Directions: Question 1 is based on the 7 documents below which have been edited for the purpose of this test. Spend 15 minutes reading and planning, and spend 45 minutes writing your answer.
Be sure to do the following when writing your answer:
· Provide a thesis statement that explicitly addresses all parts of the question.
· Support your thesis or argument with relevant evidence from all, or all but one, of the documents.
· Include analysis of all, or all but one, of the documents in your argument.
· In your analysis of each document, address at least one of the following: intended audience, purpose, historical context, and/or point of view.
· Support your argument with analysis of historical examples outside the documents.
· Connect your argument to broader historical events or processes.
· Synthesize all of the above into a coherent and persuasive essay that extends your argument, connects it to another historical context, OR account contradictory evidence about the topic.
Analyze the political issues and debates, in the period between the writing of the Constitution and 1860, that led to the Civil War.
Document 1Source: The Constitution of the United States of America
Article I, Section. 2.
Representatives and direct Taxes shall be apportioned among the several States which may be included within this Union, according to their respective Numbers, which shall be
determined by adding to the whole Number of free Persons, including those bound to
Service for a Term of Years, and excluding Indians not taxed, three fifths of all other Persons.
Document 2
Source: Missouri Compromise, 1820
Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled that the inhabitants of that portion of Missouri territory included within the boundaries herein designated… are authorized to form for themselves a constitution and a state government …and the said state shall be admitted into the Union, upon an equal footing with the original states, in all respects whatsoever…
SEC.8 And be it further enacted. That in all that territory ceded by France to the United States, under the name of Louisiana, which lies north of thirty-six degrees and thirty minutes north latitude, not included within the limits of the state, contemplated by this act, slavery and involuntary servitude, otherwise than in the punishment of crimes, whereof the parties shall have been duly convicted, shall be, and is hereby, forever prohibited: Provided always, That any person escaping into the same, from whom labour or service is lawfully claimed, in any state or territory of the United States, such fugitive may be lawfully reclaimed and conveyed to the person claiming his or her labour or service aforesaid.
Document 3
Source:Wilmot Proviso, 1846
Provided that, as an express and fundamental condition to the acquisition of any territory from the Republic of Mexico by the United States, by virtue of any treaty which may be negotiated between them, and to the use by the Executive of the moneys herein appropriated, neither slavery nor involuntary servitude shall ever exist in any part of said territory, except for crime, whereof the party shall first be duly convicted.
Document 4
Source: Drawing of John Brown
Library of Congress Prints and Photographs Division [LC-USZ62-89569]
Document 5
Source: American Anti-Slavery Society Declaration of Sentiments, 1833, pamphlet published by the American Anti-Slavery Society, printed by William S. Dorr, 1844
The Convention assembled in the city of Philadelphia, to organize a National Anti-Slavery Society, promptly seize the opportunity to promulgate the following Declaration of Sentiments, as cherished by them in relation to the enslavement of one-sixth portion of the American people….More than fifty-seven years have elapsed, since a band of patriots convened in this place, to devise measures for the deliverance of this country from a foreign yoke. The corner-stone upon which they founded the Temple of Freedom was broadly this..’that all men are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, LIBERTY, and the pursuit of happiness.’….We have met together for the achievement of an enterprise, without which that of our fathers is incomplete….
Document 6
Source: Extracts of Letter from Abraham Lincoln to Joshua Speed, August 24, 1855, Abraham Lincoln, Viscount James Bryce Bryce, Speeches and Letters of Abraham Lincoln, 1832-1865, J.M. Dent & Sons, Limited, 1894)
I do oppose the extension of slavery, because my judgment and feelings so prompt me; and Iam under no obligation to the contrary. If for this you and I must differ, differ we must….
That Kansas will form a Slave Constitution, and, with it, will ask to be admitted into the
Union, I take to be an already settled question; and so settled by the very means you so
pointedly condemn….In my humble sphere, I shall advocate the restoration of the Missouri
Compromise, so long as Kansas remains a territory; and when, by all these foul means, it
seeks to come into the Union as a Slave-state, I shall oppose it. I am very loth, in any case, to withhold my assent to the enjoyment of property acquired, or located, in good faith; but I do not admit that good faith, in taking a negro to Kansas, to be held in slavery, is a possibility with any man. Any man who has sense enough to be the controller of his own property, has too much sense to misunderstand the outrageous character of this whole Nebraska business.
Document 7
Kansas Freesoiler cartoon, 1856, depicts a “freesoiler” bound to the Democratic platform on which James Buchanan and Senator Lewis Cass are standing while Senator Stephen A. Douglas and President Franklin Pierce force an African American man into his mouth.
Library of Congress Prints and Photographs Division [LC-USZ62-92043]
Key Concept: 5.1.I
Key Concept: 5.1.II
Key Concept: 5.2.I
Key Concept: 5.2.II
Thematic Learning Objective: ID-2
Thematic Learning Objective: ID-5
Thematic Learning Objective: POL-5
Thematic Learning Objective: POI-6
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Comparison
Historical Thinking Skill: Synthesis
Question Type: Document Based Question
Stimulus Question: Yes
Points: 7
Directions: Question 2 is based on the 7 documents below which have been edited for the purpose of this test. Spend 15 minutes reading and planning, and spend 45 minutes writing your answer.
Be sure to do the following when writing your answer:
· Provide a thesis statement that explicitly addresses all parts of the question.
· Support your thesis or argument with relevant evidence from all, or all but one, of the documents.
· Include analysis of all, or all but one, of the documents in your argument.
· In your analysis of each document, address at least one of the following: intended audience, purpose, historical context, and/or point of view.
· Support your argument with analysis of historical examples outside the documents.
· Connect your argument to broader historical events or processes.
