was a tax protest that occurred in the United States in response to the
recent tax that was placed on whiskey that farmers were using as a form of exchange. Alexander
Hamilton was attempting to increase central government power.
A- The audience for this letter is George Washington, who was president at the time. There are a
series of letters between Alexander Hamilton and Washington, regarding the whiskey rebellion.
R- The reason that Alexander Hamilton is writing this letter is to inform George Washington
about what is happening with the whiskey rebellion.
T- The main idea of this article is to inform the president on the whiskey rebellion from the
perspective of the Secretary of Treasury.
S- The whiskey rebellion was a large revolt that had a large impact on the status of the United
States. These letters are the confidential conversations between the president and the secretary of
treasury, discussing the event.
C. Outside Information
We expect DBQ answer's to have a general knowledge of British Parliament with an overall
adequate knowledge of the American Revolution as it is one of the most important parts of our
countries history. The answerer should be able to identify what the given acts provided and there
relevance to the prompt given.
- General Knowledge of British Parliament and the current king, George III.
- Brief knowledge of British taxation including the given acts: The Molasses Act, The Sugar Act,
and The Tea Act.
- General knowledge of taxes previous to the 1750's within Europe and North America.
- Knowledge of the Boston Tea Party as well as the reasoning behind the event.
- Adequate knowledge of the American Revolution and current economic and social status.
- Definite knowledge of the background of the Articles of Confederation
- Knowledge of first president, George Washington.
- Ability to note the importance of Alexander Hamilton with this era.
- Ability to recall information pertaining the Whiskey Rebellion, specifically connected to the
taxation and its result.
D. Rubric
We expect the answerers to connect roughly 6 of the 8 articles directly back to the prompt with
an average of 3-4 articles being directly quoted and used within the responding essay. We are
expecting responses to actively use of the of the three beginning articles as all of them present
similar information however each could be used to present slightly different perspectives. We
have an expectation that the essay will be strongly connected to the articles given as each can be
used in a different way to help highlight and form and essay and argument.
(8-9) - A eight or nine will consist of several direct quotes being parallel to other, undisclosed
events occurring at the same time. This essay will broaden out to a bigger picture that helps to
relate this era to modern politics and economies. This essay will fully answer all three parts of
the prompt with a clear argument being made.
(5-7) - This essay will provide clear insight on two of the three parts of the questions asked and
provide an adequate amount of outside knowledge. This essay will broaden out to relate this
topic to other important events and present an average perspective.
(2-4) - This essay will attempt to fully answer the prompt, but will most likely only be able to
answer one or a partial second without being able to support ideas with outside information. This
person will not be able to strongly connect the articles to form a thought provoking thesis but
instead form an unrelated thesis that didn’t provoke any new ideas.
(0-1) - This essay completely missed the ball and attempted to relate the articles to an unknown
or made up event. Little to no parts of the prompt will be answered.
E. Thesis
The fluctuating tariffs on the United States of America before, during and after the
Revolutionary War largely contributed to the start of the many revolts that occurred during this
time period; ranging from the Whiskey Rebellion to the Boston Tea Party all resulting
consequences from British Parliaments taxation from Acts such as the Sugar and Tea Act. The
taxes help to shape and mold America's political and economic foundation as it found itself being
written into the Articles of Confederation which our country still values to this day.
F. Works Cited
Works Cited
Cardinal, Michael. “Tax rates after the American Revolution” Quora, 30 Jul. 2011. Web.
15 Apr. 2013
Mount, Steve. "The Articles of Confederation." U.S. Constitution, 18 Oct. 2010. Web. 15
Apr. 2013.
Staff Writer. "Article 1, Section 8, Clause 2: Alexander Hamilton, Report on Public
Credit." The Founders Constitution. University of Chicago, Jan. 2000. Web. 19 Apr.
2013.
Staff Writer “PHILADELPHIA. September 29 [1773]” MHS Collections Online.
Massachusetts Historical Collection. N.D.G. Web. 15 Apr. 2013.
Staff Writer “The Molasses Act.” Revolutionary War and Beyond. 10 Mar. 2012. Web. 15
Apr. 2013.
Staff Writer "The Sugar Act." Revolutionary War and Beyond. 27 Feb. 2012. Web. 15
Apr. 2013.
Staff Writer “The Tea Act of 1773.” The Worlds Great Books. The Manhattan Rare Book
Company. N.D.G. Web. 15 Apr. 2013.
Weeks, Linton. "Today's Tea Party Isn't Quite Like 1773's." National Public Radio, 17
Sept. 2010. Web. 15 Apr. 2013.
G. Layout
Directions: Answer the following question by writing an essay that includes your interpretation
of documents A-H as well as your own knowledge of the history of this time period.
Between 1765 and 1800, America transitioned from British owned American colonies to
a self-proclaimed Country after the American Revolution. Compare and contrast the use of taxes
and tariffs before, during, and after the American Revolution and how they affected America's
politics and economy as well as their influence on the Articles of Confederation.
Article A.
The Sugar Act of 1764, officially called the American Revenue Act of 1764:
An act for granting certain duties in the British colonies and plantations in America; for
continuing, amending, and making perpetual, an act passed in the sixth year of the reign of his
late majesty King George the Second, (intituled, An act for the better securing and encouraging
the trade of his Majesty's sugar colonies in America); for applying the produce of such duties,
and of the duties to arise by virtue of the said act, towards defraying the expences of defending,
protecting, and securing the said colonies and plantations; for explaining an act made in the
twenty fifth year of the reign of King Charles the Second, (intituled, An act for the
encouragement of the Greenland and Eastland trades, and for the better securing the plantation
trade); and for altering and disallowing several drawbacks on exports from this kingdom, and
more effectually preventing the clandestine conveyance of goods to and from the said colonies
and plantation, and improving and securing the trade between the same and Great Britain.
