WRITING A DBQ: AP* U.S. History€¦ · 7 Discuss the changing ideals of American womanhood between the American Revolution (1770s) and the outbreak of the Civil War. What factors

WRITING A DBQ: AP* U.S. History

Jim Tomlin, Writer

Dr. Aaron Willis, Project Editor Kerry Gordonson, Editor

Christina Trejo, Editorial Assistant Justin Coffey, Editorial Assistant

Social Studies School Service 10200 Jefferson Blvd., P.O. Box 802

Culver City, CA 90232

http://socialstudies.com [email protected]

(800) 421-4246

© 2007 Social Studies School Service 10200 Jefferson Blvd., P.O. Box 802 Culver City, CA 90232 United States of America (310) 839-2436 (800) 421-4246 Fax: (800) 944-5432 Fax: (310) 839-2249 http://socialstudies.com [email protected] Permission is granted to reproduce individual worksheets for classroom use only. Printed in the United States of America ISBN 1-56004-285-0 Product Code: ZP905 *AP and Advanced Placement Program are registered trademarks of the College Entrance Examination board, which was not involved in the production of and does not endorse this product.

TABLE OF CONTENTS

Introduction.............................................................................................................. iv

Lecture Notes........................................................................................................... S1

Student Handouts.................................................................................................... H1

Culminating Activities

Assessment Guidelines........................................................................................ 1

Rubric Check Sheet............................................................................................. 2

Permission granted to reproduce for classroom use only. © 2007 Social Studies School Service. (800) 421-4246. http://socialstudies.com iv

INTRODUCTION Created by an experienced AP U.S. History teacher and AP test grader, this PowerPoint® presentation shows students a step-by-step method for formulating and composing a well-written response to the AP U.S. History DBQ. The first part of the presentation lays out a method for breaking down the process of answering the question into stages: identifying key terms and date parameters, constructing a database, analyzing the documents, and developing a strong thesis. Each of the next three sections analyzes a sample College Board-style DBQ, demonstrating how to apply the method learned in the first part of the presentation and also offering tips on interpreting the documents. This binder contains a printout of each slide from the presentation. It also includes reproducible student handouts: an outline version of the presentation that they can use for taking notes, a rubric checksheet, and guidelines for assessing their DBQ essays.

ABOUT THE AUTHOR Jim Tomlin has spent 41 years in the classroom, having taught for the last 36 years at Corona del Mar High School in Newport Beach, California. Since 1992 Jim has been an AP U.S. History instructor. Over the past 15 years, he has seen the AP U.S. History program at his school grow from 22 students to 126. Jim has been an active and endorsed College Board presenter since 1998, conducting both weekend and weeklong workshop sessions. He has been an AP exam reader since 1997 and has written exam questions for the College Board.

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WRITING A DBQ:AP* U.S. History

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What Is a DBQ?

• An essay question that asks you to take a position on an issue that has several possible answers

• No “right” or “correct” response• You must craft a thesis based on your own

knowledge and your interpretation of the evidence presented

A DBQ is an essay question that asks you to take a position on an issue that has several possible answers. There is no “right” or “correct” response. The question is designed to give you the opportunity to craft and defend a thesis based upon your knowledge and your interpretation of the evidence presented to you in the primary sources and other documents. Imagine yourself as the historian who first heard the Kennedy tapes, found a long-lost letter from Frederick Douglass, interviewed Lyndon Johnson in 1970, or ran an original computer data analysis of poverty in 1900. You have these pieces of evidence. What do they mean and how do they fit with what you already know?

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DBQ Documents• Charts, graphs, and maps• Newspaper articles/editorials• Speeches• Letters• Diaries• Laws• Treaties• Executive orders• Editorial cartoons

The documents presented in a DBQ may include any of the items listed here.

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Prompt Analysis Format

This next series of slides will lay out a nine-step method for answering a DBQ.

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The QuestionRead the question carefully, then think about the following:

• What is the essence of the question?• Is it a yes/no, “to what extent,” or “compare

and contrast” question?• Does it have more than one part?• Are there bullets provided?• Is there a choice of responses?

First, read the question carefully and try to determine the essence of the question. For example, what type of question is it: yes/no, “to what extent,” or compare/contrast? What judgment does it ask you to make? Does it have more than one part, and therefore more than one question that needs to be answered? Does it provide bullets to offer you some direction? Does it offer a choice of responses?

Most questions require you to analyze relationships (for example, the political implications of an economic issue), common themes in different time periods (for example, the concept of “national interest” in foreign policy), or degree (for example, “To what extent and in what ways do the views about John Brown expressed in the documents illustrate changing North-South relations between 1859 and 1863?”). Questions of the last type that ask “to what extent” are designed to force students to give an opinion. Try to think of these “degree” questions as asking “On a scale from 1 to 10…”

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Sample DBQ: Multipart QuestionDiscuss the changing ideals of American womanhood between the American Revolution (1770s) and the outbreak of the Civil War. What factors fostered the emergence of “republican motherhood” and the “cult of domesticity”? Assess the extent to which these ideals influenced the lives of women during this period. In your answer be sure to consider issues of race and class.

For example, this DBQ (from the 2006 AP exam) has several parts that need to be addressed. When presented with a question like this, identify and underline the various parts of the question, then decide how you will answer it. How many parts does this question have? (Note to teacher: Field responses from the class, then click to advance the animations, revealing the answers.) Ask yourself, “What must I cover in order to write a successful essay?” Be sure you fully understand what the question is asking you to do.

Make sure you respond to the question asked, rather than to one you wish had been asked. Also, don’t make up your own version of the question. These are common mistakes often committed by students who actually know something about the topic addressed in the question. The absolute rule here is to answer the question asked.

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Discuss the changing ideals of American womanhood between the American Revolution (1770s) and the outbreak of the Civil War. What factors fostered the emergence of “republican motherhood” and the “cult of domesticity”? Assess the extent to which these ideals influenced the lives of women during this period. In your answer be sure to consider issues of race and class.

Key Terms

Next, identify any key terms that need to be defined. Seize control of the prompt by imposing your definitions of these terms. What would the definable terms be for this question? (Note to teacher: Field responses from the class, then click to advance the animations, revealing the answers.)• “ideals of American womanhood”• “republican motherhood”• “cult of domesticity”

Here is another sample question: “To what extent had the colonists developed a sense of their own identity and unity as Americans by the eve of the Revolution?” This question requires you to explain both “identity” and “unity.” Many students who answered this question discussed these terms together, but they should have made a list of examples for both terms.

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Date Parameters

The next step is to examine the date parameters. Are they specifically stated in the question? What are they in this question? (Note to teacher: Field responses from the class, then click to advance the animations, revealing the answer.) If the date parameters are not expressly stated, as they were in this question, then you have some flexibility in determining your own parameters. For example, with the unity/identity question mentioned before, you could start after the French and Indian War, or with the founding of the colonies. Seize control of the prompt by precisely defining these date parameters.

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Date Parameters (continued)

• Does the question state specific dates? What are they?

• If no specific date parameters are given, set ones of your own

• List presidents of the period• Put the question in chronological context of

the events and culture of the period

Here’s another sample question: “How do you account for the appeal of McCarthyism in the United States in the era following the Second World War?” How would you define the date parameters for this question? (Note to teacher: Take a few minutes to field suggestions from students, then continue.) This question is sufficiently vague about dates. The beginning date is easier to pin down, since World War II ended in 1945, but few restrictions exist on an end date. Should it be 1954, when McCarthy was censured by the Senate? Or 1957, when he died? Or 1960, when the “Eisenhower era” ended? Although most students would probably choose 1960 as an end date, you could also extend your response well into the 1960s by mentioning the persistence of the Cold War fear of “communist subversion.”

Try to get a feel for the target era by listing the presidents of the period along with the major facts for each administration. Put the question in chronological context of the events and culture of the period. What are the anchor points in the parameter years? For example, precise anchor points for a question about Reconstruction could be 1865 (the end of the Civil War) and 1884 (the election of the first Democratic president since Buchanan). Date sequences are important.

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Construct a Database• Use a database to organize outside

information you know that may be relevant to the question

• Write down headings on the back of your test booklet

• Create the database before you read the documents

• Next, read the documents and add any other info to your database that occurs to you

The next step is to construct a database, which is a series of lists based on the question. You will use the database to organize all the outside information you know that may be relevant to the question. Use the back of your test booklet as a scratch sheet and write down headings like “Social,” “Economic,” “Political,” “Foreign Affairs,” “Events,” “Court Cases,” or others you think appropriate. Jot down as many thoughts and facts about the question as you can. On a DBQ, always create a database before you read the documents. This will assure that you have substantial outside information—which is the key to a high score. Without outside information, an essay can’t receive any more than four out of a possible nine points.

Next, read the documents, adding additional outside information to your database as it occurs to you. If your database is constructed opposite your document analysis, this will help when you compare your database with the documents. You should easily be able to distinguish pieces of outside information that are not contained in the documents. You will want to balance outside information with the information and hints in the documents (which, by the way, are always presented in chronological order).

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Analyzing the Documents

• A document is not a fact, but a piece of evidence to interpret

• Point of view is crucial• Does the document support or refute your

thesis?

Remember, a document is not a fact, but a piece of evidence to interpret. The point of view of the sources is central to its credibility. Even when people agree on the facts, they may interpret these facts differently. Does the document support or refute your thesis? If a document seems to disprove your view, you will do well to answer this challenge in your essay.

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Analyzing the Documents:SOAPS

• S subject What is being discussed?

• O occasion What is the context of events?

• A audience To whom is the message directed?

• P purpose What is the recommended action to the reader?

• S speaker What/who is the source?

One way to analyze the documents is using the SOAPS checklist, as shown in this slide.

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Analyzing the Documents:APPARTS

• P=Place and time: Where and when was the source produced? How might this have affected the content of the source?

• P=Prior knowledge: Beyond information about the author and the context of its creation, what do you know that would help you further understand the source?

• A=Author: Who created the source? What do you know about the author? What is the author’s point of view?

Another way to analyze the documents is by using the APPARTS checklist. (Note to teacher: APPARTS is a device developed for the vertical teams program for social science.)

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• S=Significance: Why is this source important? Ask yourself, “So what?” in relation to the question asked.

Analyzing the Documents:APPARTS (continued)

• T=The main idea: What point is the source trying to convey?

