19TH CENTURY DBQS
AP U.S. History, Period 5
TABLE OF CONTENTS
The Role of the Supreme Court, 1803-1857 .............................................................................. 2
by Kaia Call and Libby Templeton
The Effect of the Steamboat on American Life, Culture, and Economy ................................... 19
by Quetzal Herzig and Stephen Kellar
Era of Good Feelings, 1817-1825 .............................................................................................. 37
by Morgan DeKlyen and Karen Freda
Industrial Revolution’s Impact on the South ............................................................................. 53
by Matt Elias and Mitchell Kaiser
Women’s Rights Movement – Mid- to Late-1800s ................................................................... 78
by Grace Glasgow and Madison Moelhman
Literature’s Impact on the Aboloition Movement ..................................................................... 104
by Levi Hudson and Dylan Wills
California Gold Rush ................................................................................................................. 139
by Stuart Jackson and Matt Haisch
The Klu Klux Klan (halvsies) .................................................................................................... 155
by Aaron Henry
Native Americans During Reconstruction Era .......................................................................... 181
Sienna Ballou, Jazmyne Bisquera, Ethan Cornell
Native American Removal and Reeducation, 1870 to 1920 ...................................................... 205
by Paige Galvez and Stephanie Palmer
American Imperialism, 1890 to 1916 ........................................................................................ 218
by Miles Hewitt and Casey Walker
Role of Trusts ............................................................................................................................. 236
by B.C. Caldwell and Rosie Sherman
DBQ
How did the role of the Supreme Court change from 1803-1857? What was the
significance of these changes?
Document A
“In the distribution of this power it is declared that "the Supreme Court shall have original jurisdiction in
all cases affecting ambassadors, other public ministers and consuls, and those in which a state shall be a
party. In all other cases, the Supreme Court shall have appellate jurisdiction." ”The authority, therefore,
given to the Supreme Court, by the act establishing the judicial courts of the United States, to issue writs
of mandamus to public officers, appears not to be warranted by the constitution; and it becomes necessary
to enquire whether a jurisdiction, so conferred, can be exercised.”
http://www.ourdocuments.gov/doc.php?flash=true&doc=19&page=transcript
Marbury v. Madison 1803
Document B
But it has been urged with great earnestness that, although the power of Congress to regulate commerce
with foreign nations and among the several states be coextensive with the subject itself, and have no other
limits than are prescribed in the Constitution, yet the states may severally exercise the same power within
their respective jurisdictions…..This power, like all others vested in Congress, is complete in itself, may
be exercised to its utmost extent, and acknowledges no limitations other than are prescribed in the
Constitution.
http://www.ourdocuments.gov/doc.php?flash=true&doc=24&page=transcript
Gibbons v. Ogden, 22 U.S. 1 (1824)
Document C
The powers delegated to the state sovereignties were to be exercised by themselves, not by a
distinct and independent sovereignty created by themselves.... The government of the Union,
then is emphatically and truly, a government of the people.... Its powers are granted by them and
are to be exercised directly on them and for their benefit.... The government of the United States,
then, though limited in its powers is supreme; and its laws, when made in pursuance of the
Constitution, form the supreme law of the land, anything in the constitution or laws of any state
to the contrary withstanding.
http://www.ourdocuments.gov/doc.php?flash=true&doc=21&page=transcript
McCulloch v. Maryland (1819)
Document D
You seem to consider the judges as the ultimate arbiters of all constitutional questions; a very dangerous
doctrine indeed, and one which would place us under the despotism of an oligarchy. Our judges are as
honest as other men, and not more so. They have, with others, the same passions for party, for power, and
the privilege of their corps.... Their power [is] the more dangerous as they are in office for life, and not
responsible, as the other functionaries are, to the elective control. The Constitution has erected no such
single tribunal, knowing that to whatever hands confided, with the corruptions of time and party, its
members would become despots. It has more wisely made all the departments co-equal and co-sovereign
within themselves.
http://books.google.com/books?id=vvVVhCadyK4C&pg=PA178#v=onepage&q&f=false
Jefferson letter to William Jarvis 1824
Document E
The Court will not declare a law to be unconstitutional unless the opposition between the
Constitution and the law be clear and plain…When a law is in the nature of a contract,
when absolute rights have vested under that contract, a repeal of the law cannot devest
those rights…The question whether a law is void for its repugnancy to the Constitution is
at all times a question of much delicacy, which ought seldom, if ever, to be decided in a
doubtful case. The Court, when impelled by duty to render such a judgment, would be
unworthy of its station could it be unmindful of the solemn obligations which that station
imposes. But it is not on slight implication and vague conjecture that the legislature is to be
pronounced to have transcended its powers, and its act to be considered void. The
opposition between the Constitution and the law should be such that the judge feels a clear
and strong conviction of their incompatibility with each other.
http://www.law.cornell.edu/supct/html/historics/USSC_CR_0010_0087_ZS.html
Transcript Fletcher v. Peck
Outside Information

Marbury v. Madison (1803)

McCulloch v. Maryland (1819)

Gibbons v. Ogden (1824)

Dred Scott v. Sandford (1857)

Chief Justice John Marshall

Chief Justice Roger B. Taney

Dartmouth College v. Woodward (1819)

Cohens v. Odgen (1821)

Martin v. Hunter’s Lease (1816)

Judicial Review

Ogden v. Saunders (1827)

Expansion of the Supreme court power

Midnight judges

Differing political opinions of Jefferson and Adams, Jefferson wanting to oppose judicial
appointees appointed by Adams

JUDICIARY ACT OF 1789

Cherokee Nation v. Georgia (1831)

United States v. Percheman (1833)

Harcourt v. Gaillard (1827)

Danforth v. Wear (1824)

Johnson v. M'Intosh (1823)
Scoring Guide
How did the role of the Supreme Court change from 1803-1857? What was the
significance of these changes?
The 8-9 Essay
 Contains a clear well-developed thesis that identifies the changes in the role
of the supreme court, and evaluates the significance of these changes from
1803-1857
 Discusses the several changes in the role of the Supreme court and analyzes
the significance of these changes
 Effectively uses a substantial number of documents
 Supports thesis with substantial and relevant outside information
 Is clearly organized and well-written
 May contain minor errors
The 5-7 Essay
 Contains a thesis that identifies the changes in the role of the Supreme court
and mentions the importance of these changes
 Discusses some changes in the role of the Supreme Court and the
importance of some of these changes
 May have limited analysis and may focus
 Considerably more on one part of the question than the other
 Uses some documents effectively
 Supports thesis with some outside information
 Shows evidence of acceptable organization and writing; language errors do
not interfere with
 Comprehension of the essay
 May contain errors that do not seriously detract from the quality of the essay
The 2-4 Essay
 Contains a limited, confused, and/or poorly developed thesis
 Deals with the question in a general manner; simplistic explanation or
answers only one part of the question
 Quotes or briefly cites some documents
 Contains little outside information or information that is generally inaccurate
or irrelevant
 Has problems in organization
 May contain major errors
The 0 - 1 Essay
 Contains no thesis or a thesis which does not address the question
 Exhibits inadequate or inaccurate understanding of the question
 Contains little or no understanding of the documents or ignores them
completely
 Is so poorly organized or written that it inhibits understanding
 Contains numerous errors, both major and minor
 Blank or totally off topic
APPARTS WORKSHEET
Author:
Thomas Jefferson
Place and Time: 1820, Monticello
Prior
Knowledge: I knew Jefferson believed in limited government, not too
much power. This has happened 17 years after the Marbury v. Madison case,
when the supreme court first overturned an law from congress. This was when
Jefferson was refusing to appoint several positions assigned during the last
days of John Adams’ presidency. He lost and was forced to appoint the
federalist men to their positions. This is one year after the McCulloch v.
Maryland case when the supreme court declared that there was implied power
of the government to create a national bank, and states could not tax federal
institutions. This is also one year after Dartmouth College v. Woodworth when
the supreme court ruled that the private college could not be altered to
become a public institution. This period of time lead to the supreme court
gaining more power as they interpreted the constitution.
Audience: William Jarvis
Reason: To convince William Jarvis of the danger of the supreme court gaining
to much power
The Main Idea:
Significance:
The supreme courts dangerous power
Jefferson believed that because the supreme court officials
could not be held accountable through re- election it was dangerous for them
to have so much power. He was one of the few people afraid of the power of
the supreme court. This letter is connected to how the role of the supreme
court continues to have a huge impact on daily life. For example, recently the
supreme ruled on Obama care.
APPARTS WORKSHEET
Author:
John Marshall
Place and Time: 1803, Supreme court of the United States US capital
Prior Knowledge: The Marbury v. Madison case was the first time the supreme
court overturned a law passed by congress. The supreme court gave it’s self
the power of judicial review, the power of the supreme court to decide if the
acts of congress or the executive branch were violating the constitution. John
Marshall, the chief judge is giving up short-term goals of allowing a federalist
judge to come to power for long term goals, the power of the supreme court.
Audience: US public, the government of the US
Reason: To explain the rulings of the Court in the Madison v. Marbury case
The Main Idea:
Significance:
The supreme court has the power of judicial review
Before this case the Supreme Court’s power was not clear,
their ability of judicial review was not specially outlined in the constitution.
This case is arguably one of the most important court cases in history because
it gave the Supreme Court power. This connects to many of court cases over
the next decade as the Supreme Court continued to expand its power.
APPARTS WORKSHEET
Author:
John Marshall
Place and Time: 1824, Supreme court of the United States US capital
Prior Knowledge: The Gibbons v. Ogden case the court ruled that the federal
government has control over inner state commerce. The state of New York
granted a monopoly to a steam boat company interfering with a federal
charter.
Audience: US public, the government of the US
Reason: To explain the rulings of the Court in the Gibbons v. Ogden case
The Main Idea:
The federal government has the power to regulate interstate
commerce
Significance:
The Supreme court was ruling on the power of the federal
government over the states at a time when many of the state’s seemed like
separate entities. There was a national debate of the power of the federal vs.
state government. This ruling solidified the federal governments power to
regulate the states and the Supreme Court’s power to decide the
constitutionally of these decisions. This connects to the Cohens v. Virgina case
when the Supreme Court ruled it had power to review a state court’s decision
involving the power of the federal government.
APPARTS WORKSHEET
Author:
John Marshall
Place and Time: 1810, Supreme court of the United States US capital
Prior Knowledge: The Fletcher v. Peck case was involving the sale of land
contract in Georgia. The previous Georgia legislature sold land to private
land development companies in exchange for bribes. This law was then
repealed, when Fletcher sold the land to Peck; Peck stated that Fletcher did
have rights to sell the land.
Audience: US public, the government of the US, the state legislature
Reason: To explain the rulings of the Court in the Fletcher v. Peck case
The Main Idea:
The state legislature does not have power to invalidate a
private contract
Significance:
Before this case the Supreme Court had never overturned a
state law. This case showed that the Supreme Court had power not only to
intervene at the federal level, but at the state level. This case happened only 7
years after the Marbury v. Madison trial that gave the courts the power of
judicial review. During this era the court was continually expanding their
power over all levels of the governmental process.
Role of the Steamboat
WHY IS THIS IMPORTANT?
Understanding the steamboat and its role in the fabric of Nineteenth Century American life is instrumental in the
development of a greater understanding of the time period. The rise of steamboat technology into the American
mainstream can be credited to the earlier small scale successes of one Mr. Robert Fulton. By proving that the steamboat
could provide a distinct advantage over existing modes of aquatic transportation because of its independence from the
fickle will of weather and wind, Fulton brought the steamboat a commercial viability that the budding American nation
took to quickly. Economically, the steamboat revolutionized the speed at which goods could be moved from place to place
and the increased use of steamboats along major waterways such as the Mississippi River lead to the rapid growth of cities
surrounding such waterways. Steamboats allowed American entrepreneurs to exploit the bounties along the banks of these
waterways, and lumber and grain industries grew substantially as a result. Before steamboats the primary mode of
transportation were much more rudimentary river boats that took far longer than the steamboat moving both upstream and
downstream. When the steamboat hit the scene it cut transportation costs drastically and those cuts were then translated
onto the consumer, for obvious reasons the steamboat’s popularity grew rapidly in the years following its inception.
When war time came around, many civilian steamships were seized on both the Confederate and Union sides to
expedite the process of moving troops, supplies, and heavy equipment to where they were needed most. Without the help
of steamboats working as supply trains and troop transports the entire war effort would have been effectively crippled.
Additionally, the weaponization of steamboats birthed the ironclad gunboats of the Civil War. Ironclads were effectively
floating tanks that proved instrumental in the protection of transport ships as well as valuable assets when laying siege to
forts and cities. The Union’s eventual control of the Mississippi River as well as port towns such as Helena and other
outposts along the river helped to keep Union forces connected to the great production capabilities of the North, a fact that
undoubtedly tipped the scales of the war in Union favor and ultimately led to victory for the North.
Another effect the steamboat had on American life its the creation of an entirely new economy, culture, and
way of life. Steamboats themselves required a significant number of crew members to operate the boats in addition to the
need for coal and lumber to power the boats, engineers to build the boats, farmers to fill the boats, and ports to dock the
boats. As the steamboat industry grew, so too did all of industries that were interconnected with it, and people and
communities prospered with the help of the steamboat industry. The steamboat became an icon of American success, and
the low cost of entry into the steamboat business became a new avenue to the idealized American Dream for many
enterprising businessmen. Just as the railroad, and later the automobile and airplane would in their own time, the
steamboat embodied the American ideals of freedom and mobility and gave them tangibility for the citizens of this great
nation. It is for this reason that the steamboat has earned a place of immortality in the span of United States history.
Our documents connect to this in a variety of ways, one demonstrates the economic success of steamboats, while
one illustrates the ever present potential for tragedy that accompanied the boats. Some provide examples of the trade and
industry that were stimulated by the rise of the steamboat, and others simply give historical context in the form of a
picture or a map. Hopefully these give those who encounter our prompt some sense of context to the grand subject of
steamboats.
APPARTS
Author: Department of Defense. Department of the Army. Office of the Chief of Engineers. Kansas City District.
(09/18/1947 - 06/14/1979)
Place and Time: Kansas 1912
Prior Knowledge: A photograph of a steamboat taken in 1912. Steam powered boats continued to see wide use as a
transport for goods and people well into the 20th century.
Audience: This document was taken for record keeping purposes by the Kansas City District as being historically
significant to the area.
Reason: For what purpose it was created cannot be discerned, but a copy of the photograph was kept on record by
Kansas City due to its historical importance as a visual record of steam powered transportation at use at the beginning
of the 20th century.
The Main Idea: Steam boats are regarded as historically and culturally significant in the areas where they were most
prominently used.
Significance: The impact of steam boats on American life is clearly evident by the documents kept on record by
historical institutions.
Author: Originally by Jas. McCrum, Copied by Zadok Cramer for his 1811 Navigator guidebook
Place and Time: Louisville 1811
Prior Knowledge: The document was originally created by the pilot of a steam boat. Zadok Cramer was an author wellknown for his frequently revised Navigator, a guide for travellers moving westward.
Audience: The original author merely created the document as a record of commerce. Cramer included a copy in his
Navigator to display the growth of business involving steam boats as a means of transportation.
Reason: The original author is clearly pleased by the amount of business he is receiving for his services as a steam boat
pilot. Cramer is also impressed by the positive impact of steam travel on commerce in the region.
The Main Idea: A listing of goods transported over the Ohio River via steam boat. A wide variety of foods, materials,
livestock, and people, including slaves, were transported using steam technology.
Significance: Cramer’s inclusion of this document in his guide for traveller’s moving out west indicates that he
considers the development of steam transportation to be a positive influence on the economic and cultural growth of
the Midwest, and a strong reason for people to consider making a home in that region.
Author: Robert Fogel
Place and Time: Baltimore, 1964
Prior Knowledge: Robert Fogel is a well respected economic historian who has put out a number of works concerning
the economic development of early America.
Audience: This particular map would be aimed at students or scholars seeking perhaps to connect written evidence to
visual support.
Reason: I imagine that Fogel published this because he is genuinely interested in the subject matter. He likely drew
many conclusions and connection between this map and other statistical data. This map would also gives his readers a
visualization of what he may have been describing in his writings.
The Main Idea: This map illustrates the navigable rivrs of America in context on a 1890 US Census map of the United
States.
Significance: This map is important because of its demonstration of the system of waterways that allowed steamboats
to become so successful (particularly in the East) during the Eighteenth Century. At the same time however, it also
illustrates the source of the steamboats eventual downfall; any viewer can clearly see large tracts of US soil with
absolutely no river access, a limitation that would end up leading to the rise of the railroad and a new era in American
commerce.
Author: John S. Neal and Reuben E. Neal
Place and Time: Madison, Indiana 1859
Prior Knowledge: This is a flyer that was printed to advertise the Jefferson Foundry in Williams’ Madison Directory,
City Guide and Business Mirror.
Audience: Wealthy Eighteenth Century businessmen and steamboat manufacturers.
Reason: This flyer was likely put out in an attempt to drum up business for the foundry and perhaps attract private
and/or government contracts.
The Main Idea: An advertisement of the goods and services offered by the Jefferson Foundry. Many of the listed
products would be of use in the production of steamboats.
Significance: This flyer is proof of one of the industries that grew to support the increasing needs of the steamboat boom
in the Eighteenth Century. In addition to the manufacturing sector, the agriculture surrounding steamboat hubs found
marked success as well.
Author: James Hall
Place and Time: Cincinnati, 1848
Prior Knowledge: This excerpt was published as part of a work titled The West: It’s Commerce and Navigation.
Audience: Economic historians, statistical scholars, students interested in commerce.
Reason: With a strong logos appeal, this snippet clearly outlines the economic advantages of river-based transportation
in the amount of goods that can be transported and the subsequent capital gained.
The Main Idea: Using statistics this piece helps explain the paradigm shift to steamboat transport during the Eighteenth
Century.
Significance: Clearly presents the numbers behind the country’s widespread adoption of the steamboat as an accepted
means of transportation. The potential to make vast quantities of money is irresistible for American investors, thus
pointing to why the steamboat found its market in the early Eighteenth Century.
Author: A. Pharazyn
Place and Time: Philadelphia 1856
Prior Knowledge: A steam boat ferrying passengers was blocked on its voyage by ice. Upon changing course to return
to port the boat had caught fire. Many passengers were killed and injured in the ensuing chaos.
Audience: For local citizens who keep up with current affairs.
Reason: A listing of passengers aboard the ferry boat “New Jersey” found dead, alive, or still unfound after the tragic
accident.
it?
The Main Idea: A listing of those killed due to malfunctioning equipment aboard a steam boat.
Significance: Displays the danger inherent in the technology in the early years of steam power. As with any emerging
technology, there are bound to be issues, in this case issues that resulted in the loss of many lives.
LIST OF RELEVANT OUTSIDE INFORMATION
1. Inventor Robert Fulton brought steamboats success in the US.
2. Author Mark Twain wrote much Life on the Mississippi from his experiences as a river pilot.
3. Keelboats and barges could make a trip from New Orleans to Louisville in 3 to 4 months.
4. Steamboats could make a trip from New Orleans to Louisville in 25 days.
5. Steamboats enabled more active slave trade on the Lower Mississippi.
6. The rise of the steamboat also prompted the rise of many related support industries.
7. The U.S.S Mound City exploded during a battle with Confederate forces at St. Charles when a shell hit the
ship’s steam drum.
8. Pine Bluff, DeValls Bluff, Little Rock, and Helena were all vital ports and supply hubs during the Civil War.
9. The Hampton Roads Conference took place aboard the steamboat River Queen in 1865.
10. On April 27, 1865, the steamboat Sultana exploded killing over 1200 Union troops just weeks before the Civil
War’s end.
11. The Supreme Court decision in the case Gibbons v. Ogden prevented Robert Livingston and Robert Fulton
from securing a monopoly over the operation of steamboats in American rivers.
12. The success of steamboats prompted a rush to construct new systems of canals and dams to help them
navigate treacherous waterways. Prime example: Erie Canal (1825).
13. As early as the 1850s railroads began to take business from steamboats because they could directly access
cities that weren’t adjacent to a river.
14. From 1810 to 1830 the city of Madison, Indiana grew from a tiny settlement to a bustling trade hub due to
steamboats on the Ohio River.
15. The ease with which steamboats could transport lumber to far away markets heavily contributed to
deforestation and erosion around the Mississippi River.
16. The speed of steamboats allowed perishable goods such as poultry and pork to be shipped to more distant
markets.
17. The shipment of cotton from slave states of the South to the textile mills in the North benefitted greatly from
the advent of steamships.
18. Many warships in the Civil War were actually former civilian ships that had been converted for battle with
heavy armor and weaponry. These were called tinclad or ironclad ships.
19. Steamboats facilitated the relocation of many Native Americans westward.
20. The steamboat Iowa was incorporated into the Seal of Iowa.
AP® UNITED STATES HISTORY
Question 1 — Document-Based Question
Analyze how the Californian gold rush seen in the mid 19th century effect immigration, and migration, to the western
states and evaluate how that effected the united states population.
Sample Thesis:
Although the impact of the steam boat can clearly be seen on the political and cultural sectors of
American life, it is through the influence of the steam boat upon the economic sector, as evidenced by
articles relating the commercial prosperity of the region, that such cultural and political changes could
occur in the first place.
The 8–9 Essay
• Contains a clear, well-developed thesis that:
◦ Analyzes how the impact of steam boats on economy, resulted in further changes to politics and culture.
◦ Evaluates the impact of steam boats on all three sectors of American life.
• Presents an effective analysis of the:
◦ Setbacks in the development of steam boats as an emerging technology.
◦ Wide-reaching period of time over which steam boats were used as a method of transportation.
• Effectively uses a substantial number of documents.
• Develops the thesis with substantial and relevant outside information.
• May contain minor errors that do not detract from the overall quality of the essay.
• Is well organized and well written.
The 5–7 Essay
• Contains a thesis that:
◦ Addresses the impact of steam boats on American life in the 19th century.
◦ Provides limited insights into which sectors (economic, cultural, political) of American life steam boats most heavily
influenced.
◦ May be only partially developed.
• Provides some analysis of:
The growth of the Midwest American region as a result of the introduction of steam boats along major river ways.
The pros and cons of steam boats as a transport for goods and people.
• Effectively uses some documents.
• Supports the thesis with some relevant outside information.
• May contain errors that do not seriously detract from the overall quality of the essay.
• Has acceptable organization and writing.
The 2–4 Essay
• Contains an unfocused or limited thesis, or simply paraphrases the prompt.
• Deals with the question in a general manner; simplistic, superficial treatment of the subject.
• Merely paraphrases, quotes, or briefly cites documents.
• Contains little outside information, or lists facts with little or no application to the question.
• May have major errors.
• 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 organized and/or written so poorly that it inhibits understanding.
• Is completely off topic or blank
Works Cited
Beitler, Stu, comp. "Philadelphia, PA Ferry Boat NEW JERSEY Fire, Mar 1856." GenDisasters. Gendisasters.com, 23
Oct. 2007. Web. 17 Apr. 2013.
Dahlinger, Charles W. "Downtown: Zadok Cramer." Pittsburgh: A Sketch of Its Early Social Life. New York: G.P.
Putnam's Sons, 1916. N. pag. Downtown: People: Zadok Cramer. Carnegie Library of Pittsburgh. Web. 17 Apr.
2013.
Hedeen, Jane. "The Economic Impact of the Steamboat." Indiana Historical Society. IHS, 2010. Web. 12 Apr. 2013.
Steam Boat on the River, Ca. 1912. 1912. Photograph. Kansas City District: Photographs, Compiled 1900 - 1970,
Kansas City. N.p.: n.p., n.d. N. pag. National Archives. Web. 12 Apr. 2013.
"Terrible Conflagration and Destruction of the Steam-boat "New-Jersey."" (1856): n. pag. Library of Congress. Web.
17 Apr. 2013.
Fogel, R. W. (1964). Railroads and American economic growth: essays in econometric history. Baltimore,, Johns
Hopkins Press.
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-F 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. Consider the importance of the steamboat in the United States during the Eighteenth Century. In what sector of
American life did the steamboat have the greatest effect? Social? Political? Economic? In a well constructed
essay explain the reasoning behind your particular choice.
Use the documents as well as your own knowledge of the time period 1800 - 1900 to support your thesis.
Document A
Source: Steam Boat on the River,
1912
Document B
Source: Jane Hedeen, The Economic Impact of the Steamboat, 1811
Document C
Source: Robert W. Fogel, Census of Transportation (Map of Navigable Rivers),
1890
Document D
Source: Jane Hedeen, Advertisements for the Jefferson Foundry, 1859
Document E
Source: Jane Hedeen, The West: It’s Commerce and Navigation, 1848
Document F
Source: Terrible Conflagration, Philadelphia newspaper excerpt, 1856
Morgan DeKlyen
Karen Freda
AP-US History
4.19.13
DBQ Project
Directions: The following question requires you to construct an essay that uses your interpretation of documents AH and your knowledge of the time period. To score you have cite your sources and use the document and outside
information.
Question: The time period of 1817-1825 was often referenced to as the “Era of Good Feelings”. Using the
following documents, describe the accuracy of this title as a reflection of the time period, and identify the cause of
the feelings of prosperity and hope.
Sample Thesis: During 1817-1825, with the end the War of 1812 and a promise of peace, the feeling of hope was
high because of the unity of the government; however, what seemed like a unified government was actually being
dominated and controlled by the Democratic-Republicans in a one-party system.
Document A
Source: JAMES MONROE, The Monroe Doctrine, 1823
But we have first to ask ourselves a question. Do we wish to acquire to our own confederacy any
one or more of the Spanish provinces? I candidly confess that I have ever looked on Cuba as the
most interesting addition which could ever be made to our system of states. The control which,
with Florida point, this island would give us over the Gulf of Mexico, and ,the countries, and the
isthmus bordering on it. as well as all those whose waters flow into it, would fill up the measure
of our political wellbeing. Yet, as I am sensible that this can never be obtained, even with her
own consent, but by war; and it's independence, which is our second interest, (and especially it's
independence of England) can be secured without it, I have no hesitation in abandoning my first
wish to future chances, and accepting it's independence with peace, and the
Document B
Source: Letter from Tomas Jefferson to James Monroe, 1823
I could honestly therefore join in the declaration proposed that we aim not at the acquisition of
any of those possessions, that we will not stand in the way of any amicable arrangement between
them and the mother country, but that we will oppose with all our means, the forcible
interposition of any other power, as auxiliary, stipendiary, or under any other form or pretext and
most especially their transfer to any power by conquest, cession, or acquisition in any other way.
I should think it therefore advisable that the executive should encourage the British government
to a continuance in the dispositions expressed in these letters, by an assurance of his concurrence
with them as far as his authority goes, and that as it may lead to war, the declaration of which
requires an act of Congress, the case shall be laid before them for consideration at their first
meeting, and under the reasonable aspect in which it is seen by himself.
Document C
Source: Articles from the treaty from the end of war in 1818
In case of any dispute arising from the violation of any of the articles of this Treaty, no appeal
shall be made to arms, nor shall War be declared on any pretext whatever. But if the Consul
residing at the place where the dispute shall happen, shall not be able to settle the same, the
Government of that country, shall state their grievance in writing and transmit the same to the
Government of the other, and the period of three months shall be allowed for answers to be
returned, during which time, no act of hostility shall be permitted by either party; and in case the
grievances are not redressed and a War should be the event, the Consuls and Citizens and
Subjects of both parties, respectively shall be permitted to embark with their effects unmolested,
on board of what vessel or vessels they shall think proper, reasonable time being allowed for that
purpose.
Document D
Source: Writing to Monroe from James Madison, in 1817,
“There has never been a moment when such a proposition to the states was so likely to be
approved.”
Document E
Source: Benjamin Russell: “Era of Good Feelings” in Columbian Centinel (Boston) 12 July 1817
“During the late presidential jubilee, many persons have met at festive boards, in pleasant converse, whom party
politics have long served. We recur with pleasure to all the circumstances which attended the demonstration of good
feeling.”
Document F
Sorurce: James Monroe’s Fourth Annual Message (November 14, 1820)
Fellow Citizens of the Senate and of the House of Representatives:
In communicating to you a just view of public affairs at the commencement of your present labors, I do it with great
satisfaction, because, taking all circumstances into consideration which claim attention, I see much cause to rejoice
in the felicity of our situation....
Document G
Source: Missouri Compromise of 1820
An act to authorize the People of the Missouri Territory to form a Constitution and State Government, and for the
admission of such State into the Union on an equal footing with the original States, and to prohibit Slavery in certain
Territories.
Sec. 1. Be it enacted by the Senate and House of Representatives of the United States of America in Congress
assembled, That the inhabitants of that portion of the Missouri Territory included within the boundaries hereinafter
designated, be, and they are hereby authorized to form for themselves a Constitution and State Government; and to
assume such name as they shall deem proper; and the said State, when formed, shall be admitted into the Union,
upon an equal footing with the original States, in all respects whatsoever. . . .
Document H
Source: Emanuel Gottlieb Leutze (German American painter
Relevance and Connections:
For our topic, we chose to research the Era of Good Feelings. We looked into how the era
came to be known that way and how accurately the phrase reflects the time period. The Era of
Good Feelings (1817 to 1825), came when the War of 1812, a dispute between Britain and the
States was resolved. The conflict between the two countries concerned trading between America
and France, boundaries, and America’s struggle for freedom from the British government. The
war was mainly fought on American land and on the open waters, as well as in the gulf coast.
The war ended when the treaty of Ghent was signed in 1817. The treaty stated that no land was
to be lost or gained by either nation, so post-war territory was identical to pre-war territory. All
property was returned the respective countries, slaves were returned to their owners, prisoners
were released to their families, and ships and artillery were returned to the militaries.
The documents we chose were all from between 1816-1825. For this first document, we
chose to use an excerpt from Presidents Monroe’s doctrine of foreign affairs. This is said to be
one of the most important speeches on foreign policy in America’s history and serves to give
context to the position of the government during the time. The next document we chose was a
letter from Thomas Jefferson to James Monroe, in which Jefferson was explaining his
disagreement with Monroe’s choices and his decision to stand against Monroe, despite how
much easier it would be to stand with him. We also chose to use an excerpt from the treaty
signed at the end of the war of 1812. The article states that the States will refrain from fighting if
possible, an exhibition of “goodwill”. We included an optimistic quote from James Madison that
gives the impression that the states were being very agreeable. Another document we included
was the newspaper article, written in 1817, in which the title “Era of Good Feelings” was
originally coined to provide the essay-writer with the context behind the name. In addition, we
used Monroe’s Annual Message of 1820, where he expresses satisfaction in the nation’s situation
and “see[s] much cause to rejoice”. As evidence of “Era of Good Feelings” being a misnomer,
we included the legal documents of the Missouri Compromise to show that the country was
experiencing inner turmoil. The final document is a famous painting titled “Crossing the
Delaware” that was painted during the Era of Good Feelings, in which Monroe is boldly holding
up the American flag while on a ship on rough seas.
The Era of Good Feelings was a very important time period in American history. After
the Federalist Party was dissolved and the Democratic-Republicans came into power, the US
underwent a shift into a nationalistic spirit. However, the label given to the time period is not
altogether justified as there was still much conflict within the United State, for example the
dispute over slavery leading to the Missouri Compromise of 1820 and an economic bust during
the Panic of 1819. It is important to investigate the important events of an era and the resulting
mood, and then be able to identify a misnomer given to the time period by historians that are
either ill-informed or find humor in the irony.
Outside Information

