Document-based question (DBQ)
The meaning of freedom after emancipation, 1865–1877
- Units 2 and 3
- 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 people of Texas are informed that, in accordance with a proclamation from the Executive of the United States, all slaves are free. This involves an absolute equality of personal rights and rights of property between former masters and slaves, and the connection heretofore existing between them becomes that between employer and hired labor. The freedmen are advised to remain quietly at their present homes and work for wages. They are informed that they will not be allowed to collect at military posts and that they will not be supported in idleness either there or elsewhere.”
Source: General Order No. 3, issued by Union Major General Gordon Granger at Galveston, Texas, June 19, 1865 (the origin of Juneteenth)
Source 2
“I want to know particularly what the good chance is you propose to give me. I am doing tolerably well here. I get twenty-five dollars a month, with victuals and clothing; have a comfortable home for Mandy,—the folks call her Mrs. Anderson,—and the children—Milly, Jane, and Grundy—go to school and are learning well. . . . Now if you will write and say what wages you will give me, I will be better able to decide whether it would be to my advantage to move back again. . . .
“[W]e have concluded to test your sincerity by asking you to send us our wages for the time we served you. . . . I served you faithfully for thirty-two years, and Mandy twenty years. . . . Here I draw my wages every Saturday night; but in Tennessee there was never any pay-day for the negroes any more than for the horses and cows. . . . You will also please state if there has been any schools opened for the colored children in your neighborhood. The great desire of my life now is to give my children an education . . . .”
[Victuals: food.]
Source: Jourdon Anderson, freedman living in Dayton, Ohio, letter dictated to his former enslaver in Tennessee, who had asked him to return, August 7, 1865; printed in newspapers and in L. Maria Child, The Freedmen's Book (Boston, 1865)
Source 3
“Sec. 7. Be it further enacted, That every civil officer shall, and every person may, arrest and carry back to his or her legal employer any freedman, free Negro, or mulatto who shall have quit the service of his or her employer before the expiration of his or her term of service without good cause, and said officer and person shall be entitled to receive for arresting and carrying back every deserting employee aforesaid the sum of five dollars . . . and the same shall be paid by the employer, and held as a setoff for so much against the wages of said deserting employee . . . .”
[Section 1 of the same law allowed freedpeople to sue, be sued and own personal property, but barred them from renting or leasing farmland outside towns. Setoff: a deduction.]
Source: Mississippi Legislature, “An Act to Confer Civil Rights on Freedmen, and for Other Purposes,” November 1865, one of the first Black Codes (excerpt)
Source 4
“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.”
[Abridge: limit.]
Source: Fourteenth Amendment to the United States Constitution, Section 1, ratified 1868
Source 5
“By an amendment to the Constitution the Negro was given the right of franchise, and, theoretically at least, his ballot became his invaluable emblem of citizenship. . . . But this did not last long. . . . ‘No Negro domination’ became the new legend on the sanguinary banner of the sunny South, and under it rode the Ku Klux Klan, the Regulators, and the lawless mobs . . . .
“But it was a bootless strife for colored people. The government which had made the Negro a citizen found itself unable to protect him. It gave him the right to vote, but denied him the protection which should have maintained that right.”
[Franchise: the right to vote. Sanguinary: bloody. Bootless: useless.]
Source: Ida B. Wells-Barnett, Black journalist and anti-lynching activist, A Red Record (Chicago, 1895), chapter 1, looking back on Reconstruction
Suggested time: 45 minutes
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The essay
7 pointsEvaluate the extent to which African Americans were able to secure freedom and equality during Reconstruction (1865–1877). 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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