• R=Reason why: Why was this source produced? How might this affect the reliability of the source?

• A=Audience: For whom was the source created? How might this affect the reliability of the source?

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The First Paragraph

• Insight: analysis, perspective, point of view• Make a strong first impression• Provide analysis of the question• The reader should know your position on

the question unequivocally after the first paragraph

In the first paragraph of your essay, you need to provide insight (that is, analysis, perspective, and point of view) into the complexity of the question. This is particularly important if you want to get the highest essay scores (7, 8, and 9). You should make a strong first impression. Try to impress the reader with your analysis of the question. Although you want to refute strong points that someone trying to argue against your thesis might make, you should concede good points that the other side might make. On balance, your argument should reflect a preponderance of the evidence presented in the documents. Above all, the reader should know your position on the question unequivocally after the first paragraph.

Your opening paragraph should contain the following:1. A restatement of the question. This should reflect the question as you

understand it. Do not simply recopy the question; AP readers generally view this as “taking up space.”

2. A brief definition of the terms and parameters as you understand them3. Insightful commentary on the question and its complexity4. Your thesis

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The Thesis Statement• A positive assertion regarding an issue

about which reasonable people may hold different opinions

• Answers the question in one sentence• Use your notes and database to organize

your arguments• Don’t discuss the documents in the order in

which the DBQ presents them

A thesis statement is a positive assertion regarding an issue about which reasonable people may hold different opinions. You must have a thesis before you can prove it. Your first paragraph should reflect that you have a thesis and that you understand the complexity of the question. Remember, there are no simple answers to a DBQ—if an easy response existed, the question wouldn’t have been asked in the first place. The level of sophistication of your analysis and the degree to which you successfully prove your thesis are crucial in receiving a high score.

Once you have weighed the evidence, you are ready to write a clear thesis that answers the question in one sentence. Use the notes and the database you have constructed to organize your arguments logically. Although the documents in a DBQ are arranged chronologically, avoid the trap of discussing them in order: remember, you don’t want to merely describe the documents, but instead to interpret them as evidence.

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The Body of the Essay• Provide factual support for your thesis• Stay focused on the question• Don’t just write down everything you know

about the topic• Chronological sequence is more important

than precise dates

Remember that your essay is written to convince. Be thorough and assume nothing. As with a geometry proof, don’t skip steps. Provide abundant and appropriate factual support for your thesis, keeping your focus on the question. When using examples, relevance and accuracy are of paramount importance. Don’t lapse into a narrative of everything you know about the topic. One or two specific, focused, and relevant examples are better than a laundry list of names or cases without comment. Avoid ambiguity and vagueness, but if you don’t know an exact date, pin it down as closely as you can (e.g., the early 1880s, the late 17th century, during the Kennedy administration). Chronological sequence is more important than a precise date, but be as specific as you can. Whatever facts you present should be used to prove your thesis.

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The Body of the Essay (continued)

• Stick to the facts; don’t editorialize• Make sure that each point you make

supports your thesis• Include outside information• Cite a majority of the documents

Don’t editorialize. Stick to the facts. Think of the essay like a sports broadcast: you need to provide the color analysis, not the play-by-play. Instead of saying, “Johnson strikes out,” you need to say, “Johnson has proven again and again that he can’t handle an inside fastball.” When you make a point, be sure that it links to your thesis and supports it. When you finish a paragraph, look back and make sure it connects with your thesis. In addition, you need to provide a substantial amount of outside information and cite a majority of the documents in your essay.

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The Conclusion

If time permits, write a conclusion that provides the following information: if my thesis is correct, then ________ is true.

An example: If the Navigation Acts were not economically oppressing the colonists, then we must look elsewhere for the basic causes of the American Revolution.

Some teachers feel that you should write the conclusion immediately after you finish writing the first paragraph. This can help you to focus on where the essay is going. A concluding statement should tie your data together and provide meaning.

Think of the opening and closing paragraphs as mini-essays that lay out your entire case. However, the opening paragraph far exceeds the closing one in importance.

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Prompt Analysis Format: Summary1. What is the ESSENCE of the question?2. What key terms need to be DEFINED?3. Are the date PARAMETERS stated?4. Construct a DATABASE5. Analyze the documents (SOAPS or APPARTS). Always

take POINT OF VIEW into account.6. Provide INSIGHT into the complexity of the question7. Write a clear THESIS that answers the question in one

sentence8. Provide abundant and appropriate factual SUPPORT for

your thesis9. If time permits, write a CONCLUSION

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DBQ Facts & Tips• Within the free-response section, the DBQ

counts for 50% and the other two essays count for 25% each.

• You have 210 minutes to write the free-response section. That’s roughly 60 minutes for the DBQ and 35 minutes each for the other essays.

• Handwriting matters!

Regarding the third bullet: In an experiment where the same essay was written (actually copied) by three different students with excellent, fair, and poor handwriting, the grades reflected the quality of the penmanship. This may not be fair, but it’s the reality of the situation. All AP readers have another person “reading behind” them. Since not all essays receive two readings, it’s highly unlikely that the second reader will pick a paper with poor handwriting. Thus, try to write as clearly and as neatly as you can.

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DBQ #1

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Using information from the evidence (that follows) as well as your knowledge of the period, to what extent did the presidency of Andrew Jackson bring about a social, economic, and political revolution?

Question

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Prompt Analysis FormatLet’s apply the prompt analysis format to this question.

1. ESSENCE2. DEFINITIONS3. PARAMETERS4. DATABASE5. POINT OF VIEW6. INSIGHT7. THESIS8. SUPPORT9. CONCLUSION

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What is the ESSENCE of the question, and what kind of

judgment is it asking you to make? Using information from the evidence (that follows) as well as your knowledge of the period, to what extent did the presidency of Andrew Jackson bring about a social, economic, and political revolution?

What type of question is this? (Note to teacher: Field responses from the class, then click to advance the animation, revealing the answer.)

This is a “to what extent” question that you can visualize on a continuum (again, imagine a scale of 1–10). It asks you to make a judgment based on your interpretation and evaluation of evidence. (on balance). It is also a yes-or-no question, in that it essentially asks you to decide whether the Jackson presidency (which, by the way, is not the same as the so-called “Age of Jackson”) either was or was not revolutionary.

Be sure you are focused on the prompt and responding to it.

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Does the answer have more than one part?


Yes, there are three distinct categories to consider: social, economic, and political. Your coverage of each should be as balanced as possible.

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What key terms need to be DEFINED?


Seize control of the prompt by defining key terms. You must demonstrate a clear understanding of the categories: social, economic, and political. Use a few sentences to make them clear to show the reader you can grasp the complexities of the question.

For this question, the key term is “revolution,” which most often means abrupt and comprehensive change.

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What are the PARAMETERS?


The parameters might appear to be just the two presidential terms that Jackson served, but the effects of his presidency (say, for example, his Indian policy or his policy regarding the Bank of the United States) affected the country beyond his years as president (1829–1837).

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Construct a DATABASE

ECONOMICPOLITICALSOCIAL

Construct a database before reading the documents to insure that you have outside information. Your database categories will be “social,” “economic,” and “political.”List all factual points that you can recall, and take care to think chronologically while you do it.

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SOCIAL• Era of social reform• Influence of Second Great

Awakening– Prohibition of alcohol– Indian removal– Religious revival– Education reform– Prison– Women’s issues– Abolition– Belief in the perfectibility

of man and society– Labor reaction to the

Industrial Revolution• Anti-intellectual• Era of common man• Frontier myth• Utopian communities


Here are some examples of things you might include in the “social” section of the database.

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ECONOMIC• The Bank War

– Nicholas Biddle– Private profit and

accountability– Removal of federal

deposits– Pet banks

• Government responsibility for prosperity

• Compromise Tariff of 1833• Panic of 1837• Specie Circular• French debt question

– seizing French assets


Here are some examples of things you might include in the “economic” section of the database.

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POLITICAL• Caucus overthrown• Nominating conventions begin• Strong Executive

– Using presidential influence in Congress– Jackson vetoes– Nullification controversy

• Extension of suffrage– Elimination of property and religious

restrictions– Holding office– More elective offices– Humble appeal to voters

• Popular participation• Mass rallies and movements• Slogans• Log cabin• Man of the people

• Presidential electors• Nullification proclamation and sectionalism• Spoils system• Influence beyond his terms• BUS in politics• Texas question• Tyranny of the majority• Belief in minimal government • Jackson’s contradictory states’ rights and federal

supremacy positions

Here are some examples of things you might include in the “political” section of the database.

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Provide your INSIGHT


You haven’t written your thesis statement yet, so think of how you could go either way with your answer (“to a great extent” or “not much at all”) and how you could prove either thesis. Remember, any question will have contradictions: for this one, it’s Jackson the forceful leader versus Jackson the dictator. Show the reader you can formulate a strong response to the question (in other words, don’t waffle), but show that you understand that the other side has some valid points as well. For example, if Jackson had died in 1812 in the battle of New Orleans, how would the history of this country have been changed? Analysis is particularly important in attaining the highest scores.

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READ and ANALYZE the documents

INTERPRETATIONDATABASE

A good approach is to divide your paper in half. Side one will contain your database, side two your interpretation of the documents. You will almost surely be able to see some database items not mentioned in the documents. Examine the economic, social, and political implications of each document.

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Source: Margaret Bayard Smith's Eyewitness Account of Jackson's Inauguration (1829)

Document A

An almost breathless silence, succeeded and the multitude was still,—listening to catch the sound of his voice, tho’ it was so low, as to be heard only by those nearest to him. After reading his speech, the oath was administered to him by the Chief Justice. The Marshal presented the Bible. The President took it from his hands, pressed his lips to it, laid it reverently down, then bowed again to the people—Yes, to the people in all their majesty. And had the spectacle closed here, even Europeans must have acknowledged that a free people, collected in their might, silent and tranquil, restrained solely by a moral power, without a shadow around of military force, was majesty, rising to sublimity, and far surpassing the majesty of Kings and Princes, surrounded with armies and glittering in gold…

This document shows that Jackson was popular with the masses [first underlined section] and revered by many for his accomplishments as a general, but he had also served in both the House and Senate before the turn of the 19th century. He was more than a general with no legislative experience, and he also had the advantage of rising from very humble beginnings. For many people, his rise to wealth and prominence showed that anyone with ability could become successful in America. It also reveals the exaltation of the “common man” [second underlined section] that was characteristic of the spirit of Jacksonian democracy.

