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NAME SCHOOL
In developing your answer to Part III, be sure to keep this general definition in mind:
discuss means “to make observations about something using facts, reasoning, and argument; to present in some detail”
Part III
DOCUMENT-BASED QUESTION
This question is based on the accompanying documents (1–8). The question is designed to test your ability to work with historical documents. Some of the documents have been edited for the purposes of the question. As you analyze the documents, take into account both the source of each document and any point of view that may be presented in the document.
Historical Context:
The Civil War and the period of Reconstruction brought great social, political, and economic changes to American society. The effects of these changes continued into the 20th century.
Task: Using information from the documents and your knowledge of United States history, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to
- Identify and discuss one social, one political, AND one economic change in American society that occurred as a result of the Civil War or the period of Reconstruction
U.S. Hist. & Gov’t.–June ’04 [10]
Part A
Short-Answer Questions
Directions: Analyze the documents and answer the short-answer questions that follow each document in the space provided.
Document 1
... All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws....
— 14th Amendment, Section 1, 1868
1 a How does the 14th Amendment define citizenship? [ 1]
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b During Reconstruction, how was the 14th Amendment intended to help formerly enslaved persons? [ 1 ]
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U.S. Hist. & Gov’t.–June ’04 [11] [OVER]
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... We believe you are not familiar with the description of the Ku Klux Klans riding nightly over the country, going from county to county, and in the county towns, spreading terror wherever they go by robbing, whipping, ravishing, and killing our people without provocation [reason], compelling [forcing] colored people to break the ice and bathe in the chilly waters of the Kentucky river.
The [state] legislature has adjourned. They refused to enact any laws to suppress [stop] Ku- Klux disorder. We regard them [the Ku-Kluxers] as now being licensed to continue their dark and bloody deeds under cover of the dark night. They refuse to allow us to testify in the state courts where a white man is concerned. We find their deeds are perpetrated [carried out] only upon colored men and white Republicans. We also find that for our services to the government and our race we have become the special object of hatred and persecution at the hands of the Democratic Party. Our people are driven from their homes in great numbers, having no redress [relief from distress] only [except] the United States court, which is in many cases unable to reach them.
We would state that we have been law-abiding citizens, pay our taxes, and in many parts of the state our people have been driven from the polls, refused the right to vote. Many have been slaughtered while attempting to vote. We ask, how long is this state of things to last?...
— Petition to the United States Congress, March 25, 1871, Miscellaneous Documents of the United States Senate, 42nd Congress, 1st Session, 1871
3 a Based on this document, identify one way the Ku Klux Klan terrorized African Americans. [1]
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b According to this document, how did the actions of the Ku Klux Klan affect African Americans’ participation in the political process? [1]
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U.S. Hist. & Gov’t.–June ’04 [13] [OVER]
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4 According to these illustrations, how did the economic role of African Americans change between 1860 and 1880? [1]
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U.S. Hist. & Gov’t.–June ’04 [14]
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U.S. Hist. & Gov’t.–June ’04 [16]
6 What does this photograph show about the treatment of African Americans in the South after Reconstruction? [1]
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... Since 1868 there has been a steady and persistent determination to eliminate us from the politics of the Southern States. We are not to be eliminated. Suffrage is a federal guaranty and not a privilege to be conferred [given] or withheld by the States. We contend for the principle of manhood suffrage as the most effective safeguard of citizenship. A disfranchised citizen [one who is deprived of the right to vote] is a pariah [outcast] in the body politic. We are not opposed to legitimate restriction of the suffrage, but we insist that restrictions shall apply alike to all citizens of all States. We are willing to accept an educational or property qualification, or both; and we contend that retroactive legislation depriving citizens of the suffrage rights is a hardship which should be speedily passed upon by the courts. We insist that neither of these was intended or is conserved [protected] by the new constitutions of Mississippi, South Carolina or Louisiana. Their framers intended and did disfranchise a majority of their citizenship [deprived them of the right to vote] because of “race and color” and “previous condition,” and we therefore call upon the Congress to reduce the representation of those States in the Congress as provided and made mandatory by Section 2 of Article XIV of the Constitution. We call upon Afro-Americans everywhere to resist by all lawful means the determination to deprive them of their suffrage rights. If it is necessary to accomplish this vital purpose to divide their vote in a given State we advise that they divide it. The shibboleth [custom] of party must give way to the shibboleth of self-preservation....
— Afro-American Council public statement, 1898 Source: Francis L. Broderick and August Meier, Negro Protest Thought in the Twentieth Century , Bobbs-Merrill Company
7 What political problem is being described in this passage? [1]
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U.S. Hist. & Gov’t.–June ’04 [17] [OVER]
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U.S. Hist. & Gov’t.–June ’04 [19]
Part B
Essay
Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.
Use evidence from at least five documents in your essay. Support your response with relevant facts, examples, and details. Include additional outside information.
Historical Context:
The Civil War and the period of Reconstruction brought great social, political, and economic changes to American society. The effects of these changes continued into the 20th century.
Task: Using information from the documents and your knowledge of United States history, write an essay in which you
- Identify and discuss one social, one political, AND one economic change in American society that occurred as a result of the Civil War or the period of Reconstruction
Guidelines:
In your essay, be sure to
- Address all aspects of the Task by accurately analyzing and interpreting at least five documents
- Incorporate information from the documents in the body of the essay
- Incorporate relevant outside information
- Support the theme with relevant facts, examples, and details
- Use a logical and clear plan of organization
- Introduce the theme by establishing a framework that is beyond a simple restatement of the Task or Historical Context and conclude with a summation of the theme