Whereas it is expedient that new provisions and regulations should be established for improving
the revenue of this kingdom, and for extending and securing the navigation and commerce
between Great Britain and your Majesty's dominions in America, which, by the peace, have been
so happily enlarged: and whereas it is just and necessary, that a revenue be raised, in your
Majesty's said dominions in America, for defraying the expences of defending, protecting, and
securing the same; we, your Majesty's most dutiful and loyal subjects, the commons of Great
Britain...
Article B.
The Tea Act
British Parliament - 1773
An act to allow a drawback of the duties of customs on the exportation of tea to any of his
Majesty's colonies or plantations in America; to increase the deposit on bohea tea to be sold at
the India Company's sales; and to impower the commissioners of the treasury to grant licences to
the East India Company to export tea duty-free.
Whereas by an act, made in the twelfth year of his present Majesty's reign... it is amongst other
things, enacted, That for and during the space of five years, to be computed from and after the
fifth day of July, one thousand seven hundred and seventy-two, there shall be drawn back and
allowed for all teas which shall be sold after the said fifth day of July, one thousand seven
hundred and seventy-two, at the publick sale of the united company of merchants of England
trading to the East Indies, or which after that time shall be imported, by licence, in pursuance of
the said therein and hereinafter mentioned act, made in the eighteenth year of the reign of his late
majesty King George the Second, and which shall be exported from this kingdom, as
merchandise, to Ireland, or any of the British colonies or plantations in America, three-fifth parts
of the several duties of customs which were paid upon the importation of such teas; which
drawback or allowance, with respect to such teas as shall be exported to Ireland, shall be made to
the exporter, in such manner, and under such rules, regulations, securities, penalties, and
forfeitures, as any drawback or allowance was then payable, out of the duty of customs upon the
exportation of foreign goods to Ireland; and with respect to such teas as shall be exported to the
British colonies and plantations in America, the said dreawback or allowance shall be made in
such manner, and under such rules, regulations, penalties, and forfeitures, as any drawback or
allowance payable out of the duty of customs upon foreign goods exported to foreign parts, was
could, or might be made, before the passing of the said act of the twelfth year of his present
Majesty's reign...
Article C.
The Molasses Act
Whereas the Welfare and Prosperity of Your Majesty's Sugar Colonies in America are of the
greatest Consequence and Importance to the Trade, Navigation, and Strength of this Kingdom:
And whereas the Planters of the said Sugar Colonies have of late Years fallen under such great
Discouragements, that they are unable to improve or carry on the Sugar Trade upon an equal
Footing with the Foreign Sugar Colonies, without some Advantage and Relief be given to them
from Great-Britain; for Remedy whereof, and for the Good and Welfare of Your Majesty's
Subjects, we Your Majesty's most dutiful and loyal Subjects, the Commons of Great-Britain
assembled in Parliament, have given and granted unto Your Majesty the several and respective
Rates and Duties herein after mentioned, and in such Manner and Form, as is herein after
expressed; and do most humbly beseech Your majesty that it may be enacted, and be it enacted
by the King's most Excellent Majesty, by and with the Advice and Consent of the Lords Spiritual
and Temporal, and Commons, in this present Parliament assembled, and by Authority of the
same, That from and after the Twenty-fifth Day of December, One thousand Seven hundred and
thirty three, there shall be raised, levied, collected, and paid, unto and for the Use of His Majesty,
His Heirs, and Successors, upon all Rum or spirits of the Produce or Manufacture of any of the
Colonies or Plantations in America, not in the Possession or under the Dominion of His Majesty,
His Heirs, and Successors, which, at any Time or Times within or during the Continuance of this
Act, shall be imported or brought into any of the Colonies or Plantations in America, which now
are, or hereafter may be, in the Possession or under the Dominion of His Majesty, His Heirs, or
Successors...
Article D.
Transcript: PHILADELPHIA. September 29
[1773]
Extract of a letter from London, August 4.
"The East-India Company have come to a
resolution, to send 600 chests of tea to
Philadelphia, and the like quantity to NewYork and Boston, and their intention I
understand is to have ware-houses, and sell
by public sale four times a year, as they do
here. Capt. Cook was offered part of that for
Philadelphia, but refused it. -- I suppose they
will charter ships to take it in, as here is
enough that would be glad of the freight. -What will be the consequence when it
arrives, on your side the water, I know not ;
but suppose it is landed, you will hardly let
it be sold. -- John Inglis, Joseph Wharton,
jun. and J. Brown, are the Commissioners
with you."
"I do not understand the East-India
Company have got any ships to carry their
tea to America."
"Six hundred chests of tea are destined by
the East-India House for your place, 600 for
this, and 300 for Boston. Our London
Captains have refused taking it, and I hope
yours will follow their example. Their
owners have commended them. Some ships
will no doubt be hired, to transport it hither.
Whether it may be landed or not, I will not
take upon me to say ; if it is, I hope no
purchaser will offer for it. I am told that it is
to be exposed at vendue as soon as it
comes." We are assured the above is a
scheme of Lord North's, to whom an
application was made by the East-India
Directors, the last Session of Parliament, to
bring in a bill for the repeal of the American
Tea Act, as they found the merchants on this
side the Atlantic, had virtue enough to
forego their profit, stand to their agreement,
and did not purchase or import any tea,
which he absolutely refused ... It is much to
be wished, that the Americans will convince
Lord North, that they are not yet ready to
have the yoke of slavery rivetted about their
necks, and send back the tea from whence it
came.
