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Document-based question (DBQ)

The Union's war goals, 1861–1865

  • Unit 5
  • 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

“[T]his war is not waged upon our part in any spirit of oppression, or for any purpose of conquest or subjugation, or purpose of overthrowing or interfering with the rights or established institutions of those States, but to defend and maintain the supremacy of the Constitution and to preserve the Union with all the dignity, equality, and rights of the several States unimpaired; and . . . as soon as these objects are accomplished the war ought to cease.”

[Established institutions: here, chiefly slavery. Unimpaired: undamaged.]

Source: Resolution offered by Representative John J. Crittenden of Kentucky and passed by the U.S. House of Representatives, 119 to 2, on July 22, 1861, the day after the Union defeat at the First Battle of Bull Run; text from Edward McPherson, The Political History of the United States of America During the Great Rebellion (1865)

Document 2

“I would save the Union. I would save it the shortest way under the Constitution. . . . My paramount object in this struggle is to save the Union, and is not either to save or destroy slavery. If I could save the Union without freeing any slave, I would do it; and if I could save it by freeing all the slaves, I would do it; and if I could do it by freeing some and leaving others alone, I would also do that. What I do about slavery and the colored race, I do because I believe it helps to save this Union . . . .

“I have here stated my purpose according to my view of official duty, and I intend no modification of my oft expressed personal wish that all men, everywhere, could be free.”

[Paramount: most important.]

Source: President Abraham Lincoln, public letter to Horace Greeley, antislavery editor of the New York Tribune, August 22, 1862. A month earlier Lincoln had shown his cabinet a draft emancipation proclamation but had not announced it. Text from The Papers and Writings of Abraham Lincoln, Constitutional Edition (1905)

Document 3

“[B]y virtue of the power in me vested as Commander-in-Chief of the Army and Navy of the United States in time of actual armed rebellion against the authority and government of the United States, and as a fit and necessary war measure for suppressing said rebellion, . . . I do order and declare that all persons held as slaves within said designated States and parts of States are, and henceforward shall be, free . . . .

“And I further declare and make known that such persons of suitable condition will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service.

“And upon this act, sincerely believed to be an act of justice, warranted by the Constitution upon military necessity, I invoke the considerate judgment of mankind and the gracious favor of Almighty God.”

[Designated States: the states and parts of states still in rebellion against the United States, listed in the proclamation.]

Source: President Abraham Lincoln, Emancipation Proclamation, January 1, 1863

Document 4

“The war for the Union is, in your hands, a most bloody and costly failure. The President confessed it on the 22d of September, solemnly, officially, and under the broad seal of the United States. . . . War for the Union was abandoned; war for the negro openly begun, and with stronger battalions than before. With what success? Let the dead at Fredericksburg and Vicksburg answer.”

[The 22d of September: September 22, 1862, when Lincoln announced the preliminary Emancipation Proclamation. Fredericksburg and Vicksburg: Union defeats in December 1862; Union forces later captured Vicksburg, in July 1863.]

Source: Representative Clement L. Vallandigham of Ohio, a leading Peace Democrat (critics called them “Copperheads”), speech in the U.S. House of Representatives, January 14, 1863; text from Speeches, Arguments, Addresses, and Letters of Clement L. Vallandigham (1864)

Document 5

“A war undertaken and brazenly carried on for the perpetual enslavement of colored men, calls logically and loudly for colored men to help suppress it. Only a moderate share of sagacity was needed to see that the arm of the slave was the best defense against the arm of the slaveholder. . . . Liberty won by white men would lose half its luster. . . .

“By every consideration which binds you to your enslaved fellow-countrymen, and the peace and welfare of your country; by every aspiration which you cherish for the freedom and equality of yourselves and your children; . . . I urge you to fly to arms, and smite with death the power that would bury the government and your liberty in the same hopeless grave.”

[Sagacity: wisdom. Luster: shine, glory.]

Source: Frederick Douglass, abolitionist who had escaped slavery, “Men of Color, to Arms!”, an appeal printed in his newspaper Douglass' Monthly (Rochester, New York), March 1863, while he recruited Black soldiers for the 54th Massachusetts Regiment; text as reprinted in his Life and Times of Frederick Douglass (1881)

Document 6

“You say that you will not fight to free negroes. Some of them seem willing to fight for you; but no matter. Fight you, then, exclusively, to save the Union. I issued the proclamation on purpose to aid you in saving the Union. . . .

“But negroes, like other people, act upon motives. Why should they do anything for us if we will do nothing for them? If they stake their lives for us they must be prompted by the strongest motive, even the promise of freedom. And the promise, being made, must be kept.”

Source: President Abraham Lincoln, public letter to James C. Conkling, written to be read aloud at a Union rally in Springfield, Illinois, August 26, 1863, answering northern critics of emancipation; text from The Papers and Writings of Abraham Lincoln, Constitutional Edition (1905)

Document 7

“Resolved, That as Slavery was the cause, and now constitutes the strength, of this Rebellion, and as it must be, always and everywhere, hostile to the principles of Republican Government, justice and the national safety demand its utter and complete extirpation from the soil of the Republic . . . and that while we uphold and maintain the acts and proclamations by which the Government, in its own defence, has aimed a death-blow at this gigantic evil, we are in favor, furthermore, of such an amendment to the Constitution, to be made by the people in conformity with its provisions, as shall terminate and forever prohibit the existence of Slavery within the limits or the jurisdiction of the United States.”

[Extirpation: complete removal.]

Source: Platform of the National Union Party (the name the Republican Party used in 1864 to attract War Democrats), adopted at its convention in Baltimore, June 1864, which renominated Lincoln; text from McPherson, The Political History of the United States of America During the Great Rebellion (1865)

Suggested time: 60 minutes

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The essay

7 points

Evaluate the extent to which the goals of the United States in the Civil War changed in the period from 1861 to 1865. 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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