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Title: WRITING A DBQ:


1
WRITING A DBQ AP U.S. History
2
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

3
DBQ Documents
  • Charts, graphs, and maps
  • Newspaper articles/editorials
  • Speeches
  • Letters
  • Diaries
  • Laws
  • Treaties
  • Executive orders
  • Editorial cartoons

4
Prompt Analysis Format
5
The Question
  • Read the question carefully, then think about
    the following
  • What is the essence of the question?
  • Is it a yes/no, to what extent, or compare and
    contrast question?
  • Does it have more than one part?
  • Are there bullets provided?
  • Is there a choice of responses?

6
Sample DBQ Multipart Question
  • Discuss the changing ideals of American womanhood
    between the American Revolution (1770s) and the
    outbreak of the Civil War.
  • What factors fostered the emergence of
    republican motherhood and the cult of
    domesticity?
  • Assess the extent to which these ideals
    influenced the lives of women during this period.
  • In your answer be sure to consider issues of race
    and class.

7
Key Terms
  • Discuss the changing ideals of American womanhood
    between the American Revolution (1770s) and the
    outbreak of the Civil War.
  • What factors fostered the emergence of
    republican motherhood and the cult of
    domesticity?
  • Assess the extent to which these ideals
    influenced the lives of women during this period.
  • In your answer be sure to consider issues of race
    and class.

8
Date Parameters
Discuss the changing ideals of American womanhood
between the American Revolution (1770s) and the
outbreak of the Civil War. What factors fostered
the emergence of republican motherhood and the
cult of domesticity? Assess the extent to
which these ideals influenced the lives of women
during this period. In your answer be sure to
consider issues of race and class.
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

10
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 DocumentsSOAPS
  • 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?
13
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

14
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
  • Dont discuss the documents in the order in which
    the DBQ presents them

15
The Body of the Essay
  • Provide factual support for your thesis
  • Stay focused on the question
  • Dont just write down everything you know about
    the topic
  • Chronological sequence is more important than
    precise dates

16
The Body of the Essay (continued)
  • Stick to the facts dont editorialize
  • Make sure that each point you make supports your
    thesis
  • Include outside information
  • Cite a majority of the documents

17
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.

18
Prompt Analysis Format Summary
  1. What is the ESSENCE of the question?
  2. What key terms need to be DEFINED?
  3. Are the date PARAMETERS stated?
  4. Construct a DATABASE
  5. Analyze the documents (SOAPS or APPARTS). Always
    take POINT OF VIEW into account.
  6. Provide INSIGHT into the complexity of the
    question
  7. Write a clear THESIS that answers the question in
    one sentence
  8. Provide abundant and appropriate factual SUPPORT
    for your thesis
  9. If time permits, write a CONCLUSION

19
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. Thats roughly 60 minutes for the DBQ
    and 35 minutes each for the other essays.
  • Handwriting matters!

20
DBQ 1
21
Question
  • Using information from the evidence (that
    follows) as well as your knowledge of the period,
    to what extent did the presidency of Andrew
    Jackson bring about a social, economic, and
    political revolution?

22
Prompt Analysis Format
  • Lets apply the prompt analysis format to this
    question.
  1. ESSENCE
  2. DEFINITIONS
  3. PARAMETERS
  4. DATABASE
  5. POINT OF VIEW
  6. INSIGHT
  7. THESIS
  8. SUPPORT
  9. CONCLUSION

23
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?
24
Does the answer have more than one part?
Using information from the evidence (that
follows) as well as your knowledge of the period,
to what extent did the presidency of Andrew
Jackson bring about a social, economic, and
political revolution?
25
What key terms need to be DEFINED?
Using information from the evidence (that
follows) as well as your knowledge of the period,
to what extent did the presidency of Andrew
Jackson bring about a social, economic, and
political revolution?
26
What are the PARAMETERS?
Using information from the evidence (that
follows) as well as your knowledge of the period,
to what extent did the presidency of Andrew
Jackson bring about a social, economic, and
political revolution?
27
Construct a DATABASE
SOCIAL POLITICAL ECONOMIC