Article E.
Destruction of Tea in Boston Harbor
Article F.
Articles of Confederation VIII
VIII. All charges of war, and all other expenses that shall be incurred for the common defense or
general welfare, and allowed by the United States in Congress assembled, shall be defrayed out
of a common treasury, which shall be supplied by the several States in proportion to the value of
all land within each State, granted or surveyed for any person, as such land and the buildings and
improvements thereon shall be estimated according to such mode as the United States in
Congress assembled, shall from time to time direct and appoint.
The taxes for paying that proportion shall be laid and levied by the authority and direction of the
legislatures of the several States within the time agreed upon by the United States in Congress
assembled.
Article G.
United States Historical Tariff Collections by Federal Government
Article H.
Alexander Hamilton, Report on Public Credit, 9 Jan. 1790, Papers 6:67--72
... The faith of America has been repeatedly pledged for it, and with solemnities, that give
peculiar force to the obligation. There is indeed reason to regret that it has not hitherto been kept;
that the necessities of the war, conspiring with inexperience in the subjects of finance, produced
direct infractions; and that the subsequent period has been a continued scene of negative
violation, or non-compliance. But a diminution of this regret arises from the reflection, that the
last seven years have exhibited an earnest and uniform effort, on the part of the government of
the union, to retrieve the national credit, by doing justice to the creditors of the nation; and that
the embarrassments of a defective constitution, which defeated this laudable effort, have
ceased...
Haley V. and Francesca C.
DBQ ProjectExplanation of Relevance, Connections
The documents we have support our evidence for the question “Why did confederacy
fail and why did the founding fathers believe the constitution would be more effective than the
articles of confederation? Analyze the documents and the years 1777-1783?” Each document
verifies and helps to conclude that the constitution was a progressive idea for the country
compared to the articles of confederation. Overall, the constitution had a positive effect to all
U.S. citizens. This topic is important to U.S. history because the constitution changed how the
nation worked as a whole. The constitution had strength in ways how it brought fairness and
equality to all U.S. citizens. To this day the rules and regulations from it have had a huge say in
society and politics such as freedom of speech, separation of church and state, all the way to
voting protection. The constitution is the base for our community; we have built off of it
improving it slowly with time. Another strength that the constitution has is how it cannot be
changed so easily. 2/3 of congress has to approve a vote for any changes to be made in order
for a reasonable change. The constitution is a set of rules that dictate the structure of the
federal government and provided with ideas on a level the government could not do. The idea
was to develop a stable institutional arrangement that would reunite majority rule and minority
rights. The U.S. had just recently regained their freedom from Britain and was on a high of
being rule free. But no rules is never good so the government came up with the articles of
confederation which caused the country to operate with a weak government system and each
individual state could make their own rules and laws. This was done so citizens didn’t feel
burdened by a ruling government as they did when Britain was ruling and without “overcontrolling power”. The new constitution secured the rights promised in the Declaration of
Independence and did so through a republican form of government. The founding fathers
wrote the constitution creating a strong government with limited powers with the idea of an
institution where there was a separation of federalism and power.
Our documents are connected to the topic because we have nine documents that in
each one give an example of how the constitution was more effective and progressive for the
U.S. society compared to the articles of confederation that lacked in a sturdy structure. The
documents we have are proof how the constitution was sturdier for the community. We have
documents such as graphs that show the process and success rate comparing the articles of
confederation and the constitution; we have pictures of articles and notes written by those who
were there for the switch in history and wrote about the transformation from the two and the
effect it had on citizens living in America. We have a document of the constitution and the
articles of confederation comparing and contrasting the two showing the student the
differences between the two different types of government ruling and how they were effective
in their own ways and how one was more successful over another. We chose these documents
to use for the assignment because they help to prove how one use of government was more
effective than the other and how nationally, the political and judicial system was improved with
flying colors.
APPARTS WORKSHEET- Document (A)
A Sermon on the Day of the Commencement of the Constitution
Author: Reverend Samuel Cooper
Place and Time: October 28th, 1780
Prior Knowledge: Before reading this speech I knew that it was going to be about forming the
constitution because in the title “A Sermon on the Day of the Commencement of the
Constitution” I know “Commencement” means the beginning of something. At this time
historically the United States was trying to come up with a governmental structure for the
United States. They had created the Articles of Confederation but were proven to be rather
ineffective and faulty, because the Articles made the national government weak. Congress had
little power over states and felt that the United States was too divided instead of unified as a
nation. Due to the articles of confederation congress did not have the power to tax, regulate
commerce and foreign exchange, as well as many other major things which proved to be an
issue and a roadblock to functioning as a nation properly and efficiently to the best of its ability
which is why the United States began to draft a new constitution. The speech was given by a
speaker named Reverend Samuel Cooper
Audience: This speech was directed to citizens or future citizens of the United States of America,
who plan on living in the United States under the constitution.
Reason: He is preaching this sermon to inform citizens of the importance of the constitution and
the duty, rights, and responsibility the government and the people have under the constitution.
Because he is a reverend he makes many references to the bible to analyze the importance of
structure, control, dignity and respect. And although he does believe god is the ultimate ruler,
controller, and king, he argues that there is no conflict between the politics of the constitution
and his biblical beliefs. His speech encourages work, respect, and devotion and warns citizens to
never forget the original intent of the constitution, so that it will flourish for forever.
