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Document-based question (DBQ)

The federal government and Black equality, 1930s–1960s

  • Unit 4
  • 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

“Areas surrounding a location are investigated to determine whether incompatible racial and social groups are present, for the purpose of making a prediction regarding the probability of the location being invaded by such groups. If a neighborhood is to retain stability, it is necessary that properties shall continue to be occupied by the same social and racial classes. A change in social or racial occupancy generally contributes to instability and a decline in values.”

[The FHA insured home mortgages. Its appraisers used this manual to decide which neighborhoods qualified.]

Source: Federal Housing Administration (FHA), Underwriting Manual, 1938, paragraph 937

Source 2

“It is hereby declared to be the policy of the President that there shall be equality of treatment and opportunity for all persons in the armed services without regard to race, color, religion or national origin. This policy shall be put into effect as rapidly as possible, having due regard to the time required to effectuate any necessary changes without impairing efficiency or morale.”

[Effectuate: carry out. Impairing: weakening.]

Source: President Harry S. Truman, Executive Order 9981, July 26, 1948, issued months before the 1948 presidential election

Source 3

“To separate them from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone. . . .

“We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal.”

Source: Chief Justice Earl Warren, unanimous opinion of the US Supreme Court in Brown v. Board of Education of Topeka, May 17, 1954

Source 4

“One hundred years of delay have passed since President Lincoln freed the slaves, yet their heirs, their grandsons, are not fully free. . . .

“The events in Birmingham and elsewhere have so increased the cries for equality that no city or State or legislative body can prudently choose to ignore them. . . .

“I am, therefore, asking the Congress to enact legislation giving all Americans the right to be served in facilities which are open to the public—hotels, restaurants, theaters, retail stores, and similar establishments.”

[Prudently: wisely.]

Source: President John F. Kennedy, televised address to the nation on civil rights, June 11, 1963, the day Alabama's governor stood in a doorway to try to block two Black students from enrolling at the University of Alabama

Source 5

“The alternative is not blind repression or capitulation to lawlessness. It is the realization of common opportunities for all within a single society. This alternative will require a commitment to national action—compassionate, massive and sustained, backed by the resources of the most powerful and the richest nation on this earth. . . .

“White racism is essentially responsible for the explosive mixture which has been accumulating in our cities since the end of World War II. Among the ingredients of this mixture are: Pervasive discrimination and segregation in employment, education and housing, which have resulted in the continuing exclusion of great numbers of Negroes from the benefits of economic progress.”

[Capitulation: giving in. Pervasive: widespread.]

Source: Report of the National Advisory Commission on Civil Disorders (the Kerner Commission), appointed by President Lyndon B. Johnson, Summary, 1968

Suggested time: 45 minutes

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The essay

7 points

Evaluate the extent to which actions of the federal government advanced equality for African Americans from the 1930s to the 1960s. 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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