Document-based question (DBQ)
How much did reformers fix industrial America? 1890–1920
- Units 6 and 7
- 7 points
- About 60 minutes
You write an argument essay that answers a question using seven documents plus evidence you know. DBQ topics fall between 1754 and 1980. On the exam: Section II, question 1 (required): 60 minutes recommended, including a 15-minute reading period; 25% of the score.
The question and its sources
Suggested reading and planning time: 15 minutes. Suggested writing time: 45 minutes. The documents have been edited for this exercise; spelling in older documents is kept as printed. Read the seven documents, then write an essay that answers the prompt.
Document 1
“To-day three-fourths of its people live in the tenements, and the nineteenth century drift of the population to the cities is sending ever-increasing multitudes to crowd them. The fifteen thousand tenant houses that were the despair of the sanitarian in the past generation have swelled into thirty-seven thousand, and more than twelve hundred thousand persons call them home. . . . We know now that there is no way out; that the ‘system’ that was the evil offspring of public neglect and private greed has come to stay, a storm-centre forever of our civilization. . . .
“What are you going to do about it? is the question of to-day.”
Source: Jacob Riis, journalist and photographer, How the Other Half Lives: Studies Among the Tenements of New York, 1890
Document 2
“There is no reasonable ground for interfering with the liberty of person or the right of free contract, by determining the hours of labor, in the occupation of a baker. There is no contention that bakers as a class are not equal in intelligence and capacity to men in other trades or manual occupations, or that they are not able to assert their rights and care for themselves without the protecting arm of the state, interfering with their independence of judgment and of action. They are in no sense wards of the state.”
Source: Justice Rufus Peckham, majority opinion (5–4), Lochner v. New York, U.S. Supreme Court, 1905, striking down a New York law that limited bakers' hours to ten a day and sixty a week
Document 3
“We especially complain against the denial of equal opportunities to us in economic life; in the rural districts of the South this amounts to peonage and virtual slavery; all over the South it tends to crush labor and small business enterprises; and everywhere American prejudice, helped often by iniquitous laws, is making it more difficult for Negro-Americans to earn a decent living. . . .
“We refuse to allow the impression to remain that the Negro-American assents to inferiority, is submissive under oppression and apologetic before insults.”
[Peonage: forced labor to pay off a debt.]
Source: Niagara Movement, Declaration of Principles, adopted at the founding meeting of a group of Black activists led by W. E. B. Du Bois, July 1905
Document 4
“Those who fear, from any reason, the extension of Federal activity will do well to study the history not only of the national banking act but of the pure-food law, and notably the meat inspection law recently enacted. The pure-food law was opposed so violently that its passage was delayed for a decade; yet it has worked unmixed and immediate good. The meat inspection law was even more violently assailed. . . . Two years have not elapsed, and already it has become evident that the great benefit the law confers upon the public is accompanied by an equal benefit to the reputable packing establishments. The latter are better off under the law than they were without it.”
Source: President Theodore Roosevelt, Seventh Annual Message to Congress, December 3, 1907
Document 5
“That woman's physical structure and the performance of maternal functions place her at a disadvantage in the struggle for subsistence is obvious. This is especially true when the burdens of motherhood are upon her. Even when they are not, by abundant testimony of the medical fraternity continuance for a long time on her feet at work, repeating this from day to day, tends to injurious effects upon the body, and, as healthy mothers are essential to vigorous offspring, the physical well-being of woman becomes an object of public interest and care in order to preserve the strength and vigor of the race.”
Source: Justice David Brewer, unanimous opinion, Muller v. Oregon, U.S. Supreme Court, 1908, upholding an Oregon law that limited women's work in factories and laundries to ten hours a day
Document 6
“[T]his committee recommended to the Legislature the provisions which afterward became those of the first factory law of Illinois, regulating the sanitary conditions of the sweatshop and fixing fourteen as the age at which a child might be employed. . . . [This] statute . . . has gradually been built upon by many public-spirited citizens until Illinois stands well among the States, at least in the matter of protecting her children. . . .
“The eight-hour clause in this first factory law met with much less opposition in the Legislature than was anticipated, and was enforced for a year before it was pronounced unconstitutional by the Supreme Court of Illinois.”
Source: Jane Addams, founder of the Hull-House settlement in Chicago, Twenty Years at Hull-House, 1910, describing a law passed in 1893
Document 7
“The supreme duty of the Nation is the conservation of human resources through an enlightened measure of social and industrial justice. We pledge ourselves to work unceasingly in State and Nation for: . . .
“The prohibition of child labor;
“Minimum wage standards for working women, to provide a ‘living wage’ in all industrial occupations; . . .
“The protection of home life against the hazards of sickness, irregular employment and old age through the adoption of a system of social insurance adapted to American use.”
Source: Platform of the Progressive (“Bull Moose”) Party, which nominated Theodore Roosevelt for president, 1912
Suggested time: 60 minutes
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The essay
7 pointsEvaluate the extent to which reformers succeeded in addressing the problems caused by industrialization and urban growth in the period from 1890 to 1920. In your response you should do the following: • Make a historically defensible claim (thesis) that answers the prompt and sets out a line of reasoning. • Describe a broader historical context relevant to the prompt. • Support your argument with evidence from at least four of the documents. • Use at least one additional piece of specific historical evidence that is not in the documents. • For at least two documents, explain how or why the author's point of view, purpose, historical situation or audience is relevant to your argument. • Show a complex understanding of the topic through sophisticated argument and/or effective use of evidence.
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