The Main Idea: The main message is the United States needs a constitution and foundation
that is just and inspired by freedom, and liberty. As citizens of the United States it is our duty to
show respect and devotion so the constitution can flourish and never forget why the
constitution was created and what it stands for
Significance: (Relevance/Connections) The significance of Cooper’s speech is the relevance it
holds. Cooper understood there needed to be a constitution that lays out a foundation just like
god laid out a foundation for us. Being a popular and admired reverend his words have a great
effect on the people that listen. He underlines the importance of obeying and respecting
authority, such as god and in this case the U.S constitution. Cooper compares the constitution
that god gave to the Hebrews to the constitution that is being produced. He believes they are
similar because they both represent a foundation of control, freedom, liberty, and justice. He
suggests in order to be successful, citizens must “reverence their constitution.” In the bible the
word reverence usually refers to having a sense of reverence toward god which means having a
deep feeling of respect, devotion, and love toward him. In the bible it explains that without
reverence toward our relationship with god, the relationship cannot function fully and
effectively. Cooper relates this to the constitution and argues if citizens do not have a deep
feeling of respect, devotion, love, and enthusiasm toward their constitution than constitution
will never function at its best and effectively and efficiently as it should. Cooper also explains the
relevance of education and educating the youth, and making sure that over generations citizens
never lose site of the original vision and principles of the constitution and those who created it.
As soon as citizens lose site of the goal and purpose of the constitution it will become useless
and meaningless to the values of this country and its people.
http://www.lexrex.com/informed/otherdocuments/sermons/samcooper.htm
APPARTS WORKSHEET- Document (B)
Resolve to ask Permission to Pursue Insurgents in Other States
Author: James Bowdoin
Place and Time: March 8th, 1787
Prior Knowledge: There were many reasons why the Articles of Confederation failed. One of the many
reasons was that the Articles of confederation did not address the military being allowed to enter other
states. Shay’s Rebellion is a classic example of the lack of control and structure of the Articles of
Confederation. Shay’s Rebellion almost lead to the collapsing of the Massachusetts government, due to the
Articles inability to create a united country. This article is a great example of what wasn’t covered in the
Articles that should have been covered and the need for a new constitution.
Audience: United States Congress
Reason: This letter was written to ask permission for the military to enter other states in order to arrest any
person involved in the rebellion to bring them back to Massachusetts. The Articles of Confederation does
not address the situation allowing military to enter other states, and this letter was written to request such
permission.
The Main Idea: The main message of this letter was to get permission from the United States Congress.
Some regulators and offenders who fear imprisonment had apparently left Massachusetts to other states.
The state government wanted to capture these men and bring them to justice. The Articles of
Confederation did not give state military permission to enter other states, and the military of
Massachusetts feared regulators were setting up bases on the borders of neighboring states planning to
attack people in Massachusetts.
Significance: (Relevance/Connections)- Shay’s Rebellion is significant to the failure of confederacy because
it shows the flaws in the Articles of the Confederation. The Articles instead of uniting the US as a country
only created a loose confederation. Shay’s Rebellion was getting out of control because there the country
was separated and unable to come together and solve the issue. States were individually worried about
themselves. Shay’s Rebellion could have been ended quicker if the Articles of Confederation had made it
easier to stop all involved, by granting immediate military action in other states.
http://shaysrebellion.stcc.edu/shaysapp/artifactPage.do?shortName=pursuit_request8mar87&page=
APPARTS WORKSHEET- Document (C)
Debates in the Federal Convention
Author: James Madison
Place and Time: Documented Discussions from May 25th, 1787 to September 17th,1787
Prior Knowledge: The federal Convention was a convention organized to discuss the Articles of
Confederation and the formation of a new constitution which resulted in the Constitution of the United
States . The founding fathers as well as many others met to debate and discuss what needed to be in a
constitution in order to form a more perfect and unified nation. Because there were issues with the Articles
of Confederation they had to be pickier and even more careful which resulted in a convention which lasted
about four months in order to create the perfect constitution that would be able to define, lead, and carry
the United States for eternity.
Audience: The physical calendar created by James Madison was created to show the
when
the
constitutional convention was and how many debates and discussions took place in order to form the
Constitution of the United States.
Reason: James Madison documented and recorder the debates of the constitution for historical purposes.
History teaches values, lessons, etc. The formation of the Constitution is extremely important and valuable
to history and still affects us today. Without documentation of the discussion over the Constitution, people
today would a limited idea of what the intent of the Constitution was and the original vision of the founding
fathers and those who participated in the convention
The Main Idea: The debates and discussions over the constitution were about what was needed in order to
keep the nation unified and structured. Because the Articles of Confederation were loosely structured, this
time around they needed to create a final, effective, efficient, and manageable constitution. The message
of the calendar is to show the time and length it took to create the Constitution and how many discussions
and debates were necessary.
Significance: The creation and formation of the Constitution was an important process. Probably the most
important convention in history because it formed the Constitution citizens of the United States live by
today. The goal of the convention was to create a constitution that could fight any battle, stand for all
appropriate causes, unify a nation, and create a balanced and efficient government system, in order to
make the United States flourish for forever. Over centuries it is easy to forget what some of Constitution
stands for and why it was created, which is why these documents and this calendar by James Madison is
important. If the United States every forgets the Constitutions original vision and purpose, people have
historical documents to remind them what the Constitution stands for, why it was created, and the duties
of citizens to be obedient and devoted.
http://www.constitution.org/dfc/dfc_0000.htm
APPARTS WORKSHEET- Document (D)
Virginia Plan
Author: Drafted by James Madison and proposed by Edmund Randolph
Place and Time: Federal Convention. May 29th, 1787
Prior Knowledge: The Virginia Plan was the first drafted plan to introduce the three branches of
government that we have today: legislative, executive, and judicial. This plan directly relates today to the
system the United States has in place. The three branches are still running to day with a system known as
“checks and balances” were one branch of government checks the other in order to make sure they are
equal and balanced.