Advances in Transportation (Construction of the Erie Canal in 1817-1825; Expansion of
the Railroad)

Missouri Compromise of 1820

Death of Federalist Party

Government in One Party System under Democratic-Republicans

Nationalistic Spirit

James Monroe elected president by landslide

War of 1812 just ended

Frederick Douglass at the prime of his work

Democratic-Republicans were deeply divided internally and a new political system was
about to be created from the old Republican-Federalist competition that had been known
as the first party system.

The chartering of the Second Bank of the United States in 1816 indicates how much of
the old Federalist economic agenda the Democratic-Republicans now supported. Whereas

Jefferson had seen a national bank as a threat to ordinary farmers, the leaders of his party
in 1816 had come to a new understanding of the need for a strong federal role in creating
the basic infrastructure of the nation.

The first instance of economic troubles with the Panic of 1819 (rapidly decreasing land
values, banks collapsing, bankruptcy declared by borrowers) as a result of decline in
global demand for American goods.

Louisiana Purchase and the Embargo of 1807.

John Marshall named Chief Justice of the Supreme Court (court gains extremely
powerful role in government)

Transcontinental Treaty of 1819

August 15 1817 – By act of the U.S. Congress (March 3), the Alabama Territory is
created by splitting the Mississippi Territory in half, on the day the Mississippi
constitution is drafted, four months before Mississippi became a State of the United
States.

February 6, 1820, 86 free African American colonists sail from New York City to
Freetown, Sierra Leone.

February 9, 1825 – After no presidential candidate receives a majority of electoral votes,
the United States House of Representatives elects John Quincy Adams President of the
United States.

December 3, 1820 – U.S. presidential election: James Monroe is re-elected, virtually
unopposed.

1820, Joseph Smith, Jr. receives his First Vision.
AP-PARTS
Document AAuthor- James Monroe
Place- Written in the white house around December of 1823.
Prior Knowledge- this document was written during the Era of Good feelings, towards the end
of James Monroe’s presidential campaign. At the time of this document the country only had
presidential candidates from the Democratic-Republican Party after the Federalist Party was
demolished.
Audience- this was a doctrine about foreign policy directed towards the entire United States.
Reason- Monroe wanted to get the country up to speed on his ideas for the upcoming years, he
also wanted to reassure the country that he had a plan and was trying to filling think everything
though to avoid war.
The main idea-the main idea of the document is to open talk about his new idea of taking Cuba
for the US. Monroe is trying to see both sides of the situation and not be too optimistic.
Significance-The US has had issues with Cuba ever since this. Even thought this era was all
about good feelings there were very few due to the amount of tension and one-sidedness of the
country.
Document BAuthor- Tomas Jefferson
Place- December 2, 1823, Washington DC, probably in Jefferson residence.
Prior KnowledgeAudience- this letter for James Monroe, not for the whole country to read, although he would
have been fine with that because it was expressing his view point.
Reason-Tomas Jefferson wrote this letter, along with several others, to communicate with
Monroe his feelings about not taking on anymore land or countries. He was trying to persuaded
Monroe about how it wasn’t the right thing to do.
The main idea-the main point of this letter was to let Monroe know his plan could really back
fire. That Jefferson had a lot of the country backing him up.
Significance-this was written right before the Americans started to eye Cuba. This event has
impacted the relationship between the US and Cuba today.
Document CAuthor-the author of this document is a combination between Americans and foreign country at
the end of the war of 1812. The main country’s being The United States and Britain.
Place-this was written in the United States in the capital and in many cities with residents from
Britain still occupying them.
Prior Knowledge- the war of 182 was going on its 6th year of fighting and boundary disputes.
The treaty of gent was signed a few months earlier officially ending the war this resolved a few
earlier this solved a couple loopholes.
Audience-this article was meant for the whole world to see and to have a say over. This was to
proclaim the end of the war and let everyone know that the end of the war had finally come and
there was going to be no more fighting.
Reason-the main reason for this article is to explain the new treaty and resolution,
The main idea-the main idea is that if the is another conflict between the two countries they
couldn’t go back to war, they would try to resolve it and if after three months its still bad they
can go to war.
Significance-this was another document stating the amount of peace that America wanted
between it and the fellow countries. Also stating that the United States was capable of having tis
own governments and fixings its own problems.
Document DAuthor-James Madison
Place-Washington dc in his offices or place of work
Prior Knowledge- James Madison was the president before Monroe, leading America into the
war of 1812 and was president until 1817. He helped write the federalist papers in 1788. He was
the one who proposed the embargo on Britain that started the war. He then help start the
democratic-republicans.
Audience- this was a line from a speech he delivered to the nation. In order to prepare for their
next move the government had to rally the people. The people just got over the last war, the idea
of another war could hurt the country so they had to present the idea with enthusiasm.
Reason-Madison was a supporter of the new era of peace and rest, after his nightmare in office.
He is talking about the idea of trying the embargo on Cuba and gain more land. This was during
Monroe’s attempts to rally Americans to help with his new idea.
The main idea-the main idea of this is that this goal we have is attainable to us and we can get it.
We just have to all work together.
Significance-with American feelings the pressure to be perfect because of the press they wanted
to make a big move. For this to happen we had to have everyone working together. Thi wa one
of man speeches given to rally the people.
Document E
Author: James Monroe
Place and Time: Washington DC, 14 November 1820
Prior Knowledge: Monroe gives this speech to the Senate and the House to inform them with
the state of their foreign relations (Britain, Spain, and France) and of the condition of the military
and the national budget.
Audience: Citizens of the Senate and of the House of Representatives
Reason: The sanguine introduction serves to give his audience the impression that America is
doing well.
The Main Idea: This excerpt is from the opening of the president’s speech. His main message in
this portion is optimistically delivered, giving hope to the audience. He says that he is happy with
the present situation and then (immediately following the excerpt) assures that, though there is
still work to be done and the well-being is not evenly distributed across the country, it is a
satisfying start.
Significance: Much like the previous document, this document serves the student with a cheerful
assertion that aligns with the era’s name. If the student does not read the other documents and
has no prior knowledge on the era, this document may lead him to believe that the name is an
accurate portrayal of the time period. However, if the student is more careful, they will recognize
that this is a one-sided perspective that contradicts other events occurring in the very same year
(see next document).
Document F
Author: James Monroe
Place and Time: Washington DC, 14 November 1820
Prior Knowledge: Monroe gives this speech to the Senate and the House to inform them with
the state of their foreign relations (Britain, Spain, and France) and of the condition of the military
and the national budget.
Audience: Citizens of the Senate and of the House of Representatives
Reason: The sanguine introduction serves to give his audience the impression that America is
doing well.
The Main Idea: This excerpt is from the opening of the presidents speech. His main message in
this portion is optimistically delivered, giving hope to the audience. He says that he is happy with
the present situation and then (immediately following the excerpt) assures that, though there is
still work to be done and the well-being is not evenly distributed across the country, it is a
satisfying start.
Significance: Much like the previous document, this document serves the student with a cheerful
assertion that aligns with the era’s name. If the student does not read the other documents and
has no prior knowledge on the era, this document may lead him to believe that the name is an
accurate portrayal of the time period. However, if the student is more careful, they will recognize
that this is a one-sided perspective that contradicts other events occurring in the very same year
(see next document).
Document G
Author: Henry Clay
Place and Time: White House, 1820
Prior Knowledge: The Missouri Compromise was one of the first signs of the Union’s collapse decades later. It
effectively split the states into two parts with differing values and created an imbalance in the number of free and
slave states, which would eventually lead to more conflict.
Audience: The Missouri Compromise was passed by Congress between the pro-slavery and anti-slavery factions.
Reason: The purpose for this act was to prohibit slavery in the Great Plains and allow it in Missouri and Arkansas
Territory, because of disagreements between the North and South over slavery.
The Main Idea: The opening line of the Compromise summarizes the main purpose of the document: “to authorize
the People of the Missouri Territory to form a Constitution and State Government, and for the admission of such
State into the Union on an equal footing with the original States, and to prohibit Slavery in certain Territories”.
Significance: The Missouri Compromise of 1820 is a very significant document in providing a second perspective
revealing that perhaps the years of 1817-1825 were not as full of good feeling as the title suggests. It shows the
internal civil disputes in the United States during Monroe’s presidency, a strong clue for the student.
Document H
Author: Emanuel Gottlieb Leutze (German American painter)
Place and Time: Germany, 1851
Prior Knowledge: Though it was painted much later than the actual event, this painting is of an attack led by
George Washington during a battle in the American Revolutionary War. The artist is obviously a supporter of
American patriotism and is glorifying the war.
Audience: European liberal reformers
Reason: Leutze used his depictions of the American Revolution as an example for Europe’s liberal reformers.
The Main Idea: The artist is trying to illustrate the American Revolution as a difficult, though successful period in
American history, at the same time illuminating the hope on Washington and Monroe’s faces for the future.
Significance: This painting portrays President James Monroe (holding the US flag) as a powerful, determined
figure, boldy gazing ahead. It is included as a DBQ document because it is of an event preceding the time period and
provides some context to the surrounding years.
Works Cited
"Avalon Project - The Barbary Treaties 1786-1816 - Treaty of Peace and Amity, with Article
Additional and Explanatory, Signed at Algiers December 22 and 23, 1816." Avalon
Project - The Barbary Treaties 1786-1816 - Treaty of Peace and Amity, with Article
Additional and Explanatory, Signed at Algiers December 22 and 23, 1816. Yale Law
School, 2008. Web. 11 Apr. 2013.
Benjamin, Russell. "Era of Good Feelings." Columbian Centinel [Boston] 12 July 1817: n. pag.
Print.
Frohnen, Bruce. The American Republic: Primary Sources, ed. Bruce Frohnen (Indianapolis:
Liberty Fund, 2002). Chapter: The Missouri Compromise 1820–21
<http://oll.libertyfund.org/title/669/206368>.
James Monroe: "Fourth Annual Message," November 14, 1820.
Leutze, Emanuel. Washington Crossing the Delaware. 1851. Oil on canvas. Metropolitan
Museum of Art, New York City, NY.
Monroe, James. "Full Text of "The Monroe Doctrine : Also, Jefferson's Letter to Monroe""Full
Text of "The Monroe Doctrine : Also, Jefferson's Letter to Monroe" Internet Archive,
n.d. Web. 6 Apr. 2013.
Patricia L Dooley. "The Early Republic:." Google Books. Google Books, n.d. Web. 6 Apr. 2013.
"To the Hartford Convention: The Federalists and the Origins of Party Politics in
Massachusetts, 1789-1815 [Hardcover]." To the Hartford Convention: The Federalists
and the Origins of Party Politics in Massachusetts, 1789-1815: James M. Banner Jr.:
9780394449111: Amazon.com: Books. Federalist Primary Documents, 2008. Web. 5
Apr. 2013.
Response Key
8-9 Point Essay

Contains a clear, well-developed thesis that explains how or why change occurred over
time.

Develops the thesis with considerable, reverent, 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 distract from overall quality.

Is well-organized
5-7 Point Essay

Contains a thesis that partially responds to the prompt. May not address change over
time.

Supports the thesis with some relevant information.

Provides some analysis through topic sentences, coverage may be unbalanced.

May contain minor errors; do not seriously detract.

Has acceptable organization.
2-4 Point Essay

Contains a confused or unfocused thesis or simply paraphrases the question with little to
no explanation.

Provides minimal relevant information or lists facts with little to no connection to the
question.

May address one topic sentence, or addresses topic in a general way.

May contain major errors.

May be poorly organized.
0-1 Point Essay

Lacks a thesis or paraphrases the question.

Demonstrates an incomplete or inappropriate response.

Has little or no understanding of the question.