28
SOCIAL
  • Era of social reform
  • Influence of Second Great Awakening
  • Prohibition of alcohol
  • Indian removal
  • Religious revival
  • Education reform
  • Prison
  • Womens issues
  • Abolition
  • Belief in the perfectibility of man and society
  • Labor reaction to the Industrial Revolution
  • Anti-intellectual
  • Era of common man
  • Frontier myth
  • Utopian communities

Construct a DATABASE
29
ECONOMIC
  • The Bank War
  • Nicholas Biddle
  • Private profit and accountability
  • Removal of federal deposits
  • Pet banks
  • Government responsibility for prosperity
  • Compromise Tariff of 1833
  • Panic of 1837
  • Specie Circular
  • French debt question
  • seizing French assets

Construct a DATABASE
30
Construct a DATABASE
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

31
Provide your INSIGHT
Using information from the evidence (that
follows) as well as your knowledge of the period,
to what extent did the presidency of Andrew
Jackson bring about a social, economic, and
political revolution?
32
READ and ANALYZE the documents
DATABASE INTERPRETATION

33
Document A
  • Source Margaret Bayard Smith's Eyewitness
    Account of Jackson's Inauguration (1829)

An almost breathless silence, succeeded and the
multitude was still,listening to catch the sound
of his voice, tho it was so low, as to be heard
only by those nearest to him. After reading his
speech, the oath was administered to him by the
Chief Justice. The Marshal presented the Bible.
The President took it from his hands, pressed his
lips to it, laid it reverently down, then bowed
again to the peopleYes, 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
34
Document B
  • Source Margaret Bayard Smith's Eyewitness
    Account of Jackson's Inauguration (1829)

The whole of the preceding day, immense crowds
were coming into the city from all parts,
lodgings could not be obtained, and the newcomers
had to go to George TownI was told the Avenue
and adjoining streets were so crowded on Tuesday
afternoon that it was difficult to pass No
arrangements had been made and no police
officers placed on duty and the whole house had
been inundated by the rabble mob The President,
after having been literally nearly pressed to
death and almost suffocated and torn to pieces by
the people in their eagerness to shake hands with
Old Hickory, had retreated through the back way
or south front and had escaped to his lodgings at
Gadsby's. Cut glass and china to the amount of
several thousand dollars had been broken in the
struggle to get the refreshments, punch and other
articles had been carried out in tubs and buckets
35
Document C
  • Source Jackson Announces His Policy of Rotation
    in Office (1829)

In a country where offices are created solely for
the benefit of the people no one man has any more
intrinsic right to official station than another.
Offices were not established to give support to
particular men at the public expense. No
individual wrong is, therefore, done by removal,
since neither appointment to nor continuance in
office is a matter of right. The incumbent became
an officer with a view to public benefits, and
when these require his removal they are not to be
sacrificed to private interests. It is the
people, and they alone, who have a right to
complain when a bad officer is substituted for a
good one.
36
Document D
  • Source Letter from Mrs. Barney to President
    Jackson (1829)

The injustice of your new principle of Reform
would have been too glaring had it been at once
boldly unfolded and hence is it that it was
brought out by degrees. At first it was pretended
that those only who had made use of office as an
engine for electioneering purposes were to be
reformed away. But when it was discovered that
there were in place very many of your own friends
who had been guilty of this unconstitutional
impropriety as you have been pleased to call it,
who, contrary to any feeling of gratitude or
sense of duty, had stung the bosom which warmed,
and the hand which fed them, making use of their
office in the gift of Mr. Adams, as the means of
furthering your designs upon the Presidency to
his exclusion, and that your rule was a
two-edged sword, which, if honestly borne,
would cut upon both sides, it was soon
carefully withheld, and finally gave way to a
much more comprehensive scheme of reform.
37
Document E
  • Source President Jackson's Veto Message
    Regarding the Bank of the United States (1832)

A bank of the United States is in many respects
convenient for the Government and useful to the
people. Entertaining this opinion, and deeply
impressed with the belief that some of the powers
and privileges possessed by the existing bank are
unauthorized by the Constitution, subversive of
the rights of the States, and dangerous to the
liberties of the people, I felt it my duty at an
early period of my Administration to call the
attention of Congress to the practicability of
organizing an institution combining all its
advantages and obviating these objections. I
sincerely regret that in the act before me I can
perceive none of those modifications of the bank
charter which are necessary, in my opinion, to
make it compatible with justice, with sound
policy, or with the Constitution of our country
In the bearings of the act before me upon these
points I find ample reasons why it should not
become a law.
38
Document F
  • Source King Andrew the First (1832)