Audience: Those attending the Federal Convention (Constitutional Convention)
Reason: The Virginia Plan was created as a foundation and start to the new constitution. It traced and drew
out a vision of what would become of the United States Constitution. The plan is noted for outlining the
agenda for debate and discussion over the Constitution.
The Main Idea: The message of the Virginia Plan is a structured governmental system. The document
outlines three branches: Executive, Judiciary, and Legislative. It was proposed that the nation Legislature
would consist of two branches. The members of the first branch of Legislature would be elected by the
people and the second branch of Legislature would be chosen by individual legislatures at least thirty years
of age. It was proposed each of the Legislature branches “ought to possess the right of originating acts.”
The document goes on to suggest the “Legislature ought to enjoy legislative rights vested in Congress by
the confederation”, and “the right of suffrage in the first branch of the national Legislature ought not to be
according to the rule established in the articles of confederation.” It goes on to explain the right of suffrage
belonging to the second should also belong to the first branch of Legislature. The Virginia Plan proposes the
nation Executive branch should be composed of one person chosen by the Legislature to serve a term of 7
years. The document lists the rights of the member of the Executive branch: power to carry execution of
nation laws, appoint and convict members in and out of office, right to deny any legislative act (but will not
be passed unless two thirds of each branch of the Legislature support it). The national Judiciary branch is
opted to consist of one Supreme Court. The judges are appointed by the second branch of Legislature. The
document explains that the Judiciary branch is a Supreme Court that will talk on the highest cases of
supremacy which involve cases that threaten the peace and harmony of the United States, impeachments
of national officials, as well as cases that deal with nation revenue. It also proposes that the Virginia Plan is
not just about the branches of government but about the people. It suggests each state ought to have the
republican constitution and existing laws under the federal government in place. And to keep the branches
and the people in line and obedient Legislative, Executive, and Judiciary branches within each state “ought
to be bound by oath to support the articles of the Union.”
Significance: The Virginia Plan is significant because it was a stepping stone to the United States
Constitution. The Articles of Confederation lacked unity and structure, and did not have a government plan
that was as effective and efficient as the US needed.
http://www.ourdocuments.gov/doc.php?flash=true&doc=7
APPARTS WORKSHEET- Document (E)
The New Jersey Plan
Author: William Patterson
Place and Time: June 15th, 1787 the Constitutional Convention
Prior Knowledge: The New Jersey Plan was another draft and document created in the formation of a new
constitution.
Audience: Those attending the Constitutional Convention
Reason: The New Jersey Plan was another plan for a constitution. The Virginia plan came first but some
disagreed with its structure as therefore those opposed came up with The New Jersey Plan, which instead
of encouraging and proposing a new constitution, proposed that the United States continue the
government under the Articles of Confederation making small revisions, instead of proposing a national
government.
The Main Idea: The message of the New Jersey Plan differed from the Virginia Plan. Instead of two houses
of Legislature the New Jersey Plan proposed only one. And while the Virginia Plan has one nation Executive
the New Jersey Plan suggested there be more. The New Jersey Plan was created to protect smaller
governments and states from larger ones. The New Jersey Plan was an upgrade from the Articles of
Confederation because it did fix some of the prior issues such as congress not having the power to tax. The
New Jersey Plan gave congress the power to tax as well as control interstate commerce and foreign
exchange. It also promoted state equality despite population difference, and promoted other standards of
the Articles of Confederation.
Significance: Although the New Jersey Plan was turned down in a vote against the Virginia Plan, the New
Jersey Plan is a significant stepping stone in the creation of the constitution. The New Jersey Plan was not
dropped completely, and the Virginia Plan didn’t become the official Constitution. Instead the debates
between the two led to what was known as one of the greatest compromises in American history. They
combined aspects of both plans and continued to edit and construct until the members of the convention
came up with the United States’ official Constitution.
http://research.history.org/pf/documents/newJerseyPlan.cfm
APPARTS WORKSHEET- Document (F)
The Constitution of the United States of America
Author: All those who attended the convention, who helped write the constitution, and signed the finished
product.
Place and Time: September 17th, 1787
Prior Knowledge: The Constitution of the United States is the Constitution citizens of the US abide by today
with some revisions and amendments. The Constitution is a document that was made so unify the nation,
structure the government, and support the people. It stands for freedom, liberty, equality, and justice. The
Constitution is made of the Bill of Rights and amendments created by members who attended the
Constitutional Convention.
Audience: The Constitution is intended for and applies to all citizens of the United States.
Reason: It was created to define, and outline a system of government, and the freedom and rights people
are privileged to have being citizens of the United States. All citizens are expected to be obedient and
devoted to the Constitution and all that it stands for and demands. The Articles of Confederation were not
proving to be effective. Respected men and members of society decided to hold a convention to discuss the
Articles of Confederation which ended turning into a convention that completely scraped the Articles in
order to form a more perfect people and government under a new Constitution. In order to avoid becoming
a monarchy like Great Britain and turning into what America fought to separate themselves from, the
members at the convention new there needed to be a new constitution. A constitution that would stand for
everything America stands for and believes in but will also be able to flourish forever and never cease to
end.
The Main Idea: The main message of the constitution lies in the first section of the document which reads
“We the People of the United States, in Order to form a more perfect Union, establish Justice, insure
domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the
Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United
States of America.”
