Document-based question (DBQ)
The Haitian Revolution and the United States
- 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
“The course of things in the neighboring islands of the West Indies appears to have given a considerable impulse to the minds of the slaves in different parts of the US. a great disposition to insurgency has manifested itself among them, which, in one instance, in the state of Virginia broke out into actual insurrection. . . . the legislature of the state . . . have communicated to me through the Governor of the state, their wish that some place could be provided, out of the limits of the US. to which slaves guilty of insurgency might be transported; and they have particularly looked to Africa as offering the most desirable receptacle.”
[The ‘instance’ in Virginia refers to Gabriel’s planned revolt near Richmond in 1800. Insurgency: rebellion.]
Source: Thomas Jefferson, president of the United States and a Virginia enslaver, private letter to Rufus King, US minister to Great Britain, July 13, 1802
Source 2
“2. Slavery is forever abolished. . . .
“12. No whiteman of whatever nation he may be, shall put his foot on this territory with the title of master or proprietor, neither shall he in future acquire any property therein. . . .
“14. All acception of colour among the children of one and the same family, of whom the chief magistrate is the father, being necessarily to cease, the Haytians shall hence forward be known only by the generic appellation of Blacks.”
[The numbers are article numbers. Acception of colour: distinctions based on skin color. Chief magistrate: the head of state. Generic appellation: shared name.]
Source: Constitution of the Empire of Hayti, Preliminary Declaration, 1805, issued under Emperor Jean-Jacques Dessalines; English translation as printed in the New-York Evening Post, July 15, 1805
Source 3
“But what need have I to refer to antiquity, when Hayti, the glory of the blacks and terror of tyrants, is enough to convince the most avaricious and stupid of wretches . . . . But one thing which gives me joy is, that they are men who would be cut off to a man, before they would yield to the combined forces of the whole world—in fact, if the whole world was combined against them, it could not do any thing with them, unless the Lord delivers them up.”
[Avaricious: greedy.]
Source: David Walker, free Black writer and clothing dealer in Boston, Appeal . . . to the Coloured Citizens of the World (Boston, 1829; third edition, 1830). Southern states banned the pamphlet and offered rewards for Walker's capture.
Source 4
“If any good reason exists why we should persevere longer in withholding our recognition of the independence and sovereignty of Hayti and Liberia, I am unable to discern it. Unwilling, however, to inaugurate a novel policy in regard to them without the approbation of Congress, I submit for your consideration the expediency of an appropriation for maintaining a chargé d’affaires near each of those new States.”
[Approbation: approval. Chargé d’affaires: a diplomat. Congress approved recognition of Haiti and Liberia in 1862.]
Source: Abraham Lincoln, Annual Message to Congress, December 3, 1861, eight months into the Civil War, after most senators from slaveholding states had left Congress
Source 5
“We should not forget that the freedom you and I enjoy to-day; that the freedom that eight hundred thousand colored people enjoy in the British West Indies; the freedom that has come to the colored race the world over, is largely due to the brave stand taken by the black sons of Haiti ninety years ago. When they struck for freedom, they builded better than they knew. Their swords were not drawn and could not be drawn simply for themselves alone. They were linked and interlinked with their race, and striking for their freedom, they struck for the freedom of every black man in the world. . . .
“I regard her as the original pioneer emancipator of the nineteenth century.”
Source: Frederick Douglass, former US minister to Haiti (1889–1891), lecture at the dedication of the Haitian Pavilion, World's Columbian Exposition, Chicago, January 2, 1893
Suggested time: 45 minutes
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The essay
7 pointsEvaluate the extent to which the Haitian Revolution shaped ideas about slavery and Black freedom in the United States during the 1800s. 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.
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