Document-based question (DBQ)
Black abolitionists debate the road to freedom, 1830–1860
- Unit 2
- 7 points
- About 45 minutes
You write an argument essay answering a question about a historical development, using at least three of five sources plus evidence you know, and explaining why the perspective, purpose, context or audience of at least two sources matters. On the exam: Section II, question 4 (required): suggested 45 minutes, including reading the 5 sources; 12% of the score.
The question and its sources
Suggested time: 45 minutes, including reading the 5 sources. Some sources have been edited, and older spelling is kept. Read all five, then write an essay that answers the prompt.
Source 1
“Why sit ye here and die? If we say we will go to a foreign land, the famine and the pestilence are there, and there we shall die. If we sit here, we shall die. Come let us plead our cause before the whites: if they save us alive, we shall live—and if they kill us, we shall but die. . . .
“Let our girls possess what amiable qualities of soul they may; let their characters be fair and spotless as innocence itself; let their natural taste and ingenuity be what they may; it is impossible for scarce an individual of them to rise above the condition of servants. . . .
“And, my brethren, have you made a powerful effort? Have you prayed the Legislature for mercy’s sake to grant you all the rights and privileges of free citizens, that your daughters may raise to that degree of respectability which true merit deserves, and your sons above the servile situations which most of them fill?”
[Pestilence: deadly disease. Amiable: likable. Servile: like a servant.]
Source: Maria W. Stewart, free Black writer and activist, lecture at Franklin Hall, Boston, September 21, 1832; text from Meditations from the Pen of Mrs. Maria W. Stewart (Washington, 1879)
Source 2
“Brethren, the time has come when you must act for yourselves. It is an old and true saying, that ‘if hereditary bondmen would be free, they must themselves strike the blow.’ You can plead your own cause, and do the work of emancipation better than any others. . . .
“Let your motto be RESISTANCE! RESISTANCE! RESISTANCE!—No oppressed people have ever secured their liberty without resistance. What kind of resistance you had better make, you must decide by the circumstances that surround you, and according to the suggestion of expediency. Brethren, adieu. Trust in the living God. Labor for the peace of the human race, and remember that you are three millions.”
[Hereditary bondmen: people born into slavery. Expediency: what is practical.]
Source: Henry Highland Garnet, Black minister and abolitionist, “An Address to the Slaves of the United States of America,” delivered at the National Convention of Colored Citizens, Buffalo, New York, 1843 (the convention narrowly voted not to endorse it); printed in 1848
Source 3
“We have advised an emigration to Central and South America, and even to Mexico and the West Indies, to those who prefer either of the last named places, all of which are free countries . . . .
“We love our country, dearly love her, but she don’t love us—she despises us, and bids us begone, driving us from her embraces; but we shall not go where she desires us; but when we do go, whatever love we have for her, we shall love the country none the less that receives us as her adopted children.”
Source: Martin R. Delany, Black physician and editor, The Condition, Elevation, Emigration, and Destiny of the Colored People of the United States, Politically Considered (Philadelphia, 1852)
Source 4
“Some kind and good friends advise me to quit my country, and stay in Canada, until this tempest is passed. . . . I tell you the people of Syracuse and of the whole North must meet this tyranny and crush it by force, or be crushed by it. . . .
“I don’t respect this law—I don’t fear it—I won’t obey it! It outlaws me, and I outlaw it, and the men who attempt to enforce it on me. . . . I will not live a slave, and if force is employed to re-enslave me, I shall make preparations to meet the crisis as becomes a man.”
[“This law” and “this tyranny” refer to the Fugitive Slave Act of 1850. As becomes a man: as a man should.]
Source: Jermain Wesley Loguen, minister who had escaped slavery in Tennessee and helped freedom seekers on the Underground Railroad in Syracuse, New York, speech at a public meeting in Syracuse City Hall, October 4, 1850, about two weeks after the Fugitive Slave Act became law; text from The Rev. J. W. Loguen, as a Slave and as a Freeman (Syracuse, 1859)
Source 5
“If there is no struggle there is no progress. Those who profess to favor freedom and yet depreciate agitation, are men who want crops without plowing up the ground, they want rain without thunder and lightning. . . .
“This struggle may be a moral one, or it may be a physical one, and it may be both moral and physical, but it must be a struggle. Power concedes nothing without a demand. It never did and it never will. . . . If we ever get free from the oppressions and wrongs heaped upon us, we must pay for their removal. We must do this by labor, by suffering, by sacrifice, and if needs be, by our lives and the lives of others.”
[Depreciate agitation: look down on protest.]
Source: Frederick Douglass, formerly enslaved abolitionist and newspaper editor, speech on West India Emancipation, Canandaigua, New York, August 1857, a few months after the Supreme Court's Dred Scott decision; printed in Two Speeches by Frederick Douglass (Rochester, 1857)
Suggested time: 45 minutes
Your answers are saved in this browser as you type.
The essay
7 pointsEvaluate the extent to which Black abolitionists agreed about how African Americans should achieve freedom and equality between 1830 and 1860. In your essay: • Make a claim that answers the question and sets up the line of reasoning your essay will follow. • Describe the broader historical or disciplinary context of the topic. • Use the content of at least three of the sources to support your argument. • Use at least one more piece of specific evidence that is not in the sources. • For at least two sources, explain how or why the source's perspective, purpose, context and/or audience matters for your argument. • Refer to the sources by number, title or author.
0 words · 0 / 12,000 characters
Checking scoring…
Scoring it yourself shows you the rubric, examples and a model answer. Try writing your answer first.