39
Document G
  • Source South Carolina Ordinance of Nullification
    (1832)
  •  
  • We, therefore, the people of the state of South
    Carolina, in convention assembled, do declare and
    ordain and it is hereby declared and ordained,
    that the several acts and parts of acts of the
    Congress of the United States, purporting to be
    laws for the imposing of duties and imposts on
    the importation of foreign commodities, and now
    having actual operation and effect within the
    United States, and, more especially, an act
    entitled An act in alteration of the several
    acts imposing duties on imports, approved on the
    nineteenth day of May, one thousand eight hundred
    and twenty-eight and also an act entitled An act
    to alter and amend the several acts imposing
    duties on imports, approved on the fourteenth
    day of July, one thousand eight hundred and
    thirty-two, are unauthorized by the constitution
    of the United States, and violate the true
    meaning and intent thereof and are null, void,
    and no law, nor binding upon this State, its
    officers or citizens and all promises,
    contracts, and obligations, made or entered into,
    or to be made or entered into, with purpose to
    secure the duties imposed by said acts, and all
    judicial proceedings which shall be hereafter had
    in affirmance thereof, are and shall be held
    utterly null and void.

40
Document H
  • Source President Jackson's Proclamation
    Regarding Nullification (1832)
  • The ordinance is founded, not on the indefeasible
    right of resisting acts which are plainly
    unconstitutional, and too oppressive to be
    endured, but on the strange position that any one
    State may not only declare an act of Congress
    void, but prohibit its executionthat they may do
    this consistently with the Constitutionthat the
    true construction of that instrument permits a
    State to retain its place in the Union, and yet
    be bound by no other of its laws than those it
    may choose to consider as constitutional
  • But reasoning on this subject is superfluous,
    when our social compact in express terms
    declares, that the laws of the United States, its
    Constitution, and treaties made under it, are the
    supreme law of the land and for greater caution
    adds, "that the judges in every State shall be
    bound thereby, anything in the Constitution or
    laws of any State to the contrary
    notwithstanding."
  • Look, for a moment, to the consequence. If South
    Carolina considers the revenue laws
    unconstitutional, and has a right to prevent
    their execution in the port of Charleston, there
    would be a clear constitutional objection to
    their collection in every other port, and no
    revenue could be collected anywhere for all
    imposts must be equal.

41
Document I
  • Source Cherokee Letter protesting the Treaty of
    New Etocha, 1836
  • By the stipulations of this instrument Treaty of
    New Etocha, we are despoiled of our private
    possessions, the indefeasible property of
    individuals. We are stripped of every attribute
    of freedom and eligibility for legal
    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.

42
Document J
43
Write your THESIS
Using information from the evidence (that
follows) as well as your knowledge of the period,
to what extent did the presidency of Andrew
Jackson bring about a social, economic, and
political revolution?
44
SUPPORT your thesis
Using information from the evidence (that
follows) as well as your knowledge of the period,
to what extent did the presidency of Andrew
Jackson bring about a social, economic, and
political revolution?
45
DBQ 2
46
Question
  • Thomas A. Bailey writes that Grant was an
    ignorant and confused President, and his eight
    long years of blunderland are generally regarded
    as a national disgrace. C. Van Woodward
    describes the Grant years as the all-time low
    point in statesmanship and political morality in
    our history. To what extent do you feel that
    these judgments are correct?

47
Prompt Analysis Format
  • Lets apply the prompt analysis format to this
    question.
  1. ESSENCE
  2. DEFINITIONS
  3. PARAMETERS
  4. DATABASE
  5. POINT OF VIEW
  6. INSIGHT
  7. THESIS
  8. SUPPORT
  9. CONCLUSION

48
What is the ESSENCE of the question, and what
kind of judgment is it asking you to make?
  • Thomas A. Bailey writes that Grant was an
    ignorant and confused President, and his eight
    long years of blunderland are generally regarded
    as a national disgrace. C. Van Woodward
    describes the Grant years as the all-time low
    point in statesmanship and political morality in
    our history. To what extent do you feel that
    these judgments are correct?