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Document B

The whole of the preceding day, immense crowds were coming into the city from all parts, lodgings could not be obtained, and thenewcomers had to go to George Town…I was told the Avenue and adjoining streets were so crowded on Tuesday afternoon that it was difficult to pass…

No arrangements had been made [and] no police officers placed onduty and the whole house had been inundated by the rabble mob… The President, after having been literally nearly pressed to death and almost suffocated and torn to pieces by the people in their eagerness to shake hands with Old Hickory, had retreated through the back way or south front and had escaped to his lodgings at Gadsby's. Cut glass and china to the amount of several thousand dollars had been broken in the struggle to get the refreshments, punch and other articles had been carried out in tubs and buckets…

This selection hints at the “King Mob” and anti-intellectual aspects of JacksonianDemocracy. This was the very thing that Hamiltonians feared—that rule by the majority would be rule by the lowest common denominator. By 1828, more people than ever could vote, and many other reforms were already underway. These changes preceded Jackson’s presidency, so again it raises the question of the extent of his influence. Did he organize and lead a parade, or did he see the parade and rush to its front?

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Source: Jackson Announces His Policy of Rotation in Office (1829)

Document C

In a country where offices are created solely for the benefit of the people no one man has any more intrinsic right to official station than another. Offices were not established to give support to particular men at the public expense. No individual wrong is, therefore, done by removal, since neither appointment to nor continuance in office is a matter of right. The incumbent became an officer with a view to public benefits, and when these require his removal they are not to be sacrificed to private interests. It is the people, and they alone, who have a right to complain when a bad officer is substituted for a good one.

Even though Jackson intended for this announcement to show that he would bring fairness to the process of appointing people to government jobs, some felt his policy of “rotation in office” was designed to create a political machine instead of offering opportunities, providing new blood, or democratizing the federal government. Like many of his day who shared his humble origins, Jackson believed the the wealthy exploited the common people. Although Jackson had some bitter enemies, the great mass of the people loved him, trusting him with the reins of power.

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The injustice of your new principle of “Reform” would have been too glaring had it been at once boldly unfolded; and hence is it that it was brought out by degrees. At first it was pretended that those only who had made use of office as an engine for electioneering purposes were to be “reformed away.” But when it was discovered that there were in place very many of your own friends who had been guilty of this unconstitutional impropriety; as you have been pleased to call it, who, contrary to any feeling of gratitude or sense of duty, had stung the bosom which warmed, and the hand which fed them, making use of their office in the gift of Mr. Adams, as the means of furthering your designs upon the Presidency to his exclusion, and that your rule was a “two-edged sword,” which, if honestly borne, would “cut upon both sides,” it was soon carefully withheld, and finally gave way to a much more comprehensive scheme of reform.

Source: Letter from Mrs. Barney to President Jackson (1829)

Document D

In this document, Mrs. Barney levels withering criticism of the Jacksonian spoils system. She claims that he merely swept out his political opponents while allowing his supporters to get away with improprieties.

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A bank of the United States is in many respects convenient for the Government and useful to the people. Entertaining this opinion, and deeply impressed with the belief that some of the powers and privileges possessed by the existing bank are unauthorized by the Constitution, subversive of the rights of the States, and dangerous to the liberties of the people, I felt it my duty at an early period of my Administration to call the attention of Congress to the practicability of organizing an institution combining all its advantages and obviating these objections. I sincerely regret that in the act before me I can perceive none of those modifications of the bank charter which are necessary, in my opinion, to make it compatible with justice, with sound policy, or with the Constitution of our country… In the bearings of the act before me upon these points I find ample reasons why it should not become a law.

Source: President Jackson's Veto Message Regarding the Bank of the United States (1832)

Document E

As President, Jackson was now in position to redress the perceived wrongs perpetrated by the upper classes—especially bankers. He used the veto more times in his eight years than the six presidents who came before him. In this document, he portrays himself as the only representative of the common people in the federal government. Democrats claimed to be the party of the common man, attacking the Adams faction as “lace shirted” aristocrats. In fact, the Jacksonians were not “common people,” even though they had enthusiastic support from them.

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Source: King Andrew the First (1832)

Document F

The cartoon shows Jackson as the National Republicans wanted to portray him: as a dictator (“King Andrew I”) [first animation] trampling upon the sacred Constitution as he wields the veto [second animations].

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Source: South Carolina Ordinance of Nullification (1832)

We, therefore, the people of the state of South Carolina, in convention assembled, do declare and ordain and it is hereby declared and ordained, that the several acts and parts of acts of the Congress of the United States, purporting to be laws for the imposing of duties and imposts on the importation of foreign commodities, and now having actual operation and effect within the United States, and, more especially, an act entitled “An act in alteration of the several acts imposing duties on imports,” approved on the nineteenth day of May, one thousand eight hundred and twenty-eight and also an act entitled “An act to alter and amend the several acts imposing duties on imports,” approved on the fourteenth day of July, one thousand eight hundred and thirty-two, are unauthorized by the constitution of the United States, and violate the true meaning and intent thereof and are null, void, and no law, nor binding upon this State, its officers or citizens; and all promises, contracts, and obligations, made or entered into, or to be made or entered into, with purpose to secure the duties imposed by said acts, and all judicial proceedings which shall be hereafter had in affirmance thereof, are and shall be held utterly null and void.

Document G

John C. Calhoun’s intent with nullification was to create a process that could operate to quell tensions and cause the federal government to reexamine a national law that had been disastrous to the fortunes of a particular state. This ordinance both calls into question the constitutionality of the tariff [first underlined section] and also implies that it goes against American ideals [second underlined section]. The document affirms state sovereignty, but also implicitly raises the issue of secession. Secession had been spoken of before in 1814 (at the Hartford Convention) and 1820 (during the crisis that eventually led to the Missouri Compromise), but Calhoun’s Exposition made it seem a reasonable and democratic process to some, especially if one conceded that the states were ultimately sovereign (that is, since they had joined the Union voluntarily, they could therefore leave it). Jackson and Daniel Webster showed the folly of that reasoning.

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Source: President Jackson's Proclamation Regarding Nullification (1832)

The ordinance is founded, not on the indefeasible right of resisting acts which are plainly unconstitutional, and too oppressive to be endured, but on the strange position that any one State may not only declare an act of Congress void, but prohibit its execution—that they may do this consistently with the Constitution—that the true construction of that instrument permits a State toretain its place in the Union, and yet be bound by no other of its laws than those it may choose to consider as constitutional…

But reasoning on this subject is superfluous, when our social compact in express terms declares, that the laws of the United States, its Constitution, and treaties made under it, are the supreme law of the land; and for greater caution adds, "that the judges in every State shall be bound thereby, anything in the Constitution or laws of any State to the contrary notwithstanding."

Look, for a moment, to the consequence. If South Carolina considers the revenue laws unconstitutional, and has a right to prevent their execution in the port of Charleston, there would be a clear constitutional objection to their collection in every other port, and no revenue could be collected anywhere; for all imposts must be equal.

Document H

The nullification controversy started before Jackson became President. It began over the tariff of 1828, which Jackson supporters pushed through to embarrass President John Quincy Adams. If he vetoed it, he would alienate New England; if he signed it, he would alienate the South. Jackson was brilliant in his aggressive defense of the Constitution during the nullification crisis. He not only reaffirms the supremacy of the national government [first underlined section], but he also provides a potent counterexample that makes clear the consequences of allowing South Carolina to ignore federal law [second underlined section]. The nullification controversy crossed party lines and revealed the deep fractures in the young nation’s bedrock.

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Source: Cherokee Letter protesting the Treaty of New Etocha, 1836

By the stipulations of this instrument [Treaty of New Etocha], we are despoiled of our private possessions, the indefeasible property of individuals. We are stripped of every attribute of freedom and eligibility for legal self-defense. Our property may be plundered before our eyes; violence may be committed on our persons; even our lives may be taken away, and there is none to regard our complaints. We are denationalized; we are disfranchised. We are deprived of membership in the human family! We have neither land nor home, nor resting place that can be called our own. And this is effected by the provisions of a compact which assumes the venerated, the sacred appellation of treaty.

We are overwhelmed! Our hearts are sickened, our utterance is paralyzed, when we reflect on the condition in which we are placed, by the audacious practices of unprincipled men, who have managed their stratagems with so much dexterity as to impose on the Government of the United States, in the face of our earnest, solemn, and reiterated protestations.

Document I

The Cherokees had adapted to white ways, living on lands guaranteed to them by treaty, but in 1830 Congress passed the Indian Removal Act. The Cherokee did not go on the warpath, but instead to the United States Supreme Court, where they prevailed in the case of Worcester v. Georgia. However, the court victory didn’t matter: Jackson remarked that, “John Marshall has made his decision, now let him enforce it.” This instance offers probably the best example of President Jackson disregarding the Constitution.

The treaty of New Etocha, signed by a group of Cherokees who falsely claimed to represent the tribe as a whole, stated that the tribe would agree to relocate west. This letter, written by Chief John Ross to express the true views of the Cherokee, asserts that removal not only deprives the tribe of the cherished American ideal of property [first underlined sections], but also dehumanizes them [second underlined section]. Unfortunately, the letter had no effect and Jackson implemented removal of the Cherokee. In more recent years the plight of the Cherokees has been well documented, but Arthur M. Schlesinger’s The Age of Jackson, published in 1948, failed to even mention what has come to be known as the “Trail of Tears.”

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Document J

This map shows the growing sectional controversy over slavery. Northern states enacted laws for the gradual emancipation of slaves at the same time (1790s, early 1800s) that Eli Whitney’s cotton gin made cash-crop cultivation even more profitable in the South.

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Write your THESIS


Now you are ready to write and prove your thesis, answering the question of to what extent the presidency of Andrew Jackson brought about a social, economic, and political revolution.

Write an introductory paragraph with a clear thesis that answers the question in one sentence. You could choose one of the following theses or create another that has some combination of these:

• Yes, Jackson brought about the changes that can be defined as revolutionary• No, Jackson did not bring about revolutionary changes.• The changes that occurred during Jackson’s presidency were revolutionary,

but his role has been overemphasized and these changes would have occurred anyway.

• Jackson brought about revolutionary social changes, but not economic or political ones.