Contains substantial errors.
THE INDUSTRIAL REVOLUTION’S EFFECT ON THE SOUTH
Matthew Elias
Mitchell Kaiser
AP US History P.3
Mr. Tulani Freeman
April 18, 2013
An Explanation of Relevance
The industrial revolution was an important time in the United States, when the country
began to become a modern nation. During this time, the U.S. started to have more citizens
employed by larger companies. The nation began to shift from an agrarian society to an
industrial producer of enough goods to become the largest supplier of cotton textile in
international market. There is a great deal that is known about the north, but less about the south.
As the north began building cotton mills and textile factories, demand for southern cotton
increased. The south, in turn, became even more greatly entrenched in slave culture. As cultural
and economic rifts began to form between the north and south, tension began to form between
the two halves of the country. The election of Abraham Lincoln was the final blow that caused
the south to succeed from the nation. As an independent entity, the south had to begin to produce
food, clothing and supplies for itself, thus beginning the process of industrialization. Once the
war was over, the south had to get back on its feet and find a way out of the hard economic times
it faced. As large, slave run cotton plantations were no longer an option, many southerners turned
to factory work.
The industrialization of the south is important because it reflects a turning point in the
south’s traditionally agricultural role with a few wealthy elite and many poor and enslaved
workers to a society that featured a much larger labor class. Cities began to be built around
factories, and many areas in the south began to be more urban, with larger communities forming.
While southern culture still remains, the industrialization of the south heralded a new way of life
for southerners as a whole.
To illustrate this, we chose articles centralized around the early factories in the south and
their effect on the local economy. Our first document (document A), regarding the Grant
Factory, discusses capital stock amounts and the disbursements per annum on the production and
labor employed by the factory, a turn from the traditional slavery and agricultural of the
traditional south. Another document (B) points out the Eagle Manufacturing Company as “a
noble example” of patriotism (to the confederacy) and is held in high regard due to its buying
war bonds. The south was still agriculturally based, but the documents suggest that the adoption
of factories was imperative to the continued struggle of the confederacy. A letter to the editor
(document C) in 1862 even credits the factories to have “saved the country from Yankee
domination” due to their ability to create the goods it beforehand imported from the north. Each
of the documents chosen describe great success of factories in the south post-industrial
revolution.
The northern and southern regions of the United States underwent many changes during
the 1800s, mostly due to the Industrial Revolution and the Civil War. While the north is credited
to being the major shareholder of the factories, the south owned a few important factories as
well, which proved invaluable to the production of goods in the south during the Civil War. Due
to this, both during and after the war the economy of the southern region was changed forever.
The Industrial Revolution had its own effect on the south, pushing the labor class, producing
important tools and textiles, and changing the economy of the south.
Prior Information Needed
● The southern states were very agriculturally based
● The southern region relied mostly on plantations for income.
● The north, in contrast, had many factories for income.
● Because the factories required labor, the north had skilled workers and a rising labor
class.
● The south had no need to pay workers until after the war, as most of the workers were
slaves.
● Wool, yarn, rope, thread, etc. are products of a factory and were mostly produced in the
north.
● During the Civil War, the south were not on good relations with the north and could not
import such goods from them.
● The election of Abraham Lincoln was the final straw that led to the civil war.
● Federal law and state rights was another conflict that led to the civil war.
● The growing abolition movement was yet another conflict.
● The prospect of a lack of free labor caused an uproar for the plantation owners, who
would have to give up slaves.
● The growing economic difference between the two regions of the nation caused tension.
● Prior to the Civil War, the south did not have any factories.
● After the Civil War, slavery was abolished.
● The abolishment of slavery, though not followed well initially, put an end to the free
labor enjoyed by the plantation owners.
● The states that seceded from the union were South Carolina, Mississippi, Florida,
Alabama, Georgia, Louisiana, Texas, Virginia, Arkansas, North Carolina and Tennessee.
● The Civil War was declared on April 12, 1861.
● General Lee surrendered to the Union April 9th, 1865.
● The Industrial Revolution is believed to have begun around 1760 up until around the
1840s.
● The Industrial Revolution brought about changes in the production of goods through
factories and the use of automation.
APPARTS Grading Rubric
9
An outstanding paper. The student reinforce the thesis with analysis from the documents,
while managing to answer all aspects of the prompt. Demonstrates thorough understanding
of topic through analysis.
8
Undeniably understands the prompt and the subject matter presented in the prompt.
Answers all aspects and thoroughly supports thesis with documents given.
7
Lacks development present in an eight or nine paper, but still demonstrates superior
understanding of topic through analysis of documents. Backs up an arguable thesis in a
clear and concise manner.
6
Significant support on ideas based on articles. The paper suffers from lacking data,
analysis, or a strong central argument, but the general paper is strong and the student
obviously demonstrates understanding of the topic.
5
Tries to support thesis with a few barely analyzed quotes. Obviously has an opinion, but
lacks analysis necessary to generate a solid argument.
4
Shows a grasp of the subject, but does not use knowledge to answer prompt or generate
support for thesis.
3
Lacking in content and fails to back up thesis. May not answer the entire prompt.
2
Unconnected points staggered throughout, with no driving support behind thesis. Student
may reference documents, but with little to no analysis present.
1
Effort barely visible. There may be a hint of understanding on the subject of
industrialization and northern/southern conflicts, but the paper fails to make any significant
progress with any of the documents.
Prompt:
The division between the northern and the southern regions of the United States was
never more prevalent than during the Civil War. During this time, the south had to overcome
many obstacles in order to demonstrate potential for independance. In a well organized essay
using the documents provided, analyze the lasting effect that the industrial revolution had on the
south, the scope of the impact on the labor, and how the Civil War conflict affected southern
production economy.
Sample Thesis:
The south, in order to achieve full potential independence, required a stable flow of
necessary goods, tools, and textiles produced by factories. Because of this the south underwent a
post-industrial revolution, reconstructing labor in the south, the production of southern goods,
and ultimately changing the economy of the south.
Document A
The Grant Factory
The capital stock amounts to $60,000. The disbursements per annum are
as follows: For labor, $12,000; sundry expenses, $5,000; for Cotton, $40,000; for
wool $10,000; making, in all, $65,000. The Company manufacture, per annum,
800 bales of Osnaburgs, 480,000 yards; 300 bales of yarn, 78,000 pounds; 200
bales of kerseys, 80,000 pounds; and 6,000 pounds of rope, thread, &c., &c. The
total value of the productions amounts to $81,000, from which taking the
disbursements, $65,000, leaves $16,000.
The Company give employment to about 80 hands, male and female, the
preference to the latter, for the excellent reason that it is much easier for males to
shift for themselves; while by giving the preference in employment to females,
many indigent widows and families are, we may say, rescued from absolute
starvation. The operatives appear to be contented and are paid according to their
competency to earn wages. Some can manage only one loom while others can
easily manage from three to four.
--Columbus Sun.
Lawrenceville, Ga.
Document B
Eagle Manufacturing Company of Columbus—A Noble Example.
The corporations of the South are covering themselves with glory.
Among the noblest examples of devotion to country yet presented to the public,
the action of the Eagle Manufacturing Company, of Columbus, in this State, in
coming to the support of the Confederacy, and the families of our brave
volunteers, is most honorable. We subjoin some resolutions adopted by their
Board at a meeting held on the 1st instant:
Resolved, That in accordance with the spirit of the resolutions of
Congress, the Eagle Manufacturing Company, hereby tenders to the Government,
in exchange for Confederate Bonds, the sum of one thousand dollars per month,
from this date till the end of the war, and the Treasurer is hereby instructed to
notify the Secretary of the Treasury of this action, and to place the subscribed
amount of One Thousand dollars per month subject to his draft, at either
Savannah, Charleston, Augusta, or this city, as he may prefer.
Document C
The Factories—Gov. Brown—The Bartow Petitioners—Dorcases, &c.
...
But another fact is, the Factories are not to be blamed for the high price
of their goods, for if there were fewer or none, the price would, like all foreign
commodities cut off by the blockade, have become almost fabulous. The fact is,
these factories, established by enterprising Southern men years ago, have saved
the country from Yankee domination, for without them the Southern Confederacy
would by this time have been forced into subjection, or like the ancients, been
"clothed in sheep skins and goat skins, being destitute, afflicted, tormented."
...
K. B. C.
Document D
State Penitentiary Merchandise Account
State Penitentiary.
Merchandise Account.
Merchandise made from December 1st, 1861, to December 18, ;1863, including
amount transferred by M. C. Rogers, late agent, to John S. Besser, Financial
Agent, Texas Penitentiary.
Goods.
Amount.
Sales
Bal on h'nd
Osnaburgs
2,259 38l4½
2,256,426¼
2,948¼
Cotton Jeans
409,047
408,182¾
864¼
Wh. Kerseys
242,022
241,780¾
190¼
White Plains.
78,103
77,912¼
190¾
Sheep Gray
49, 39½
47, 55¾
183¼
Total Goods
2,993,496
" Sales
2,989,057¾
" Balance on hand
4,438¼
"
Bills payable
17,295.52
"
Amount from State Treasury
3,662.40
"
Balance down
1,096,122.02
__________
Total
$1,120,170.22
Cr.
By Ledger balances
$25,500.99
"
Bills receivable
1,422.94
"
Amounts in suit
3,560.54
"
Merchandise, &c., for sale
5,275.32
"
Factory supplies on hand
106,039.36
"
Provisions on hand
4,830.00
"
Clothing on hand
2,601.07
"
Penitentiary supplies
655.00
"
Cash to successor
1,822.30
"
Cash deposited
968,462.70
________
Total
$1,120,170.22
Document E
Prices of Domestic Manufactures.
There is a mistaken notion abroad, however, that goods cost manufacturers
no more now than before the war. This is a great mistake. It should be
recollected that wool is selling at over one hundred per cent. higher than last year.
This is not the fault of manufacturers, as it is to their interests to keep the price
down. And what can be said of dyestuffs, oils, and every description of findings,
that enter largely into the cost of both woolen and cotton goods? These articles
are only to be had at from four to eight hundred per cent. above last years prices...
The proprietors of the Ivy Woolen Mills, at Roswell, Ga., the Messrs. J. R.
& Thos. E. King, have done, and are doing, all that lies in their power to furnish
goods for our soldiers at a low price. They have scarcely been making the usual
manufacturing profits. At the rate of five hundred yards per day, they have been
furnishing an excellent article of cadet gray for the army at eighty-five cents to
one dollar per yard, and in every instance where it was possible, directly to the
soldiers.
Document F
Valuable Information.
We are indebted to Mr. W. F. Herring, of the house of W. F. Herring &
Co., of this city, for the following valuable information, relative to the
manufacture of cotton goods in Georgia; the number, names, and locations of the
manufactories; and the supposed supply and demand for cotton goods the coming
year. . . . It will be a source of gratification to every Georgian to learn that the
Empire State leads in the manufacture of most of the necessary articles, and
particularly the fabrics for clothing.
The writer has taken some pains to learn the amounts and kinds of cloths,
fabricated in the State of Georgia, and believes the figures, (which have been very
carefully collated,) will have a tendency to allay the excitement in the market, at
least, so far as cotton goods are concerned, *of which there must soon be an
ample supply*--unless the quantities used for tent cloths, knapsacks, &c., should
continue as great as heretofore, which cannot be expected.
Document G
From Cotton Field to Cotton Mill
OCCUPATION
RATE PER WEEK
PICKER ROOM
Opener
$4.50
Picker hand
$5.10
Card hand
$4.50
Boss carder
$12.00
SPINNING ROOM
Drawing frame
$4.50
Slubber hands
$5.40
Intermediate hands
$5.40
Speeder hands
$4.50
Spinners
$3.00a
Head doffer
$3.60
Doffers
$2.40
Spoolers
$4.00
Twisters
$4.80
Warpers
$7.50
Overseer of spinning
$10.50
Section hand
$7.00
Overseer of twisting
$7.00
Band boys
$2.50
Sweepers
$3.60
Oiler and bander
$3.60
WEAVING ROOM
Filler
$3.90
Creelers
$4.00
Beam warper
$4.50
Slash tender
$6.00
Drawing-in girls
$6.00
Weavers
$5.40b
Document H
From Cotton Field to Cotton Mill
Document I
First Dyeing in the South.
APPARTS
Document A:
Excerpt from The Grant Factory
Author:
The speaker is an unknown writer for the Columbus Sun.
Place and Time:
March 18th 1861 in Lawrenceville Georgia.
Prior Knowledge:
Less than a month after this article was written, civil war broke out between the north and south
U.S.
Audience:
The Columbus Sun is speaking to an audience of curious people keen on knowing more about
the mysterious factory nearby.
Reason:
The article is going over the information regarding the Grant Factory, a nearby factory used for
producing various goods.
The Main Idea:
This article points out a significantly successful factory in a nearby city, and goes over the
specifics of the factory.
Significance:
A factory in the south is a big deal. This one hires labor (about 80 hands!) to produce such goods
with capital stock of $60,000. Were I a plantation owner in the south, this factory would pique
my interest. Also, among the goods this factory produced was yarn, rope and thread, and other
supplies that would be needed in the coming war.
Document B:
Eagle Manufacturing Company of Columbus—A Noble Example.
Author:
Unknown, presumably a writer for the Savannah Republican newspaper.
Place and Time:
June 8, 1861, in Savannah, Georgia.
Prior Knowledge:
This was close to the declaration of war between the north and south.
Audience:
Probably in regards to the recent war declaration, this is directed at the common folk to show a
good noble example of a war bond buyer.
Reason:
The point of this document was to inform people of the glorious steps taken by the Eagle
Manufacturing company in buying bonds.
The Main Idea:
The writing style suggests that this is propaganda or something like it for getting the common
people into buying war bonds, as the Eagle Manufacturing company is setting a “noble example”
Significance:
In relation to the start of the war, showing a good natured factory buying war bonds is
propaganda for both parties, as it makes the factory look good to patriots while advertising war
bonds simultaneously.
Document C:
The Factories—Gov. Brown—The Bartow Petitioners—Dorcases, &c.
Author:
K. B. C. a person writing the editor of the Savannah Republican.
Place and Time:
October 30, 1862 in Georgia.
Prior Knowledge:
The Civil War had been going on for a year now, and both regions would be feeling the
economic effects of the war by then.
Audience:
The author seems to be addressing the editor in particular, but may, in fact, be sitting atop a
soapbox hoping to reach a broader audience of other southerners.
Reason:
The nature of the document suggests that the writer is ticked off about an article published in the
Savannah Republican in regards to factories.
The Main Idea:
The writer seems to be defending the prices set by the factories, declaring it not their fault,
before finally going on a tangent sarcastically blaming Gov. Brown.
Significance:
A citizen’s perspective, juxtaposed against the blatant propaganda regarding war bonds bought
by the Eagle Manufacturing company a year prior, is important in deducing a general opinion of
the factories in the south; whether they were welcomed by the people as an option for jobs or
rejected as northern filth. This article suggests that, for at least some people, it would have been
the latter.
Document D:
State Penitentiary Merchandise Account
Author:
Unknown, probably a writer for the Galveston Weekly News.
Place and Time:
February, 1864 in Galveston Texas.
Audience:
The general public.
Reason:
To inform the public on the budget of the penitentiary.
The Main Idea:
This is a dry budget (a weird thing to put in the newspaper) of the state penitentiary (prison)
which apparently had its own factory to produce goods.
Significance:
The most important thing is that the goods such as Cotton Jeans were being produced in such
high quantity, a factory-like amount demonstrating large production, even in a prison.
Document E:
Document/Source:
News article from the Southern Confederacy.
Author:
Atlanta Southern Confederacy.
Place and Time:
Atlanta Georgia, December 13, 1861.
Prior Knowledge:
During the Civil War, the south had to begin providing for itself. This meant food, clothing, and
other manufactured goods. The price of goods also increased as well, since they became more
difficult to produce.
Audience:
The general public reading the paper.
Reason:
To assure the public that the factories producing goods are not profiting from increased prices,
and in fact are trying to keep prices on goods as low as possible.
The Main Idea:
The main idea in this source was that the factories in the south are loyal and supporting the
confederacy. The higher price of goods does not reflect the factories profiting on the fact that
they are the sole producer of goods, but that the price of raw materials is higher.
Significance:
This article shows that factories began to exist in the south during the Civil War. It also shows
the importance of the factories to the efforts of the confederacy.
Document F:
Author:
Athens Southern Watchmen.
Place and Time:
Athens Georgia, November 13, 1861.
Prior Knowledge:
During the Civil War, the south had to begin providing for itself. This meant food, clothing, and
other manufactured goods. The price of goods also increased as well, since they became more
difficult to produce.
Audience:
The general public reading the paper.
Reason:
To express the large production of textile goods in Georgia, and to generate pride in citizens due
to this accomplishment.
The Main Idea:
Georgia’s factories have a large production capability and is actually the leading manufacturer of
textile goods in the confederacy.
Significance:
This article shows that factories in the south had huge production ability, and that the south
began to rely on industrial technology.
Document G:
Excerpt from From Cotton Field to Cotton Mill.
Author:
Holland Thompson.
Place and Time:
New York, 1906.
Prior Knowledge:
The nation continued to work as an industrial powerhouse well into the twentieth century. The
south also began to build even more factories. With the plantation lifestyle they used to know
over, it became necessary to find new sources of revenue.
Audience:
Primarily the historian, as this would be one of the people likely to read this text. The general
public would be secondary to this.
Reason:
This table was created to show the wages for various workers at a cotton mill in the south.
The Main Idea:
The various positions at a cotton mill were paid different wages.
Significance:
Cotton mills in the south adopted the wage system which was very different from the traditional
agricultural economy of the south. The mills were also large enough to be able to employ and
pay all the staff listed.
Document H:
The Cotton Mills of South Carolina.
Author:
August Kohn.
Place and Time:
South Carolina, 1907
Prior Knowledge:
The nation continued to work as an industrial powerhouse well into the twentieth century. The
south also began to build even more factories. With the plantation lifestyle they used to know
over, it became necessary to find new sources of revenue.
Audience:
Again, primarily the historian with the general public being second.
Reason:
To name the cotton mills in South Carolina and list the number of workers at each mill.
Main Idea:
South Carolina was home to many textile factories, with a considerable number of workers
employed.
Significance:
This article shows both the large number of mills and mill workers in South Carolina, proving
that factories became an important part of the southern economy and that the region did indeed
begin to industrialize.
Document I:
First Dyeing in the South.
Author:
Mort Kuenstler.
Place and Time:
Alamance County North Carolina, 1853.
Prior Knowledge:
Prior to this point in time, the south did not have many factories. When the south succeeded from
the Union, factories began to be more prominent as the new nation had to provide for itself.
Audience:
The general public.
Reason:
To document the landmark occasion of the first yarn dyeing in the south.
Main Idea:
The first dyeing at the Alamance County cotton mill, one of the first mills in the south, was a
momentous event.
Significance:
The Alamance County cotton mill was one of the first cotton mills in the south and the first in
North Carolina. This marked a beginning to a long overdue industrialization of the south.
Works Cited
Kohn, August. The Cotton Mills of South Carolina. Reprint. South Carolina: Daggett Printing
Company, 1907. 86-89. Print.
Kuenstler, Mort. The First Dyeing in the South. 2009. Painting. Textile historyWeb. 18 Apr
2013. <http://www.textilehistory.org/FirstYarnDye1853.html>.
Unknown. "Eagle Manufacturing Company of Columbus—A Noble Example.." Savannah
Republican [Savannah] 08 Jun 1861. Print. <http://www.uttyler.edu/vbetts/textile
_factories.htm>.
Unknown. "Prices of Domestic Manufactures." Southern Confederacy [Atlanta] 13 Dec 1861.
Print. <http://www.uttyler.edu/vbetts/textile_factories.htm>.
Unkown. "State Penitentiary Merchandise Account ."Galveston Weekly News [Galveston] 03
Feb 1864. Print. <http://www.uttyler.edu/vbetts/textile_factories.htm>.
Unknown. "Valuable Information." Southern Watchman [Athens] 13 Nov 1861. Print.
<http://www.uttyler.edu/vbetts/textile_factories.htm>.
Unkown. “The Factories—Gov. Brown—The Bar- tow Petitioners—Dorcases, &c.” Savannah
Republican [Savannah] 30 Oct 1962. Print. <http://www.uttyler.edu/vbetts/textile_fac
tories.htm>.
Unknown. “The Grant Factory” Southern Confederacy [Atlanta] 04 May 1861. Web. 18 Apr.
2013. <http://www.uttyler.edu/vbetts/textile_factories.htm>.
UNITED STATES HISTORY
(Suggested writing time—45 minutes)
Directions: The following question 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 that both cite key pieces of evidence from the documents and draw
on outside knowledge of the period.
1. Assess the effectiveness of the early women’s rights movement during the mid to late 1800’s.
Document A
Source: Elizabeth Cady Stanton and Lucretia Mott, Declaration of Sentiments written at the Seneca Falls
Conference, 1848.
He has compelled her to submit to laws, in the formation of which she had no voice.
He has withheld from her rights which are given to the most ignorant and degraded men--both
natives and foreigners.
He has made her, if married, in the eye of the law, civilly dead.
He has taken from her all right in property, even to the wages she earns.
He has so framed the laws of divorce, as to what shall be the proper causes, and in case of
separation, to whom the guardianship of the children shall be given… and giving all power into
his hands.
He has monopolized nearly all the profitable employments, and from those she is permitted to
follow, she receives but a scanty remuneration.
He has denied her the facilities for obtaining a thorough education, all colleges being closed
against her.
He has usurped the prerogative of Jehovah himself, claiming it as his right to assign for her a
sphere of action, when that belongs to her conscience and to her God.
He has endeavored, in every way that he could, to destroy her confidence in her own powers, to
lessen her self-respect, and to make her willing to lead a dependent and abject life.
The history of mankind is a history of repeated injuries and usurpations on the part of man
toward woman, having in direct object the establishment of an absolute tyranny over her.
Document B
Source: Taken at the Seneca Falls Convention for women’s rights in 1848.
Document C
Source: Sojourner Truth, speech at the Ohio Women’s Rights Convention , 1851
That man over there say that women needs to be helped into carriages, lifted over ditches, and to
have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or
gives me any best place! And ain't I a woman? Look at me! Look at my arm! I have ploughed,
and planted, and gathered into barns, and no man could head me! And ain't I a woman? I could
work as much and eat as much as a man-when I could get it-and bear the lash as well! And ain't I
a woman? and when I cried out with my mother's grief, none but Jesus heard me. And ain't I a
woman?
Then they talk about this thing in the head; what's this they call it? ['Intellect' someone whispers
near.] That's right, honey. What's that got to do with women's rights or negroes’ rights? If my
cup won't hold but a pint, and yours holds a quart, wouldn't you be mean not to let me have my
little half-measure full?
If the first woman God ever made was strong enough to turn the world upside down all alone, these
women together ought to be able to turn it back, and get it right side up again! And now that they are
asking to do it, the men better let them!
Document D
Source: NWSA members presumed to include Susan B. Anthony and Elizabeth Cady Stanton, 1869
Constitution of the National Woman Suffrage Association
Article 1: This organization shall be called the National Woman Suffrage Association
Article 2: The object of this Association shall be to secure national protection for women citizens
of their right to vote.
Article 3: All citizens of the United States subscribing to this Constitution, and contributing not
less than one dollar annually, shall be considered members of the Association, with the right to
participate in its deliberations.
Article 4: The Officers of this Association shall be a President, a Vice-President from each of the
States and Territories, Corresponding and Recording Secretaries, a Treasurer and an Executive
committee of not less than five.
Article 5: A quorum of the Executive Committee shall consist of nine, and all the Officers of this
Association shall be ex-officio members of such Committee, with power to vote.
Article 6: All Women Suffrage Societies throughout the country shall be welcomed as auxiliaries;
and their accredited officers or duly appointed representatives shall be recognized as members
of the National Association.
Document E
Source: United States Archive, Rochester, N.Y., 1874
Document F
Source: Library of Congress, International gathering of woman suffrage advocates in Washington, D.C.,
1888
Document G
Source: Louisa Jo Holmes, letter home, January 8th, 1850
Transcription: January the [8th] 1850 Navaro co Texas
Dear Father and Mother it is under peculiar
circumstances that I seat myself to hold
communicatin with you. Harvy is no more
he is in the spirit world and I am left a
lonley and desolate widow with two little children
my Baby is dedd and I want you or some body
to come here after me as soon as you receive
this letter. Harvy died with the inflamation in the
bowels the children is both sick and it is doubt
ful whether Sarah will git well or not
We come here and put up a shop and
calcolated to come backstate in the Spring
We staid here 3 months and he died and
I am left aloan when you come bring a
two horse wagon my wagon is noacount
I have got a yoak of oxen I live in Corsicana
Navarow County write me a letter as soon
as you rceive this. I have not heared
from any of you since last spring
so no more at preasant but remain
your affectionate daughter until deat[h]
Luiza Jo Homes
Explanations of Relevance, Connections
The Seneca Falls convention in 1848 was the real beginning of the women’s rights movement across the
globe. The women of the Seneca falls convention—Lucretia Mott, Susan B. Anthony, Elisabeth Cady
Stanton, and others—laid the groundwork for suffragettes to come. As opposed to the English
suffragettes, their peaceful yet provocative protests set a precedence for civil rights movements to
come.
When Martin Luther King Jr. became influential, he preached the importance of pacifism to achieve
equality. When the Occupy Wall Street movement of the 21st century faced violence and threats by
local police forces, most groups remained peaceful despite being pepper sprayed. The women’s rights
movements of the late 18th century were in constant opposition, but managed occasionally to put aside
their differences to reach a common goal.
This shows a level of commitment which is still impressive to this day. Politicians regularly fail these
days to get anywhere over larger issues than African American voting rights, and the women of NWSA
were able to overlook past disagreements and became all the stronger for it.
But, more importantly, these women were largely the reason that women have the vote today. They
fought endlessly and against discrimination and legalities in order to achieve a better world for their
daughters and granddaughters to come. They gave hope to women across the world, and affected a
change in the way the world viewed half the earth’s population. It is safe to say that without the work
of the suffragettes in the 1800’s, the women of America would have had to wait considerably longer to
receive the vote.
On top of actually putting the issue in the forefront of the American conscious, they made progress in
equalizing laws. In Indiana, they insured that women would be able to file for divorce in case of
adultery, abuse, or drunkenness. They proved to American employers that women can be hard working
and devoted, deserving of the same employment opportunities and pay as men. Even though
workplace equality continues to be an issue across the globe, the work of Susan B. Anthony and her
cohorts has brought us very far from where we were a century and -a-half ago when they started the
movement.
The suffragist movement of the reconstruction era is most relevantly connected to the women of today.
We can vote, run for presidency, become pope, have an extensive education, fight in wars, and pursue
rewarding and lucrative careers. There is gender equality even in school sports.
There are, unfortunately, still countries fighting for gender equality. Especially in the middle east;
where women are practically required to wear head coverings, and are kept separate from men in
religious activities and other gatherings; the fight for gender equality is not over.
Relevant outside information

Women did not gain the right to vote in the United States until 1920

Susan B. Anthony was a bastion of women’s rights, and started the NWSA and facilitated the
merge of the NWSA and the AWSA.

Many suffragettes were against pushing for woman’s rights during the dawn of the civil war, as
they felt the abolition movement took precedence.

On top of being legally diminished, women were discriminated against in the social world. Many
jobs were not open to women, and when they were, they received less than half men’s pay.

There was a simultaneous battle for women’s rights occurring in England.

The NWSA was founded by Elizabeth Cady Stanton and Susan B. Anthony, and was the longest
running women’s rights group.

A different suffragist group, NEWSA, was formed around the same time as NWSA, but harbored
differing viewpoints on abolition. NEWSA fully supported the abolitionist agenda, but NWSA
fought the fifteenth amendment, because it contained no mention of women.

NWSA’s opposition to the fifteenth amendment gave everyone in the suffragist movement a
bad name, and they struggled to make headway in their cause.

A bitter rivalry formed between the AWSA (previously NEWSA) and NWSA because of their
differing views on the fifteenth amendment, and the resulting reputation from its opposition by
Elizabeth Cady Stanton and her group.

In 1890, the two groups finally made amends, and combined into one large cause, the NAWSA
(National American Woman’s Suffrage Association).

Suffragist groups such as the WCTU (Women’s Christian Temperance Union) used their
platforms to peddle different causes, such as the alcohol prohibition. This caused distrust
among the men of America, who wished to keep their drink.

Brook Farm, a utopian experiment, was founded in order to build a community in which women
and men had total equality. The community failed, as it was not financially sound.

There were no laws protecting women in the workplace, or in marriage. A woman could not file
for divorce.

Women were not allowed to be a part of many religious proceedings: they could not lead
prayers, or hold sermons.

Women were silenced politically: at the World’s Anti-slavery Convention, they were allowed to
observe, but not to speak or vote.

Lucretia Mott was a Quaker, abolitionist, and suffragette who helped write the Declaration of
Sentiments.

Women’s rights came to a screeching halt during the civil war, and reentered the scene in 1866.

The American Equal Rights Association (AERA) was a short-lived equal voting rights movement
which was founded in 1866. The group split over arguing whether to pursue both votes for
women and votes for African Americans at the same time.

NWSA used Virginia Minor’s argument that women deserved the right to vote because
according to the constitution, they are citizens.