· Synthesize all of the above into a coherent and persuasive essay that extends your argument, connects it to another historical context, OR account contradictory evidence about the topic.
Analyze major changes and continuities in the lives of former slaves as a result of Reconstruction.
Document 1Source: Thomas Holt, Black Over White: Negro Political Leadership in South Carolina During Reconstruction, University of Illinois Press, 1977
It would be inaccurate, however, to conclude—as generations of historians have—that the Negroes were merely the inert and unreacting political tools of northern carpetbaggers. While the encouragement and resources supplied by northern whites were desirable and possibly even essential, Negroes themselves made the initial moves toward political participation. They organized and paid for their own exclusive conventions, wrote their petitions, identified their leadership, and generally fashioned the basis for the Republican party of later years.
Document 2
Source: Thomas Nast, Colored Rule in a Reconstructed (?) State, Harper’s Weekly, 1874. This cartoon shows members of the South Carolina Legislature in argument in the House while the figure of “Columbia” in the upper right chides them with “You are aping the lowest whites. If you disgrace your race in this way you had better take back seats.”
Library of Congress Prints and Photographs Division [LC-USZ62-102256]
Document 3
Source: Photo of Tuskegee Institute, 1902, founded by Booker T. Washington for technical and industrial training.
Library of Congress, Prints & Photographs Division [LC-USZ62-64712]
Document 4
Source: Lewis Harvie Blair, The Prosperity of the South Dependent Upon the Elevation of the Negro, Everett Waddey, 1889; originally from a news article in the Richmond Dispatch reporting a Negro lynching in Raleigh, N.C, in September, 1889
A body of masked men, a hundred or more, entered the jail and demanded the keys from the jailer. With a score of revolvers pointed at him, he surrendered the keys, and the lynchers went to the cell where Sherman Farrier (colored) was confined for an outrage committed on an aged white woman, and took him and departed. Yesterday, suspended to the limb of a large oak about one mile from the jail, the body of Sherman Farrier was found with a placard pinned on his breast bearing the words: “We protect the virtue of our women. Beware.”
Document 5
a) Excerpt of speech by Atlanta Constitution editor Henry Grady to Boston Merchants association, 1889 in Joel Chandler Harris’ Life of Henry W. Grady Including His Writings and Speeches, Cassell Publishing Company, 1890.
It is claimed that this ignorant labor is defrauded of its just hire. I present the tax books of Georgia which show that the Negro, twenty-five years ago a slave, has in Georgia alone $10 million of assessed property, worth twice that much.
(b) Reverend Joshua A. Brackett, African Methodist Episcopal Church, reply to Henry Grady, 1890 from Philadelphia Christian Recorder, January 16, 1890.
In Georgia, Mr. Grady’s own state, the Negro’s real wealth accumulated since the war, is $20 million. Its population of Negroes is 725,132. Twenty millions of dollars divided among that number will give to each person $27.58.
Document 6
Source: Edward King, The Great South: A Record of Journeys in Louisiana, Texas, the Indian Territory, Missouri, Arkansas, Mississippi, Alabama, Georgia, Florida, South Carolina, North Carolina, Kentucky, Tennessee, Virginia, West Virginia, and Maryland, American Publishing, Co., 1875.
Sailing on through the submerged country from Vicksburg was sorrowful work; every one was depressed with imminent disaster. We passed into the great bend, or lake, where, on Hurricane Island, lie the plantations formerly owned by the Davis Brothers,--famous for their wealth. The broad acres once known as the property of Jefferson Davis are now in the hands of his ex-slave, who, by the way, is said to be a miracle of thrift and intelligence.
Document 7
Source: Edward King, The Great South: A Record of Journeys in Louisiana, Texas, the Indian Territory, Missouri, Arkansas, Mississippi, Alabama, Georgia, Florida, South Carolina, North Carolina, Kentucky, Tennessee, Virginia, West Virginia, and Maryland, American Publishing, Co., 1875.
"Do the negroes on this plantation vote?"
"I reckon not (laughing). I don't want my niggers to have anything to do with politics. They can't vote as long as they stay with us, and these Alabama boys don't take no interest in the elections here."
"What do they receive as monthly wages?"
"From ten to sixteen dollars. It costs us about fifteen dollars per head to bring 'em from Alabama. These niggers likes wages better than shares. We keep a store here, and, Saturday nights, most of the money they have earned comes back to us in trade. They're fond o' whiskey and good things to eat."
Document 8
Source: Excerpt from Louisiana Senator Blanche K. Bruce’s speech in the Senate on March 31, 1876 as he called for an investigation into the Mississippi election
The unanimity with which the colored voters act with a party is not referable to any race prejudice on their part. On the contrary. they invite the political cooperation of their white brethren, and vote as a unit because proscribed as such. They deprecate the establishment of the color line by the opposition, not only because the act is unwise and wrong in principle, but because it isolates them from the white men of the South, and forces them, in sheer self-protection and against their inclination, to act seemingly upon the basis of a race prejudice that they neither respect nor entertain.
Document 9
Source: Distribution of lands and dwellings on the Barrow Plantation in Oglethorpe County, Georgia, in 1860 and 1881. In 1860, slaves lived together in a complex near the master’s house; by 1881, housing of former slaves had changed considerably.
Key Concept: 5.3.II
Key Concept: 5.3.III
Thematic Learning Objective: ID-2
Thematic Learning Objective: PEO-5
Thematic Learning Objective: POI-6
Thematic Learning Objective: CUL-5
Historical Thinking Skill: Historical Causation
Historical Thinking Skill: Patterns of Continuity and Change over Time
Historical Thinking Skill: Comparison
Historical Thinking Skill: Interpretation
Question Type: Document Based Question
Stimulus Question: Yes
Points: 7