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SUPPORT your thesis


Use your database of documents and facts to provide “abundant and appropriate”factual support for your thesis, keeping your focus on the question. Do not tell the reader interesting things because you know them, but because they prove your point. When you make a point, be sure that it links to your thesis. If time permits, write a conclusion that provides the information: If my thesis is correct, then _____ is true.

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DBQ #2

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Thomas A. Bailey writes that “Grant was an ignorant and confused President, and his eight long years of blunderland are generally regarded as a national disgrace.” C. Van Woodward describes the Grant years as “the all-time low point in statesmanship and political morality in our history.” To what extent do you feel that these judgments are correct?

Question

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Prompt Analysis FormatLet’s apply the prompt analysis format to this question. 1. ESSENCE

2. DEFINITIONS3. PARAMETERS4. DATABASE5. POINT OF VIEW6. INSIGHT7. THESIS8. SUPPORT9. CONCLUSION

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judgment is it asking you to make?

This is a “to what extent” question that you can visualize on a continuum (again, imagine a scale of 1–10). It asks you to make a judgment based on your interpretation and evaluation of evidence. It is also a yes-or-no question in that you have to decide if the charges these historians make against Grant either are or are not valid.

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Yes—there are two distinct categories to consider. The coverage of each in your essay should be as balanced as possible. First, was Grant “ignorant and confused”? Second, did his presidency represent an “all-time low point in statesmanship and public morality”?

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You must demonstrate a clear understanding of the terms “ignorant,” “confused,”“statesmanship,” and “political morality.” Use a few sentences to show the reader you grasp these terms and the complexities of the question.

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The basic parameters are clear: the presidency of U.S. Grant, 1869–1877. However, in order to give an assessment of Grant’s standing in American history—as Woodward does in the question—the parameters can be stretched beyond these years.

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INEFFECTIVE?CORRUPTIONHISTORIANS

Construct a database before reading the documents to insure that you have outside information. Although you do need to take into account various social, economic, and political aspects of the Grant administration, for this question your database categories should be specific and related directly to the question. For example, let’s try the following: “the judgment of historians,” “reformers and the corruption charge,” and “Grant’s ineffective presidency?” We can abbreviate these as shown in the chart on this slide.

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HISTORIANS“Grant was an ignorant and confused President, and his eight long years of blunderland are generally regarded as a national disgrace.”—Thomas A. Bailey

“…the all-time low point in statesmanship and political morality in our history.”—C. Van Woodward

Arthur Schlesinger places him among the failures in his 1948 and 1962 presidential ratings.

Here are some examples of things you might include in the “historians” section of the database.

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CORRUPTION• Civil Service Commission• Credit Mobilier• Tweed Ring• Whiskey Ring• Gold scandal• “Salary grab”


One way to approach this DBQ is to go against the opinions of Bailey and Woodward; in this case, in the “corruption” section of your database you would assemble evidence that shows Grant was not responsible for the corruption during the years he was in office. Much of the historical evidence for charges of corruption came from liberal Republican spoils-seekers who wanted patronage for themselves and their own political machines (i.e., partisan civil service). This seems to be the way things were done at this time, and the system did not originate with Grant. From this perspective, Grant’s administration seems no worse than Andrew Johnson’s or Lincoln’s. What was then deemed legitimate now seems corrupt. A possible counterargument to Bailey and Woodward could be, “Historians should judge people in the context of their times.” Other historians have found no evidence that (1) Grant himself was corrupt, or (2) that Grant “allowed corruption to run rampant.”

Here are some possible items to include in this section of the database:• Grant’s Civil Service Commission anticipated the Pendleton Act of 1881. Grant

issued an earnest call for civil service reform in his Second Annual Message in 1870 and ousted almost 200 officials.

• The Credit Mobilier scandal took place in the Johnson administration, before Grant was president

• The Tweed Ring was a New York City scandal that had nothing to do with the federal government.

• The Whiskey Ring began during the Johnson administration and was uncovered (and its leaders punished) during the Grant administration.

• In the gold scandal, Jay Gould and Jim Fisk attempted to corner the gold market but were thwarted when Grant ordered the federal government to sell gold.

• The salary grab was committed by Congress, not the executive branch.

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INEFFECTIVE?• Led nation through difficult

post-Civil War era• Economic policies• Vetoed Inflation Bill of 1874• Signed Resumption Act• Settled Alabama claims• Prevented two potential wars• Treaty with Hawaii• Helped resolve 1876 election• Appointed first Civil Service

Commission• First steps toward building the

Panama Canal• Enforced Reconstruction and

protected newly freed slaves• Elected twice


Here are some examples of things you might include in the “ineffective?” section of the database: He brought the country through eight years of difficult times after a destructive civil war; he pursued an economic policy that restored prosperity, reduced taxes, restored a favorable balance of trade, and reduced the national debt; he vetoed the Inflation Bill of 1874; he signed into law the Resumption Act of 1875, which dealt effectively with the Panic of 1873; he settled the Alabama claims by negotiating an arbitration treaty with Britain, a model for future peaceful settlements of disputes; he prevented two other potential wars during the Cuban rebellion (1870) and the Virginius affair (1873); he secured a commercial treaty with Hawaii, which paved the way for eventual annexation of the islands; he played a major role in resolving the Hayes-Tilden election, which threatened to tear the country apart again; he appointed the first Civil Service Commission; he began the process which led to the building of the Panama Canal; he employed the veto a record 93 times; he sent troops to enforce Reconstruction and protect the newly freed slaves (hardly an example of a weak executive), and his protections for blacks also included the Enforcement Acts (1870) and the Civil Rights Act (1875)—both of which historians have credited with hastening the demise of the Ku Klux Klan; and he was elected twice to the presidency and was the most popular and admired figure of his time.

It is interesting that revisionist historians criticize Grant for acting too vigorously in his attempts to protect the freedmen, which in part brought about the “Solid South.” Grant insisted that reconstructed states ratify the 15th amendment before reentering the Union. His annexation treaty for Santo Domingo (which the Senate rejected) would have provided a possible refuge and political voice for blacks. Frederick Douglass said of him, “Our shelter in the storms of the past has been Ulysses S. Grant. The question is who will shield us in the future.”

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You haven’t written your thesis statement yet, so think of how you could go either way with your answer (“to a great extent” or “not much at all”) and how you could prove either thesis. Remember, any question will have contradictions: this one,however, implies that Grant was a total incompetent—a charge that is difficult to prove. Show the reader you can formulate a strong response to the question (in other words, don’t waffle), but show that you understand that the other side has some strong points as well. For example, although Grant may not have been a great president, it becomes clear upon examining the evidence that he was not incompetent, nor was his administration a disaster. Such analysis is particularly important in attaining the highest scores.

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A good approach is to divide your paper in half. Side one will contain your database, side two your interpretation of the documents. You will almost surely be able to see some database items not mentioned in the documents. Examine how each document relates to the judgment of historians, the issue of corruption, and the question of Grant’s effectiveness.

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Document A

Source: President Grant's First Inaugural Address, March 4, 1869The country having just emerged from a great rebellion, many questions will come before it for settlement in the next four years which preceding Administrations have never had to deal with. In meeting these it is desirable that they should be approached calmly, without prejudice, hate, or sectional pride, rememberingthat the greatest good to the greatest number is the object to be attained. This requires security of persons, property, and free religious and political opinion in every part of our common country, without regard to local prejudice. All laws to secure these ends will receive my best efforts for their enforcement…

President Grant’s 1872 victory was impressive: 286 to 66 in the Electoral College. Grant’s inauguration brought order to the chaos of the Johnson years and dignity to the office of the presidency again. Grant had been the architect of the Union triumph, and his steadfast commitment to stay the course had brought victory. The people had confidence in him. Remember also that at the time Grant gave this address, Johnson’s impeachment trial had only taken place a year ago.

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Source: President Grant’s Second Inaugural Address, 1873

The effects of the late civil strife have been to free the slave and make him a citizen. Yet he is not possessed of the civil rights which citizenship should carry with it. This is wrong, and should be corrected —To this correction I stand committed, so far as Executive influence can avail. Social equality is not a subject to be legislated upon, nor shall I ask that anything be done to advance the social status of the colored man, except to give him a fair chance to develop what there is good in him, give him access to the schools, and when he travels let him feel assured that his conduct will regulate the treatment and fare he will receive.

Document B

Grant received criticism for being too vigorous in supporting equality for African Americans. Perhaps he championed their cause because he had seen them serve well as soldiers and did not view them as ignorant ex-slaves. In any case, it was not Grant but his successor who ended up abandoning Reconstruction and the hope it had given African Americans.

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Source: Civil Rights Act of 1875

…all persons within the jurisdiction of the United States shall be entitled to the full and equal enjoyment of the accommodations, advantages, facilities, and privileges of inns, public conveyances on land or water, theaters, and other places of public amusement; subject only to the conditions and limitations established by law, and applicable alike to citizens of every race and color, regardless of any previous condition of servitude.

Sec. 2. That any person who shall violate the foregoing section by denying to any citizen, shall, for every such offense, forfeit and pay the sum of five hundred dollars to the person...

Sec. 4. That no citizen possessing all other qualifications which are or may be prescribed by law shall be disqualified for service as grand or petit juror in any court of the United States, or of any State, on account of race, color, or previous condition of servitude…

Document C

Strong measures were passed during Grant’s eight years to protect and foster the ability of the freedmen to become independent, productive citizens. The 15th Amendment, the Ku Klux Klan Act, Civil Service Reform, the Force Acts, and the Civil Rights Act were all passed under Grant.

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Source: “Salary Grab”—Act of Congress, 1873

AN ACT

Making Appropriations for the legislative, executive and judicial Expenses of the Government for the Year ending June thirtieth, eighteen hundred and seventy-four, and for other purposes.

Be it enacted by the Senate and House of Representatives of the United States of America, in Congress assembled, That the following sums be, and the same are hereby, appropriated, out of any money in the treasury not otherwise appropriated, for theservice of the fiscal year ending June thirtieth, eighteen hundred and seventy-four, for the objects hereinafter expressed….

Document D

Although Grant seems to have received the blame for what became known as the “Salary Grab Act,” it was Congress that passed the law and was later forced by an indignant public to repeal it. Several so called “Grant scandals,” such as the Whiskey Ring, had originated during Johnson’s administration and only came to light during Grant’s administration.