Elizabeth Cady Stanton wrote the 19th amendment, which went into congress every year from
1877 to 1919 when it was finally approved.
Scoring Rubric:
9 - Provides a strong and applicable thesis that directly relates to the question. Essay includes the use of
at least four documents with appropriate citations. Student displays a strong basic knowledge of the
topic and is able to speak eloquently about women’s suffrage with accuracy and personal voice.
8 - Provides an applicable thesis that directly relates to the question. Essay includes the use of at least
four documents with appropriate citations. Student displays a strong basic knowledge of the topic and is
able to speak eloquently about women’s suffrage with accuracy.
7 - Provides an applicable thesis that directly relates to the question. Essay includes the use of at least
three documents with appropriate citations. Student displays a strong basic knowledge of the topic and
is able to speak eloquently about women’s suffrage with predominant accuracy.
6 - Provides an applicable thesis that directly relates to the question. Essay includes the use of at least
three documents. Student displays a basic knowledge of the topic and is able to speak eloquently about
women’s suffrage with predominant accuracy.
5 - Provides an applicable thesis that relates to the question in some way. Essay includes the use of at
least three documents. Student displays some knowledge of the topic though some points are repeated
multiple times without reason.
4 - Thesis statement is related, if vaguely, to the question. Essay includes the use of at least two
documents. Student displays little outside knowledge of the topic though uses the documented points
well.
3 - Thesis statement only barely relates to the question. Essay uses only two documents without
citation. Voice is not evident and outside knowledge is negligible at best.
2 - Thesis statement is completely off target. Uses three or less documents and displays very little to no
outside knowledge of the topic.
1 – Essay is entirely off the mark. Thesis does not even attempt to answer the question and no outside
information was used.
APPARTS
Trial Announcement of Susan B. Anthony
Author: United States
Place & Time: Rochester, N.Y., 1874
Prior Knowledge: Voting for women was illegal
Audience: Court Audience and United States citizens by proxy
Reason: Anthony cast her vote in the 1872 presidential election, and though the constitution said all
citizens could vote it was deemed illegal for a woman to do so.
The Main Idea: The State meant to make an example of her by showing the illegality of her ballot but
instead was greatly embarrassed by the outcome, even though she was given a guilty verdict.
Significance: Anthony did what she believed in and did so publically, thus encouraging others to do the
same by example.
Declaration of Sentiments
Author: Elizabeth Cady Stanton and other attendees of the Seneca Falls Woman's Rights Convention
Place & Time: Seneca Falls Woman's Rights Convention, July 19-20 1848
Prior Knowledge: First Women’s convention, predominantly Quaker.
Audience: General public as well as white house officials and the President to make clear their
intentions.
Reason: Clearly state the wrongs done to them and how they are basely unfair.
The Main Idea: Women are treated as less than second class citizens.
Significance: This included the right for women to vote, something that was a completely radical idea at
the time.
Photo of Stanton and Anthony
Author: Elizabeth Cady Stanton (left) and Susan B. Anthony (right) pictured.
Place and time: Photo was taken at the Seneca Falls Convention for women’s rights in 1848.
Prior knowledge: Elizabeth Cady Stanton and Susan B. Anthony were both very active in
women’s rights. Photo was taken during simultaneous suffragist and abolitionist movements.
Audience: Photo was taken possibly for their own personal benefit, or perhaps to share with
friends or be published. Maybe even for posterity.
Reason: To commemorate the first meeting of the Seneca Falls convention, which was a big
deal. The two women were probably very excited, but being experienced, they knew it was by
no means the end of the battle. Both were hard workers though, and prepared to see the
movement through.
The main idea: The two women’s rights activists were very close, and wished to be portrayed as
hard working (which they were). They were also very old by this point.
Significance: Susan B. Anthony and Elizabeth Cady Stanton were both legends in the suffragist
movement (Susan B. Anthony more than Stanton). The women in the photo obviously wanted to
be portrayed as hard-working.
Ain’t I a Woman
Author: Sojourner Truth, African American woman who was a women’s rights activist. She
was an ex-slave, and made speeches all over the country.
Place and time: speech was delivered at the Ohio Women’s Rights Convention in 1851.
Prior knowledge: Speech was given during a civil rights movement, where both votes for
women and abolition of slavery were being discussed. Ultimately, the women’s rights
movement got shelved until well after the civil war which gave African Americans the vote.
Sojourner Truth was most notably a suffragist, but was also supportive of abolition.
Audience: The speech was delivered to a crowd of fellow suffragists, who were all very
supportive and excited about her speech. The speech was later transcribed, and published in two
major newspapers.
Reason: The speech was prepared for a women’s rights convention. It was designed to raise
important supporting arguments for the suffragist movement, as well as disprove some antisuffragist ideas. It was most successful at raising the spirits of the suffragist women, and getting
them fired up.
The main idea: Women have just as much right as men to vote because when you get down to
it, there aren’t any real differences between them.
Significance: Sojourner’s speech has been immortalized in history books and held a forefront
position in the minds of her generation. Firsthand accounts of her speech say that the speech
cannot properly be transcribed, because it was simply so provoking. She remained constant to
the theme of women’s rights, using Christianity and snark to support her claims.
Constitution of NWSA
Author: NWSA was founded by Susan B. Anthony and Elizabeth Cady Stanton, so the
constitution was presumably written by them.
Place and time: The NWSA was founded in 1869, four years after the civil war ended. The
issue of abolition had basically passed, and women’s rights had the opportunity to reach the
forefront of civil rights movements once again.
Prior knowledge: The NWSA worked towards the goal of securing the vote for women. They
were eventually overshadowed by a rival suffragist association, the National Woman's Party
(NWP), but during the 19th century the NWSA cornered the market on women’s rights.
Audience: The constitution was written for the women working in the NWSA, and for the future
workers to come.
Reason: To instruct the workers on how the association should be ran, as well as to solidly
define the purpose and goal of the association.
The main idea: All the suffragists are on the same team, and ought to work together and
contribute equally to the cause.
Significance: The NWSA carried the torch of suffragism into the 20th century for Americans.
The constitution echoes the energy and persistence of the women working for the betterment of
their sex, considering that the 19th amendment wasn’t written until a century after the Seneca
Falls convention was held.
Letter Home
Author: Louisa Jo Holmes
Place & Time: January 8th 1850
Prior Knowledge: Women did not have opportunities for well paying jobs and so could not support a
family on their own.
Audience: Holmes’ parents
Reason: Holmes’ husband and child had died and her daughter was ill, she was asking for help.
The Main Idea: Women were left with little to no possibilities without a spouse or some sort of male
provider.
Significance: Document shows a personal account of the struggle felt by women left to fend for
themselves without a fair chance
Photograph of NWSA in Washington
Author: Credit: Library of Congress, Washington, D.C.
Place & Time: International gathering of woman suffrage advocates in Washington, D.C., 1888
Prior Knowledge: The women pictured (Anthony, Gage, Stanton, and others) fought for women’s rights
their entire lives.
Audience: American citizens, possibly the image was taken for a newspaper or for personal
remembrance
Reason: Probable documentation of those present
The Main Idea: Give face to the women leading a movement across America
Significance: Clear photograph of a number of strong women all working together in alignment towards
a common goal.
Works Cited
Anthony, Susan B. "Votes for Women! - Letter from Louisa Jo Holmes, 1850 - Texas State Library - Texas
State Library and Archives Commission." Votes for Women! - Letter from Louisa Jo Holmes, 1850
- Texas State Library - Texas State Library and Archives Commission. N.p., n.d. Web. 12 Apr.
2013.
Halsall, Paul. "Internet History Sourcebooks." Internet History Sourcebooks. Fordham University, Nov.
1998. Web. 12 Apr. 2013.
"National Women's History Museum." NWHM. N.p., n.d. Web. 12 Apr. 2013.
"Seneca Falls Convention, 1848." Seneca Falls Convention, 1848. N.p., n.d. Web. 11 Apr. 2013.
Truth, Sojourner. "Documents From: A History of the American Suffragist Movement, © The Moschovitis
Group, Inc." Documents From: A History of the American Suffragist Movement, ©
The
Moschovitis Group, Inc. Suffragist.com, n.d. Web. 12 Apr. 2013.
"Untitled Document." Constitution of the Womens Suffrage Association. Womens Suffrage Association,
n.d. Web. 19 Apr. 2013.
"Woman Suffrage: International Gathering, 1888." Encyclopedia Britannica Online. Encyclopedia
Britannica, n.d. Web. 13 Apr. 2013.
Levi Hudson
Dylan Wills
04/18/2013
Per. 3 APUSH
DBQ Project
Explanation of Relevance/Connections
The topic for this DBQ is the impact literature had on the abolitionist movement in the
thirty years prior to the Civil War. This topic is important because the abolitionist movement
was extremely relevant in the years before the Civil War, as that movement helped push the
issue of slavery and slave rights to the forefront of the mind of the American people, and the
issue was so important that we went to war with each other over it. Literature, such as Uncle
Tom's Cabin, brought a lot of the opinions and perspectives of slaves into light, as well as
influenced the opinions of many readers through newspaper articles.
The documents used in this DBQ are very connected to the topic. There are several
excerpts from the novels Uncle Tom's Cabin, The Narrative of the Life of Frederick Douglass,
and Running a Thousand Miles for Freedom. These excerpts enlighten the knowledge of the lack
of slave rights and brings up some of the opinions of slavery through the perspectives of the
slaves. The newspaper articles also provide a contrasting perspective by stating the opinions of
some of the slave owners and religious persons about slavery.
APPARTS WORKSHEET
Text:
Offensive Term “Nigger.”
English writers use it ignorantly and American writers cussedly.
Nicely-observing persons who have been reading “The Christian” must have noticed that when Mr. Caine finds
occasion to say “nigger” he says nigger out right brutally, with no suggestion of apology in the way of quotation marks
– as if “nigger” were simply and only a term descriptive, and as inoffensive as parson or actress.
Some may suppose that this departure – by the standard of good American usage – is due to the able editing
of Mr. Chevalier, who, “we have been told, revised : “The Christian’s” slang, that no inaccurate vulgarisms might mar
its perfect realism. Such a theory would do Mr. Caine an injustice. Strange as it may seem, nigger, as he uses it,
without quotation marks, is not slang at all, but is simply the ordinary English way of describing a person of color.
Author:
This newspaper article was published by The Cleveland Gazette. The
author is not given, but The Cleveland Gazette was in circulation from 1883 to
1945.
Place
and Time: Published on November 27, 1897. Newspaper volume 15,
number 17, page 1.
Prior Knowledge: The document was published in 1897, after the Civil War and
the freedom of the slaves, but this is still an excellent example of racism that was
still raging through the period. The author is clearly showing his viewpoint of
African Americans and his thought that they are clearly still inferior, and his need
to simply educate his audience on what is the proper protocol on dealing with
African Americans. The Cleveland Gazette reached 5,000 to 18,000 people and
never missed a publication date in 58 years, as well as showed how black press
played an increasingly important sociocultural role in the late 19th century.
________________________________________
Audience:
This article was clearly published for anyone with higher status or
power than anyone else of color. This clear example of racism established even
more feelings of dominance over former slaves, as it is telling his audience that
former slaves still prefer to be called by their racial slur.
________________________________________
Reason:
This document was created simply to establish more power of the
former slave owners to the former slaves. It says that while Americans are using
this racial slur as an insult, it is actually accurate, and should therefore be said to
describe any African American, even though the readers of the piece will not
change their subtext behind the slur.
The Main Idea: The author is offering to the audience that African American’s
should in fact be called by a racial slur, and is making that action acceptable.
Calling people this racial has now been acceptable, and gives people one more
reason to utter it, which the author has now helped bring about.
________________________________________
Significance: This piece shows an example of racism even after the freeing of
the slaves, and shares that it is acceptable to put these former slaves down
through the use of racial slurs. This article adds to the prejudice former slaves’
face, then and shows feelings of some people today.
________________________________________
APPARTS WORKSHEET
Text:
A Stupid Attack Upon “Uncle Tom’s Cabin.”
Mr. F. Hopkinson Smith has recently acquired some distinction as a teacher of public morals, and more
recently has attracted wide attention on account of his attack upon “Uncle Tom’s Cabin.” In his denunciation of
Harriet Beecher Stowe’s great work before a Boston audience, he committed the wildest blunder of his life. Sensible
people everywhere who have studied the history of this country or one who know anything in regard to the real spirit
of American slavery, must admit that Mr. Smith has lost his head. It is hardly possible or to be expected that Mr.
Hopkinson Smith can entertain any right conception as to the growth and evil tendencies if the monstrous crime of
human slavery in its dealings with the black man upon American soil.
Author:
This newspaper article was published by The Cleveland Gazette. The
author is not given, but The Cleveland Gazette was in circulation from 1883 to
1945.
Place and Time: Published February 9, 1901. Newspaper volume 18, number 27,
page 2.
Prior Knowledge: F. Hopkinson Smith was a US artist, author, and engineer, and
gained wide popularity from his books Tom Grogan and Caleb West and building
the base of the Statue of Liberty.
The author’s point of view is nearly an all out attack on Mr. Smith. He
supplies no evidence of what Smith said so that the audience would actually see
he most likely wasn’t insulting Uncle Tom’s Cabin without making concessions
and seceding on certain points. The author makes out Smith to be an ignorant
cretin, who’s only purpose is to disagree completely with the emancipation of
the slaves and insult the work of Harriet Beecher Stowe.
________________________________________
Audience: This document seemed to be intended for anyone that will read, to
publicize the blunder Frances Hopkinson Smith and take a clear stand on their
support of Harriet Beecher Stowe and Uncle Tom’s Cabin.
________________________________________
Reason:
This piece was created to denounce any support of what Mr.
Hopkinson Smith they might have had from his previous popularity as a writer,
engineer, and artist, and give their full support to emancipate the slaves and the
role Uncle Tom’s Cabin played in that piece.
The Main Idea: Their claim is that Mr. Hopkinson Smith is clearly a racist, and
believes that African Americans should still be slaves and that Harriet Beecher
Stowe’s work brought about that change is a negative.
________________________________________
Significance:
This is an example of press article that gives its support to
emancipated slaves, but shows clear prejudice and bias on the subject, as they
did not provide any words Mr. Smith might have said, or their clear support of
Harriet Beecher Stowe.
________________________________________
APPARTS WORKSHEET
Text:
F. Hopkinson Smith Again.
It is hardly necessary that comment should be offered further touching the idiosyncrasy of F. Hopkinson Smith
in regard to the effect of “Uncle Tom’s Cabin” in bringing about the lat civil war. True enough, the war ended, Mrs.
Stowe is dead and so is Uncle Tom, as has been said. But nearly half a century after all has been said and done,
Hopkinson Smith makes the astounding revelation that Mrs. Stowe helped to do just what should have been avoided.
The opinion which Mr. Smith advances is a mistaken one most assuredly. Mrs. Stowe, as an individual, did her own
thinking. The people did theirs and they acted upon it. Besides this fact “Uncle Tom’s Cabin” appeared long before
the war, a thing which Mr. Smith stubbornly ignores. Then again he begs the question in the allegation he makes that
Mrs. Stowe did not carefully study the situation in the south; yet who understood it better or what makes Hopkinson
Smith a better judge?
Author:
This newspaper article was published by The Cleveland Gazette. The
author is not given, but The Cleveland Gazette was in circulation from 1883 to
1945.
Place and Time: Published March 30, 1901. Newspaper volume 18, number 34,
page 2.
Prior Knowledge: This is a follow up article on Frances Hopkinson Smith and his
previous denunciation
of Harriet Beecher Stowe and Uncle Tom’s Cabin. This
article simply elaborates the author’s low opinion of Mr. Smith and their more
in-depth view of how he made a mistake insulting the book and author that
were influential in bringing awareness to the plight of the slave.
________________________________________
Audience: The audience of this article is anyone in support of the emancipation
of slaves. The article still supplies no quotes from the actual discussion and is
using rhetorical questions to paint Mr. F. Hopkinson Smith in a negative light.
________________________________________
Reason:
This article gives another example of The Cleveland Gazette’s stand
against the act of slavery and portrays them as clears supporters of the cause of
emancipation of slaves, which will most likely gain support from many viewers.
The Main Idea: Through the author’s continued abuse of Mr. Smith, The Gazette
has taken a clear stand of support for what Uncle Tom’s Cabin stood for.
________________________________________
Significance: This shows that the press can paint any person as a villain, and if it
is not in accordance with what the editor ultimately believes and what the
newspaper has shown in the past, then a lack of continuity makes the article
hard to believe, and won’t be printed. This article is another show of the power
of the press.
________________________________________
APPARTS WORKSHEET
Text:
I believe that the religion which I profess is opposed in its whole spirit and tendency to slavery; that its fair and
legitimate application would remove the last remnant of it from the world; and that in every effort I make to show
my fellow-men the evils of this system, or to promote universal emancipation, I am performing the appropriate duty
of a Christian man, and of a minister of the gospel of Christ.
Author: This essay was written by Reverend Albert Barnes.
Place and Time: This essay was written in 1857.
Prior
Knowledge: Albert Barnes published many instances of questioning his
world through the views of the Bible, as he was tried for heresy due to his
writings on original sin and atonement, in Notes on the Romans in 1835.
Reverend Barnes wanted to question the view of slavery in connection to
the Bible, and believed that slavery is an evil invention of man and wanted to
prove his viewpoint to any readers.
________________________________________
Audience: This article was created so that any like-minded Christians who do
not support slavery can be heard, and hopefully inspire change beginning with
the Church.
________________________________________
Reason:
This document reflects Reverend Barnes’ idea that slavery is not in
accordance with what the Bible teaches, and should therefore not be legal.
Because the Garden of Eden never showed examples of slavery, it is not an
instance of perfect existence.
The Main Idea: Barnes is allowing change to be made by posing the questions
he believes may allow others to voice their opinions and join their voices to the
cause of emancipating the slaves. He is using his own influence so that others
can join their own voices to his and create the opportunity for change.
________________________________________
Significance:
Reverend Barnes was an influential voice in the church and by
publishing this essay is lending his complete support to the plight of the slaves.
He is doing his part to spread awareness and his belief, because that is how he
saw he could help end slavery. This essay gave people a voice to rally around
when they wanted to share their belief as well.
________________________________________
APPARTS WORKSHEET
Text:
Slavery is a condition of society not founded in nature. When God, in his Word, demands that children shall be
insubordination to their parents, and citizens to the constituted civil authorities, we need no why and wherefore to
enable us to see the reasonableness of these requirements. We feel that they are no arbitrary enactments, but
indispensable to the best interests of families and of society, and therefore founded in nature. We are prepared, too,
from their obvious necessity and utility, to rank them among the permanent statutes of the Divine Legislator. But can
as much be said of slavery? Is there such an obvious fitness and utility in one man’s being, against his will, owned and
controlled by another, as to prepare us to say that such an ownership is founded in the very constitution of things?
None will pretend that there is.
Author: This essay was written by Reverend Timothy Williston.
Place and Time: This essay was published in 1857.
Prior Knowledge: This essay was published as a compilation in 1857 with two
other essays that question the merit of slavery in accordance with the Christian
belief and church. With the publishing of these essays in the year 1857, they
coincide with the Dred Scott decision, in which slaves were not considered
people and couldn’t sue, a decision not overturned since the 14th amendment.
With this publication so close to a decision that pushed the Civil War closer to its
occurrence, it reflected the views of many people in the inhumane treatment of
slaves.
________________________________________
Audience:
This essay addresses anyone who disagreed with the Dred Scott
Decision earlier in the year or who believed that slavery was inhumane and
wrong.
________________________________________
Reason:
Timothy Williston published this essay so that people who believed
slavery was wrong had a voice to rally around, a spokesperson with influence
and ethos to support.
The
Main Idea: The idea of slavery, according to Reverend Williston, is not
shown in the Bible, and is therefore not an idea of God, and by proxy, should be
abolished completely from the entire world, not just the United States.
________________________________________
Significance: Religion, especially in the 19th century, is extremely influential in
the lives of its practitioners, and the church had tremendous power and
authority. To have a Reverend say that slavery goes against God is extremely
powerful and will doubtless affect many people.
________________________________________
APPARTS WORKSHEET
Text:
The Life of Frederick Douglass:
He was asked by Colonel Lloyd and my old master, why he resorted to this extraordinary
expedient. His reply was, (as well as I can remember,) that Demby had become unmanageable. He was
setting a dangerous example to the other slaves,- one which, if suffered to pass without some such
demonstration on his part, would finally lead to the total subversion of all rule and order upon the
plantation. He argued that if one slave refused to be corrected, and escaped with his life, the other
slaves would soon copy the example; the result of which would be, the freedom of the slaves, and the
enslavement of the whites. Mr. Gore's defence was satisfactory. He was continued in his station as
overseer upon the home plantation. His fame as an overseer went abroad. His horrid crime was not
even submitted to judicial investigation. It was committed in the presence of slaves, and they of course
could neither institute a suit, nor testify against him; and thus the guilty perpetrator of one of the
bloodiest and most foul murders goes un-whipped of justice, and uncensored by the community in
which he lives.
Author: The author of this piece is Frederick Douglass, a former slave and
extremely influential voice in the emancipation of the slaves.
Place and Time: This autobiography was published in 1845.
Prior Knowledge: After escaping from slavery, Douglass became a leader of the
abolitionist movement. Known for his precise antislavery writing, Douglass stood
as the antithesis of what American slaveholders said of their slaves, that they
don’t have the capacity to function as American citizens.
Douglass was very clear in his stance of completely abolishing slavery, and
his autobiography served to raise awareness of the hardships and plight slaves
endure.
________________________________________
Audience: This book was written to anyone who would support the plight of the
slave, and for anyone who would support the abolition of slavery.
________________________________________
Reason: This autobiography was intended for anyone who sympathized with the
plight of the slave, and was written to raise awareness of the injustice of slavery,
a task which it accomplished slavery.
The
Main Idea: Douglass simply wants to tell his audiences of the unfair
treatment fellow humans are being subjected too. Torture and whipping, and
deaths more gruesome than anything we can conceivably think of are all
commonplace on a plantation, and Douglass needed to spread the word of what
people are doing to their fellows.
________________________________________
Significance:
Douglass is an extremely influential and eloquent anti-slavery
speaker, enough so that he has moved people to tears and rousing ovations, as
was evident in his speaking at President Lincoln’s memorial. To have Frederick
Douglass share such poignant views on what is happening to his fellow men and
women was extremely helpful to the raising of awareness of slaves and their
hardships.
________________________________________
APPARTS WORKSHEET
Text:
Uncle Tom's Cabin:
O, that's what troubles me, papa. You want me to live so happy, and never have any pain,-never suffer anything,--not even hear a sad story, when other poor creatures have nothing but pain and
sorrow, all their lives;--it seems selfish. I ought to know such things, I ought to feel about them! Such
things always sunk into my heart; they went down deep; I've thought and thought about them. Papa,
isn't there any way to have all slaves made free?
Author: Harriet Beecher Stowe.
Place and Time: Published in 1852.
Prior Knowledge: Harriet Beecher Stowe created Uncle Tom’s Cabin to show the
reality of slavery, and that through Christian love, even slavery is redeemable.
Uncle Tom’s Cabin has been said to lay the groundwork for the Civil War, and
upon meeting her, President Lincoln said, "So this is the little lady who started
this great war.”
________________________________________
Audience: Uncle Tom’s Cabin was written simply to make public the plight of the
slave. Those who were interested were undoubtedly the North in the pre-Civil
War era.
________________________________________
Reason: Stowe wrote this book to share what the slaves faced on a constant and
daily basis. The injustice and abuse, as well as the constant danger and
degradation they faced. To want to be free is a human feeling, and Stowe
wanted to show that these slaves are human too.
The Main Idea: This passage shares that base desire to be free, and not just for
you, but for anyone and everyone. This is a prelude to what this book will share,
and is a reminder that slaves are people too by showing that they experience
empathy and compassion like everyone else.
________________________________________
Significance: This book was influential in laying about the groundwork for the
Civil War, and shows that literature is extremely influential in bringing about
social change through awareness.
________________________________________
APPARTS WORKSHEET
Text:
The Narrative of the Life of Henry H. Box:
While America is boasting of her freedom and making the world ring with her professions of
equality, she holds millions of her inhabitants in bondage. This surely must be a wonder to all who
seriously reflect on the subject of man holding property in man, in a land of republican institutions. That
slavery, in all its phases, is demoralizing to every one concerned, none who may read the following
narrative, can for a moment doubt.
Author: Henry “Box” Brown
Place
and Time: First published in Boston in 1849 and again in Manchester,
England in 1851.
Prior Knowledge: Henry Box Brown is the story of Henry Brown, a Virginia born
slave who escaped to freedom by shipping himself to Philadelphia abolitionists
in a large box. He then became a notable public speaker, but lost popularity
because he told many people of his escape using a large cargo box. Many
thought that he should have kept the details of his escape secret, most notably
Frederick Douglass, who thought other slaves could escape through similar
means.
Henry Brown has written his autobiography to share his experiences with
everyone who will read them. He is adamant about the fact that owning another
human being is wrong, and that once anyone has read his book, they will think
the same.
________________________________________
Audience: This autobiography applies to any sympathetic abolitionists who will
do what they can to help emancipate the slaves. Brown wants to spread the
word that while he is free, there are thousands upon thousands of slaves still
under the constant abuse of Southern slaveholders.
________________________________________
Reason:
Brown shares his story to evoke action from his audience. He has
become a speaker to evoke action from his audience, and he has written this
passage to evoke a reaction from the audience. He wants them to realize that
they need to help abolish slavery, and tries to be personable by telling them they
are reasonable for thinking that.
The Main Idea: Henry Brown is sharing his story and wants to encourage change
through his story.
________________________________________
Significance: This passage is trying to evoke a response from his audience and
does so by trying to be personable, and appealing to sympathy.
Relevant Outside Information:
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1838: After three failed escape attempts, Frederick Douglass escapes to freedom.
1845: Publication of The Life of Frederick Douglass.
March 23rd, 1849: Henry Brown began his trip to freedom.
1849: First Publishing of Henry Box Brown in Boston. Tells the story of a slave escaping to Philadelphia by being
mailed in a cargo box.
1851: Second publishing of Henry Box Brown in Manchester, England.
1852: Harriet Beecher Stowe writes Uncle Tom’s Cabin.
1857: Publication of essays by Reverend A. Barnes and Reverend Timothy Williston.
March 6, 1857: Dred Scott Decision
1861: Beginning of the American Civil War.
January 1st, 1863: Signing of the Emancipation Proclamation.
1865: Civil War ended.
April 14th, 1865: John Wilkes Booth assassinates Abraham Lincoln.
April 14th, 1876: Frederick Douglass speaks at the unveiling of the Lincoln Statue. Moves the audience to tears
and a rousing ovation.
August 25, 1883: The Cleveland Gazette, an African American newspaper, is established by Harry C. Smith.
February 20th, 1895: Frederick Douglass passes away (around age 77).
1901: Frances Hopkinson Smith denounces Harriet Beecher Stowe and Uncle Tom’s Cabin.
The 8–9 Essay
• Contains a well-developed thesis that analyzes the ways in which literature impacted the awareness of
the lack of slave rights between 1830 and 1860.
• Presents an effective analysis of the ways in which literature influenced the knowledge of the lack of
slave rights in the U.S. and why such information is important to the time period.
• 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
• Contains a thesis addressing the ways in which literature impacted the awareness of the lack of slave
rights between 1830 and 1860.
• Has limited analysis of the ways in which literature impacted the awareness of the lack of slave rights
between 1830 and 1860 and its importance to that time period.
• Effectively uses some documents.
• Supports thesis with some relevant outside information.
• May have errors that do not seriously detract from the quality of the essay.
• Shows acceptable organization and writing; language errors do not interfere with comprehension.
The 2–4 Essay
• Contains a limited or undeveloped thesis.
• Deals with the question in a general manner; simplistic, superficial treatment of the subject.
• Merely paraphrases quotes or briefly cites documents.
• Contains little outside information or information that is inaccurate or irrelevant.
• May have major errors.
• 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.
Works Cited Page:
Barnes, Albert. "The Church and Slavery.: By Albert Barnes." The
Church and Slavery.: By Albert Barnes. N.p., 1857. Web. 19 Apr. 2013.
"Ohiohistory.org / The African American Experience in Ohio, 18501920 /." Ohiohistory.org / The African American Experience in Ohio,
1850-1920 /. The Cleveland Gazette, 30 Mar. 1901. Web. 19 Apr. 2013.
"Ohiohistory.org / The African American Experience in Ohio, 18501920 /." Ohiohistory.org / The African American Experience in Ohio,
1850-1920 /. The Cleveland Gazette, 9 Feb. 1901. Web. 19 Apr. 2013.
"Ohiohistory.org / The African American Experience in Ohio, 18501920 /." Ohiohistory.org / The African American Experience in Ohio,
1850-1920 /. N.p., 27 Nov. 1897. Web. 19 Apr. 2013.
Williston, Timothy. "Liberty or Slavery; the Great National Question.: Three
Prize Essays on American Slavery ..." Liberty or Slavery; the Great National
Question.: Three Prize Essays on American Slavery ... N.p., 1857. Web. 19 Apr.
2013.
UNITED STATES HISTORY
SECTION II
(Suggested writing time-45 minutes)
Percent of Section II score-45
Directions: The following question requires you to construct a coherent and well organized essay that
integrates your interpretation of Documents A-H 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. Analyze the impact of literature on the rising awareness of the lack of slave rights in the
North and
South. How did literature change the awareness of this issue? Why was awareness
of the lack of slave rights important to this period of time?
Use the documents and your knowledge of the period 1830-1860 to construct your essay.
Document A
William and Ellen Craft, Running a Thousand Miles for Freedom,1860
I have often seen slaves tortured in every conceivable manner. I
have seen them vhunted down and torn and beaten by
bloodhounds. I have seen them shamefully beaten, and branded
with hot irons. I have seen them hunted, and even burned alive at
the stake, frequently for offences that would be applauded if
committed by white persons for similar purposes.
In short, it is well known in England, if not all over the world, that
the Americans, as a people, are notoriously mean and cruel
towards all coloured persons, whether they are bond or free.
Document B
Henry Box Brown, Narrative of the Life of Henry Box Brown, 1851
While America is boasting of her freedom and making the world
ring with her professions of equality, she holds millions of her
inhabitants in bondage. This surely must be a wonder to all who
seriously reflect on the subject of man holding property in man, in
a land of republican institutions. That slavery, in all its phases, is
demoralizing to every one concerned, none who may read the
following narrative, can for a moment doubt.
Document C
Harriett Beecher Stowe, Uncle Tom's Cabin, 1852
O, that's what troubles me, papa. You want me to live so happy,
and never have any pain,--never suffer anything,--not even hear a
sad story, when other poor creatures have nothing but pain and
sorrow, all their lives;--it seems selfish. I ought to know such
things, I ought to feel about them! Such things always sunk into
my heart; they went down deep; I've thought and thought about
them. Papa, isn't there any way to have all slaves made free?
Document D
Frederick Douglass, A Narrative of the Life of Frederick Douglass: An American
Slave, 1845
He was asked by Colonel Lloyd and my old master, why he
resorted to this extraordinary expedient. His reply was, (as well as
I can remember,) that Demby had become unmanageable. He was
setting a dangerous example to the other slaves,- one which, if
suffered to pass without some such demonstration on his part,
would finally lead to the total subversion of all rule and order upon
the plantation. He argued that if one slave refused to be corrected,
and escaped with his life, the other slaves would soon copy the
example; the result of which would be, the freedom of the slaves,
and the enslavement of the whites. Mr. Gore's defence was
satisfactory. He was continued in his station as overseer upon the
home plantation. His fame as an overseer went abroad. His horrid
crime was not even submitted to judicial investigation. It was
committed in the presence of slaves, and they of course could
neither institute a suit, nor testify against him; and thus the guilty
perpetrator of one of the bloodiest and most foul murders goes unwhipped of justice, and uncensored by the community in which he
lives.
Document E
A Stupid Attack Upon "Uncle Tom's Cabin"
Mr. F. Hopkinson Smith has recently acquired some distinction as a
teacher of public morals, and more recently has attracted wide
attention on account of his attack upon “Uncle Tom’s Cabin.” In his
denunciation of Harriet Beecher Stowe’s great work before a Boston
audience, he committed the wildest blunder of his life. Sensible people
everywhere who have studied the history of this country or one who
know anything in regard to the real spirit of American slavery, must
admit that Mr. Smith has lost his head. It is hardly possible or to be
expected that Mr. Hopkinson Smith can entertain any right conception
as to the growth and evil tendencies if the monstrous crime of human
slavery in its dealings with the black man upon American soil.
Document F
F. Hopkinson Smith Again
It is hardly necessary that comment should be offered further touching
the idiosyncrasy of F. Hopkinson Smith in regard to the effect of “Uncle
Tom’s Cabin” in bringing about the lat civil war. True enough, the war
ended, Mrs. Stowe is dead and so is Uncle Tom, as has been said. But
nearly half a century after all has been said and done, Hopkinson Smith
makes the astounding revelation that Mrs. Stowe helped to do just what
should have been avoided. The opinion which Mr. Smith advances is a
mistaken one most assuredly. Mrs. Stowe, as an individual, did her own
thinking. The people did theirs and they acted upon it. Besides this fact
“Uncle Tom’s Cabin” appeared long before the war, a thing which Mr.
Smith stubbornly ignores. Then again he begs the question in the
allegation he makes that Mrs. Stowe did not carefully study the
situation in the south; yet who understood it better or what makes
Hopkinson Smith a better judge?
I believe that the religion which I profess is opposed in its whole spirit
and tendency to slavery; that its fair and legitimate application would
remove the last remnant of it from the world; and that in every effort I
make to show my fellow-men the evils of this system, or to promote
universal emancipation, I am performing the appropriate duty of a
Christian man, and of a minister of the gospel of Christ.
Slavery is a condition of society not founded in nature. When God, in his
Word, demands that children shall be insubordination to their parents,
and citizens to the constituted civil authorities, we need no why and
wherefore to enable us to see the reasonableness of these
requirements. We feel that they are no arbitrary enactments, but
indispensable to the best interests of families and of society, and
therefore founded in nature. We are prepared, too, from their obvious
necessity and utility, to rank them among the permanent statutes of the
Divine Legislator. But can as much be said of slavery? Is there such an
obvious fitness and utility in one man’s being, against his will, owned
and controlled by another, as to prepare us to say that such an
ownership is founded in the very constitution of things? None will
pretend that there is.
Document G
Offensive Term "Nigger"
Nicely-observing persons who have been reading “The Christian”
must have noticed that when Mr. Caine finds occasion to say
“nigger” he says nigger out right brutally, with no suggestion of
apology in the way of quotation marks – as if “nigger” were simply
and only a term descriptive, and as inoffensive as parson or actress.
Some may suppose that this departure – by the standard of
good American usage – is due to the able editing of Mr. Chevalier,
who, “we have been told, revised : “The Christian’s” slang,, that
no inaccurate vulgarisms might mar its perfect realism. Such a
theory would do Mr. Caine an injustice. Strange as it may seem,
nigger, as he uses it, without quotation marks, is not slang at all,
but is simply the ordinary English way of describing a person of
color.
Document H
Letters to Rev. A. Barnes
UNITED STATES HISTORY – DBQ: CALIFORNIA GOLD RUSH
Free Response Question
(Suggested writing time—45 minutes)
Directions: The following question requires you to construct a coherent essay that integrates
your interpretation of Documents A-F and your knowledge of the period referred to in the
question
Question: Analyze how the Californian gold rush seen in the mid-19th century effect
immigration, and migration, to the western states and evaluate how that effected the United
States population.
Relevant Information:
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James W. Marshall was the first to find gold on January 24, 1848 at Sutter's Mill in
Coloma, California.
San Francisco grew from a small settlement of about 200 residents in 1846 to a
boomtown of about 36,000 by 1852.
Modern estimates by the U.S. Geological Survey are that some 12 million ounces (370
tons) of gold were removed in the first five years of the Gold Rush (worth over US$16
billion at December 2010 prices).
The Chinese Exclusion Act was a United States federal law signed on May 6, 1882,
allowed the U.S. to suspend Chinese immigration, a ban that was intended to last 10
years.
The world's First Transcontinental Railroad was built between 1863 and 1869 to join the
eastern and western halves of the United States.
The average cost of migration to the west coast was 200$.
80,000 to 90,000 migrated to the west coast from 1849 to 1850.
Several hundred Chinese arrived in California in 1849 and 1850, and in 1852 more than
20,000 landed in San Francisco.
Common Laborers earned $7.17 a day in the peak of the gold rush.
The price of gold was $20.16 per ounce in 1849.
The United States acquired California through the Mexican American war in 1848.
California became a state sooner than any other western state because of the huge
economic opportunity it provided. Population growth was also a factor.
California was fairly isolated until the transcontinental railway was created. For nearly
two decades after statehood in 1850, there was no easy overland option to California.
Document A
Document B
EXCERPT: Roughing It by Mark Twain 1872
[. . .]There are seventy thousand (and possibly one hundred thousand) Chinamen on the Pacific
coast. There were about a thousand in Virginia. They were penned into a "Chinese quarter"--a
thing which they do not particularly object to, as they are fond of herding together. Their
buildings were of wood; usually only one story high, and set thickly together along streets
scarcely wide enough for a wagon to pass through. Their quarter was a little removed from the
rest of the town. The chief employment of Chinamen in towns is to wash clothing. They always
send a bill, like this below, pinned to the clothes. It is mere ceremony, for it does not enlighten
the customer much. Their price for washing was $2.50 per dozen--rather cheaper than white
people could afford to wash for at that time. A very common sign on the Chinese houses was:
"See Yup, Washer and Ironer"; "Hong Wo, Washer"; "Sam Sing Ah Hop, Washing." The house
servants, cooks, etc., in California and Nevada, were chiefly Chinamen.
Document C
Document D
EXCERPT: The Chinese Question by David Phillips 1877
Such a thrifty, industrious, alien race, ready to work, are objectionable to other foreign
populations, of course, as all the others are permitted to become citizens and vote, and thereby
are courted and well treated by all demagogues and knaves. Could the Chinaman vote, the
ruffian hoodlums and lawless villains, who are now scarcely restrained from assaulting them in
the streets in day time, and who think it brave to assail their quiet homes at night with
cobblestones and brickbats, would be dealt with in the most summary manner. The Chinaman's
only sin is, he will work. If he can not get a high price, he will take a low one, but work he will.
And then, he is neat, clean, sober and patient, always submissive, peaceable and quiet. . .
CHEAP LABOR.
Document E
San Francisco Bay 1851
Document F
EXCERPT: Enactments So Utterly Un-American penned by Constance Gordon-Cumming 1884
The constant cry against the Chinamen is, that they earn money in America, and take it all out of
the country--even importing from China their clothes, their rice, and their opium--and so in no
way benefit trade. Their detractors do not take into account the good sterling work by which the
country is enriched, both at the time, and in some cases permanently. For Chinese labour has
been largely employed in all departments of State work--in railway and road making, and
wherever else steady and hard and conscientious work is required. Many masters of large
