Using the DBQ Practice Questions
from
The Enduring Vision, Sixth Edition
A Teachers’ Guide
Ray Soderholm
Minnetonka High School
Minnetonka, Minnesota
Using the DBQ Practice Questions from The Enduring Vision, 6th Edition
A Teachers’ Guide
This guide is intended to suggest some possible ways that students may organize essays related to the document-based
questions in the Advanced Placement version of The Enduring Vision, 6th Edition, and to provide teachers with some
information on each included document. The suggestions certainly do not exhaust the possibilities; students, no doubt,
will create other valid and persuasive organizational patterns and document applications. Here, the documents are
discussed in order to facilitate easy teacher reference. Students, of course, must link documents to their individual essay
structures; they should not simply discuss them in the order they appear.
DBQ 1: European Colonization of North America, to 1660
The supportive structure and small number of documents chosen for this question are intended to make this a good
starting point for teaching students to write DBQ essays. The three criteria offered for consideration create a logical
pattern of organization. Each of these can be considered in turn with outside information from the student’s course and
examples drawn from the documents. These include references to Spanish and French colonial efforts as well as to both
the New England and Chesapeake colonies of England. Most students will probably conclude that England’s efforts were
most successful, though students should not be penalized for other conclusions, provided that they provide a persuasive
rationale. Note the limits of the question in terms of place and time. Discussing the sugar colonies in the West Indies
would be ruled out by the phrase “eastern seaboard of North America.” While the question focuses on colonies
established prior to 1660, the documents refer to some things that happened later and a student could reasonably include
information on events that happened after that date to assess the success of the colonizing efforts.
Students should be somewhat skilled at writing standard essays before attempting to answer DBQs. If your students have
not mastered the expository essay form, you may want to try a simpler activity that will require them to use these
documents. You could pose a quiz question requiring them to compare the New England and Chesapeake colonies
including the information in Documents D and E. Or they could compare the Spanish and French efforts using the
information in Documents B and D. Another possibility would be a jigsaw activity using these documents. Divide your
class into four groups and assign students from each group the homework task of writing a paragraph to analyze one of
the documents (B thru E) and explaining how it shows features of the respective nation’s colonizing efforts in North
America. Then put students in groups of four the next day, one with a paragraph written on each document. Have them
present their paragraphs to the group and have each four-person group discuss which nation was most successful at
colonization with results reported briefly to the entire class.
Notes on Documents:
A—Map—Students may use this as a reminder of where the various nations’ colonies were located. They may refer to it in
discussing the economies of the various colonies. English colonies in New England saw themselves in competition with the
French, especially regarding the fur trade. Chesapeake colonies had some worry about Spanish influence since Spain’s
empire was large and powerful at this time.
B—Calderon Letter—Reflects the Spanish interest in converting native communities to the Catholic faith and then using
them to produce goods that could be sold by the Spanish. Students may note that the Spanish colonies established
farther south and west were larger and more successful than those along the eastern coast of North America.
C—Winthrop’s well-known “City on a Hill” statement serves as a reminder that many New England colonists were more
concerned with establishing permanent colonies for their own religious freedom than they were with converting or trading
with the native peoples.
D—Nicholas Perrot—Description of the opening of a new area for the fur trade reflects the way that the French made
economic use of pre-existing North American ways of life.
E—Berkely Discourse—Shows the raising of tobacco for export and the precarious financial basis of this economy.
Students may point out that this type of economy required slave labor and that the development of other export crops,
including rice, other grains, and indigo, helped southern colonies later on.
DBQ 2: The Reasons for Declaring Independence in 1776
From previous instruction in American history at earlier grade levels, students often have in mind the idea that unfair
taxation and trade restrictions caused English colonists to declare their independence. This DBQ asks them to consider
such economic factors and weigh them against an array of other possibilities, some of which are suggested in the
question. Students must consider factors and provide a rationale for which of these sets of ideas is of greater importance.
Once again, the results of students’ analyses will differ, but a convincing rationale must be provided in each essay.