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Source: Specie Resumption Act of 1875

To provide for the resumption of specie payments. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That the Secretary of the Treasury is hereby authorized and required… to cause to be coined at the mints of the United States, silver coins of the denominations of ten, twenty-five, and fifty cents, of standard value, and to issue them in redemption of an equal number and amount of fractional currency of similar denominations, or, at his discretion, he may issue such silver coins through the mints, the subtreasuries, public depositories, and post-offices of the United States; and, upon such issue, he is herebyauthorized and required to redeem an equal amount of such fractional currency, until the whole amount of such fractional currency outstanding shall be redeemed.

Document E

Economists now generally credit recovery from the Panic of 1873 to Grant’s policies, including the Specie Resumption Act. Although the recovery was not immediate, measures like this one helped pave the way for it to occur.

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Document F

The cartoon above is a good example of misrepresentation. Although it depicts Grant as an associate of Boss Tweed, this was not the case. Grant hardly knew Tweed and was certainly not associated with him in any corrupt endeavors. In addition, Tweed’s New York machine was filled with not with Republicans but with Tammany Democrats, and the $1,000,000 they stole was from New York City and state, not the federal government.

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Source: Treaty of Washington, 1871

…Whereas differences have arisen between the Government of the United States and the Government of Her Britannic Majesty, and still exist, growing out of the acts committed by the several vessels which have given rise to the claims generically known as the Alabama Claims.

And whereas Her Britannic Majesty has authorized Her High Commissioners and Plenipotentiaries to express, in a friendly spirit, the regret felt by Her Majesty's Government for the escape, under whatever circumstances, of the Alabama and other vessels from British ports, and for the depredations committed by those vessels:

Now, in order to remove and adjust all complaints…the High Contracting Parties agree that all the said claims, growing out of acts committed by the aforesaid vessels and generically known as the “Alabama claims,'' shall be referred to a Tribunal of Arbitration to be composed of five Arbitrators, to be appointed in the following manner, that is to say: one shall be named by the President of the United States; one shall be named by Her Britannic Majesty; His Majesty the King of Italy shall be requested to name one; the President of the Swiss Confederation shall be requested to name one; and His Majesty the Emperor of Brazil shall be requested to name one.

Document G

Settling the Alabama claims with the British was a major achievement of the Grant Administration.

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Source: U.S. business activity before and after Resumption Act,

Document H

This graph shows that Grant’s policies helped bring the U.S. out of the depression in a timely way.

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Write your THESIS


Now you are ready to write and prove your thesis, answering the question of to what extent these historians’ judgments of President Grant are correct.

Write an introductory paragraph with a clear thesis that answers the question in one sentence. You could choose one of the following theses or create another that has some combination of these:

• Grant was neither ignorant nor incompetent, nor did he lack political morality

• The historians are right: Grant’s presidency was an all-time low point in statesmanship and political morality in American history

• Grant achieved some successes, but he also made significant mistakes

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SUPPORT your thesis


Use your database of documents and facts to provide “abundant and appropriate”factual support for your thesis, keeping your focus on the question. Do not tell the reader interesting things because you know them, but because they prove your point. When you make a point, be sure that it links to your thesis. If time permits, write a conclusion that provides this information: if my thesis is correct, then _____ is true.

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DBQ #3

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Question

Using information from the evidence below as well as your knowledge of the period, to what extent were the social, economic, and political changes in America during World War II permanent?

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This is a “to what extent” question that you can visualize on a continuum (again, imagine a scale of 1–10). It asks you to make a judgment based on your interpretation and evaluation of evidence. It is also a yes-or-no question in that you have to decide if the changes either were or were not permanent.

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Yes, there are three distinct categories to consider: social, economic, and political. The coverage of each in your essay should be as balanced as possible.

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You must first demonstrate a clear understanding of the categories “social,”“economic,” and “political.” In addition, the key term here is “permanent,” a fairly non-ambiguous term which implies that the changes were not reversed.

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At first it may seem that the parameters are just the World War II years (1941–45), but obviously you can stretch the parameters in both directions to cover the many changes that began as the United States geared up to defend itself and its interests. Indeed, if the changes that occurred during World War II were permanent, they still exist now, so you could even stretch the parameters up to the present day.

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POLITICALECONOMICSOCIAL

Construct a database before reading the documents to insure that you have outside information. Your database categories will be “social,” “economic,” and “political.”List all factual points that you can recall, and take care to think chronologically while you do it.

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SOCIAL• Casualties, both physical

and mental• Displaced persons• Impact on colonial

peoples• African Americans• Japanese Americans• Women• Demographic shifts

Here are some examples of things you might include in the “social” section of the database.

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• New weapons• Expansion of government

powers• Boom for business; full

employment• Huge cost of war• Dislocation of trade• Property damage,

ecological damage• Atomic power• Military-industrial

complex• Technological revolution


ECONOMIC

Here are some examples of things you might include in the “economic” section of the database.

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POLITICAL• The United Nations• Polarization of the world,

Cold War• Controls on civil liberties• Four terms for FDR• End to isolationism

(“non-entanglement”)• Expansion of presidential

power• Foreign aid• Defeated powers

occupied• Territorial changes• War crimes trials

Here are some examples of things you might include in the “political” section of the database.

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You haven’t written your thesis statement yet, so think of how you could go either way with your answer (“to a great extent” or “not much at all”) and how you could prove either thesis. Remember, any question will have contradictions: for this one, you need to sort out the permanent changes from the ones that disappeared once the war ended and the country tried to get back to normal. Show the reader you can formulate a strong response to the question (in other words, don’t waffle), but show that you understand that the other side has some strong points as well. For example, though women were needed as workers and filled many roles during the war, in the immediate postwar period many chose to marry and stay home to raise a family, producing the “baby boom.”Analysis is particularly important in attaining the highest scores.

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A good approach is to divide your paper in half. Side one will contain your database, side two your interpretation of the documents. You will almost surely be able to see some database items not mentioned in the documents. Examine the economic, social, and political implications of each document.

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Document ASource: Wilma Briggs, "A Farm Girl Plays Professional Baseball”

Had it not been for the war, I never would have played professional baseball. That started because of the war. People didn't have money to go places. Phil Wrigley of the Chicago Cubs was certain that all the men would be drafted, and the major league ballparks would be empty. That's the reason he started that league, the All-American Girls' Professional Baseball League. So, because of the war, I got that chance. That league started in 1943, and I joined it after high school in 1948. Had it not been for the war, that part of my life would never have come to pass. And I think because I went out there and played ball—I met a lot of people from all over the United States, Canada, and Cuba, which I never would have done. I traveled, lived in the best hotels, ate in restaurants, lived in private homes—that's an experience. I think it gave me the courage years later to say, “I think I'll go to college.”

The story above would be repeated many times over as women filled a variety of traditionally male roles during the war. The famous poster of “Rosie the Riveter” is well known, but women filled almost every conceivable role in the war, gaining experience, proving their abilities, and broadening their horizons. It is important to note that the so-called “GI Bill of Rights” (its official name was the Servicemen’s Readjustment Act) also applied to women and enabled many to reach for higher dreams than they might have otherwise.

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Document BSource: Redd Evans and John Jacob Loeb, lyrics, Rosie the Riveter (1942)

All the day long, whether rain or shine,She's a part of the assembly line.She's making history,Working for victory,Rosie the Riveter.Keeps a sharp lookout for sabotage,Sitting up there on the fuselage.That little girl will do more than a male will do.

Rosie's got a boyfriend, Charlie.Charlie, he's a Marine.Rosie is protecting Charlie,Working overtime on the riveting machine.When they gave her a production “E,”She was as proud as she could be.There's something true about,Red, white, and blue about,Rosie the Riveter.

The song was intended to bring needed laborers into the American workforce by encouraging women “to protect Charlie” by doing “more than a male will do.”

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Document CSource: That Damned Fence, anonymous poem circulated at the Poston (AZ) Relocation Center

They've sunk the posts deep into the groundThey've strung out wires all the way around.With machine gun nests just over there,And sentries and soldiers everywhere.We're trapped like rats in a wired cage,To fret and fume with impotent rage;Yonder whispers the lure of the night,But that DAMNED FENCE assails our sight.We seek the softness of the midnight air,But that DAMNED FENCE in the floodlight glareAwakens unrest in our nocturnal quest,And mockingly laughs with vicious jest.With nowhere to go and nothing to do,We feel terrible, lonesome, and blue:

That DAMNED FENCE is driving us crazy,Destroying our youth and making us lazy.Imprisoned in here for a long, long time,We know we're punished—though we've committed no crime,Our thoughts are gloomy and enthusiasm damp,To be locked up in a concentration camp.Loyalty we know, and patriotism we feel,To sacrifice our utmost was our ideal,To fight for our country, and die, perhaps;But we're here because we happen to be Japs.We all love life, and our country best,Our misfortune to be here in the West,To keep us penned behind that DAMNED FENCE,Is someone's notion of NATIONAL DEFENSE!

FDR’s Executive Order 9066 put Japanese Americans in camps without due process of law, locking them away on the basis of what they might do. The Supreme Court put the seal of approval on this as wartime necessity in the case of Korematsu v. United States.

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Document D

Source: GI Bill of Rights, 1944

AN ACT to provide Federal Government aid for the readjustment in civilian life of returning World War II veterans. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That this Act may be cited as the“Servicemen's Readjustment Act of 1944”.

Chapter IV—Education of VeteransSec. 400. (a) Subsection (f) of section 1, title I, Public Law Numbered 2, Seventy-third Congress, added by the Act of March 24, 1943 (Public Law Numbered 16, Seventy-eighth Congress), is hereby amended to read as follows:“(f) Any person who served in the active military or naval forces on or after September 16, 1940, and prior to the termination of hostilities in the present war, shall be entitled to vocational rehabilitation subject to the provisions and limitations of Veterans Regulation Numbered 1(a), as amended, part VII, or to education or training subject to the provisions and limitations of part VIII.”

The GI Bill changed everything for Americans. Men—and women—who never thought they would own a home, start a business, or go to college were given unprecedented opportunities for advancement by the GI Bill. Its effects were revolutionary, particularly for the children of immigrants who had come to America in the massive wave of immigration that had occurred in the early part of the 20th century, but also for disadvantaged people from all walks of life.