factories bear witness to the satisfactory nature of the work done for them by Chinese hands, in
contrast with the manner in which it is swamped by white men, when they are tempted to yield to
the general howl, and employ only white labour. . . .
So, however little John Chinaman may be appreciated as the representative of the coming race,
his departure from California would be bewailed by many, as a serious loss to the Granite State.
Sample Thesis Statement
The population shift seen in the mid-19th century was directly linked to the Californian gold rush
of the same time period. The incentive for immigration and migration was provided by the huge
increase in low skill level jobs that potentially provided lucrative payout.
Response Key
The 8–9 Essay
• Contains a clear, well-developed thesis that:
◦ Analyzes how the gold rush directly affected immigration into California and the socioeconomic impact seen.
◦ Evaluates the impact of migration from eastern states and how that spurred massive growth in
the western states.
• Presents an effective analysis of the:
◦ Struggles migrant workers faced in addition to the labor intensive work they performed such as
discrimination from white workers of the same profession.
◦ Identifies the massive population increase among Californian coastal cities present in
photographs.
• Effectively uses a substantial number of documents.
• Develops the thesis with substantial and relevant outside information.
• May contain minor errors that do not detract from the overall quality of the essay.
• Is well organized and well written.
The 5–7 Essay
• Contains a thesis that:
◦ Addresses the impact of immigration and migration to California.
◦ Provides limited insights into why the immigrants went to California.
◦ May be only partially developed.
• Provides some analysis of:
Why a large number of immigrants were of Asian descent and how that impacts current
demographics.
Why the migration from the east coast is relevant.
• Effectively uses some documents.
• Supports the thesis with some relevant outside information.
• May contain errors that do not seriously detract from the overall quality of the essay.
• Has acceptable organization and writing.
The 2–4 Essay
• Contains an unfocused or limited thesis, or simply paraphrases the prompt.
• Deals with the question in a general manner; simplistic, superficial treatment of the subject.
• Merely paraphrases, quotes, or briefly cites documents.
• Contains little outside information, or lists facts with little or no application to the question.
• May have major errors.
• 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 organized and/or written so poorly that it inhibits understanding.
• Is completely off topic or blank.
APPARTS
The Chinese Question by David Phillips
Author: David Phillips
Place and Time: 1877 in California
Prior Knowledge: David Phillips went to California for the dry climate because he had a son
suffering from tuberculosis. With this in mind, we can arrive at the conclusion that Phillips was
not a day laborer but was exposed to many many asian immigrants in his daily life. In the time
period he would have seen workers working mines, laundry services, and numerous other forms
of domestic servitude.
Audience: The audience of this piece is anyone who is interested in the moral and political
implications of mass immigration from asian countries into California.
Reason: David Phillips was able to clearly observe the lifestyle of many people in California
while he was there. This allowed him to accurately describe in published letters what the
immigrants had to deal with. Phillips’ intent was to raise awareness of what wrongful hardships
immigrants faced, but also why they were important to California.
The Main Idea: That the asian immigrants provide all of the labor gold production is based on.
Significance: Phillips raises many questions that cause pause for thought, which is the main
significance. He also speaks to the matter of why California needs the immigrant labor.
Map 1846
Author: George Hyde, there are 2 other signatures on the map that no one knows who they
belong to.
Place and Time: It is a map of San Francisco in 1846
Prior Knowledge: This is just a standard map of San Francisco in 1846. Little did they know the
gold rush would happen in 2 years and drastically change San Francisco.
Audience: This was probably for the government, they commissioned map makers to report on
what San Fran looked like.
Reason: This was created to be a extremely detailed map of San Francisco, to show what was
where.
The Main Idea: This is what San Francisco looks like.
Significance: This is extremely relevant because it shows how small San Fran was before the
gold rush and the immigration that it caused. This can be used to show how extreme the growth
of the population was.
Roughing It by Mark Twain
Author: Mark Twain
Place and Time: The book was published in 1872, but takes place (for the most part) during the
time period between 1861–1867 in California while Twain was a Confederate Cavalry member.
Prior Knowledge: In the document, the view of Asian immigrants is shown through what Twain
describes their lifestyles to be. At this time immigrants were treated poorly for various reason,
not the most of obvious of which was the fact that the migrant workers were taking the jobs that
citizens viewed as “theirs” or something they were entitled to. At the time mining was the main
job that migrant workers received, but, some also went to clean out old abandoned mines. These
migrant workers received the worst of “foreign tax” policies which took most of what they
recovered from the mines.
Audience: Since this is a book Twain wrote that documented his travels, he intended most
everyone interested in the culture of the west to read this.
Reason: Roughing It was in a lot of ways Twain’s autobiography. The intent was to document
his travels across the west, including what time he spent in California with miners and
immigrants.
The Main Idea: Twain is trying to communicate that citizens, but primarily native born men, are
treating asian immigrants like criminals or aliens. Yet, as he points out, these men are more
civilized than many of the same men persecuting them for crimes they didn’t commit. The
message is not all positive, with the occasional insinuation that the Asian immigrants are simple.
He refers to them being mimics by nature copying their masters.
Significance: This is significant because the piece outlines a lot of the mentality seen in the
1800’s towards immigrants, specifically the boom of Asian immigrants on the west coast.
IRL Constitution
Author: Charles Warren, Robert DeCourcy Ward, and Prescott Farnsworth Hall
Place and Time: This constitution was published at Harvard in 1894
Prior Knowledge: This document was about the ban of immigration to the US because of the
gold rush. The writers and members of the IRL wanted immigration to stop because they knew if
immigrants kept coming at the same rate they were, the US would get over-populated.
Audience: This document was created to almost a mission statement of the IRL. They wanted
these laws to be past by the government to stop/ reduce immigration. So it was created for the
congress.
Reason: The authors wanted these laws to be past by the government to stop/ reduce
immigration.
The Main Idea: Immigration is bad.
Significance: This is relevant because it showed the almost extremist view of immigration to the
US during the gold rush. It showed what those who realized it needed to stop were doing.
Photo 1851
Author: After extensive research the sources say the artist is unknown.
Place and Time: This is a picture of San Francisco Bay in 1851
Prior Knowledge: 1851 is the heart of the time migration occurred in to the western states do to
the California gold rush. This photo was taken to show the mass expansion San Francisco went
through do to the migration and immigration.
Audience: This photograph was intended of all audiences.
Reason: This photo was taken to show the mass expansion San Francisco went through do to the
migration and immigration. Author probably wanted to show the true details of what the
expansion of the city did by comparing it to images or pictures from before.
The Main Idea: The author wanted to get across that the expansion of San Francisco had a huge
impact on the bay and the area around it.
Significance: This photo is significant because paired with the other photo of San Fran’s bay you
can see the massive change in city size just over 5 years’ time. This image can also be used by
itself to just show the massive amounts of people seeking jobs in the gold rush.
Enactments So Utterly Un-American penned by Constance Gordon-Cumming
Author: Constance Gordon-Cumming
Place and Time: California 1884
Prior Knowledge: The case in gold rush California was that a lot of the production being done
was dependent on migrant workers. Without the Asian influx present during the era the
production of gold and other goods, notably most of the food consumed by all workers of the
gold mines, would not be as efficient or drastic.
Audience: This letter was present in a book written by Gordon Cumming meaning it was
intended for public consumption.
Reason: Gordon-Cumming meant to publish her opinions about Asian influence in gold rush
California and did so with these letters and following those with a book. The idea was to present
her views in a way that altered other’s perspective on immigration to California.
The Main Idea: Her point that is made is essentially the problem such massive immigration
causes. The main reason being the money going out, but not coming back in.
Significance: These letters are significant because they clearly outline a lot of the reasons that
people strongly pushed back against allowing so much immigration.
Explanation of Relevance
The California Gold Rush was extremely important to the history of the United States
because of the influence it had on migration and immigration to the western states. The United
States had not even acquired the western territory yet, it was still a part of Mexico only under
United States military occupation. Gold was the standard currency worldwide at that time
making California tremendously valuable to the United States. The discovery of gold spread to
the eastern states as well as the rest of the world. Mining jobs started opening up to harvest the
ridiculous amounts of gold in California. Men and families looking for jobs migrated to the west
coast in hopes to get rich. Only one year after the discovery of gold It is estimated that
approximately 90,000 people arrived in California in 1849—about half by land and half by sea.
Of these 50,000 to 60,000 were Americans, and the rest were from other countries. One year
after that in 1850 California gained its statehood after a long debate in the United State Congress
over the slavery issue due to the huge increase in population, as well as the need for civil
government. By 1855, 300,000 miners had arrived from every continent.
By 1855 the “Gold Rush” was over however gold was still being mined at a much lower
rate. On May 10, 1869 the transcontinental railroad was finished in Promontory Summit, Utah
due to the prospectors switching jobs to working on the railroads. This meant that the Midwest
and west could come available with much less hassle.
The other major piece that makes this topic relevant in the scheme of US history is the
fact that the massive immigration seen in the 1800’s had an impact as far into the future as
WWII. During World War II all the same families that immigrated from Asia a century before
were persecuted for no other reason than the fact they were of Asian descent in a time of war.
The time period spawned some of the largest social debates about human rights for the era, with
numerous supreme court cases dealing with different aspects. Asian American citizens, many of
whom were left with no other options, were put in facilities or sent to the Midwest. No
investigation was done as to their motives for being in the country, to which most would have
explained the fact that their families have been citizens of the United States for decades if not a
full century. The effects of mass immigration in the 1800’s was felt long after the point when the
individual’s came over originally and still has an impact on the development of cities.
The documents connect because they each deal with specific areas of immigration
problems. The list of topics the written personal accounts cover include discrimination against
immigrants in law, the need for cheap labor to support the mining based economy, and some of
the various professions and sheer numbers that Asian Americans had. Each of these is a crucial
connection to the topic and helping identify what a proper answer to the prompt is. The photos
included are ones that provide some visual relevance for the literary information given. Without
the photos it is hard to accurately judge the scale of what happened during the gold rush. The
growth was somewhat unparalleled, and reflected that of modern cities that would evolve later
on in the early 20th century. The last document, which was the manifesto of the Immigration
Restriction League, outlines the exact ideas many people agreed with. The strong anti-
immigration mentality in the United States that would follow the influx of foreigners around the
time of the gold rush can be seen with this document.
Works Cited
Gordon, Cumming C. F. Granite Crags. Edinburgh: William Blackwood and Sons, 1884. Print.
Hyde, George. Veiw of San Fransisco. 1846. Ink on Canvas. N.p.
Phillips, D. L. Letters from California: Its Mountains, Valleys, Plains, Lakes, Rivers, Climate and Productions. Also
Its Railroads, Cities, Towns and People, as Seen in 1876. Springfield, IL: Illinois State Journal, 1877. Print.
San Fransisco Bay 1851. 1851. Photograph. Kumeyaay, San Deigo.
Twain, Mark. Roughing It. New York: Harper & Row, 1871. Print.
Warren, Charles, Robert DeCourcy Ward, and Prescott Farnsworth Hall. Constitution of the Immigration Restriction
League. 1894. The Immigration Restriction Leagues Constitution. Massachusetts, Harvard College.
This is approximately one half of the DBQ project. The half that I did, the rest is on my partner who did
not finish… We divided and conquered and I completed my agreed half.
Klu Klux Klan
by Aaron Henry
A:
Author: The author is really unknown it is some member of the Ku Klux Klan. However as it is a secret
society the letter was sent anonymously.
Place/time: The document was written in 1868 to a black elected official in Lincoln County, Georgia.
Prior knowledge: The letter was written in 1868, only 3 years after the end of the civil war and less than
a year after the reconstruction act. This letter is very early into the Klans life and it sets a precedent and
a knowledge for how the clan intends to maneuver politically and militantly for the following decades.
Audience: The document or letter was intended only for the elected official. As a secret society you
don't really want to have your secrets, and ways of operation highly publicized. In today release the
intended audience are historians, looking at how the anti government backlash and extremist hate
groups responded.
Reason: The reason for the letter is fairly straight forward. Fall in line, get out, or die. Those were the
options given by the Klan back during reconstruction era. During this era it was all about getting
democrats back in their public seats. The layers of terror hadn't yet been spread. But the message was
clear. Fall in line or die.
The main idea: The message of this, or the main idea being sent across is, yes we lost the war. But we
have not lost our way of life. And you will obey the way this country, this society works. Bow to the rule
of land.
Significance: This letter shows what the Democrats were doing to undermine the republican party. It
shows what extremes, and what methods the KKK were planning to use to get back in control.
Document B:
Author: The author of this personal letter was Canadian Methodist minister William Luke
Place/time: July 11, 1870 Cross plains, Callhoun county.
Prior knowledge: 1870 was in the middle of reconstruction which ended in the mid to late 70's. This time
period was the highlight and moment when the clan was at its strongest and most savage. Lynchings in
this time frame were very very common. And the Klan had control of practically all law officials. Klan was
law.
Audience: the audience for this letter was his wife. It was meant to express his decisions and explain
why things will happen as they have to. In the more modern world it is an example set for what beliefs
stood against the Klan.
Reason: It was created for two purposes to console and to explain the situation. He knows his death is
coming, and he wants to inform his wife on why he has to die. And let her know it was for a good cause.
The main idea: The theme is pretty simple, it is that all humans are equal and all have rights. This
minister saw under divine law of god that Negroes were equal. And he died championing that belief.
This also shows the theme of murder and intimidation used by the Klan to undermine the republicans
movements.
Significance: The theme is that all people have the right to be educated. All people are the same under
god. And that the Klan is blind to that. And many people, many religious figures even in the time of
horrifying adversity tried to give that to the Negroes. They deserved education, and voting. Because the
two go hand in hand. If blacks are educated. Blacks can vote. The Klan couldn't have that.
Document C:
Author: The author are the Knights of Camelia.
Place/time: General Convention held in the City of New Orleans on June 4, 1868.
Prior Knowledge: The Knights of Camelia are like, the high class KKK. They were not the landowners,
they were the bankers, the govenors. The people of high status. The KKK was run by people who wanted
to keep white dominance. The Knights of Camelia, were the people who dominated hwite society. They
were more political than physical. They kept there hands clean and were even more secret than the KKK.
Audience: The document was created in purpose of swearing in. This document therefore was highly
publicized and one of the few documents on the knights fairly easy to gain access to. They wanted to
spread there oath, there code of law because they wanted members.
Reason: Just like most oaths, it was created to give a bullet point agenda of the belief of the group. They
wanted to outline, in a few sentences where they stood and what actions they would employ to achieve
their goal of dominance over lesser citizens.
The main idea: The author is trying to get across, by pledging to this group, you are pledging white
dominance. You are pledging to for ever hold the democratic standards and the southern standards of
white is right.
Significance: This pledge shows two things, that there was more than the KKK but many many secret
societies bent on one thing: destroy the growth of the black race. It also points out the fact that the civil
war did not destroy the southern spirit or way of life. If they couldn't have slaves, many many whites
were hell bent on being more important, and being stronger race than blacks.
Document D:
Author: The Union news paper
Place/time: Cincinnati Ohio, February 18th, 1922.
Prior knowledge: the 1920's was the near death of the progressive era. People transitioned away from
self and societal betterment to liberation, and with that the black civil rights was completely forgotten.
Jim crow had slowly been sliding its way into society, but with the last of the progressive collapse. All
hope was completely lost.
Audience: As it was a Negroe newspaper the audience was Negroes everywhere. Particularly in Ohio.
With a clan meeting of over 1,000 Klansmen the author was warning all blacks, every Negroe had need
to hear about this.
Reason: The article was a shout out to WAKE UP! The 1920's saw the final and complete slaughter of
black freedoms and civil liberties. They were as good as wage slaves from that point on. The article was
warning them that just like in the 1860's the white dominated everything, they could and would kill
anyone who opposed their viewpoint. And it was necessary for people to see that while the KKK hated
more groups then the blacks, it was only blacks they would go out and publicly hunt.
The main idea: Get invovled, run hid, be aware of your surroundings. You Ohio Negroes are in danger.
Wake up. Protect yourself and your family. Because soon they'll be coming for us.
Significance: The black community was very sequestered and secondary class citizens. They were
completely at the mercy of the small population of whites in communities because they had the law
backing them. The government had turned on them, the white race had turned against them, even
popular culture had turned against them, and they had to realize all they had was each other.
Document E
Author: The author of The Klansmen manual is not known, it was just published under the title of the Klu
Klux Klan.
Place/Time: It was published in 1924 in Atlanta Georga. The original transcript is gone but this is a
reprinted version of the original 1868 version.
Prior knowledge: When it came to what they did, I knew killed lynched intimidated to stop black voters.
What I didn't realize is they did it in the name of patriotism. They felt true Americans were white, pro
white and would always be white. We all know they hated black, but the reason they hated black is
because they were unamerican. A way to make even less racist people join the ranks.
Audience: Any and all klansmen. This is what you are thinking of joining or have joined. Anyone in
support of the action of the klan were encouraged to read it.
Reason: The point behind this writing was to declarative claim the reasoning behind the Klan and what
they stood for. They meant to be true Americans. They meant to keep America pure. To read these
claims, it sounds like an great institution and that’s his goal to show the good side of the Klan.
The main idea: The main idea is to prove that the Klan is just as good as fair as any organization and to
prove its value for America. The Klan has always had a dark history of violence and they want to present
themselves as an ideological association, not a group bent on terrorizing other citizens.
Significance: The significance of this piece is to show how the KKK saw themselves. While most saw
them as evil tyrants they justified them as a political and ideological machine. We often focus on the
tyranny of the KKK, because thats how they went down in history. We fail to recognize what they were
when they were in power. Heroes of sorts.
Document F:
Author: United States Congress
Place/Time: Washington D.C. 1871
prior knowledge: while the Republicans held the congress they had a wart with Lincolns replacement on
how to handle the southern states. It is this administration in the Congress that went to war with the
Southern secret society. They tried to crush the groups by putting them under martial law through
preselected governors. Yet violence continued to ensue and legalizing them was their response.
Audience: The audience was widespread. It was everyone. Literally everyone. It was to scare of the
secret societies in the south. To comfort the Negroe constituents who were voting for the republicans
AND the British allies who were watching there American counterparts with a very very sharp and
judgmental eye.
Reason: The reason this legislation was created was to curb violence. Even though the war was over,
hundreds were still dieing from the impact of the war. Dozens of negroe and pro negroe whites were
being intimidated beaten and murdered everyday. The document was a response saying stop or we will
take militaristic action.
The main idea: The main idea of this excerpt is to say. Yes everything you are doing is illegal. Let us
redefine what the constitutional amendment was saying. It means you need to stop harassing them.
And it is the duty of the president to take actions if someone won't allow equal rights. For all
nationalities white and black, have equal right. Now realize this.
Significance: The equal rights bill of 1871. Was the final nail in the coffin of the equal rights work of the
civil war. It was the last major congressional act trying to undermine the southern extermination of
Negroe rights in the south. It destroyed the attempts at equal rights for the next 80 years in American
history.
Document G:
Author: Frank Bellew
Place/Time: 1879 New York City
Prior Knowledge: this guy was a political cartoon satirist, he was the inventor of the mockup of Uncle
Sam and made many political statements in his time as a cartoonist for newspapers.
Audience: As the picture depicts the KKK sneaking through doors and windows and the black family as
very industrious. This has a very negative slant on the KKK therefore the audience and consumers would
be the republican party.
Reason: The reason behind this is to show how evil and dark and truly wrong the things the KKK are
doing actually are.
The main idea: He's trying to cross the point just how evil the KKK are. And how they're using murder
and the threats of violence against families of the family (notice no father) as a means of keeping Black
elected officials inline.
Significance: This shows again the tactics of the KKK and other secret societies. They used murder and
lies deceit and intimidation to keep people in line and following their agendas. It was all a ploy of control
and that’s the secret conversation of this comic strip.
UNITED STATES HISTORY
analyze the methods used
a stance on whether or not
undermining the republican
United States
by secret societies and take
they were effective at
government during the
reconstruction.
Use the documents and
years 1865-1877 to
your prior knowledge of the
construct your essay.
DOCUMENT A
Source The Washington
Post Company 2013
DOCUMENT B
Source: William Luke, July 11, 1870, Calhoun County
My Dear Wife:
I die tonight. It has been so determined by those who think I deserve it. God only
knows I feel myself entirely innocent of the charge. I have only sought to educate
the negro. I little thought when leaving you that we should thus part forever so
distant from each other. But God's will be done. He will be to you a husband better
than I have been, and a father to our six little ones. . . .
Your loving husband,
William
DOCUMENT C
Source: Constitution and the Ritual of the Knights of the White Camelia, Whitfish
Montana
I do solemnly swear, in the presence of these witnesses, never to reveal, without
authority, the existence of his Order, its objects, its acts, and signs of recognition; never
to reveal or publish, in any manner whatsoever, what I shall see or hear in this Council;
never to divulge the names of the members of the Order or their acts done in connection
therewith. I swear to maintain and defend the social and political superiority of the
white race on this continent; always and in all places to observe a marked distinction
between the white and African races; to vote for none but white men for any office of
honor, profit, or trust; to devote my intelligence, energy, and influence to instill these
principles in the minds and hearts of others; and to protect and defend persons of the
white race in their lives, rights, and property against
the encroachments and aggressions of an inferior race.
DOCUMENT D
Sour
ce: the Union, Cincinnati Ohio 1922.
Source: the Klansmen Manual 1925
Mobilization
This is its primary purpose: "To unite white male persons, native-born,
Gentile citizens of the United States of America, who owe no allegiance of
any nature or degree to any foreign government, nation, institution, sect,
ruler, person, or people; whose morals are good; whose reputations and
vocations are respectable; whose habits are exemplary; who are of sound
minds and eighteen years or more of age, under a common oath into a
brother hood of strict regulations."
DOCU
MENT E
Cultural
The Knights of the Ku Klux Klan is a movement devoting itself to the
needed task of developing a genuine spirit of American patriotism.
Klansmen are to be examples of pure patriotism. They are to organize the
patriotic sentiment of native-born white, Protestant Americans for the
defense of distinctively American institutions. Klansmen are dedicated to
the principle that America shall be made American through the
promulgation of American doctrines, the dissemination of American ideals,
the creation of wholesome American sentiment, the preservation of
American institutions.
DOCUMENT F
Source: HarpWeek news 2013
Act of 1871 Ku Klux Klan or equal rights bill
SEC. 3. That in all cases where insurrection, domestic violence, unlawful
combinations, or conspiracies in any State shall so obstruct or hinder the
execution of the laws thereof, and of the United States, as to deprive any portion
or class of the people of such State of any of the rights, privileges, or immunities,
or protection, named in the constitution and secured by this act, and the
constituted authorities of such State shall either be unable to protect, or shall,
from any cause, fail in or refuse protection of the people in such rights, such facts
shall be deemed a denial by such State of the equal protection of the laws to
which they are entitled under the constitution of the United States: and in all
such cases …it shall be lawful for the President, and it shall be his duty to take
such measures, by the employment of the militia or the land and naval forces of
the United States, or of either, or by other means, as he may deem necessary for
the suppressions of such insurrection, domestic violence, or combinations…
DOC
UME
NT G
Source: Bellew, Frank, Ku
Klux Klan attack on an African American family
,1879 India, USA
DBQ sources cited
Document A
Onion, Rebecca. "Threats From a Ghost." The Vault. The Washington Post Company, 8 Apr. 2013. Web.
18 Apr. 2013.
<http://www.slate.com/blogs/the_vault/2013/04/08/the_ku_klux_klan_threatening_letter_sent_to_a_
bla
ck_elected_official.html>.
Document B
Luke, William. "Movements of the Mystic Klan." Alabama Moments. Alabama Department of Archive
and History, n.d. Web. 14 Apr. 2013. <http://www.alabamamoments.state.al.us/sec28ps.html>.
Document C
Fleming, Walter L. Constitution and the Ritual of the Knights of the White Camelia. Whitefish,
Montanna: Kessinger, LLC, 2003. Print. http://books.google.com/books?
id=029LAAAAYAAJ&pg=PA23&lpg=PA23&dq
Document D
"Rebirth." Ohio Historical Service. The Union, n.d. Web. 14 Apr. 2013.
<http://ehistory.osu.edu/osu/mmh/clash/imm_kkk/KKK pages/Documents/Newspaper.htm>.
Document E
"The Klansman's Manual." The Klansman's Manual. Oregon State University, n.d. Web. 14 Apr. 2013.
<http://ehistory.osu.edu/osu/mmh/clash/imm_kkk/KK%20pages/Documents/klanmanual.htm>.
Document F
Adler, John. "The Ku Klux Klan Act." The Klu Klux Klan Hearing. Harper Week, n.d. Web. 14 Apr. 2013.
<http://education.harpweek.com/KKKHearings/AppendixA.htm>.
Document G
Bellew, Frank, Ku Klux Klan attack on an African American family ,1879 India, USA.
DBQ
“The effect of Reconstruction Era legislation on Native
American culture and persecution”
By:
Jazmyne Bisquera
Ethan Cornell
Sienna Ballou
A) Explanation
Our topic focuses on the relocation and persecution of the native peoples during the
Reconstruction Era (1865-1900) of United States history. Throughout the country’s history, there has
been a plethora of examples of the persecution of Native Americans. During the 18th century, there
were alleged examples of biomedical warfare used against Natives. European settlers gave the natives
blankets covered in smallpox, so that whole tribes would become infected. It was their hope that this
would effectively remove the Native threat. Later, when the United States was in its infancy, a new idea
came into being. That idea was Manifest Destiny.
The new citizens of the United States believed in a dream of civilizing the entire continent of
North America, from coast to coast. That slogan was used as a platform for the Mexican-American War
and splitting the Oregon territory with Oregon. During the Adam Jackson presidency, even more
happened. With the newly acquired lands we had received, people wanted domesticate and populate
the new territory. However, Natives were living on this land. So, reservations were set up to house the
native people and schools were commissioned in order to assimilate younger native children into
European society. When the Civil War was raging, then issue was given less attention. However, during
the Reconstruction Era, the issue was revisited and with new vigor.
The Homestead Act was enacted in order to cultivated land in the newly acquired territories
that are now Kansas, Nebraska, etc. Men would been given 160 acres of land to cultivate for 5 years,
once those years had passed, the government would then release its hold on the land and give it to the
man who cultivated it. Obviously, this attracted a lot of attention, young men from all over wanted to be
able to start a new life for them in the new frontier. For many, it was a chance to start a family.
However, this land that was being given was already lived on by the Natives. This new lust for land put a
lot of stress on the government to remove the natives from all suitable land. So, the movement was
revisited.
When the reservation weren’t working, the Dawes Severalty Act was enacted to deal with the
problem. Similar to the Homestead Act, native families were given 160 acres of government land to
cultivate and live on. However, instead of being granted the land as their own after 5 years, natives had
to wait for 25 years in order to claim the land as their own. Essentially, natives were being stripped of
their land, and then given it back, under federal supervision.
Another Act that was enacted around that same era granted 30,000 acres of federal land to
territories and states in order to construct colleges specializing in agriculture and mechanical
engineering. This was the Morrill Land Grant Act. It was responsible for colleges like MIT and Cornell.
However, this also intruded on native land. During this period, the final remaining remnants of tribal
culture before being affected by European culture were wiped out. We picked our documents to reflect
that time period. First, we found transcripts of the actual Homestead Act, Dawes Act, and Morrill Land
Grant Act. These were important for our topic, because they gave a simple summary of what the acts
entailed. Then, we found advertisements that tied into the Homestead Act and that direct connection to
Native American relocation. One of the advertisements we used actually stated that there was “Indian
Land for Sale”. We thought that particular image would be very effective in the process of writing a DBQ
about the topic, as it summarizes the Homestead and its effect on native culture in one simple image.
Two of our documents directly reflected on the government control over reservation living, one being a
report on a tribe of Indians who had not yet been relocated, and another on the details of the
reservation and Native American’s progress in a white lifestyle. We also managed to find a few maps
and other images that would be effective while writing a DBQ on relocation. In these documents, we
really wanted to show the effects that these acts had specifically on tribes still holding on to their
customs. We feel like the sources we’ve collected are successful at portraying that image.
B) APPARTS
Document A: Advertisement on the Homestead Act
A: This advertisement was commissioned by the Homestead Association. Basically, the authors were
trying to create a sense of excitement, danger, and urgency in quickly moving to the west and cultivating
land.
P: The document was produced in Nashville Tennessee during the time that the Homestead Act was in
full swing and Native Relocation was still in process.
P: At this time, the government was trying to get people to move westward to cultivate the land. This
was to compensate for the population growth at the time by giving people more room to grow and to
provide more crops for those who needed it. The authors were trying to persuade people to move
westward.
A: This document was presented to younger men with young families. It was the hope of these men to
provide a good environment for their children to grow up and to be able to do well for him.
R: This document was created in response to the government’s initiative to try and get part of the
population to move west into the newly acquired American territories.
T: Move to Kansas and start building a better life for yourself.
S: This act started to create conflict between the Americans and the Natives. This caused several events.
Document B: Morrill Grant Land Act
A: This is the transcript to the act drafted by Justin Morrill. At the time, he was a senator of Vermont, in
an attempt to use federal aid to construct several new colleges.
P: Passed in 1862, this act coincides with others such as the Homestead Act and Dawes Severalty Act. At
the time, America was focused on using its newly acquired territories to populate and use as agricultural
power houses.
P: During the Reconstruction Era/ Civil War Era, many events were also taking place in the western parts
of the United States. People were beginning to emigrate to the west in order to take advantage of cheap
and plentiful land. This created a need for more colleges in the territories.
A: This transcript was recorded to keep as a reminder of all the bills congress has passed. The document
originally was kept for as a record for government officials. Now, it is used to teach newer generations
about this particular act.
R: This act was enacted in order to create more specialty jobs in the new territories. New ways of
farming and operating machinery were crucial if the west could keep up with demand.
T: Record of the bill drafted by Justin Morrill, senator of Vermont
S: This particular act brought on the construction of several universities that are still active today. Many
of them are the most prestigious in the country, teaching the younger generations to produce new
innovations.
Document C: Dawes Act/Homestead Advertisement
A: Walter L. Fisher
P: Late 19th century. This advert was following the theme of native relocation in that period.
P: The Dawes Act tried to assimilate Natives into white society, while subtly stripping their land away
from them. This advert is a clear example of the transgressions committed towards the Native people.
A: This was for younger people who hoped to get their 160 acres to start a life with a family.
R: After kicking the Natives off their land, the Americans hoped to fill all that territory with farms and
other civilization.
T: To sell Native land to Americans
S: This advertisement sums up the events of the 19th century quite well. This was when we were trying
to conquer the west in a quest to civilize it. We got rid of everything in our path.
Document D: Dawes Act
A: Congressmen Henry Dawes
P: Forty ninth congress of the USA, At the second session, Washington, Monday, December 6th 1886
P: With the expansion of farming in the Great Plains in the mid 1800’s, the government began to see
that the region had the potential to be an agricultural center for the country. As a result, they passed
the homestead and morrill land grant act, to encourage settlers to move and work in the west. In the
process, the government was giving away land that belonged to the Native Americans. Treaties were
made between the native Americans and the whites, and reservations of poor land were given to the
Indians, but warefare still occurred. This lead to the formation of the Dawes Act, in 1887.
A: The dawes act was written for the Native Americans, so that they could read and understand the
conditions that went along with the coming allotments.
R: The dawes act was created in order to break up the native American tribes and reservations, and
instead allot land to each one. Dawes thought this could result in more independent farmers amongst
the Native Americans. The hope was that this act would help integrate the Indians into American
society, and give them the potential of citizenship. While this may have seemed like a good plan to those
who were behind the act, it was not satisfactory for the Indians. After land was granted to each Indian,
the remaining “surplus” land became attainable to the whites. The native Americans ended up losing
land, reservations, and the tribal community they were accustomed to living in.
T: The head of every Native American family will receive land, and after living on this land for 25 years,
the land will legally become theirs, and they will become citizens. This will integrate them into American
society in a beneficial way.
S: As the expansion of farming in the west grew, the old lifestyle of the Native Americans was
diminished. What seemed like a great plan to the government, resulted in near homelessness for the
Native Americans.
Document E: Powell Report
A: John Wesley Powell and George W. Ingalls
P: Washington: Government Printing Office, 1874
P: This report was written between the creation of the Homestead Act and the Dawes act. During this
time, the government was attempting to make land available for westward expansion and farming, by
creating reservations for the Native Americans to live on. They were also attempting to integrate the
Native Americans into the American society, by teaching them to live in a more American way. This
included land ownership, living conditions, and education.
A: The audience of this report was the Bureau of Indian Affairs
R: This report was written in response to the Ute Indian tribe, who had not yet moved to a reservation.
The hope was to have them moved to a reservation in the Uinta Basin. In this document, the possibility
of the education of young Native Americans benefiting their positions in American society is addressed.
T: The Indians should be taught to live as American citizens, and to do so, they will be provided with
proper living conditions and education.
S: Although this report was written, the Utes remained in their homeland, because of the Governments
lack of direction. Other tribes in the West also refused to leave their land, and this lead to the
controversy’s between the western settlers and native Americans, that resulted in land disputes, and
battles.
Document F: Swan to Commissioner
A: E.A Swan
P:Toledo, Benton County, US
P: This report was written after the homestead act was created, and before the dawes act was put into
place. At the time, the government was working to better integrate the Native Americans into the
American society. Agencies such as this one managed the reservations, and made reports on annual
details.
A: This report was made for legislators to keep track of the reservations they agreed to creating.
R: This was written by an agent of the Siletz Indian Agency, as an annual report of the reservation’s
industry, agriculture, transportation, education, housing, etc.
T: The Native Americans are adapting farely well to white people’s ways, specifically in the areas of trade
and mechanics.
S:The Native Americans lost almost all control over their lifestyles, and this annual report, an example of
the Native Americans being watched over, is one piece of evidence of the amount of control white
people had over them
Document G: Excerpt from Annual Reports of the Department of Interior
A: Written by Estelle E. Reel, Superintendent of Indian Schools. Published by the U.S. Government
Printing Office.
P: Report was published in 1906 but is relevant to our time period because it dealt with reports of Indian
schools prior to 1906.
P: The author is the superintendent of Indian schools, so she has bias as to how she feels the schools are
doing. Part 1 of the report talks about how teachers and the government can educate and help Native
American children. It basically talks about assimilating Native American children into American society
and getting rid of their culture. In the section “Plea for the Red Man,” the book describes white man as
being slightly superior to Native Americans and how we have to lift up the Native Americans from their
savage ways.
A: The audience is most likely other white middle class citizens of the United States during the early 20th
century. The language used is not too elaborate, and most of the issues addressed have bias towards
what most white middle class people in the early 20th century believed.
R: This report was created in order to educate about and give an account of what was happening in
Native American schools at this time.
T: Educating and assimilating Native American children into American society was an important issue
back in the late 19th century/early 20th century.
S: Our topic is about the persecution and relocation of Native Americans. One of the ways Native
Americans were persecuted was in the destruction of their culture. This book is relevant to our topic
because it talks about how we assimilated Native Americans into our society. The book talks about how
they were teaching Native American children English and helping to convert the Native Americans’
religion, as well as addressing the fact that they were changing part of their culture by introducing new
ideas and tools for the natives to use.
Document H: Homestead Act
A: Signed into law by Abraham Lincoln
P: During the Civil War on May 20, 1862
P: The Homestead Act gave the rights to any citizen or someone applying to be a citizen to claim 160
acres of government land. This act was originally included in the Republican part platform of 1860, and
had much support throughout the nation. The original purpose of the Homestead Act was to encourage
farmers to move out west and farm the land. Unfortunately, a lot of farmers and laborers couldn’t
afford to build a farm from the ground up after purchasing their land, so many of them had to give it up
and move back to where they came from. As a result, much of the land, about 500 million acres, was
purchased by railroad companies, cattlemen, speculators, miners, and lumbermen. Comparatively, only
80 million acres of land was sold to farmers.
A: This document was most likely intended for audiences that were involved in the legal business or
government back in the mid- to late-19th century. This is because it is an act passed by legislation, and
not a lot of common citizens back then would have the time or means to read and understand this
document. It can be assumed that many people got summaries and explanations of this act instead of
reading the actual document.
R: This document was created in order to explain and define what the laws were concerning gaining
government land.
T: The Homestead Act is a law that allowed someone back in mid- to late-19th century to be able to
acquire 160 acres of land.
S: The Homestead Act encouraged people to move out west where they could claim government land.
The government considered Indian territory to be their land, and by having people claim that land, the
government had to figure out a way to relocate the Native Americans so they would be out of the way.
C) List of Relevant Outside Information