49
Does the answer have more than one part?
  • Thomas A. Bailey writes that Grant was an
    ignorant and confused President, and his eight
    long years of blunderland are generally regarded
    as a national disgrace. C. Van Woodward
    describes the Grant years as the all-time low
    point in statesmanship and political morality in
    our history. To what extent do you feel that
    these judgments are correct?

50
What key terms need to be DEFINED?
  • Thomas A. Bailey writes that Grant was an
    ignorant and confused President, and his eight
    long years of blunderland are generally regarded
    as a national disgrace. C. Van Woodward
    describes the Grant years as the all-time low
    point in statesmanship and political morality in
    our history. To what extent do you feel that
    these judgments are correct?

51
What are the PARAMETERS?
  • Thomas A. Bailey writes that Grant was an
    ignorant and confused President, and his eight
    long years of blunderland are generally regarded
    as a national disgrace. C. Van Woodward
    describes the Grant years as the all-time low
    point in statesmanship and political morality in
    our history. To what extent do you feel that
    these judgments are correct?

52
Construct a DATABASE
HISTORIANS CORRUPTION INEFFECTIVE?

53
Construct a DATABASE
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.
54
CORRUPTION
  • Civil Service Commission
  • Credit Mobilier
  • Tweed Ring
  • Whiskey Ring
  • Gold scandal
  • Salary grab

Construct a DATABASE
55
INEFFECTIVE?
  • Led nation through difficult post-Civil War era
  • Economic policies
  • Vetoed Inflation Bill of 1874
  • Signed Resumption Act
  • Settled Alabama claims
  • Prevented two potential wars
  • Treaty with Hawaii
  • Helped resolve 1876 election
  • Appointed first Civil Service Commission
  • First steps toward building the Panama Canal
  • Enforced Reconstruction and protected newly freed
    slaves
  • Elected twice

Construct a DATABASE
56
Provide your INSIGHT
  • Thomas A. Bailey writes that Grant was an
    ignorant and confused President, and his eight
    long years of blunderland are generally regarded
    as a national disgrace. C. Van Woodward
    describes the Grant years as the all-time low
    point in statesmanship and political morality in
    our history. To what extent do you feel that
    these judgments are correct?

57
READ and ANALYZE the documents
DATABASE INTERPRETATION

58
Document A
  • Source President Grant's First Inaugural
    Address, March 4, 1869
  • The country having just emerged from a great
    rebellion, many questions will come before it for
    settlement in the next four years which preceding
    Administrations have never had to deal with. In
    meeting these it is desirable that they should be
    approached calmly, without prejudice, hate, or
    sectional pride, remembering that the greatest
    good to the greatest number is the object to be
    attained. This requires security of persons,
    property, and free religious and political
    opinion in every part of our common country,
    without regard to local prejudice. All laws to
    secure these ends will receive my best efforts
    for their enforcement

59
Document B
  • Source President Grants 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.

60
Document C
  • Source Civil Rights Act of 1875
  • all persons within the jurisdiction of the
    United States shall be entitled to the full and
    equal enjoyment of the accommodations,
    advantages, facilities, and privileges of inns,
    public conveyances on land or water, theaters,
    and other places of public amusement subject
    only to the conditions and limitations
    established by law, and applicable alike to
    citizens of every race and color, regardless of
    any previous condition of servitude.
  • Sec. 2. That any person who shall violate the
    foregoing section by denying to any citizen,
    shall, for every such offense, forfeit and pay
    the sum of five hundred dollars to the person...
  • Sec. 4. That no citizen possessing all other
    qualifications which are or may be prescribed by
    law shall be disqualified for service as grand or
    petit juror in any court of the United States, or
    of any State, on account of race, color, or
    previous condition of servitude

61
Document D
  • Source Salary GrabAct of Congress, 1873
  • AN ACT
  • Making Appropriations for the legislative,
    executive and judicial Expenses of the Government
    for the Year ending June thirtieth, eighteen
    hundred and seventy-four, and for other purposes.
  • Be it enacted by the Senate and House of
    Representatives of the United States of America,
    in Congress assembled, That the following sums
    be, and the same are hereby, appropriated, out of
    any money in the treasury not otherwise
    appropriated, for the service of the fiscal year
    ending June thirtieth, eighteen hundred and
    seventy-four, for the objects hereinafter
    expressed.