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Document E

A. Philip Randolph

In the summer of 1941, as the U.S. was recovering from the Depression, Asa Phillip Randolph, who in 1925 had organized the Brotherhood of Sleeping Car Porters and served for many years as its president, threatened President Franklin Roosevelt that 100,000 blacks would march on Washington for equal employment and desegregation of the armed forces. In response, Roosevelt created the Fair Employment Practices Committee. This satisfied Randolph, and the march was canceled, but the idea that blacks could effect change by nonviolent direct action lingered. Randolph later came up with the idea for the 1963 March on Washington.

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Document F

On March 19, 1941, the 99th Pursuit Squadron (“pursuit” here was an early WWII synonym for “fighter”) was activated at Chanute Field in Rantoul, Illinois. Over 250 enlisted men trained at Chanute in aircraft ground-support trades. This small number of enlisted men became the core of other black squadrons forming at Tuskegee and Maxwell Fields in Alabama—the famed Tuskegee Airmen. In June of 1941, the Tuskegee program was officially started with the formation of the 99th Fighter Squadron at the Tuskegee Institute, a famous school in Alabama founded by Booker T. Washington. The unit included an entire service arm (including ground crew) and not just pilots. After basic training at Moton Field, they moved to the nearby Tuskegee Army Air Field about ten miles west for further training under the command of Captain Benjamin O. Davis, Jr., a West Point graduate. Colonel Noel Parrish later took over as commander. Parrish, though white, was open-minded and petitioned Washington to allow the airmen to serve in combat.

Combined with the GI Bill, the pride of accomplishment and the opportunities provided by serving in the military helped spark the modern civil rights movement. The soldier in the poster shown here most likely represents a Tuskegee Airman, but think also about the intended audience for this poster. What group does it target? Would it have been displayed everywhere or only in certain places? Without explicitly saying so, the poster appeals to African Americans to buy war bonds, and its creators probably intended for it to be put up exclusively in African American neighborhoods.

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Document G

The shock and horror of the surprise attack on Pearl Harbor led American policy makers to completely revise U.S. foreign policy. In the late 1940s and early 1950s, the United States would initiate a program of foreign aid (the Marshall Plan), form a permanent alliance (NATO), join an international organization (the United Nations), fight a war in Korea to check perceived communist aggression, develop thermonuclear weapons, and build up a strong standing military.

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Document HSource: Harry S. Truman, Congressional Record, March 12, 1947

The peoples of a number of countries of the world have recently had totalitarian regimes forced upon them against their will… I believe that it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures. I believe that we must assist free peoples to work out their own destiny in their own way. I believe that our help should be primarily through economic and financial aid, which is essential to economic stability and orderly political processes.

The world is not static and the status quo is not sacred. But we cannot allow changes in the status quo in violation of the Charter of the United Nations by such methods as coercion, or by such subterfuge as political infiltration. In helping free and independent nations to maintain their freedom, the United States will be giving effect to the principles of the Charter of the United Nations… The free peoples of the world look to us for support in maintaining their freedoms. If we falter in our leadership, we may endanger the peace of the world—and we shall surely endanger the welfare of our own Nation.

The Truman Doctrine, with its strong commitment to supporting free peoples all over the globe, became the cornerstone of U.S. foreign policy for the remainder of the 20th century and beyond. Some historians have interpreted it as the culmination of the policies initiated by Theodore Roosevelt.

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Document I

The seemingly permanent division of Germany produced several Cold War crises, the worst of which having occurred when the Russians constructed the Berlin Wall in 1961. From 1949 to 1989, Berlin was the focal point of the Cold War. President John F. Kennedy said, “Freedom has many difficulties and democracy is not perfect, but we have never had to put a wall up to keep our people in, to prevent them from leaving us. I want to say, on behalf of my countrymen, who live many miles away on the other side of the Atlantic, who are far distant from you, that they take the greatest pride that they have been able to share with you, even from a distance, the story of the last eighteen years. I know of no town, no city, that has been besieged for eighteen years that still lives with the vitality and the force and the hope and the determination of the city of West Berlin.” Later, in 1987, President Ronald Reagan said, “General Secretary Gorbachev, if you seek peace, if you seek prosperity for the Soviet Union and Eastern Europe, if you seek liberalization: Come here to this gate! Mr. Gorbachev, open this gate! Mr. Gorbachev, tear down this wall!” Events in Europe and Asia forced even the most provincial Americans to think globally.

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Source: Harry S. Truman, 1946

Sixteen Hours Ago an American airplane dropped one bomb on Hiroshima, an important Japanese Army base. That bomb had more power than 20,000 tons of T.N.T. It had more than two thousand times the blast power of the British ''Grand Slam'' which is thelargest bomb ever yet used in the history of warfare.The Japanese began the war from the air at Pearl Harbor. They have been repaid many fold. And the end is not yet. With this bomb wehave now added a new and revolutionary increase in destruction to supplement the growing power of our armed forces. In their present form these bombs are now in production and even more powerful forms are in development.

Document J

After the Soviets developed their own bomb in 1949, Americans lived in constant fear of nuclear war.

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Write your THESIS


Now you are ready to write and prove your thesis, answering the question of to what extent the social, economic, and political changes in America during World War II were permanent.

Write an introductory paragraph with a clear thesis that answers the question in one sentence. You could choose one of the following theses, or create another that has some combination of these:

• The war brought about irreversible changes• Changes would have occurred anyway—the war only accelerated them• Some changes from the war turned out to be permanent; others were only

temporary

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SUPPORT your thesis


Use your database of documents and facts to provide “abundant and appropriate”factual support for your thesis, keeping your focus on the question. Do not tell the reader interesting things because you know them, but because they prove your point. When you make a point, be sure that it links to your thesis. If time permits, write a conclusion that provides this information: if my thesis is correct, then _____ is true.

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WRITING A DBQ:AP* U.S. History

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What Is a DBQ?

• An essay question that asks you to take a position on an issue that has several possible answers

• No “right” or “correct” response• You must craft a thesis based on your own

knowledge and your interpretation of the evidence presented

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DBQ Documents• Charts, graphs, and maps• Newspaper articles/editorials• Speeches• Letters• Diaries• Laws• Treaties• Executive orders• Editorial cartoons

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Prompt Analysis Format

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The QuestionRead the question carefully, then think about the following:

• What is the essence of the question?• Is it a yes/no, “to what extent,” or “compare

and contrast” question?• Does it have more than one part?• Are there bullets provided?• Is there a choice of responses?

6

Sample DBQ: Multipart QuestionDiscuss the changing ideals of American womanhood between the American Revolution (1770s) and the outbreak of the Civil War. What factors fostered the emergence of “republican motherhood” and the “cult of domesticity”? Assess the extent to which these ideals influenced the lives of women during this period. In your answer be sure to consider issues of race and class.

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7


Key Terms

8


Date Parameters

9

Date Parameters (continued)

• Does the question state specific dates? What are they?

• If no specific date parameters are given, set ones of your own

• List presidents of the period• Put the question in chronological context of

the events and culture of the period

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Construct a Database• Use a database to organize outside

information you know that may be relevant to the question

• Write down headings on the back of your test booklet

• Create the database before you read the documents

• Next, read the documents and add any other info to your database that occurs to you

11

Analyzing the Documents

• A document is not a fact, but a piece of evidence to interpret

• Point of view is crucial• Does the document support or refute your

thesis?

12

Analyzing the Documents:SOAPS

• S subject What is being discussed?

• O occasion What is the context of events?

• A audience To whom is the message directed?

• P purpose What is the recommended action to the reader?

• S speaker What/who is the source?

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Analyzing the Documents:APPARTS

• P=Place and time: Where and when was the source produced? How might this have affected the content of the source?

• P=Prior knowledge: Beyond information about the author and the context of its creation, what do you know that would help you further understand the source?

• A=Author: Who created the source? What do you know about the author? What is the author’s point of view?

14

• S=Significance: Why is this source important? Ask yourself, “So what?” in relation to the question asked.

Analyzing the Documents:APPARTS (continued)

• T=The main idea: What point is the source trying to convey?

• R=Reason why: Why was this source produced? How might this affect the reliability of the source?

• A=Audience: For whom was the source created? How might this affect the reliability of the source?

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The First Paragraph

• Insight: analysis, perspective, point of view• Make a strong first impression• Provide analysis of the question• The reader should know your position on

the question unequivocally after the first paragraph

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The Thesis Statement• A positive assertion regarding an issue

about which reasonable people may hold different opinions

• Answers the question in one sentence• Use your notes and database to organize

your arguments• Don’t discuss the documents in the order in

which the DBQ presents them

17

The Body of the Essay• Provide factual support for your thesis• Stay focused on the question• Don’t just write down everything you know

about the topic• Chronological sequence is more important

than precise dates

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The Body of the Essay (continued)

• Stick to the facts; don’t editorialize• Make sure that each point you make

supports your thesis• Include outside information• Cite a majority of the documents

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The Conclusion

If time permits, write a conclusion that provides the following information: if my thesis is correct, then ________ is true.

An example: If the Navigation Acts were not economically oppressing the colonists, then we must look elsewhere for the basic causes of the American Revolution.

20

Prompt Analysis Format: Summary1. What is the ESSENCE of the question?2. What key terms need to be DEFINED?3. Are the date PARAMETERS stated?4. Construct a DATABASE5. Analyze the documents (SOAPS or APPARTS). Always

take POINT OF VIEW into account.6. Provide INSIGHT into the complexity of the question7. Write a clear THESIS that answers the question in one

sentence8. Provide abundant and appropriate factual SUPPORT for

your thesis9. If time permits, write a CONCLUSION

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DBQ Facts & Tips• Within the free-response section, the DBQ

counts for 50% and the other two essays count for 25% each.

• You have 210 minutes to write the free-response section. That’s roughly 60 minutes for the DBQ and 35 minutes each for the other essays.

• Handwriting matters!

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DBQ #1

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Question

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H9

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judgment is it asking you to make? Using information from the evidence (that follows) as well as your knowledge of the period, to what extent did the presidency of Andrew Jackson bring about a social, economic, and political revolution?