as the population of the country increased, agricultural needs grew, so more land was needed
for farming

the government realized there was a lot of unused land moving west in the country, and
decided to open up this land for people to develop

Prior to the war with Mexico (1846–48), people settling in the West demanded “preemption,”
an individual's right to settle land first and pay later (essentially an early form of credit). Eastern
economic interests opposed this policy as it was feared that the cheap labor base for the
factories would be drained.

the 1851 Indian Appropriations act was created, giving funds to move western tribes onto
reservations

the Homestead act was created in 1862

. the law provided that after any us citizen who had never borne arms against the country filled
out an application, they would be given land to live on and cultivate for 5 years,. Then, the
homesteader could file for his deed of title.

African Americans, immigrants and women were given the opportunity to find freedom in the
west, because the act defined the head of a family as nothing accept older than age 21

a large amount of agriculturally rich land was unavailable to homesteaders because of a land
grant to railroads ten years before.

the Native Americans depended on Buffalo in many ways, but non-indians killed the buffalo to
feed railroad men, or just for the fun of it

land disputes began to form between homesteaders and Native Americans, who refused to
leave their homeland to move onto reservations

resistance against the US army from the Native Americans prompted the US government to
appoint to agreas in 1867, one North of Nebraska, and one south of Kansas, to allow the tribes
to settle in

when the government began to understand that the reservation system was not working, they
created the Dawes Act

Native families were given 160 acres of government land to cultivate and live on, and instead of
5 years, they had to wait 25 years in order to claim the land as their own.

The dawes act was created in order to break up the native American tribes and reservations,
and instead allot land to each one.

the hope was that this would assimilate the Indians into the American society and benefit the
economy, by teaching them the ideas of land ownership and farming.

After land was granted to each Indian, the remaining “surplus” land became attainable to the
whites.

The native Americans ended up losing land, reservations, and the tribal community they were
accustomed to living in.