Significance: The significance of the constitution holds the greatest relevance to our history. Without the
Constitution the United States would be entirely different and would have possibly turned to ruin. The
Constitution was so perfectly and carefully thought out that it has lasted centuries and centuries and still
stands strong. The Constitution is a privilege. Living in the United States is a privilege. The Constitution,
Pledge of Allegiance, Star Spangled Banner, Bill of Rights, etcetera are all songs from the hearts of US
citizens that outline the beauty of America and the amazing opportunity citizens of America have to be
living in a country of freedom, liberty, justice, understanding, structure, etcetera. The Constitution is
America. Without it there would be no America. Which is why it is important for each and every citizen of
the United States to show respect some to history, respect to the founding fathers, reverence to our
constitution, by being obedient, true, and devoted the Constitution that was created so as citizens we could
live freely.
http://www.ourdocuments.gov/doc.php?flash=true&doc=9
APPARTS WORKSHEET- Document (G)
Articles of Confederation
Author: John Dickenson and Second Continental Congress
Place and Time: November 15th, 1777
Prior Knowledge: The Articles of Confederation was the first constitution of the United States. The Articles
of Confederation are different from the Constitution because the Articles included no guidelines for the
formation of a strong national government and instead states had their own government and were
encouraged by the Articles of Confederation form a league of friendship with one another. Because there
was not a strong national government, the country was unable to function properly which is why the
Constitutional Convention was held in order to rewrite and recreate a new constitution.
Due to the
inability to govern and function properly under the Articles of Confederation the Constitution of the United
States was formed.
Audience: The citizens of the United States of America.
Reason: After finally winning and declaring independence the United States was in need of document that
would outline and provide structure for the United States’ people and its government. They needed a
document that would provide the framework and foundation for the union.
The Main Idea: The Articles of Confederation provided multiple things for the United States. The Articles
created a loosely woven confederation that promoted state independence and granted very little power to
a central or national government. Congress had some power but did not have power to tax, power to
control interstate commerce and foreign exchange, and power to defend the country the a national militia.
Significance: There were a few advantages of the Articles of Confederation but mostly disadvantages the
idea of confederacy failed because the government was unable to protect the United States efficiently and
properly, and the nation felt divided rather than united. However without the Articles of Confederation the
Constitutional Convention might have never happened, meaning the same Constitution we have today
most likely wouldn’t have been born. The Articles of Confederation gave our founding fathers and idea of
how to and how not to govern and run a country. The Articles were an example of a failed plan that the
United States learned from and used to push themselves even further toward creating a document that
would be efficient and effective.
http://www.ourdocuments.gov/doc.php?doc=3
APPARTS WORKSHEET- Document (H)
Debates in the Federal Convention
Author: James Madison
Place and Time: The Constitutional Convention. September 17th, 1787
Prior Knowledge: September 17th, 1787 was the day that the members of the convention agreed on the
Constitution and signed it as a statement of their belief and approval.
Audience: Those attending the Federal Convention.
Reason: In this debate and discussion James Madison records what he is hearing. This is one of the most
important debates because it is the last one Madison recorded before the constitution was signed and
instituted. A man named Mr. Wilson announces his confidence in the Constitution and trust in what they
have created.
The Main Idea: The main message in this debate is Mr. Wilson’s confidence in the Constitution but also his
concern and distrust in his own judgments. On this final day before it is officially signed he encourages all
the men around him to forget about all the disputes, the fighting, the debates, the anger, or unhappiness
with the Constitution created and leave them in the walls at the convention. He encourages everyone to
support the Constitution fully with no hatred or regret because he believes if they do not do so the
constitutional won’t be generally received in a positive and fresh manor. And by being unable to let go of
self will and righteousness, the men might spoil the great effects that will come from the Constitution. He
explains that as government officials and respected members of society people look up to their views,
thoughts, and opinions and if the wisdom and integrity of its governors is lost the people will also lose their
integrity. He goes out to encourage every single member by stating “I hope therefore that for our own
sakes as a part of the people, and for the sake of posterity, we shall act heartily and unanimously in
recommending this Constitution (if approved by Congress & confirmed by the Conventions) wherever our
influence may extend, and turn our future thoughts& endeavors to the means of having it well
administered.”
Significance: This debate is significant because it discusses the importance of unity and being unanimously
in favor of the constitution to avoid spoiling the new Constitution and its wisdom, thoughts, and integrity
and all the hard work put into creating a perfect and unified nation. If one person acts negatively toward
the constitution their thoughts will influence others to act negatively which is something that should be
avoided when trying to create a positive and unified environment. This discussion is important because it is
the last discussion before the signing of the constitution and it was successful in encouraging and
persuading the all men to act heartily and positively toward the Constitution and the new future of the
United States.
http://www.constitution.org/dfc/dfc_0917.htm
APPARTS WORKSHEET- Document (I)
Letter to Henry Lee
Author: George Washington
Place and Time: Mount Vernon, October 31st, 1986
Prior Knowledge: At this point in time the United States was beginning to question the effectiveness of the
Articles of Confederation, and was seeking out possibly a new plan and constitution.
Audience: Henry Lee
Reason: This letter was written to Henry Lee in discussion of Shay’s Rebellion. Washington thanks Lee for
his hard work and endless devotion. However he also addresses his discomfort in the actions of the people
and government.
The Main Idea:
The main message of his letter is change, and integrity. Washington acknowledges the
issues and fault currently in the government and confederation plan, but he underlines the importance of
not losing integrity and instead of giving up start to make changes. He suggests if the current Articles aren’t
working they need to be amended or reconstructed but he urges Lee to not let the nation and the
confederation be trampled on when it still has a chance of flourishing and existing.