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ECONOMICPOLITICALSOCIAL

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SOCIAL• Era of social reform• Influence of Second Great

Awakening– Prohibition of alcohol– Indian removal– Religious revival– Education reform– Prison– Women’s issues– Abolition– Belief in the perfectibility

of man and society– Labor reaction to the

Industrial Revolution• Anti-intellectual• Era of common man• Frontier myth• Utopian communities


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ECONOMIC• The Bank War

– Nicholas Biddle– Private profit and

accountability– Removal of federal

deposits– Pet banks

• Government responsibility for prosperity

• Compromise Tariff of 1833• Panic of 1837• Specie Circular• French debt question

– seizing French assets


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POLITICAL• Caucus overthrown• Nominating conventions begin• Strong Executive

– Using presidential influence in Congress– Jackson vetoes– Nullification controversy

• Extension of suffrage– Elimination of property and religious

restrictions– Holding office– More elective offices– Humble appeal to voters

• Popular participation• Mass rallies and movements• Slogans• Log cabin• Man of the people

• Presidential electors• Nullification proclamation and sectionalism• Spoils system• Influence beyond his terms• BUS in politics• Texas question• Tyranny of the majority• Belief in minimal government • Jackson’s contradictory states’ rights and federal

supremacy positions

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35


Document A

An almost breathless silence, succeeded and the multitude was still,—listening to catch the sound of his voice, tho’ it was so low, as to be heard only by those nearest to him. After reading his speech, the oath was administered to him by the Chief Justice. The Marshal presented the Bible. The President took it from his hands, pressed his lips to it, laid it reverently down, then bowed again to the people—Yes, to the people in all their majesty. And had the spectacle closed here, even Europeans must have acknowledged that a free people, collected in their might, silent and tranquil, restrained solely by a moral power, without a shadow around of military force, was majesty, rising to sublimity, and far surpassing the majesty of Kings and Princes, surrounded with armies and glittering in gold…

36


Document B

The whole of the preceding day, immense crowds were coming into the city from all parts, lodgings could not be obtained, and thenewcomers had to go to George Town…I was told the Avenue and adjoining streets were so crowded on Tuesday afternoon that it was difficult to pass…

No arrangements had been made [and] no police officers placed onduty and the whole house had been inundated by the rabble mob… The President, after having been literally nearly pressed to death and almost suffocated and torn to pieces by the people in their eagerness to shake hands with Old Hickory, had retreated through the back way or south front and had escaped to his lodgings at Gadsby's. Cut glass and china to the amount of several thousand dollars had been broken in the struggle to get the refreshments, punch and other articles had been carried out in tubs and buckets…

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Source: Jackson Announces His Policy of Rotation in Office (1829)

Document C

In a country where offices are created solely for the benefit of the people no one man has any more intrinsic right to official station than another. Offices were not established to give support to particular men at the public expense. No individual wrong is, therefore, done by removal, since neither appointment to nor continuance in office is a matter of right. The incumbent became an officer with a view to public benefits, and when these require his removal they are not to be sacrificed to private interests. It is the people, and they alone, who have a right to complain when a bad officer is substituted for a good one.

38

The injustice of your new principle of “Reform” would have been too glaring had it been at once boldly unfolded; and hence is it that it was brought out by degrees. At first it was pretended that those only who had made use of office as an engine for electioneering purposes were to be “reformed away.” But when it was discovered that there were in place very many of your own friends who had been guilty of this unconstitutional impropriety; as you have been pleased to call it, who, contrary to any feeling of gratitude or sense of duty, had stung the bosom which warmed, and the hand which fed them, making use of their office in the gift of Mr. Adams, as the means of furthering your designs upon the Presidency to his exclusion, and that your rule was a “two-edged sword,” which, if honestly borne, would “cut upon both sides,” it was soon carefully withheld, and finally gave way to a much more comprehensive scheme of reform.

Source: Letter from Mrs. Barney to President Jackson (1829)

Document D

39

A bank of the United States is in many respects convenient for the Government and useful to the people. Entertaining this opinion, and deeply impressed with the belief that some of the powers and privileges possessed by the existing bank are unauthorized by the Constitution, subversive of the rights of the States, and dangerous to the liberties of the people, I felt it my duty at an early period of my Administration to call the attention of Congress to the practicability of organizing an institution combining all its advantages and obviating these objections. I sincerely regret that in the act before me I can perceive none of those modifications of the bank charter which are necessary, in my opinion, to make it compatible with justice, with sound policy, or with the Constitution of our country… In the bearings of the act before me upon these points I find ample reasons why it should not become a law.

Source: President Jackson's Veto Message Regarding the Bank of the United States (1832)

Document E

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Source: King Andrew the First (1832)

Document F

41

Source: South Carolina Ordinance of Nullification (1832)

We, therefore, the people of the state of South Carolina, in convention assembled, do declare and ordain and it is hereby declared and ordained, that the several acts and parts of acts of the Congress of the United States, purporting to be laws for the imposing of duties and imposts on the importation of foreign commodities, and now having actual operation and effect within the United States, and, more especially, an act entitled “An act in alteration of the several acts imposing duties on imports,” approved on the nineteenth day of May, one thousand eight hundred and twenty-eight and also an act entitled “An act to alter and amend the several acts imposing duties on imports,” approved on the fourteenth day of July, one thousand eight hundred and thirty-two, are unauthorized by the constitution of the United States, and violate the true meaning and intent thereof and are null, void, and no law, nor binding upon this State, its officers or citizens; and all promises, contracts, and obligations, made or entered into, or to be made or entered into, with purpose to secure the duties imposed by said acts, and all judicial proceedings which shall be hereafter had in affirmance thereof, are and shall be held utterly null and void.

Document G

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Source: President Jackson's Proclamation Regarding Nullification (1832)

The ordinance is founded, not on the indefeasible right of resisting acts which are plainly unconstitutional, and too oppressive to be endured, but on the strange position that any one State may not only declare an act of Congress void, but prohibit its execution—that they may do this consistently with the Constitution—that the true construction of that instrument permits a State toretain its place in the Union, and yet be bound by no other of its laws than those it may choose to consider as constitutional…

But reasoning on this subject is superfluous, when our social compact in express terms declares, that the laws of the United States, its Constitution, and treaties made under it, are the supreme law of the land; and for greater caution adds, "that the judges in every State shall be bound thereby, anything in the Constitution or laws of any State to the contrary notwithstanding."

Look, for a moment, to the consequence. If South Carolina considers the revenue laws unconstitutional, and has a right to prevent their execution in the port of Charleston, there would be a clear constitutional objection to their collection in every other port, and no revenue could be collected anywhere; for all imposts must be equal.

Document H

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Source: Cherokee Letter protesting the Treaty of New Etocha, 1836

By the stipulations of this instrument [Treaty of New Etocha], we are despoiled of our private possessions, the indefeasible property of individuals. We are stripped of every attribute of freedom and eligibility for legal self-defense. Our property may be plundered before our eyes; violence may be committed on our persons; even our lives may be taken away, and there is none to regard our complaints. We are denationalized; we are disfranchised. We are deprived of membership in the human family! We have neither land nor home, nor resting place that can be called our own. And this is effected by the provisions of a compact which assumes the venerated, the sacred appellation of treaty.

We are overwhelmed! Our hearts are sickened, our utterance is paralyzed, when we reflect on the condition in which we are placed, by the audacious practices of unprincipled men, who have managed their stratagems with so much dexterity as to impose on the Government of the United States, in the face of our earnest, solemn, and reiterated protestations.

Document I

44

Document J

45

Write your THESIS


H16

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SUPPORT your thesis


47

DBQ #2

48


Question

H17

49

Prompt Analysis FormatLet’s apply the prompt analysis format to this question. 1. ESSENCE

2. DEFINITIONS3. PARAMETERS4. DATABASE5. POINT OF VIEW6. INSIGHT7. THESIS8. SUPPORT9. CONCLUSION

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H18

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INEFFECTIVE?CORRUPTIONHISTORIANS

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HISTORIANS“Grant was an ignorant and confused President, and his eight long years of blunderland are generally regarded as a national disgrace.”—Thomas A. Bailey

“…the all-time low point in statesmanship and political morality in our history.”—C. Van Woodward

Arthur Schlesinger places him among the failures in his 1948 and 1962 presidential ratings.

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CORRUPTION• Civil Service Commission• Credit Mobilier• Tweed Ring• Whiskey Ring• Gold scandal• “Salary grab”


57

INEFFECTIVE?• Led nation through difficult

post-Civil War era• Economic policies• Vetoed Inflation Bill of 1874• Signed Resumption Act• Settled Alabama claims• Prevented two potential wars• Treaty with Hawaii• Helped resolve 1876 election• Appointed first Civil Service

Commission• First steps toward building the

Panama Canal• Enforced Reconstruction and

protected newly freed slaves• Elected twice


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59



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Document A

Source: President Grant's First Inaugural Address, March 4, 1869The country having just emerged from a great rebellion, many questions will come before it for settlement in the next four years which preceding Administrations have never had to deal with. In meeting these it is desirable that they should be approached calmly, without prejudice, hate, or sectional pride, rememberingthat the greatest good to the greatest number is the object to be attained. This requires security of persons, property, and free religious and political opinion in every part of our common country, without regard to local prejudice. All laws to secure these ends will receive my best efforts for their enforcement…

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Source: President Grant’s Second Inaugural Address, 1873

The effects of the late civil strife have been to free the slave and make him a citizen. Yet he is not possessed of the civil rights which citizenship should carry with it. This is wrong, and should be corrected —To this correction I stand committed, so far as Executive influence can avail. Social equality is not a subject to be legislated upon, nor shall I ask that anything be done to advance the social status of the colored man, except to give him a fair chance to develop what there is good in him, give him access to the schools, and when he travels let him feel assured that his conduct will regulate the treatment and fare he will receive.

Document B

62

Source: Civil Rights Act of 1875

…all persons within the jurisdiction of the United States shall be entitled to the full and equal enjoyment of the accommodations, advantages, facilities, and privileges of inns, public conveyances on land or water, theaters, and other places of public amusement; subject only to the conditions and limitations established by law, and applicable alike to citizens of every race and color, regardless of any previous condition of servitude.

Sec. 2. That any person who shall violate the foregoing section by denying to any citizen, shall, for every such offense, forfeit and pay the sum of five hundred dollars to the person...

Sec. 4. That no citizen possessing all other qualifications which are or may be prescribed by law shall be disqualified for service as grand or petit juror in any court of the United States, or of any State, on account of race, color, or previous condition of servitude…

Document C

63

Source: “Salary Grab”—Act of Congress, 1873

AN ACT

Making Appropriations for the legislative, executive and judicial Expenses of the Government for the Year ending June thirtieth, eighteen hundred and seventy-four, and for other purposes.