After some time, whites began to buy out the Native American’s property, resulting in the
Native Americans lack of any home at all
D) Rubric
7-9: Thesis and essay addresses all parts of the question. A majority if not all of the documents are
referenced and included in the essay. Essay demonstrates a deep understanding and an in-depth
analysis of all of the documents used. Essay includes outside information that is relevant to the
question. Essay is organized and can be easily followed from thought to thought.
4-6: Thesis and essay addresses some parts of the question. At least half of the documents are
referenced in the essay. Essay demonstrates a basic understanding and a basic analysis of the
documents used. Essay includes outside information that is somewhat relevant to the question. Essay
can be followed from thought to thought and is organized to an extent.
1-3: Thesis and essay addresses little to no parts of the question. A few of the documents are referenced
in the essay. Essay demonstrates very little understanding and no analysis of the documents used. Essay
includes little to no outside information that is not relevant to the question. Essay is unorganized and
hard to follow.
E) Thesis Statement
During the Reconstruction Era in the United States (1865-1900), a lot of legislation was passed in
order to persuade a portion of the population to move west in order to occupy and civilize the newly
gained territories. However, Native Americans already lived on this land. Many of the acts and events
passed by legislation targeted the Native Americans and dealt with finding methods and ways to
relocate them.
F) A Works Cited page Listing Sources for all documents
Works Cited
Document A:
"Ho! For Kansas." Ushistoryscene.com. US History Scene, n.d. Web. 26 Apr. 2013.
Document B:
National Archives. "Morrill Act (1862)." Ourdocuments.gov. National Archives and Records
Administration, 1995. Web. 2013.
Document C:
"Indian Land for Sale." Lawyersgunsmoneyblog.com. Lawyers, Guns & Money, n.d. Web. 26 Apr.
2013.
Document D:
"Transcript of Dawes Act (1887)." OurDocuments.gov. The History Channel, n.d. Web. 26 Apr.
2013.
Document E:
"Powell Report." Smithsoniansource.org. Smithsonian Institution, n.d. Web. 26 Apr. 2013.
Document G:
Reel, Estelle E. Annual Reports of the Department of Interior. N.p.: n.p., 1906. Print.
Document H:
“Transcript of Homestead Act.” OurDocuments.gov. The History Channel, n.d. Web. 26 Apr.
2013.
G) DBQ Layout With Prompt
Directions: The following question requires you to connect a coherent essay that integrates your
interpretation of Documents A-K 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. Analyze the legislation that was passed during the Reconstruction Era in the United States. What was
the effect of Reconstruction Era legislation on Native American culture and persecution?
Use the documents and your knowledge of the period of 1865-1900 to construct your essay.
Document A
Source: “Ho for Kansas!” advertisement commissioned by the Homestead Association, 1878.
QuickTime™ and a
decompressor
are needed to see this picture.
Document B
Source: “Morrill Grant Land Act” drafted by Justin Morril, 1862.
Be it enacted by the Senate and House of Representatives of the United States of America in Congress
assembled, That there be granted to the several States, for the purposes hereinafter mentioned, an
amount of public land, to be apportioned to each State a quantity equal to thirty thousand acres for each
senator and representative in Congress to which the States are respectively entitled by the
apportionment under the census of eighteen hundred and sixty: Provided, That no mineral lands shall be
selected or purchased under the provisions of this Act.
Document C
Source: Walter L. Fisher, “Indian Land for Sale” advertisement, late 19th century.
Qu ickTime ™ an d a
de com pre ssor
are nee ded to s ee th is p icture.
Document D
Source: Congressman Henry Dawes, “Dawes Act,” December 6, 1886.
…in all cases where any tribe or band of Indians has been, or shall hereafter be, located upon any
reservation created for their use, either by treaty stipulation or by virtue of an act of Congress or
executive order setting apart the same for their use, the President of the United States be, and he
hereby is, authorized, whenever in his opinion any reservation or any part thereof of such Indians is
advantageous for agricultural and grazing purposes, to cause said reservation, or any part thereof, to
be surveyed, or resurveyed if necessary, and to allot the lands in said reservation in severalty to any
Indian located thereon in quantities as follows:
To each head of a family, one-quarter of a section;
To each single person over eighteen years of age, one-eighth of a section;
Document E
Source: John Wesley Powell, excerpt from Report of Special Commmissioners J.W. Powell and G.W.
Ingalls on the Condition of the Ute Indians of Utah; the Paiutes of Utah, 1874.
Third, The Indians should not be furnished with tents; as long as they have tents they move about with
great facility, and are thus encouraged to continue their nomadic life. As fast as possible houses should
be built for them… A few, especially the older people, are prejudiced against such a course, and
perhaps at first could not be induced to live in them. . . .
“Eighth, It is unnecessary to mention the power which schools would have over the rising generation
of Indians. Next to teaching them to work, the most important thing is to teach them the English
language.
Document F
Source: “Annual Report of Affairs” letter from E.A. Swan to Commissioner, 1882.
Third, The Indians should not be furnished with tents; as long as they have tents they move about with
great facility, and are thus encouraged to continue their nomadic life. As fast as possible houses should
be built for them… A few, especially the older people, are prejudiced against such a course, and
perhaps at first could not be induced to live in them. . . .
“Eighth, It is unnecessary to mention the power which schools would have over the rising generation of
Indians. Next to teaching them to work, the most important thing is to teach them the English
language.
Document G
Source: “Homestead Act”, May 20, 1862.
Be it enacted…that any person who is the head of a family, or who has arrived at the age of twenty-one
years, and is a citizen of the United States, or who shall have filled his declaration of intention to become
such… shall, from and after the first January, eighteen hundred and. sixty-three, be entitled one quarter
section or less quantity of unappropriated public lands…be subject to preemption at one dollar and
twenty-five cents, or less, per acre; or eighty acres of less of such unappropriated lands, at two dollars
and fifty cents per acre, to be located in a body…and after the same shall have been surveyed.
Document H
Source: Estelle E. Reel, excerpt from Annual Reports of the Department of Interior, 1906.
Education raised the white man from savry to civilization and it will raise the red man. For this purpose
Government schools have been established where Indian boys and girls are ascending the road to a
higher civilization and citizenship and being fitted to occupy a ition of usefulness to themselves and the
country. It is cheaper to educate the Indian t[h]an to fight him- better to civilize him than to kill himbetter to keep his children in schools than in almshouses and jails.
Native American Reeducation and Removal, 1870 to 1920
by Paige Galvez and Stephanie Palmer
A. Relevance and Connections
The motives of the colonists’ as well as the effects of the removal and re-education of Native
Americans is relevant to U.S. History throughout the 19th century. At the beginning of the century,
America had established the Manifest Destiny, which became the country’s philosophy for the New
World. The idea of the Manifest Destiny was to grow the country further, but eventually led into the
Indian Removal Act (Doc A), a violation of pre-established treaties and peace between the Natives and
Americans. The relationship between the new American people and the Indians fluctuated throughout the
period of the 1800s, as the Natives have been assimilated, removed, and re-educated through forced
schooling and civilized environment. The Manifest Destiny holds significance to U.S. History, because it
was a large influence on America’s expansion and growth westward as the country was still developing
and occurred all throughout the century.
The Indian Removal Act was established by Andrew Jackson. This restricted laws and
authorized the new American people over Indians. The Indian Removal Act was relevant to history for
it’s repercussions of the Trail of Tears and the Second Seminole War. The Trail of Tears illustrates the
harsh conditions of living, and the Second Seminole War was a war against Natives living in Southeast
America (Florida) and Americans, which assisted in the removal of Indians.
Not only were the Manifest Destiny and the Indian Removal Act significant in removing Natives
and authorizing Caucasians, but the Schooling and re-education of the Natives were to civilize them so
they could be in the same country as Americans. Re-educating the Indians helped America accept
Natives into the land. The citizens believed that the Natives grew up in a savage environment and could
not be civilized unless brought into a civilized environment through schooling. Richard C. Pratt was
among the Americans that believed this.
Doc B, the “Kill the Indian, Save the Man” essay was written by Pratt in 1892. This document
illustrated the idea that the Indian himself is not a savage, but a blank slate that acts upon his
environment. The Indian in the Man should be killed for the country to achieve the Manifest Destiny, but
the Man, once free from a savage lifestyle, would be able to live in the country (once the Dawes Act was
in action). The image of the Three Lakota Boys in Doc C shows the change from Indian civilization, into
the United State’s culture from schools such as the Carlisle School.
The New England Magazine Clipping 1895 (Doc C) provides Pratt’s belief for placing Indians in
civilization and also includes information. This document holds relevance to President Jefferson’s
reservation plan for the Natives in the late 1800s after the earlier events of the century and using the river
as a divider between whites and Indians. This clipping informed and gave brief insight to the people
about the idea of Indian Removal for commerce purposes as well as that the Indian must be civilized if
they are to remain in the country.
A figure of historic relevance was Zitkala-Sa (Doc F) of Native heritage, who was forced to learn
the American Culture through the Carlisle School. She studied that arts that the schools provided and
learned how to read and write. She gives a significant perspective through her personal accounts the
Natives had at the end of the 19th century during the re-educations.
Various documents connect to the idea of the Manifest Destiny, as it was a prevalent part of
American History. The Document, Doc E, by John C. Calhoun develops the standpoint that most
American people had at the time. The document describes that the only race that should occupy the
country was the white race, and America should conquer more of, and occupy, the land. John C. Calhoun
as part of the expansion, wanted to conquer Mexican territory.
Thomas Jefferson sent a Confidential Letter to Congress, Doc G, proposed the idea of taking over
land for commerce. This began the idea for the Lewis and Clark Expedition to the west. This connects to
the expansion of America succeeding the land of the Natives. As the country discovered more land that
was beneficial, the U.S. wanted to expand on. Adding land for commerce supported the Manifest Destiny
and the overpowering of the white race over the Mexicans, Natives, and other interfering races.
B.
APPARTS
Indian Removal Act (Doc A):
Author: Andrew Jackson
Place and Time: May 28th, 1830 When was this written/said? What else was going on?
Prior Knowledge: Prior to this, there have been good ties between the colonists and the natives with trade
and relationships. There were no conflicts until the Indian Removal Act.
Audience: Twenty-First Congress
Reason: America wanted the land and believed that they should eliminate the Natives in order to make
room for themselves for agricultural and industrial purposes. This document was written to establish laws
in order to pursue this idea.
The main Idea: There should be no affiliation of Americans with the Indians, and Indians should become
a dead race. Lawfully setting limits and restrictions on Native territories from the American land by the
Manifest Destiny.
Significance: The Act was established by Jackson to mandate laws and restrictions over the Natives’
rights, specifically those of the Five Civilized Tribes. This Act largely took part in the forcible movement
of Indians to the west as part of the Manifest Destiny, allowing more land for the colonists. The Manifest
Destiny became Indian Removal, as congress surpassed the forced westward movement of Indians, the
Trail of Tears, pushing Natives away from the Mississippi River. It broke the relationships between the
Natives and the Americans and established hostility between the two cultures for having acting against
Native treaties.
“Kill the Indian, Save the Man” Essay (Doc B):
Author: Richard C. Pratt
Place and Time: 1892, around the time of the Dawes Act and Burke Act
Prior Knowledge: Natives were more accepted and had more rights given to them by the American
government than earlier in the 19th century.
Audience: Intended audience (who)? Who is being spoken to?
Reason: Made the re-education and treatment of Natives not appear as it was. Humanized the Indians to
excuse the assimilation.
The main Idea: The Indians grew up in a savage environment, and the American schools, such as the
Carlisle school, placed those Indians in a stable environment. They wanted to remove the Indian culture,
but retain the human that will act more humane in a civilized setting.
Significance: The re-education, and schooling of Native Americans is a more civilized setting for the
Natives to live in order to achieve assimilation. The Carlisle school was a school for Indians where
Natives were taught English and learned the American culture in order to “Kill the Indian” culture, but
civilize the people, or “Save the Man”. Pratt believed that the schools saved the Natives from their
savage surroundings and past lifestyle and thought that they were still capable of being considered
humans. This is important because the re-education of Natives changed the culture entirely which suited
the ideal way of American lifestyle.
Three Lakota Boys (Doc C):
Author: Smithsonian Institution, National Anthropological Archives [Choate #125].
Place/ Time: 1900 Carlisle school
Prior Knowledge: These boys were taken from their reservation to the Carlisle school to become
“civilized”. The pictures point of view is from a white male (the majority’s) perspective showing that the
“animals” can be saved from themselves.
Audience: White Male
Reason: This was created to prove that Indians could be turned from their savageries
Significance: This is important because people now do not know that children and young people were
taken from tribes to become “white”, and without remembering that we wouldn’t see a distinction
between cultures.
New England Magazine Clipping, 1895 Carlisle School (Doc D):
Author: O.B. Super
Place/Time: New England Magazine / 1895
Prior Knowledge: Carlisle School is a “boarding” school where Indian children go to learn white customs
Audience: White literates who are concerned with Indian Affairs
Reason: This was written to inform people about the Carlisle School; and to talk about the people who
run the school
Significance: This shows how people who weren’t directly involved in removal viewed what was
happening to the Indian culture
John C. Calhoun on the Manifest Destiny (Doc E):
Author: John C. Calhoun
Place and Time: 1848, during the Conquest of Mexico
Prior Knowledge: This document occurred during the Civil War as Calhoun had desired conquer Mexico
and add the land to the Union as part of the Manifest Destiny.
Audience: President
Reason: To tell the president that America’s military and forces will be able to succeed Mexico to add
the land to the U.S.
The main Idea: America should only contain Caucasians and take part in war with Mexico.
Significance: White and Natives should not intermingle in the same government and Union. This
document provides Calhoun’s clear outrage of the idea of incorporating other “kinds” into the Union. If
other races contributed to the population, then the country would not be able to achieve the Manifest
Destiny. This is the view that many American’s had in regards of the philosophy and the country’s “civil
power”. America should win land over war as well as forcibly remove cultures that are not the “white
race”.
Zitkala-Sa (Doc F):
Author: Zitkala-Sa
Place/Time: Feb 1900 Atlantic Monthly
Prior Knowledge: She was a politically active Native American woman that wrote about her early
struggles
Audience: Anyone willing, literate peoples who were curious about Native American culture
Reason: A memoir in a sense to acknowledge and remember her life
Significance: This woman was famous for her writing that brought traditional Native American stories to
a widespread white readership for one of the first times.
Thomas Jefferson’s Confidential Letter to Congress (Doc G):
Author: Thomas Jefferson
Place and Time: January 18, 1803, the year prior to the Lewis and Clark Expedition.
Prior Knowledge: 1803 was the year of the Louisiana Purchase
Audience: Congress
Reason: To propose the idea that moving the Indians could do for the economics of America.
The main Idea: The opportunity that the land will give the country if the Natives moved west.
Significance: The Confidential Letter to Congress initiated the Lewis and Clark Expedition to the west.
This document formulated this idea for Lewis and Clark due to America’s desire for land, agriculture,
industry and rail systems that could have taken place at the Mississippi as the land had been capacitated
and expanding in population of the Natives. The Lewis and Clark expedition regarded commerce and
possible routes for transportation, and this was due to this document and the initial Mississippi idea.
C.
Relevant Outside Information
The Manifest Destiny
Amherst and Smallpox (optional to briefly mention)
War to Eject Seminoles from Florida
Second Seminole War
Lewis and Clark Expedition
Carlisle school for Indians
Oregon School for Indians
Dawes Allotment Act and the Blood Quantum (background)
Indians moved west of the Mississippi
The Dawes Act for reservations as well as Indian Treaties
Massacres and/or Rebellions
The Five Civilized Tribes
Severalty Bill
Trail of Tears
O’Sullivan
William Penn
D.
Key of Expected Responses and Scoring System
Include information regarding the following:
-
The Manifest Destiny
Indian Removal Act
Reasoning for Lewis and Clark Expedition
Carlisle School for Indians’ mission
Trail of Tears
Second Seminole War from Florida
9-8:
Include a strong thesis and opening that supports an idea generated by the prompt. Addresses all
aspects of the prompt throughout. Discusses and elaborates on the Manifest Destiny and includes various
specific details to events pertaining to the Indian Removal Act and these events effects on expansion, war,
and/or Indian removal and re-education. Supports ideas with evidence and uses citations for all
documents used and other outside sources. Contains few to no mechanical and/or grammatical errors.
7-6:
Includes a strong thesis and opening that answers the prompt. Addresses the prompt throughout.
Supports thesis with the appropriate textual evidence provided and uses citations. Discusses the Manifest
Destiny and the direct effects it had on the Natives. Analyzes information with fewer details. Considers
some outside information about the topic. Contains few mechanical and grammatical errors.
5:
Addresses the topic, although not fully or specifically answers the prompt. Understands the
general topic and the given text/sources and attempts to answer the prompt with vague ideas and
concepts. Offers evidence that does not directly support the thesis. Does not provide much outside
information aside from the provided text. Contains mechanical and grammatical errors.
4-3:
Fails to remain on topic and does not address the entire prompt. Applies very few information
from the provided documents into the essay. Analysis shows a low comprehension of the prompt. Essay
is undeveloped or lacking organization throughout the format of the essay. Contains mechanical and
grammatical errors.
2-1:
Does not address the prompt. Fails to demonstrate knowledge of the topic and does not support
ideas with textual evidence or prior knowledge. May have a present voice, but is devoid of content.
Lacks organization and contains mechanical and grammatical errors.
E.
Sample Thesis: America had developed the idea of the Manifest Destiny and the Indian Removal
Act which resulted in allowing congressional rights to ethnically cleanse, remove and re-educate, Native
American culture, as well as these eras have forced Natives to move West.
F.
Works Cited
"A Century of Lawmaking for a New Nation: U.S. Congressional Documents and Debates, 1774 - 1875."
Memory.loc.gov. American Memory, n.d. Web. 18 Apr. 2013.
"American Indian Civics Project: Indian Boarding Schools: Tools of Forced Assimilations, 1870 to
1934." American Indian Civics Project: Indian Boarding Schools: Tools of Forced Assimilations,
1870 to 1934. The Wild Rivers Teaching American History Project, n.d. Web. 17 Apr. 2013.
Calhoun, John C. "Conquest of Mexico." TeachingAmericanHistory.org. Ashbrook Center at Ashland
University, n.d. Web. 18 Apr. 2013.
"Indian Boarding Schools: Student Materials." Journal Resources. Library of Congress, n.d. Web. 17
Apr. 2013.
Jefferson, Thomas. "Jefferson's Confidential Letter to Congress." Thomas Jeffersons Monticello.
Monticello, n.d. Web. 18 Apr. 2013.
Pratt, Richard H. ""Kill the Indian, and Save the Man": Capt. Richard H. Pratt on the Education of Native
Americans." "Kill the Indian, and Save the Man"Historymatters.gmu.edu, n.d. Web. 18 Apr.
2013.
"American Indian Civics Project: Indian Boarding Schools: Tools of Forced Assimilations, 1870 to
1934." American Indian Civics Project: Indian Boarding Schools: Tools of Forced Assimilations,
1870 to 1934. The Wild Rivers Teaching American History Project, n.d. Web. 17 Apr. 2013.
G.
Prompt: What were the colonists’ motives for forcing Native American removal and reeducation, as well as the repercussions these events had on the country during the early 1800s and
between the years 1870 to 1920?
Cite the documents as “Doc A,” “Doc B,” “Doc C,” etc. while writing the essay.
Doc A: Andrew Jackson’s laws regarding the Indian Removal Act
Doc B: “Kill the Indian, Save the Man” Essay by Richard C. Pratt
“A great general has said that the only good Indian is a dead one, and that high sanction
of his destruction has been an enormous factor in promoting Indian massacres. In a sense,
I agree with the sentiment, but only in this: that all the Indian there is in the race should
be dead. Kill the Indian in him, and save the man . . . Scattered here and there, under the
care and authority of individuals of the higher race, they learned self-support and
something of citizenship, and so reached their present place. No other influence or force
would have so speedily accomplished such a result . . . They became English-speaking
and civilized, because forced into association with English-speaking and civilized people;
became healthy and multiplied, because they were property; and industrious, because
industry, which brings contentment and health, was a necessary quality to increase their
value.”
Doc C: Three Lakota Boys (image)
Doc D: New England Magazine Clipping, 1895 Carlisle School
Doc E: John C. Calhoun regarding the Manifest Destiny
“We have never dreamt of incorporating into our Union any but the Caucasian race—the
free white race. To incorporate Mexico, would be the very first instance of the kind, of
incorporating an Indian race; for more than half of the Mexicans are Indians, and the
other is composed chiefly of mixed tribes. I protest against such a union as that! Ours,
sir, is the Government of a white race . . . We are anxious to force free government on all;
and I see that it has been urged . . . that it is the mission of this country to spread civil and
religious liberty over all the world, and especially over this continent. It is a great
mistake.”
Doc F: Zitkala-Sa (image and excerpt)
"Late in the morning, my friend Judewin gave me a terrible warning. Judewin knew a
few words of English; and she had overheard the paleface woman talk about cutting our
long, heavy hair. Our mothers had taught us that only unskilled warriors who were
captured had their hair shingled by the enemy. Among our people, short hair was worn by
mouners, and shingled hair by cowards!"......I cried aloud, shaking my head all the while
until I felt the cold blades of the scissors against my neck, and heard them gnaw off one
of my thick braids. Then I lost my spirit".
Doc G: Thomas Jefferson’s Confidential Letter to Congress
“The Indian tribes residing within the limits of the United States, have, for a considerable
time, been growing more and more uneasy at the constant diminution of the territory they
occupy, although affected by their own voluntary sales: and the policy has long been
gaining strength with them, of refusing absolutely all further sale, on any conditions;
insomuch that, at this time, it hazards their friendship, and excites dangerous jealousies
and perturbations in their minds to make any overture for the purchase of the smallest
portions of their land.”
DBQ – US Foreign Policy 1890 to 1916 (American Imperialism)
A. Importance of Issue:
Changes in US foreign policy from 1890 to 1916 are important to American history because
they reflect a transition from a predominantly isolationist policy to an expansionist one. At the
end of the 19th century, the United States annexed Cuba, Hawaii, and the Philippines,
developments that went against the country’s former state of non-interference. This is an issue
that sheds light on the effects that any new administration, European influence, and financial
motivation can have.
To examine the issue, the inaugural addresses of Benjamin Harrison and William McKinley
have been included in the selected documents to show the changes of the presidential policies
over the period during which the changes took place. These documents in particular shed light
on the American policy changes, as they are directly successive inaugural presidential
addresses during the years of the Spanish-American War and the transitions on either side of it.
Also included is an outline of the Monroe Doctrine, a document stating that European
interference in the Americas should be viewed as aggression and that American action should
be taken against such developments. This document is relevant because the Spanish-American
War led to the opportunities for America to annex the other countries. The platform of the
American Anti-Imperialist Society is also included, demonstrating the perspective of American
citizens and activists against US involvement during the time period. This differing viewpoint is
important because it represents the views of an organized faction against the policies of the
time. A speech for taking control of Cuba, delivered by Gerrit Smith, is included, as well as a
political cartoon supporting American control of Cuba. These documents are of significance to
the issue because they demonstrate a strong reason for US interference in foreign territories:
bringing democracy and equality to lands controlled by tyranny. The last document included is a
letter from Senor Don Enrigue Dupuy de Lome, the Spanish ambassador to the U.S., to the
foreign minister of Spain. This sheds light on the foreign viewpoint of American action during the
time period, calling into question the role of militarized interference.
As a body of reference, these documents approach the issue from each side, from a variety
of years during the policy changes. The issue of American foreign policy is still relevant today
because of the precedent and foreign relationships these changes established.
B. APPARTS
DOC A: McKinley’s First Inaugural Address
Author: William McKinley, 25th president of the United States
Place and Time: Given on March 4th, 1897 at the capital
Prior Knowledge: McKinley succeeded Benjamin Harrison. The Spanish-American War began
during his fist term. American foreign policy changed from significantly during President
McKinley’s time in office.
Audience: Theoretically, all of America, but the immediate audience was limited to those
invited. Admission to hear the speaker required an admission ticket and a lavish ball was held
afterwards (for officials and the upper class).
Reason: To address the nation for the first time as the President, to go over policies and
actions for his time in office.
The Main Idea: America has never exhibited an expansionist policy, but the aim of the country
is to instill democracy. Any foreign wars will be in the pursuit of justice, not conquest.
Significance: This shows McKinley’s views on foreign policy, which can be called into question
due to the events surrounding the Spanish-American war. McKinley claims that the only
motivation behind foreign violence should be in pursuit of peace and justice, but this cannot be
proved to be the most significant influence behind American decisions.
DOC B: McKinley’s Second Inaugural Address
Author: William McKinley, 25th president of the United States
Place and Time: Given on March 4th, 1901 at the capital
Prior Knowledge: McKinley served a term from 1897-1901, and was reelected in the election
of 1900.
Audience: America in general – delivered to the immediate audience of selectively invited
officials
Reason: Given to initiate his second term in office, address issues of his platform for reelection.
The Main Idea: States that now that America has control of Cuba, helping the country establish
an autonomous democratic government is the top priority. Does not address the annexation of
Puerto Rico and the Philippines.
Significance: Acknowledging the establishment of peace and democracy in Cuba as the
motivation behind the Spanish-American War may justify the violence in the minds of American
citizens. Failure to address the acquisition of control of Puerto Rico and the Philippines could
mean something about the public opinion of the future violent means used to gain control of the
countries.
DOC C: Platform of the American Anti-Imperialist League
Author: The American Anti-Imperialist League, whose goal was to prevent American
annexation of the Philippines, and later Hawaii. Organization formed by Gamaliel Bradford after
calling Boston citizens to assemble.
Place and Time: The organization was established June 15th, 1898.
Prior Knowledge: Annexation of the Philippines was a controversial issue. Violence was
involved, and the native Filipinos were viewed as savages in a way similar to the Native
American population during mainland American expansion.
Audience: The American government, any prominent religious, humanitarian, and business
leaders with influence.
Reason: The American Anti-Imperialist League was opposed to America acting as an
imperialist power, as many European countries had been and were.
The Main Idea: The organization argued that annexing the Philippines demonstrated
imperialism and went against the American ideals. Significance: William Jennings Bryan, a
candidate in the 1900 election, was backed by the organization, as he was a known antiimperialist. Ultimately the party was ineffective, but brought a second opinion to the actions
presented.
DOC D: “The Duty of the Hour”
Author: Joseph Ferdinand Keppler, an Austrian cartoonist who established a publication, Puck,
in New York.
Place and Time: Cartoon published in the 1898 edition of Puck.
Prior Knowledge: This was published during the Spanish-American war, during which the
United States was at war with Spain to win Cuba, ostensibly in order to free the country from
Spain’s imperialist rule.
Audience: Puck was released to the public at large, and had a wide audience, becoming the
first successful humor magazine in America.
Reason: The cartoon, as supported by the caption, expresses the opinion that Cuba will fall to
ruin without American intervention. Depicting “SPANISH MISRULE” as a frying pan over a fire of
“ANARCHY” (the “worse fate”) shows that without America to instill democracy, Cuba will either
be misruled by Spain or destroyed by anarchy of its own design.
The Main Idea: The cartoon expresses that American intervention with Spain-Cuba affairs (the
Spanish-American War) is necessary for the well-being of the Cuban citizens, depicted as a
woman subject to the two influences.
Significance: This could represent a common viewpoint of the time, one that justified
interference in foreign affairs not as an imperialist venture, but as actions to save a nation that
would otherwise be helpless.
DOC E: Benjamin Harrison’s Inaugural Address
Author: Benjamin Harrison, the 23rd President of the United States
Place and Time: Given on March 4th, 1889 at the capital
Prior Knowledge: Harrison served one term from 1899-1883, and was reelected in the election
of 1900.
Audience: America in general – delivered to the immediate audience of selectively invited
officials
Reason: A President’s First Inaugural address is his opportunity to lay out his vision for the
country for the next for years. As such, Harrison’s Inaugural touches on issues both domestic
and foreign.
The Main Idea: Harrison’s speech follows the well-established pattern of Inaugural addresses.
He talks about a variety of issues. The most important part of the speech for our purposes is
paragraphs 18 through 22. Here, Harrison lays out his expectations toward other countries,
particularly the Euro powers, asking that they stay out of American affairs.
Significance: This is important because it gives a perspective on what American foreign policy
was like in the latter part of the 20th century. Before America was even pushing into other
countries, we were positioning ourselves, demanding that other world powers stay out of our
business as we had out of theirs. We had not yet begun our expansion, but we were obviously
getting ready. This position echoes the policy of the Monroe Doctrine (below).
DOC F: James Monroe’s 7th Annual Message to Congress
Author: James Monroe, the 5th President of the United States
Place and Time: The U.S. Capitol building, December 2nd, 1823.
Prior Knowledge: Monroe was a Jeffersonian Republican from Virginia. The annual message
to Congress was a precursor to the State of the Union address now given by the President each
February.
Audience: America in general – delivered to the immediate audience of Congress
Reason: Among other things, Monroe used this address to establish a clear foreign policy for
the United States regarding what they saw as potential European interference in the New World.
The Main Idea: Monroe proposed that the Old and New Worlds were to remain separate from
one another; that they were different playing fields and accordingly should have different
players. The U.S. agreed to stay out of Latin American countries provided Europe did the
same.
Significance: The Monroe Doctrine was one of the fundamental guiding principles for U.S.
foreign policy for over two centuries; Presidents regularly invoked it well into the 1900s.
Monroe’s insistence on the autonomy of Latin American countries (and the absence of
European powers in Latin America) set the U.S. up for more power in the region as the
nineteenth century progressed.
DOC G: Let Crushed Cuba Rise!
Author: Gerrit Smith
Place and Time: Syracuse, NY, July 4th 1873
Prior Knowledge: The Civil War had ended less than ten years previously, and sentiments for
liberty were running high. Smith was an abolitionist and leading voice for pro-liberty sentiments.
He had run for President throughout the 1850s and 60s as a member of a third party.
Audience: Americans (especially Northerners) who were concerned with the suppression of
any people.
Reason: Smith was a lifelong abolitionist who fought inequality wherever he went. After the Civil
War, he turned his sights Cuba, which he saw as an example of an oppressed people, with
Spain as the oppressor.
The Main Idea: Smith wanted the United States to intervene in Cuba. He even goes so far as to
say that if “international law forbids our helping the Cuban,” then “away with international law.”
Significance: It’s important to note that it wasn’t only right-wing moneyed interests that wanted
the United States to become involved in Latin America. Even leftists like Smith took up the
saber-rattling, though ostensibly for very different reasons. Especially of note is Smith’s
argument that the morals at stake override any law that might be in place. This is a clear
indication of the shifting foreign policy that was to come, as the United States transitioned to an
isolationist to expansionist nation.
DOC H: De Lôme Letter
Author: Enrique Dupuy De Lôme, Spanish ambassador to the United States
Place and Time: Made public in the New York Journal February 9th, 1898.
Prior Knowledge: The letter was written prior to the start of the Spanish-American War, before
the United States was a military presence in Cuba. Shortly after the letter was written and made
public, the Spanish-American War officially began..
Audience: Written to Don José Canelejas, the Foreign Minister of Spain, later released to the
American public.
Reason: Intended to be private correspondence, De Lôme wrote to report on the situation of
Spanish-American relations regarding Cuba. De Lôme criticizes President William McKinley.
The Main Idea: De Lôme did not agree with President McKinley’s actions, calling him “weak”
and “a low politician”. There was tension in Spanish-American relations at this time, as the war
broke out only a few months afterwards, when the United States decided to use military
intervention to remove Spanish rule from Cuba.
Significance: This is significant because it offers the foreign perspective on the SpanishAmerican War, as well as insight to the beginning of American foreign policy change. The fact
that De Lôme saw military intervention as inevitable shows how the situation truly was. By
calling out President McKinley, De Lôme makes it clear that the administration was mostly
behind the furthering of intervention.
C. Relevant Outside Information:
 The Spanish-American War took place from April 25, 1898 – August 12, 1898
 The war ended with the Treaty of Paris, in which Spain surrendered Cuba, Puerto Rico,
Guam, and the Philippines
 Prior to the war, America had avoided the imperialist actions of Europe
 At the time, the US economy was largely export-driven
 American GDP quadrupled from 1870 to 1900
 William McKinley was assassinated in 1901, and succeeded by Theodore Roosevelt, who
continued McKinley’s foreign policy trends
D. Response Key:
Score
Description of essay
8-9
Contains a clear, well-developed thesis that explains how or why
change occurred over time.
Develops the thesis with considerable, relevant historical
information.
Provide 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
5-7
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.
2-4
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.
0-1
Lacks a thesis or paraphrases the question.
Demonstrates an incompetent or inappropriate response.
Has little or not understanding of the question.
Contains substantial errors.
---
Is blank or completely off task.
F. Works Cited
DOC A: President McKinley’s First Inaugural Address 1897
McKinley, William. "First Inaugural Address of William McKinley." The Avalon Project. Yale
University, 2008. Web. 23 Apr. 2013.
DOC B: President McKinley’s Second Inaugural Address 1904
McKinley, William. "Second Inaugural Address of William McKinley." The Avalon Project. Yale
University, 2008. Web. 23 Apr. 2013.
DOC C: Platform of the American Anti-Imperialist League (1899)
Carnegie, Andrew and James, William. "Modern History Sourcebook: American Anti-Imperialist
League, 1899."Internet History Sourcebooks. Fordham University, Aug. 1997. Web. 23
Apr. 2013.
DOC D: “The Duty of the Hour”
Dalrymple, Louis. "The Duty of the Hour." Cartoon. WNYC. WNYC, n.d. Web. 23 Apr. 2013.
DOC E: Benjamin Harrison’s Inaugural Address