62
Document E
  • Source Specie Resumption Act of 1875
  • To provide for the resumption of specie payments.
  • Be it enacted by the Senate and House of
    Representatives of the United States of America
    in Congress assembled, That the Secretary of the
    Treasury is hereby authorized and required to
    cause to be coined at the mints of the United
    States, silver coins of the denominations of ten,
    twenty-five, and fifty cents, of standard value,
    and to issue them in redemption of an equal
    number and amount of fractional currency of
    similar denominations, or, at his discretion, he
    may issue such silver coins through the mints,
    the subtreasuries, public depositories, and
    post-offices of the United States and, upon such
    issue, he is hereby authorized and required to
    redeem an equal amount of such fractional
    currency, until the whole amount of such
    fractional currency outstanding shall be
    redeemed.

63
Document F
64
Document G
  • Source Treaty of Washington, 1871
  •  
  • Whereas differences have arisen between the
    Government of the United States and the
    Government of Her Britannic Majesty, and still
    exist, growing out of the acts committed by the
    several vessels which have given rise to the
    claims generically known as the Alabama Claims.
  • And whereas Her Britannic Majesty has authorized
    Her High Commissioners and Plenipotentiaries to
    express, in a friendly spirit, the regret felt by
    Her Majesty's Government for the escape, under
    whatever circumstances, of the Alabama and other
    vessels from British ports, and for the
    depredations committed by those vessels
  • Now, in order to remove and adjust all
    complaintsthe 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.

65
Document H
  • Source U.S. business activity before and after
    Resumption Act,

66
Write your THESIS
  • Thomas A. Bailey writes that Grant was an
    ignorant and confused President, and his eight
    long years of blunderland are generally regarded
    as a national disgrace. C. Van Woodward
    describes the Grant years as the all-time low
    point in statesmanship and political morality in
    our history. To what extent do you feel that
    these judgments are correct?

67
SUPPORT your thesis
  • Thomas A. Bailey writes that Grant was an
    ignorant and confused President, and his eight
    long years of blunderland are generally regarded
    as a national disgrace. C. Van Woodward
    describes the Grant years as the all-time low
    point in statesmanship and political morality in
    our history. To what extent do you feel that
    these judgments are correct?

68
DBQ 3
69
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?

70
Prompt Analysis Format
  • Lets apply the prompt analysis format to this
    question.
  1. ESSENCE
  2. DEFINITIONS
  3. PARAMETERS
  4. DATABASE
  5. POINT OF VIEW
  6. INSIGHT
  7. THESIS
  8. SUPPORT
  9. CONCLUSION

71
What is the ESSENCE of the question, and what
kind of judgment is it asking you to make?
  • Using information from the evidence below as well
    as your knowledge of the period, to what extent
    were the social, economic, and political changes
    in America during World War II permanent?

72
Does the answer have more than one part?
Using information from the evidence below as well
as your knowledge of the period, to what extent
were the social, economic, and political changes
in America during World War II permanent?
73
What key terms need to be DEFINED?
Using information from the evidence below as well
as your knowledge of the period, to what extent
were the social, economic, and political changes
in America during World War II permanent?
74
What are the PARAMETERS?
Using information from the evidence below as well
as your knowledge of the period, to what extent
were the social, economic, and political changes
in America during World War II permanent?
75
Construct a DATABASE
SOCIAL ECONOMIC POLITICAL

76
Construct a DATABASE
SOCIAL
  • Casualties, both physical and mental
  • Displaced persons
  • Impact on colonial peoples
  • African Americans
  • Japanese Americans
  • Women
  • Demographic shifts

77
Construct a DATABASE
ECONOMIC
  • New weapons
  • Expansion of government powers
  • Boom for business full employment
  • Huge cost of war
  • Dislocation of trade
  • Property damage, ecological damage
  • Atomic power
  • Military-industrial complex
  • Technological revolution

78
Construct a DATABASE
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

79
Provide your INSIGHT
Using information from the evidence below as well
as your knowledge of the period, to what extent
were the social, economic, and political changes
in America during World War II permanent?
80
READ and ANALYZE the documents
DATABASE INTERPRETATION