Be it enacted by the Senate and House of Representatives of the United States of America, in Congress assembled, That the following sums be, and the same are hereby, appropriated, out of any money in the treasury not otherwise appropriated, for theservice of the fiscal year ending June thirtieth, eighteen hundred and seventy-four, for the objects hereinafter expressed….

Document D

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Source: Specie Resumption Act of 1875

To provide for the resumption of specie payments. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That the Secretary of the Treasury is hereby authorized and required… to cause to be coined at the mints of the United States, silver coins of the denominations of ten, twenty-five, and fifty cents, of standard value, and to issue them in redemption of an equal number and amount of fractional currency of similar denominations, or, at his discretion, he may issue such silver coins through the mints, the subtreasuries, public depositories, and post-offices of the United States; and, upon such issue, he is herebyauthorized and required to redeem an equal amount of such fractional currency, until the whole amount of such fractional currency outstanding shall be redeemed.

Document E

65

Document F

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Source: Treaty of Washington, 1871

…Whereas differences have arisen between the Government of the United States and the Government of Her Britannic Majesty, and still exist, growing out of the acts committed by the several vessels which have given rise to the claims generically known as the Alabama Claims.

And whereas Her Britannic Majesty has authorized Her High Commissioners and Plenipotentiaries to express, in a friendly spirit, the regret felt by Her Majesty's Government for the escape, under whatever circumstances, of the Alabama and other vessels from British ports, and for the depredations committed by those vessels:

Now, in order to remove and adjust all complaints…the High Contracting Parties agree that all the said claims, growing out of acts committed by the aforesaid vessels and generically known as the “Alabama claims,'' shall be referred to a Tribunal of Arbitration to be composed of five Arbitrators, to be appointed in the following manner, that is to say: one shall be named by the President of the United States; one shall be named by Her Britannic Majesty; His Majesty the King of Italy shall be requested to name one; the President of the Swiss Confederation shall be requested to name one; and His Majesty the Emperor of Brazil shall be requested to name one.

Document G

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Source: U.S. business activity before and after Resumption Act,

Document H

68

Write your THESIS


69

SUPPORT your thesis


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DBQ #3

71

Question


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H25

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74



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H26

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77


POLITICALECONOMICSOCIAL

78


SOCIAL• Casualties, both physical

and mental• Displaced persons• Impact on colonial

peoples• African Americans• Japanese Americans• Women• Demographic shifts

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79

• New weapons• Expansion of government

powers• Boom for business; full

employment• Huge cost of war• Dislocation of trade• Property damage,

ecological damage• Atomic power• Military-industrial

complex• Technological revolution


ECONOMIC

80


POLITICAL• The United Nations• Polarization of the world,

Cold War• Controls on civil liberties• Four terms for FDR• End to isolationism

(“non-entanglement”)• Expansion of presidential

power• Foreign aid• Defeated powers

occupied• Territorial changes• War crimes trials

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Document ASource: Wilma Briggs, "A Farm Girl Plays Professional Baseball”

Had it not been for the war, I never would have played professional baseball. That started because of the war. People didn't have money to go places. Phil Wrigley of the Chicago Cubs was certain that all the men would be drafted, and the major league ballparks would be empty. That's the reason he started that league, the All-American Girls' Professional Baseball League. So, because of the war, I got that chance. That league started in 1943, and I joined it after high school in 1948. Had it not been for the war, that part of my life would never have come to pass. And I think because I went out there and played ball—I met a lot of people from all over the United States, Canada, and Cuba, which I never would have done. I traveled, lived in the best hotels, ate in restaurants, lived in private homes—that's an experience. I think it gave me the courage years later to say, “I think I'll go to college.”

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Document BSource: Redd Evans and John Jacob Loeb, lyrics, Rosie the Riveter (1942)

All the day long, whether rain or shine,She's a part of the assembly line.She's making history,Working for victory,Rosie the Riveter.Keeps a sharp lookout for sabotage,Sitting up there on the fuselage.That little girl will do more than a male will do.

Rosie's got a boyfriend, Charlie.Charlie, he's a Marine.Rosie is protecting Charlie,Working overtime on the riveting machine.When they gave her a production “E,”She was as proud as she could be.There's something true about,Red, white, and blue about,Rosie the Riveter.

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Document CSource: That Damned Fence, anonymous poem circulated at the Poston (AZ) Relocation Center

They've sunk the posts deep into the groundThey've strung out wires all the way around.With machine gun nests just over there,And sentries and soldiers everywhere.We're trapped like rats in a wired cage,To fret and fume with impotent rage;Yonder whispers the lure of the night,But that DAMNED FENCE assails our sight.We seek the softness of the midnight air,But that DAMNED FENCE in the floodlight glareAwakens unrest in our nocturnal quest,And mockingly laughs with vicious jest.With nowhere to go and nothing to do,We feel terrible, lonesome, and blue:

That DAMNED FENCE is driving us crazy,Destroying our youth and making us lazy.Imprisoned in here for a long, long time,We know we're punished—though we've committed no crime,Our thoughts are gloomy and enthusiasm damp,To be locked up in a concentration camp.Loyalty we know, and patriotism we feel,To sacrifice our utmost was our ideal,To fight for our country, and die, perhaps;But we're here because we happen to be Japs.We all love life, and our country best,Our misfortune to be here in the West,To keep us penned behind that DAMNED FENCE,Is someone's notion of NATIONAL DEFENSE!

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Document D

Source: GI Bill of Rights, 1944

AN ACT to provide Federal Government aid for the readjustment in civilian life of returning World War II veterans. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That this Act may be cited as the“Servicemen's Readjustment Act of 1944”.

Chapter IV—Education of VeteransSec. 400. (a) Subsection (f) of section 1, title I, Public Law Numbered 2, Seventy-third Congress, added by the Act of March 24, 1943 (Public Law Numbered 16, Seventy-eighth Congress), is hereby amended to read as follows:“(f) Any person who served in the active military or naval forces on or after September 16, 1940, and prior to the termination of hostilities in the present war, shall be entitled to vocational rehabilitation subject to the provisions and limitations of Veterans Regulation Numbered 1(a), as amended, part VII, or to education or training subject to the provisions and limitations of part VIII.”

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Document E

A. Philip Randolph

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Document F

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Document G

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Document HSource: Harry S. Truman, Congressional Record, March 12, 1947

The peoples of a number of countries of the world have recently had totalitarian regimes forced upon them against their will… I believe that it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures. I believe that we must assist free peoples to work out their own destiny in their own way. I believe that our help should be primarily through economic and financial aid, which is essential to economic stability and orderly political processes.

The world is not static and the status quo is not sacred. But we cannot allow changes in the status quo in violation of the Charter of the United Nations by such methods as coercion, or by such subterfuge as political infiltration. In helping free and independent nations to maintain their freedom, the United States will be giving effect to the principles of the Charter of the United Nations… The free peoples of the world look to us for support in maintaining their freedoms. If we falter in our leadership, we may endanger the peace of the world—and we shall surely endanger the welfare of our own Nation.

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Document I

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Source: Harry S. Truman, 1946

Sixteen Hours Ago an American airplane dropped one bomb on Hiroshima, an important Japanese Army base. That bomb had more power than 20,000 tons of T.N.T. It had more than two thousand times the blast power of the British ''Grand Slam'' which is thelargest bomb ever yet used in the history of warfare.The Japanese began the war from the air at Pearl Harbor. They have been repaid many fold. And the end is not yet. With this bomb wehave now added a new and revolutionary increase in destruction to supplement the growing power of our armed forces. In their present form these bombs are now in production and even more powerful forms are in development.

Document J

93

Write your THESIS


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SUPPORT your thesis


Permission granted to reproduce for classroom use only. © 2007 Social Studies School Service. (800) 421-4246. http://socialstudies.com 1

Assessment Guidelines APPEARANCE:

1. Is the essay legible? Neat 5 4 3 2 1 Sloppy

OPENING PARAGRAPH 1. Is the thesis statement clear? Yes 5 4 3 2 1 No

BODY 1. How many paragraphs are included? 5 4 3 2 1

2. Are there factual inaccuracies? Yes 5 4 3 2 1 No

3. Are the conclusions supported with evidence? Yes 5 4 3 2 1 No

CONCLUDING PARAGRAPH 1. Are the major points summarized? Yes 5 4 3 2 1 No

2. Is the conclusion effective? Yes 5 4 3 2 1 No

GRAMMAR/PUNCTUATION/SPELLING 1. Does the essay contain errors? Yes 5 4 3 2 1 No

2. Are there confusing sentences? Yes 5 4 3 2 1 No

IMPRESSION 1. Is the essay easy to read? Yes 5 4 3 2 1 No

2. Does the essay progress logically? Yes 5 4 3 2 1 No

Permission granted to reproduce for classroom use only. © 2007 Social Studies School Service. (800) 421-4246. http://socialstudies.com 2

AP U.S. History Rubric Check Sheet

THESIS Well developed and clearly focused (8–9) Clear and adequate (5–7) Confused, limited, or missing (2–4) No thesis, provides an inappropriate response (0–1)

DOCUMENT USAGE (DBQS ONLY) Sophisticated use of a substantial number of documents (8–9) Several documents used, may be more descriptive than analytical (5–7) Few documents used, significant errors in document interpretation (2–4) No document used, obvious misunderstanding of documents (0–1)

CRITICAL THOUGHT Strong interpretation and analysis (8–9) Limited or superficial analysis, mostly descriptive (5–7) Limited or no understanding of the question (2–4) Shows a complete lack of understanding (0–1)

EVIDENCE Abundant, appropriate, dealing with all aspects of question (8–9) Uses some factual information (5–7) Superficial or missing supporting information (2–4) Little or no evidence (0–1)

WRITING STYLE Well organized and well written (8–9) Acceptable organization and writing (5–7) Weak organization and/or poorly written (2–4)) May be incomprehensible (0–1)

ERROR LEVEL No errors or errors are insignificant (8–9) May contain minor errors (5–7) May contain major errors (2–4) Has substantial factual errors (0–1) OVERALL SCORE 1 2 3 4 5 6 7 8 9 GRADER ____________________________ AUTHOR ____________________________