Significance: This is one of the first letters documented where Washington addresses the fact that there
needs to be a change in the confederation and the Articles of Confederation. Not only is this letter an
example of discomfort and fault in the Articles but also an example of the hope for change. It marks a
transition from the failure of the Articles of Confederation to forming a brand new constitution.
http://teachingamericanhistory.org/library/index.asp?document=323
Expected Prior Knowledge: A list of Expectations
 Should know exactly what the Constitution of the United States is and what it represents and stands
for
 Should have a good idea about the Articles of Confederation and what it represents and stands for
 Should know the definition of confederacy
 Should have an understanding of why the Articles of Confederation failed
 Should know who some of the most famous founding fathers are
 Should know about the Constitutional Convention and why it was held
 Should have a clear understanding of the importance of the Constitution and what made it more
effective and efficient than the Articles of Confederation
 Needs to understand how government is organized and how it works today, because it directly
relates to the formation of the Constitution and the United States transformation away from the
Articles of Confederation.
AP Essay Outline Rubric
The 8-9 Essay Outline
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Contains a clear, well developed thesis that explains how or why change occurred over time.
Develops the thesis with considerable, relevant historical information.
Provides strong analysis/topic sentences; and evidence linked to or related to thesis or analytical
topic sentences; coverage may be somewhat uneven.
May contain minor errors that do not detract from overall quality.
Is well-organized.
The 5-7 Essay Outline



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
Contains a thesis that partially responds to the prompt. May not address change over time.
Supports the thesis with some relevant historical information.
Provides some analysis through topic sentences. Coverage may be unbalanced.
May contain minor errors that do not seriously detract.
Has acceptable organization.
The 2-4 Essay Outline



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
Contains a confused or unconfused thesis or simply paraphrases the question with little or no
explanation.
Provides minimal relevant information or lists facts with little or no connection/application to
the question/prompt.
May address one topic sentence, or addresses topic in a general way.
May contain major errors.
May be poorly organized.
The 0-1 Essay Outline
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

Lacks a thesis or paraphrases the question.
Demonstrates an incompetent or inappropriate response.
Has little or no understanding of the question.
Contains substantial errors.
The --- Essay Outline
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Is blank or completely of task.
Score: _________
Sample Thesis Statement
Approved in 1781, the Articles of Confederation was an agreement of sovereign states.
Due to a negative past experience with King of Great Britain George III, the government lacked
authority over the states and did not execute a well-structured government, therefore leading
to the lack of regulating trades, and the lack of power over which amendments could be made
with approval. The founding fathers were able to create the constitution from learning the
weaknesses of the Articles of Confederation.
Works Cited Page
"Constitution of the United States (1787)." Ourdocuments.gov. National Archives and Records
Administration, 2010. Web. 18 Apr. 2013.
"Documents of Freedom The New Jersey Plan." Principles of Freedom. The Colonial
Williamsburg Foundation, 2005. Web. 18 Apr. 2013.
"Letter to Henry Lee." By George Washington. Ashbrook Center at Ashland University, 2006-12.
Web. 18 Apr. 2013.
Randolph. "Virginia Plan (1787)." Ourdocuments.gov. National Archives and Records
Administration, 2010. Web. 18 Apr. 2013.
"Resolve to Ask Permission to Pursue Insurgents in Other States." Shays' Rebellion. Springfield
Technical Community College, 2008. Web. 18 Apr. 2013.
Roland, Jon. "Debates in the Federal Convention of 1787: September 17." Debates in the
Federal Convention of 1787: September 17. 1995-2011 Constitution Society, 20 May
1997. Web. 18 Apr. 2013.
Roland, Jon. "Debates in the Federal Convention." Debates in the Federal Convention. 19952011 Constitution Society, 20 May 1997. Web. 18 Apr. 2013.
"Sam Cooper: A Sermon on the Day of the Commencement of the Constitution." Sam Cooper: A
Sermon on the Day of the Commencement of the Constitution. N.p., n.d. Web. 18 Apr.
2013.
"Welcome to OurDocuments.gov." Welcome to OurDocuments.gov. National Archives
Education Staff The Constitution: Evolution of a Government, 2001. Web. 18 Apr. 2013.
DBQ: Prompt and Layout
UNITED STATES HISTORY
SECTION II
Part A
(Suggested writing time-45 minutes)
Percent of Section II score-45
Directions: The following question requires you to construct a coherent essay that integrates your
interpretation of documents A-I and your knowledge of the period referred to in the question. High
scores will be earned only by essays that both cite key pieces of evidence from the documents and
draw on outside knowledge of the period.
1.Why did confederacy fail and why did the founding fathers believe the Constitution would be more
effective than the Articles of Confederation?
Use the documents and your knowledge of the period 1777-1787 to construct your essay
Document A
Source: Reverend Samuel Cooper, October 25th, 1780
To the disappointment of our enemies, and the joy of our friends, we have now
attained a settled government with a degree of peace and unanimity, all circumstances
considered, truly surprising. The sagacity, the political knowledge, the patient
deliberation, the constant attention to the grand principles of liberty, and the mutual
condescension and candor under a diversity of apprehension respecting the modes of
administration, exhibited by those who were appointed to form this constitution, and by
the people who ratified it, must do immortal honor to our country. It is, we believe, "an
happy foundation for many generations"; and the framers of it are indeed the fathers of
their country; since nothing is so essential to the increase, and universal prosperity of a
community, as a constitution of government founded in justice, and friendly to liberty.
Such men have a monument of glory more durable than brass or marble. . . .