81
Document A
  • Source Wilma Briggs, "A Farm Girl Plays
    Professional Baseball
  • Had it not been for the war, I never would have
    played professional baseball. That started
    because of the war. People didn't have money to
    go places. Phil Wrigley of the Chicago Cubs was
    certain that all the men would be drafted, and
    the major league ballparks would be empty. That's
    the reason he started that league, the
    All-American Girls' Professional Baseball League.
    So, because of the war, I got that chance. That
    league started in 1943, and I joined it after
    high school in 1948. Had it not been for the war,
    that part of my life would never have come to
    pass. And I think because I went out there and
    played ballI 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
    homesthat's an experience. I think it gave me
    the courage years later to say, I think I'll go
    to college.

82
Document B
  • Source 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.
83
Document C
  • Source That Damned Fence, anonymous poem
    circulated at the Poston (AZ) Relocation Center

They've sunk the posts deep into the
ground They've strung out wires all the way
around. With machine gun nests just over
there, And sentries and soldiers
everywhere. We're trapped like rats in a wired
cage, To fret and fume with impotent rage Yonder
whispers the lure of the night, But that DAMNED
FENCE assails our sight. We seek the softness of
the midnight air, But that DAMNED FENCE in the
floodlight glare Awakens unrest in our nocturnal
quest, And mockingly laughs with vicious
jest. With nowhere to go and nothing to do, We
feel terrible, lonesome, and blue
That DAMNED FENCE is driving us crazy, Destroying
our youth and making us lazy. Imprisoned in here
for a long, long time, We know we're
punishedthough 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!
84
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 IVEducation of Veterans Sec.
400. (a) Subsection (f) of section 1, title I,
Public Law Numbered 2, Seventy-third Congress,
added by the Act of March 24, 1943 (Public Law
Numbered 16, Seventy-eighth Congress), is hereby
amended to read as follows (f) Any person who
served in the active military or naval forces on
or after September 16, 1940, and prior to the
termination of hostilities in the present war,
shall be entitled to vocational rehabilitation
subject to the provisions and limitations of
Veterans Regulation Numbered 1(a), as amended,
part VII, or to education or training subject to
the provisions and limitations of part VIII.
85
Document E
A. Philip Randolph
86
Document F
87
Document G
88
Document H
  • Source Harry S. Truman, Congressional Record,
    March 12, 1947
  • The peoples of a number of countries of the world
    have recently had totalitarian regimes forced
    upon them against their will I believe that it
    must be the policy of the United States to
    support free peoples who are resisting attempted
    subjugation by armed minorities or by outside
    pressures. I believe that we must assist free
    peoples to work out their own destiny in their
    own way. I believe that our help should be
    primarily through economic and financial aid,
    which is essential to economic stability and
    orderly political processes.
  • The world is not static and the status quo is not
    sacred. But we cannot allow changes in the status
    quo in violation of the Charter of the United
    Nations by such methods as coercion, or by such
    subterfuge as political infiltration. In helping
    free and independent nations to maintain their
    freedom, the United States will be giving effect
    to the principles of the Charter of the United
    Nations The free peoples of the world look to us
    for support in maintaining their freedoms. If we
    falter in our leadership, we may endanger the
    peace of the worldand we shall surely endanger
    the welfare of our own Nation.

89
Document I
90
Document J
  • Source Harry S. Truman, 1946
  • Sixteen Hours Ago an American airplane dropped
    one bomb on Hiroshima, an important Japanese Army
    base. That bomb had more power than 20,000 tons
    of T.N.T. It had more than two thousand times the
    blast power of the British ''Grand Slam'' which
    is the largest bomb ever yet used in the history
    of warfare.
  • The Japanese began the war from the air at Pearl
    Harbor. They have been repaid many fold. And the
    end is not yet. With this bomb we have now added
    a new and revolutionary increase in destruction
    to supplement the growing power of our armed
    forces. In their present form these bombs are now
    in production and even more powerful forms are in
    development.

91
Write your THESIS
Using information from the evidence below as well
as your knowledge of the period, to what extent
were the social, economic, and political changes
in America during World War II permanent?
92
SUPPORT your thesis
Using information from the evidence below as well
as your knowledge of the period, to what extent
were the social, economic, and political changes
in America during World War II permanent?
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