Harrison, Benjamin. "Benjamin Harrison: Inaugural Address. U.S. Inaugural Addresses. 1989."
Bartleby.com: Great Books Online. Bartleby.com, 1989. Web. 23 Apr. 2013.
DOC F: James Monroe’s 7th Annual Message to Congress
Monroe, James. "The Monroe Doctrine." The University of Oklahoma College of Law: A
Chronology of : The Monroe Doctrine. The University of Oklahoma College of Law, 9
Mar. 2006. Web. 23 Apr. 2013.
DOC G: Let the Crushed Cuba Rise! Substance of the Speech of Gerrit Smith
Smith, Gerrit. "Let Crushed Cuba Arise! Substance of the Speech of Gerrit Smith." An American
Time Capsule: Three Centuries of Broadsides and Other Printed Ephemera. The Library
of Congress, 29 Oct. 1945. Web. 23 Apr. 2013.
DOC H: De Lôme Letter
Dupuy De Lôme, Enrique. "De Lôme Letter (1898)." Letter to Don José Canelejas. 9 Feb. 1898.
Our Documents. National Archives and Records Administration, n.d. Web. 23 Apr. 2013.
G. DBQ Prompt and Documents
Question: How did America transition from an isolationist to an expansionist country from 1890
to 1916?
DOC A: from McKinley’s First Inaugural Address
It has been the policy of the United States since the foundation of the Government to
cultivate relations of peace and amity with all the nations of the world, and this accords with my
conception of our duty now. We have cherished the policy of non-interference with affairs of
foreign governments wisely inaugurated by Washington, keeping ourselves free from
entanglement, either as allies or foes, content to leave undisturbed with them the settlement of
their own domestic concerns. It will be our aim to pursue a firm and dignified foreign policy,
which shall be just, impartial, ever watchful of our national honor, and always insisting upon the
enforcement of the lawful rights of American citizens everywhere. Our diplomacy should seek
nothing more and accept nothing less than is due us. We want no wars of conquest; we must
avoid the temptation of territorial aggression. War should never be entered upon until every
agency of peace has failed; peace is preferable to war in almost every contingency. Arbitration
is the true method of settlement of international as well as local or individual differences. It was
recognized as the best means of adjustment of differences between employers and employees
by the Forty-ninth Congress, in 1886, and its application was extended to our diplomatic
relations by the unanimous concurrence of the Senate and House of the Fifty-first Congress in
1890.
DOC B: from McKinley’s Second Inaugural Address
We face at this moment a most important question that of the future relations of the
United States and Cuba. With our near neighbors we must remain close friends. The declaration
of the purposes of this Government in the resolution of April 20, 1898, must be made good. Ever
since the evacuation of the island by the army of Spain, the Executive, with all practicable
speed, has been assisting its people in the successive steps necessary to the establishment of
a free and independent government prepared to assume and perform the obligations of
international law which now rest upon the United States under the treaty of Paris. The
convention elected by the people to frame a constitution is approaching the completion of its
labors. The transfer of American control to the new government is of such great importance,
involving an obligation resulting from our intervention and the treaty of peace, that I am glad to
be advised by the recent act of Congress of the policy which the legislative branch of the
Government deems essential to the best interests of Cuba and the United States.
DOC C: from the Platform of the American Anti-Imperialist League
We hold that the policy known as imperialism is hostile to liberty and tends toward
militarism, an evil from which it has been our glory to be free. We regret that it has become
necessary in the land of Washington and Lincoln to reaffirm that all men, of whatever race or
color, are entitled to life, liberty and the pursuit of happiness. We maintain that governments
derive their just powers from the consent of the governed. We insist that the subjugation of any
people is "criminal aggression" and open disloyalty to the distinctive principles of our
Government.
We earnestly condemn the policy of the present National Administration in the
Philippines. It seeks to extinguish the spirit of 1776 in those islands. We deplore the sacrifice of
our soldiers and sailors, whose bravery deserves admiration even in an unjust war. We
denounce the slaughter of the Filipinos as a needless horror. We protest against the extension
of American sovereignty by Spanish methods...
...The United States have always protested against the doctrine of international law
which permits the subjugation of the weak by the strong. A self-goveming state cannot accept
sovereignty over an unwilling people. The United States cannot act upon the ancient heresy that
might makes right.
DOC D: “The Duty of the Hour”
Caption: “The duty of the hour; – to save her not only from Spain, but from a worse
fate.”
DOC E: from Benjamin Harrison’s Inaugural Address:
We have happily maintained a policy of avoiding all interference with European affairs.…
We have a just right to expect that our European policy will be the American policy of European
courts.
It is so manifestly incompatible with those precautions for our peace and safety which all
the great powers habitually observe and enforce in matters affecting them that a shorter
waterway between our eastern and western seaboards should be dominated by any European
Government that we may confidently expect that such a purpose will not be entertained by any
friendly power.
We shall in the future, as in the past, use every endeavor to maintain and enlarge our
friendly relations with all the great powers, but they will not expect us to look kindly upon any
project that would leave us subject to the dangers of a hostile observation or environment. We
have not sought to dominate or to absorb any of our weaker neighbors, but rather to aid and
encourage them to establish free and stable governments resting upon the consent of their own
people. We have a clear right to expect, therefore, that no European Government will seek to
establish colonial dependencies upon the territory of these independent American States.
DOC F: from James Monroe’s 7th Annual Message to Congress
It was stated at the commencement of the last session that a great effort was then
making in Spain and Portugal to improve the condition of the people of those countries, and that
it appeared to be conducted with extraordinary moderation. It need scarcely be remarked that
the results have been so far very different from what was then anticipated. Of events in that
quarter of the globe, with which we have so much intercourse and from which we derive our
origin, we have always been anxious and interested spectators. The citizens of the United
States cherish sentiments the most friendly in favor of the liberty and happiness of their fellowmen on that side of the Atlantic. In the wars of the European powers in matters relating to
themselves we have never taken any part, nor does it comport with our policy to do so. It is only
when our rights are invaded or seriously menaced that we resent injuries or make preparation
for our defense. With the movements in this hemisphere we are of necessity more immediately
connected, and by causes which must be obvious to all enlightened and impartial observers….
We owe it, therefore, to candor and to the amicable relations existing between the United States
and those powers to declare that we should consider any attempt on their part to extend their
system to any portion of this hemisphere as dangerous to our peace and safety.
DOC G: from Let the Crushed Cuba Rise! Substance of the Speech of Gerrit Smith
The island of Cuba is less than a hundred miles from us... ...She lies at the feet of this
great nation; and lies there as it were imploring our mercy... ...man has dealt very cruelly with
her. Her vast aboriginal population melted rapidly away under new diseases and under the
heavy tasks, which Spanish greed of gain imposed upon it... ...With the exception of the few
brief and small footholds which England and France acquired in Cuba, she has, from the time of
her discovery, been ruled by Spain, and invariably by a rod of iron. From year to year, Spain
has, under the terrors and tortures of the lash and under other terrors and tortures, drawn from
poor Cuba all that she could possibly be made to yield. Spanish hunger has never ceased to
feed on Cuban fatness. Bat it is only in the last five years that the sufferings and sorrows Of
Cuba have reached their climax. During this period Spain has sent some seventy thousand
soldiers to Cuba. These, along with some thirty thousand Spaniards on the island, she has
employed to rivet the chains of slavery upon four hundred thousand negroes and to slaughter
all, both whites and blacks, who should dare to resist her authority... ...Spain spares none of her
Cuban prisoners: and even women and children do not always escape their murderous rage.
DOC H: Letter from Senor Don Enrigue Dupuy de Lôme, the Spanish ambassador to the
U.S., to the foreign minister of Spain.
...The situation here remains the same. Everything depends on the political and military
outcome in Cuba. The prologue of all this, in this second stage (phase) of the war, will end the
day when the colonial cabinet shall be appointed and we shall be relieved in the eyes of this
country of a part of the responsibility for what is happening in Cuba while the Cubans, whom
these people think so immaculate, will have to assume it...
...Besides the ingrained and inevitable bluntness (grosería) with which is repeated all
that the press and public opinion in Spain have said about Weyler, it once more shows what
McKinley is, weak and a bidder for the admiration of the crowd besides being a would-be
politician (politicastro) who tries to leave a door open behind himself while keeping on good
terms with the jingoes of his party...
...I am entirely of your opinions; without a military end of the matter nothing will be
accomplished in Cuba, and without a military and political settlement there will always be the
danger of encouragement being give to the insurgents, buy a part of the public opinion if not by
the government...
...As I look at it, England’s only object is that the Americans should amuse themselves
with us and leave her alone, and if there should be a war, that would the better stave off the
conflict which she dreads but which will never come about...
Rosie Sherman & BC Caldwell
DBQ
Role of Trusts
TO BE SUBMITTED
1. An explanation of why the issue you selected is important to the understanding of US History
of that period. Also briefly, how are your documents connected? [about 2 pages, typed] ☐
2. APPARTS for each document included, with special focus on relevance. Try to include
DIVERSE and DIFFERING VIEWPOINTS. ☐
3. A list of outside information you would expect students to use in answering the question ☑
4. A key of expected responses. Make your own scoring rubric on a scale of 9 to 1. ☑
5. A sample thesis statement. (to inbox) ☑
6. A Works Cited page listing sources for all documents ☑
7. DBQ Layout w/ prompt. Documents are labeled (Doc A, Doc B, Doc C, etc.) AND sources
labeled! ☑
8. All parts MUST be typed in Microsoft Word and submitted electronically to the server AND
turnitin.com [Except for 5 - that goes in the Inbox] ☐
AN EXPLANATION:
For the Document Based Question, we wrote the prompt: “How did the trusts
affect the growing upper class as opposed to the working middle class, and what role
did the government play - how did they respond to the trusts?” We selected the issue of
large trusts and monopolistic leaders of industry within the 19th century because they
made a huge impact on the US History of that period. This subject is incredibly
important as it affected the entire economy. As certain key players became prominent
leaders and later part of trusts, they would come to have control over the upper class
and its success; and the working class and its dependency. We wanted to address in
our prompt three major aspects. The first was that the trusts affected the growing upper
class of that time period, which was quite separate from the working class in that phase
of US History. The upper class was made of the elite owners of all-controlling industries,
such as Standard Oil Company. The second aspect of our prompt was the working
middle class, and their opposition to these powerful monopolies. And finally, the third
aspect of our prompt was the government and its role at that time. Where there were
other times in which the government played a more powerful role in the economy, this
particular time period was important because of the unfair advantages of the trusts. The
government was more or less lenient in that time, and was often bribed to stay quiet,
instead of any opposition of the deemed negative changes.
Our documents support these three main aspects and the prompt at large through a
variety of information and opinion. We have ten documents in total, two of which being
images. The two images are political cartoons; one focusing on the Standard Oil
Company and its overwhelming power, and the other focusing on the “Big Men” versus
the “Small Men”. The other eight documents vary in personal forums from leaders and
members of the community at that time, to official documents, such as the “Sherman
Anti-Trust Act of 1890”. Overall, these ten documents support each subtopic within our
prompt, making for a well-rounded Document Based Question.
APPARTS
DOCUMENT A
Author: George E. McNeil
Place and Time: The Labor Movement: The Problem of Today, 1887
Prior Knowledge: The railroads were the first monopolies, and because of the
evolution of industry relied on them, they held all the cards and were able to accumulate
enormous wealth and power at the expense of the working class.
Audience: This work was intended for the public, and specifically for those sympathetic
to the Unions and the plight of the working class.
Reason: The document was created to emphasize the injustice of the unchecked power
and influence the railroads wielded against their employees and the unions that tried to
protect them, and to bring attention to the corruption of the government that should have
stood up for them.
The Main Idea: The railroad presidents control, manipulate, and abuse both the people
and the government.
Significance: The railroads are exerting a power that is beyond reason or control, they
are behaving like the European monarchs that the Founding Fathers fought to escape.
Someone must stop them, something must change.
DOCUMENT B
Author: Joseph Keppler
Place and Time: Puck, January 23, 1889
Prior Knowledge: Because of an egregious lack of oversight and regulation, the many
different trusts had an indirect hand in the legislative bodies at most levels of
government. The corruption, graft, and bribery that went on was blatant, widespread,
and unchecked. Almost everyone was on the payroll, or looking the other way.
Audience: This work was intended for readers of the publication, the working class
who wanted to see some form of protest against the injustice all around them.
Reason: The comic was created to raise awareness of the power influenced by
monopolies in the Senate, and show the public why the Senate was not changing
things.
The Main Idea: The bosses of the trusts have a bigger influence on the actions of the
Senate than the actual Senators.
Significance: The artist caught his audience’s attention by creating something
sensational that they were already outraged about, and the comic made it clear that the
current politicians weren’t working in the interest of their constituents. New Senators
would have to elected to effect change.
DOCUMENT C
Author: George Rice
Place and Time: New York World, October 16, 1898.
Prior Knowledge: The power brokers in charge of the different trusts were often
engaged in mutual agreements to ensure they remained on top, these symbiotic
relationships allowed them to maximize profits. This elitist philosophy gradually
squeezed the life out of the consumers and edged out the independent competition.
Audience: This document was intended for the readership of the New York World,
probably the middle class who would sympathize with his story of persecution.
Reason: The document was created to demonstrate a concrete example of the rampant
corruption and exploitation perpetrated by big businesses.
The Main Idea: Standard Oil has an airtight arrangement with the railroads, allowing
them employ discriminating rates and privileges of all kinds, making it impossible for
competitors to keep up.
Significance: This is the very definition of a monopoly: A corporation that dominates a
market to the exclusion of all others. This interferes with the free commerce in the
market-place that all of the trust bosses champion.
DOCUMENT D
Author: James B. Weaver
Place and Time: A Call To Action, 1892
Prior Knowledge: The success of the railroad, steel, and oil trusts inspired the
formation of dozens more across the entire spectrum of industry and manufacturing.
The trust controlling those products are not as well known as those in charge of the big
three, but they were certainly powerful and active.
Audience: This work was intended for everyone. It’s title implies that it the author felt
the issue demanded urgency and widespread observation.
Reason: Created to spur action, to spark outrage in the reader, and build on that pathos
with solid logos and ethos, by explaining exactly how a trust like the Oatmeal trust
operates.
The Main Idea: Trusts cripple the consuming class and kill off other businesses without
adding anything to the economy or helping anyone but themselves.
Significance: If the mills are more lucrative when they stand idle than when they are
running than the trusts are clearly not contributing to the economy as they claim to be,
but instead are working against the common good and perverting the very purpose of a
capitalist system.
DOCUMENT E
Author: William Howard Taft
Place and Time: Inaugural Address, Thursday, March 4, 1909.
Prior Knowledge: Taft was Roosevelt’s supporter and his handpicked successor, he
carried on Roosevelt’s work as a trustbuster, eventually going even further than
Roosevelt ever did.
Audience: Everyone, the American public at large. But more specifically the politicians
and powerbrokers gathered in Washington, DC who heard him, or heard from those
who did.
Reason: Taft was sending a message to the trusts and the trustbusters that the hunt
would continue.
The Main Idea: We have beaten back the trusts, and we will continue to do so,
perhaps to an even greater extent.
Significance: Though Roosevelt was responsible for spearheading the effort the put
the big bosses back in their place, Taft was responsible for much more trustbusting in
the long run. His lack of diplomatic sense allowed him to be the aggressor needed to
beat back the monopolies from reestablishing their stranglehold.
DOCUMENT F
Author: Senate and House of Representatives of the United States of America in
Congress
Place and Time: 1890
Prior Knowledge: In 1890, the leaders of the major trusts [concerning industry] were
taking over the economy. The Senate and House of Representatives - as well as the
vast majority of people fighting for this “Anti-Trust Act”, were against this overwhelming
monopolization.
Audience: The document was intended for the Congress, and furthermore for the
government: a so-called ‘call to action’ to get rid of the standard of big business.
Reason: The Sherman Anti-Trust Act was created to oppose what was considered
acceptable business in that time: the document was adamantly against the incredibly
wealthy and powerful. The creators of the document were trying to take a stand against
these men, in order to retain a sense of economic balance.
The Main Idea:
The main idea of the Act was to oppose the society’s norm of the
trusts and their unbalanced power of the economy.
Significance: The relevance of the document is to the rest of society at the time, and
the varied opinions on the roles of the trusts as agents of economic strength, or a
misuse of power.
DOCUMENT G
Author: William Graham Summer
Place and Time: March 1894
Prior Knowledge: The context of the document is it being right within the time frame in
which the “captains of industry” were at their most successful – 1890’s. The
commentary of the author is that the success of the economy is due to the leaders of
their time: that without these “captains”, it is not as though the wealth comes out of
nowhere, it would have to exist as a result of someone’s initiative.
Audience: This particular document was clearly intended for the general public, whose
opinions went against the new and upcoming leaders.
Reason: The document was originally posted in a Forum, as it is cited. Clearly, the idea
was for the author to express his feelings on the matter at hand - the up and growing
economy, and those that opposed it.
The Main Idea: Sumner is praising these men [the leaders of that time] and questioning
anyone who believes that their wealth comes about naturally and not without effort.
Significance: The theme is directly connected to the criticism of the trusts in this time
period. While many opposed them and the wealth they brought specific industrial
leaders, some supported the efforts, like Sumner.
DOCUMENT H
Author: William H. Vanderbilt
Place and Time: Chicago Daily News, October 9, 1882
Prior Knowledge: The plutocrats heading the different combinations viewed their
actions as perfectly justifiable and in no way different than what anyone would do given
the chance.
Audience: The reporter probably wanted Vanderbilt’s supporters, and investors to see
this, as well as their peers in the readership of the Daily News, hoping to show smear
both Vanderbilt and them.
Reason: The reporter responsible for the publication of this interview most likely
intended to expose the true motives, and cold blooded philosophy of the trusts’
owners. Vanderbilt probably had no such intentions.
The Main Idea: The people mean nothing to me, the people are irrelevant, I care only
about making money for the investors and myself.
Significance: Vanderbilt felt so secure in his power and wealth that he was careless
enough to insult the entire American public. He has no scruples or fear of reprisal.
DOCUMENT I
Author: Herman Viola
Place and Time: N/A
Prior Knowledge: The artist of this particular comic was playing off of the trusts of that
time period by emphasizing the power of the “Standard Oil Company” specifically. The
Company seems to have something like tentacles, wrapping around everything in sight
– i.e. having power over everything. This includes things both up close and far away,
such as, “Small Oil Co.”, houses, people, and even far off cities and the Capitol building.
Audience: This political cartoon was intended for the audience being affected by the
power of the oil trusts at that time. (Everyone!)
Reason: Herman Viola was compelled to create this piece because of the amount by
which the Standard Oil Company was controlled the economy. The cartoon speaks
silently against the unnatural and seemingly monstrous embodiment of control.
The Main Idea: The Standard Oil Company was astoundingly and incorrectly in control
of everything: not just the other oil companies or other smaller business, but the
economy, the people, and the government.
Significance: Having much controversy over the pros and cons of the Standard Oil
Company, the comic is relevant in its vision of an exaggerated monster in a purely
economic situation.
DOCUMENT J
Author: U. S. Industrial Commission
Place and Time: House Documents No.476, 56th Congress Session (December,1899)
Prior Knowledge: The monopolies were infamous for bribing not just individual
politicians but the majority of politicians in legislative bodies and committees.
Audience: This document was created to please the bosses and to appease their
critics
Reason: This work was created to put the necessity of trusts beyond doubt through
legal justification.
The Main Idea: There is no real argument against trusts, their benefits are irrefutable
and many.
Significance: Such legal-rational support made it harder for trustbusters like Roosevelt
to enforce legislation against the combinations.
OUTSIDE INFORMATION
Starting with the Railroads:
During the Civil War, Congress authorized land grants and loans for the building of the first
transcontinental railroad to connect California and the Union. This initial push evolved in a
frenzy of construction that resulted in the completion of at least 10 major railroads in the 1870s
and 1880s.
This sudden surplus of railways far exceeded the demand, and the combination of
overproduction, mismanagement, and fraud led to the bankruptcy of many of the new railroads.
Bankers like J.P. Morgan were eager to snap them up and consolidate them. By eliminating
competition and fixing rates, these railroad directorates became the first monopolies.
Steel Industry:
Andrew Carnegie – Two decades after the discovery of steel, Carnegie started manufacturing
it in Pittsburgh the 1870s, and revolutionized the industry through ruthless efficiency as a
businessman and the use of the latest technology.
Carnegie Steel soon dominated the industry with strategy called vertical integration, which
means they cut out middle-men and controlled the production of steel all the way from the mines
to the consumers hands. This is one means of monopoly.
U.S. Steel Corporation – In 1900, Carnegie sold his company for a fortune to a new steel
“combination” led by J.P. Morgan, called United States Steel. It controlled 3/5 of the nation’s
steel business and was the largest business enterprise of any kind on earth.
Oil Industry:
John D. Rockefeller – In 1963, founded what would become the Standard Oil Trust, and
capitalized on the advent of oil drilling in the U.S. in the same way Carnegie did, but to forge a
rather different kind of monopoly.
By extorting the railroads and manipulating his prices to force his competitors out of business,
Standard Oil absorbed 90% of the oil refinery business by 1881. This method of controlling a
network of separate companies under a single board of trustees, is known as vertical
integration.
Around this time, public criticism of the trusts began to rise, eventually resulting in the creation
of the Sherman Antitrust Act (1890) – Which outlawed “unreasonable’ combinations/trusts in
restraint of trade or commerce.
The Implications of the Sherman Act:
Unfortunately, this law was too weak to hinder the growth of trusts in the 1890s, and the
Supreme Court case of U.S. v. E.C. Knight Co. (1895) ruled that the Sherman Antitrust Act was
applicable to commerce only, not manufacturing, which took the teeth out whatever bite it had.
The Court later refused to break up the Standard Oil and American Tobacco monopolies,
because it didn’t deem them “unreasonable.”
The Court also decided that the Sherman Act could be used against interstate strikes, like
railway strikes, because they were in restraint of trade.
Conservative Economic Theories:
The attitude of economists at the end of the 19th century favored a “sink or swim” approach to
the marketplace bolstered by theories like Social Darwinism (survival of the fittest) and the
Gospel of Wealth (the rich are wealthy because they are the fittest and because of God’s favor).
Carnegie also believed the wealthy had a responsibility to benefit society through works of civic
philanthropy, and donated of $350 million to different public institutions.
Theodore Roosevelt’s Trust Busting:
Roosevelt is the first president to enforce the Sherman Antitrust Act to enforce it, since it was
passed in 1890.
He went after the railroad conglomerate Northern Securities Company first, and in 1904 the
Supreme Court upheld his action in breaking it up.
Next, Roosevelt sent his attorney general after Standard Oil and more than 40 other large
corporations.
Elkins Act (1903) - Gave the Interstate Commerce Commission greater authority to stop
railroads granting rebates to favored customers.
Hepburn Act (1906) – Allowed the ICC to fix “just and reasonable” rates for railroads.
Taft’s Trust Busting:
Elected in 1908, Taft continued Roosevelt’s Progressive policies, ordering the prosecution of
almost twice as many antitrust cases as his predecessor, including one against U.S. Steel which
even attacked a merger approved by former Roosevelt during his Presidency.
Mann-Elkins Act (1910) – Gave the Interstate Commerce Commission the power to suspend
railroad rates and oversee telephone, telegraph, and cable companies.
Wilson’s New Freedom program:
Clayton Antitrust Act (1914) – Greatly strengthened the provisions in the Sherman Antitrust
Act for breaking up monopolies. Also exempted unions from being prosecuted as trusts.
Federal Trade Commission (1914)– New regulatory agency empowered to investigate to take
action against “unfair trade practice” in every industry except banking and transportation.
KEY OF EXPECTED RESPONSES
SCORE OF 9
● Contains a clear, well-developed thesis that addresses all parts of the question:
○ Impact of trusts on the upper class
○ Impact of trusts on the middle/working class
○ Responses of the US government to changes brought about by trusts
SCORE OF 8
● Presents an effective analysis of the topic; treatment of multiple parts may be somewhat
uneven:
○ Impact of trusts on the upper class
○ Impact of trusts on the middle/working class
○ Responses of the US government to changes brought about by trusts
● Effectively uses a substantial number of documents.
● Develops the thesis with substantial and relevant outside information.
● May contain minor errors that do not detract from the quality of the essay
● Is well organized and well written.
SCORE OF 5-7
● Contains a thesis that addresses the question; may be partially developed.
● Provides some analysis of the topic, but treatment of multiple parts may be uneven.
● Effectively uses some documents.
● Supports the thesis with some relevant outside information.
● May contain errors that do not seriously detract from the quality of the essay.
● Has acceptable organization and writing.
SCORE OF 2-4
● Contains an unfocused or limited thesis, or simply paraphrases the question.
● Deals with the question in a general manner; shows simplistic, superficial treatment of
the subject.
● Merely paraphrases, quotes, or briefly cites documents.
● Contains little outside information or lists facts with little or no application to the question.
● May have major errors.
● May be poorly organized, poorly written, or both.
SCORE OF 1 AND BELOW
● Contains no thesis or a thesis that does not address the question
● Exhibits inadequate or incorrect understanding of the question
● Shows little or no understanding of the documents or ignores them completely
● Has numerous errors.
● Is organized or written so poorly that it inhibits understanding.
SAMPLE THESIS:
How did the trusts affect the growing upper class as opposed to the working middle class, and
what role did the government play - how did they respond to the trusts?
The increase in the size of big business (like trusts) created a new class of elites within
the upper class by placing more money in the hands of businessmen than in the those of
gentlemen for the first time in history; at the same time it crushed the middle class into poverty
and forced them into inhumane factory labor, while the government stood by for decades,
numbed to the injustice by the widespread graft and bribery.
WORKS CITED PAGE
Act of July 2, 1890 (Sherman Anti-Trust Act), July 2, 1890; Enrolled Acts and Resolutions of
Congress, 1789-1992; General Records of the United States Government; Record Group
11; National Archives.
AP United States History 2012 Scoring Guidelines. College Board, 2012. PDF.
"DBQ-13 Progressivism." DBQ-13 Progressivism. Ed. Julia Bernardini. Historyteacher.net, Apr.
2000. Web. 19 Apr. 2013.<http://www.historyteacher.net/USProjects/
DBQs2000/APUSH2000-DBQ-13.htm>.
Newman, John J., and John M. Schmalbach. United States History: Preparing for the Advanced
Placement Examination. New York, NY: Amsco School Publications, 1998. Print.
Sumner, William G. "Forum." N.p., Mar. 1894. Print.
Tarbell, Ida. "John D. Rockefeller: A Character Study." McClure's Magazine (1905): n. pag.
Print.
Tarbell, Ida. "The Rise of the Standard Oil Company." The History of the Standard Oil
Company.
New York: McClure, Phillips, 1904. N. pag. Print.
Viola, Herman. Standard Oil Co. in Complete Control. Digital image. Culver Pictures. Scott
Foresman-Addison Wesley Publishing Co., n.d.
DBQ LAYOUT W/ PROMPT
DOCUMENT A
Source: George E. McNeill, labor leader, The Labor Movement: The Problem of Today, 1887.
The railroad president is a railroad king, whose whim is law. He collects tithes by reducing
wages as remorselessly as the Shah of Persia or the Sultan of Turkey, and, like them, is not
amenable to any human power. He can discharge (banish) any employee without cause. ... He
can withhold their lawful wages. He can delay trial on a suit at law, and postpone judgment
indefinitely. He can control legislative bodies, dictate legislation, subsidize the press, and
corrupt the moral sense of the community. He can fix the price of freights, and thus command
the food and fuel-supplies of the nation. In his right hand he holds the government; in his left
hand, the people.
DOCUMENT B
Source:
Joseph Keppler, “The
Bosses of the Senate,”
Puck, January 23, 1889.
DOCUMENT C
Source: George Rice, “How I Was Ruined by Rockefeller,” New York World, October 16, 1898.
“I am but one of many victims of Rockefeller’s colossal combination,” said Mr. [George] Rice,
“and my story is not essentially different from the rest. ... I established what was known as the
Ohio Oil Works. ... I found to my surprise at first, though I afterward understood it perfectly, that
the Standard Oil Company was offering the same quality of oil at much lower prices than I could
do — from one to three cents a gallon less than I could possibly sell it for.”
“I sought for the reason and found that the railroads were in league with the Standard Oil
concern at every point, giving it discriminating rates and privileges of all kinds as against myself
and all outside competitors.”
DOCUMENT D
Source: James B. Weaver, A Call To Action, 1892
It is clear that trusts are contrary to public policy and hence in conflict with the common
law. They are monopolies organized to destroy competition and restrain trade...
It is contended by those interested in trusts that they tend to cheapen production and
diminish the price of the article to the consumer.... Trusts are speculative in their purpose and
formed to make money. Once they secure control of a given line of business, they are masters
of the situation and can dictate to the two great classes with which they deal-the producer of the
raw material and they consumer of the finished product....
The main weapons of the trust are threats, intimidation, bribery, fraud, wreck, and
pillage. Take one well-authenticated instance in the history of the Oat Meal Trust as an
example. In 1887 this trust decided that part of their mills should stand idle. They were
accordingly closed. This resulted in the discharge of a large number of laborers who had to
suffer in consequence. The mills which continued in operation would produce seven million
barrels of meal during the year. Shortly after shutting down, the trust advanced the price of meal
one dollar per barrel, and the public was forced to stand the assessment. The mills were more
profitable when idle than when in operation.
DOCUMENT E
SOURCE: William Howard Taft, Inaugural Address, Thursday, March 4, 1909.
I should be untrue to myself, to my promises, and to the declarations of the party platform upon which I
was elected to office, if I did not make the maintenance and enforcement of those reforms a most
important feature of my administration. They were directed to the suppression of the lawlessness and
abuses of power of the great combinations of capital invested in railroads and in industrial enterprises
carrying on interstate commerce. The steps which my predecessor took and the legislation passed on his
recommendation have accomplished much, have caused a general halt in the vicious policies which
created popular alarm, and have brought about in the business affected a much higher regard for existing
law.
To render the reforms lasting, however, and to secure at the same time freedom from alarm on
the part of those pursuing proper and progressive business methods, further legislative and executive
action are needed. Relief of the railroads from certain restrictions of the antitrust law have been urged by
my predecessor and will be urged by me. On the other hand, the administration is pledged to legislation
looking to a proper federal supervision and restriction to prevent excessive issues of bonds and stock by
companies owning and operating interstate commerce railroads.
DOCUMENT F
SOURCE: Sherman Anti-Trust Act of 1890.
SECTION 1 Every contract, combination in the form of trust or otherwise, or conspiracy, in restraint of
trade or commerce among the several States, or with foreign nations, is declared to be illegal. Every
person who shall make and contract or engage in any combination or conspiracy hereby declared to be
illegal shall be deemed guilty of a felony, and, on conviction thereof, shall be punished by fine not
exceeding ten million dollars if a corporation, or, if any other person, three hundred and fifty thousand
dollars, or by imprisonment not exceeding three years, or by both said punishments, in the discretion of
the court.
SECTION 2 Every person who shall monopolize, or attempt to monopolize, or combine or
conspire with any other person or persons, to monopolize any part of the trade or commerce among the
several States, or with foreign nations, shall be deemed guilty of a felony, and, on conviction thereof, shall
be punished by fine not exceeding ten million dollars if a corporation, or, if any other person, three
hundred and fifty thousand dollars or by imprisonment not exceeding three years, or by both said
punishments, in the discretion of the court.
DOCUMENT G: “Forum” - William Graham Sumner - March 1894
“The captains of industry and the capitalists... if they are successful, win, in these days, great
fortunes in a short time. There are no earnings which are more legitimate or for which greater services are
rendered to the whole industrial body. The popular notions about this matter really assume that all the
wealth accumulated by these classes of persons would be here just the same if they had not existed.
They are supposed to have appropriated it out of the common stock. This is so far from being the true
that, on the contrary, their own wealth would not be but for themselves; and besides that, millions more of
wealth, manyfold greater than their own, scattered in the hands of thousands, would not exist but for
them.”
DOCUMENT H
Source: Interview with William H. Vanderbilt, Chicago Daily News, October 9, 1882
Q: How is the freight and passenger pool working?
W.V.: Very satisfactorily. I don’t like that expression “pool,” however, that’s a common
construction applied by the people to a combination which the leading roads have
entered into to keep rates at a point where they will pay dividends to the stockholders.
The railroads are not run for the benefit of the “dear public” – that cry is all nonsense –
they are built by men who invest their money and expect to get a fair percentage on the
same. Q: You don’t run your limited express for the public benefit?
W.V. The public be damned. What does the public care for the railroads except to get
as much out of them for as small consideration as possible? I don’t take any stock in
this silly nonsense about working for anybody’s good but our own.
DOCUMENT I
DOCUMENT J
Source: U. S. Industrial Commission, Preliminary Report on Trusts and Industrial Combination.
House Documents No.476, 56th Congress Session (December,1899), Part I, 796.
It is too late to argue about advantages of industrial combinations. They are a necessity...Their
chief advantages are:
.
1) Command of necessary capital
.
2) Extension of limits of business
.
3) Increase of number of persons interested in the business.
.
4) Economy in the business
. 5) Improvements and economies which are derived from knowledge of many interested
persons of wide experience
. 6) Power to give the public improved products at less prices and still make profit for
stockholders
.
7) Permanent work and good wages for laborers