When a people have the rare felicity of choosing their own government, every part
of it should first be weighed in the balance of reason, and nicely adjusted to the claims
of liberty, equity and order; but when this is done, a warm and passionate patriotism
should be added to the result of cool deliberation, to put in motion and animate the
whole machine. The citizens of a free republic should reverence their constitution. They
should not only calmly approve, and readily submit to it, but regard it also with
veneration and affection rising even to an enthusiasm, like that which prevailed at
Sparta and at Rome. Nothing can render a commonwealth more illustrious, nothing
more powerful, than such a manly, such a sacred fire. Everything will then be
subordinated to the public welfare; every labour necessary to this will be cheerfully
endured, every expence readily submitted to, every danger boldly confronted.
Document B
Source: James Bowdoin, March 8th, 1787
Resolved that his excellency the Governor
be and he hereby is requested to write to Congress acquainting that
honorable body of the present state of the rebellion now existing
within this Commonwealth, & the difficulty of putting a final and to
thereto while the leaders & others concerned in the said rebellion
can
take refuge out of the lines of the said Commonwealth, where they
may have frequent opportunities of making incursions into, and
annoying, distressing, & laying waste the estates of the inhabitants
on the borders of this State, unless the Forces of this Government
can enter into territories without the bounds thereof, & requesting
Congress to give a commission under the authority of the United
States to Major General Lincoln who commands the said
forces, with full power & authority to march the said forces
into any territory within the said United States, for the sole
purpose of apprehending the said leaders, & others concerned
in the said Rebellion, and bringing them to Justice-Sent down for concurrence
In the House of Representatives
Document C
Source: James Madison, May 25th-Sept 17th, 1787
Debates in the Federal Convention
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Document D
Source: James Madison, May 29th, 1787
1. Resolved that it is the opinion of this Committee that a national
government ought to be established consisting of a Supreme
Legislative, Judiciary, and Executive.
2. Resolved. that the national Legislature ought to consist of Two
Branches
5. Resolved that each branch ought to possess the right of originating
acts
16. Resolved that a republican constitution, and its existing laws, ought
to be guaranteed to each State by the United States.
17. Resolved. that provision ought to be made for the amendment of
the articles of Union, whensoever it shall seem necessary.
18. Resolved. that the Legislative, Executive, and Judiciary powers
within the several States ought to be bound by oath to support the
articles of Union
Document E
Source: William Patterson June 15th, 1787
1.Resolved that the articles of Confederation ought to be so revised, corrected & enlarged, as to
render the federal Constitution adequate to the exigencies of Government, & the preservation of the
Union.
Document F
Source: Members of the Constitutional Convention September 17th, 1787
We the People of the United States, in Order to form a more perfect Union,
establish Justice, insure domestic Tranquility, provide for the common defense,
promote the general Welfare, and secure the Blessings of Liberty to ourselves
Document G
Source: John Dickenson and Second Continental Congress, November 15th,
1777
Article IV. The better to secure and perpetuate mutual friendship and
intercourse among the people of the different states in this union, the free
inhabitants of each of these states, paupers, vagabonds and fugitives from
Justice excepted, shall be entitled to all privileges and immunities of free
citizens in the several states; and the people of each state shall have free
ingress and regress to and from any other state, and shall enjoy therein all the
privileges of trade and commerce, subject to the same duties, impositions and
restrictions as the inhabitants thereof respectively, provided that such
restrictions shall not extend so far as to prevent the removal of property
imported into any state, to any other State of which the Owner is an
inhabitant; provided also that no imposition, duties or restriction shall be laid
by any state, on the property of the united states, or either of them.
Document H
Source: James Madison September 17th, 1787
I doubt too whether any other Convention we can obtain, may be able to make a better Constitution. For
when you assemble a number of men to have the advantage of their joint wisdom, you inevitably
assemble with those men, all their prejudices, their passions, their errors of opinion, their local interests,
and their selfish views. From such an assembly can a perfect production be expected? It therefore
astonishes me, Sir, to find this system approaching so near to perfection as it does; and I think it will
astonish our enemies, who are waiting with confidence to hear that our councils are confounded like
those of the Builders of Babel; and that our States are on the point of separation, only to meet hereafter
for the purpose of cutting one another's throats. Thus I consent, Sir, to this Constitution because I expect
no better, and because I am not sure, that it is not the best. The opinions I have had of its errors, I
sacrifice to the public good. I have never whispered a syllable of them abroad. Within these walls they
were born, and here they shall die. If every one of us in returning to our Constituents were to report the
objections he has had to it, and endeavor to gain partisans in support of them, we might prevent its
being generally received, and thereby lose all the salutary effects & great advantages resulting naturally
in our favor among foreign Nations as well as among ourselves, from our real or apparent unanimity.
Much of the strength & efficiency of any Government in procuring and securing happiness to the people,
depends, on opinion, on the general opinion of the goodness of the Government, as well as well as of
the wisdom and integrity of its Governors. I hope therefore that for our own sakes as a part of the
people, and for the sake of posterity, we shall act heartily and unanimously in recommending this
Constitution (if approved by Congress & confirmed by the Conventions) wherever our influence may
extend, and turn our future thoughts& endeavors to the means of having it well administered.
Document I
Source: George Washington, Mount Vernon, October 31, 1786.
You talk, my good Sir, of employing influence to appease the present tumults in Massachusetts. I
know not where that influence is to be found; and if attainable, that it would be a proper remedy for the
disorders. Influence is no Government. Let us have one by which our lives, liberties and properties will be
secured; or let us know the worst at once. Under these impressions, my humble opinion is, that there is a
call for decision. Know precisely what the insurgents aim at. If they have real grievances, redress them if