Document-based question (DBQ)
The Cold War at home, 1945–1965
- Unit 8
- 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
“WHEREAS, although the loyalty of by far the overwhelming majority of all Government employees is beyond question, the presence within the Government service of any disloyal or subversive person constitutes a threat to our democratic processes; and
“WHEREAS maximum protection must be afforded the United States against infiltration of disloyal persons into the ranks of its employees, and equal protection from unfounded accusations of disloyalty must be afforded the loyal employees of the Government . . .
“The standard for the refusal of employment or the removal from employment in an executive department or agency on grounds relating to loyalty shall be that, on all the evidence, reasonable grounds exist for belief that the person involved is disloyal to the Government of the United States.”
Source: President Harry S. Truman, Executive Order 9835, creating a loyalty program for federal employees, March 21, 1947
Document 2
“We cannot escape the fact that our civil rights record has been an issue in world politics. The world's press and radio are full of it. . . . Those with competing philosophies have stressed—and are shamelessly distorting—our shortcomings. They have not only tried to create hostility toward us among specific nations, races, and religious groups. They have tried to prove our democracy an empty fraud, and our nation a consistent oppressor of underprivileged people. . . .
“The United States is not so strong, the final triumph of the democratic ideal is not so inevitable that we can ignore what the world thinks of us or our record.”
Source: President's Committee on Civil Rights, appointed by President Truman, To Secure These Rights, report to the president, October 1947
Document 3
“Those of us who shout the loudest about Americanism in making character assassinations are all too frequently those who, by our own words and acts, ignore some of the basic principles of Americanism—
“The right to criticize.
“The right to hold unpopular beliefs.
“The right to protest.
“The right of independent thought.
“The exercise of these rights should not cost one single American citizen his reputation or his right to a livelihood nor should he be in danger of losing his reputation or livelihood merely because he happens to know someone who holds unpopular beliefs.”
Source: Senator Margaret Chase Smith, Republican of Maine, “Declaration of Conscience,” speech in the U.S. Senate, June 1, 1950
Document 4
“As a result of evidence adduced before various committees of the Senate and House of Representatives, the Congress hereby finds that—
“(1) There exists a world Communist movement which, in its origins, its development, and its present practice, is a world-wide revolutionary movement whose purpose it is, by treachery, deceit, infiltration into other groups (governmental and otherwise), espionage, sabotage, terrorism, and any other means deemed necessary, to establish a Communist totalitarian dictatorship in the countries throughout the world through the medium of a world-wide Communist organization.”
Source: Internal Security Act of 1950 (McCarran Act), Section 2, passed by Congress over President Truman's veto, September 23, 1950
Document 5
“It is hereby declared to be essential to the national interest to provide for the early completion of the ‘National System of Interstate Highways’. . . . It is the intent of the Congress that the Interstate System be completed as nearly as practicable over a thirteen-year period and that the entire System in all the States be brought to simultaneous completion. Because of its primary importance to the national defense, the name of such system is hereby changed to the ‘National System of Interstate and Defense Highways’.”
Source: Federal-Aid Highway Act of 1956, Section 108, June 29, 1956
Document 6
“The Congress hereby finds and declares that the security of the Nation requires the fullest development of the mental resources and technical skills of its young men and women. . . . We must increase our efforts to identify and educate more of the talent of our Nation. This requires programs that will give assurance that no student of ability will be denied an opportunity for higher education because of financial need; will correct as rapidly as possible the existing imbalances in our educational programs which have led to an insufficient proportion of our population educated in science, mathematics, and modern foreign languages and trained in technology.”
Source: National Defense Education Act, Section 101, September 2, 1958
Document 7
“[W]e have been compelled to create a permanent armaments industry of vast proportions. Added to this, three and a half million men and women are directly engaged in the defense establishment. . . . The total influence—economic, political, even spiritual—is felt in every city, every state house, every office of the Federal government. . . .
“In the councils of government, we must guard against the acquisition of unwarranted influence, whether sought or unsought, by the military-industrial complex. The potential for the disastrous rise of misplaced power exists and will persist.”
Source: President Dwight D. Eisenhower, Farewell Address, broadcast on national television, January 17, 1961
Suggested time: 60 minutes
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The essay
7 pointsEvaluate the extent to which the Cold War shaped politics and society in the United States in the period from 1945 to 1965. 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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