Some good background articles for teachers to read as they teach the topics related to this DBQ are on the Advanced
Placement U.S. History home page at apcentral.collegeboard.com. They are: “Why Tea? The Global Story of the American
Revolution,” by Marc Aronson, and “The Declaration of Independence in World Context,” by David Armitage.
Notes on Documents:
A—John Locke—A statement of the social contract theory of government. Students may point out that the structure of
the Declaration of Independence as the idea of a broken contract has a philosophical basis.
B—Adams on James Otis—The text discusses James Otis in connection with political philosophy, so this would be a logical
place for students to link this document. It also relates to the concept of propaganda since persuasive speaking like this
on the local level motivated the participation of citizens and lay the groundwork for the reception of the later
revolutionary ideas expressed by Paine and others. Students should get credit for outside information if they correctly
discuss how writs of assistance, mentioned in this document, were used.
C—Jared Ingersoll—An account of the debate on the Stamp Act clearly relates to the economic side of the equation.
Because the actions of both are discussed extensively in the text, students may be able to identify both Grenville and
Townshend. They may also explain the importance of colonial agents like Ingersoll to the American colonies under the
British colonial system of government.
D—Stamp Act Protest Cartoon—Students should be able to explain some of the provisions of the Stamp Act and why it
angered colonists. Clearly relates to the economic aspect of the question. Perhaps students will comment on the use of
effigies in the protests of the era.
E-- Students should be able to analyze how the Sons of Liberty list relates to social class since the occupations listed
would put most members in the middle rank of the society at that time—neither among the colony’s leaders nor among
its working class.
F—John Dickinson—To a certain extent, this document is economic also, though Dickinson is also concerned about the
right to representation in decisions regarding taxation. There is plenty of opportunity here for students to include outside
economic information on such topics as mercantilism, salutary neglect, and the denial of the opportunity for westward
expansion through the Proclamation of 1763.
G—Thomas Paine—Of course, this quotation from Common Sense is some of the most flamboyant rhetoric from a famous
piece of propaganda. Students may discuss Paine’s view of government and the extensive impact of his writing.
DBQ 3: The Emergence of the First Party System, 1789–1808
Primarily, this DBQ asks students to weigh the relative importance of domestic issues and foreign affairs in the formation
of the Federalist and Democratic Republican parties. However, there is also an opening for students to include other
factors such as personalities, social class differences, regional interests, or the role of the emerging partisan newspapers.
Good essays should show considerable knowledge regarding the domestic issue about the extent of the central
government’s power. Students should also be able to explain the varied American reactions to French revolutionary
ideology and trade difficulties resulting from warfare between France and Britain. Of course, some relevant topics such as
the Alien Sedition Acts and the embargo relate to both foreign and domestic issues. Since there is no document that
directly relates to the role of John Adams as president or to the fact that Jefferson (with an opposing political philosophy)
was his vice president, this situation would be good for students to bring in as outside information.
Notes on Documents:
A—Alexander Hamilton’s statement of his views on implied powers. Students should be able to relate this to the emerging
Federalist view that the national government had to be quite powerful and contrast this with Jefferson’s view that
government should be limited.
B—Hamilton Letter—Can be linked both to personality differences and foreign affairs. Shows the Federalist preference for
the British side and the Republican preference for France in the European struggle that was going on.
C—Madison Letter—Also relates to personality differences and foreign affairs. Students may use the interpolated mention
of the XYZ Affair as a prompt to discuss this situation as well as the activities of Citizen Genet.
D—Congressional Pugilists Cartoon—Shows the extent of partisanship and personal tension. For an interesting account of
the specific events underlying this cartoon, see Brian T. Neff, “Fracas in Congress: The Battle of Honor between Matthew
Lyon and Roger Griswold,” extext.lib.Virginia.edu.
E—Kentucky Resolution—Jefferson’s view of the limited nature of the national government’s power contrasts with the
view presented in Document A. Outside information on the Alien and Sedition Acts and the arrest of some newspaper
writers would be appropriate in relation to this document’s use.
F—Nathaniel Emmons—A Federalist expression of the dangers posed by the French Revolution and implying that
restrictions such as those in the Alien and Sedition Acts are desirable. Also relates to regional differences since the
Federalist viewpoint was more common in New England that in the South and West.
G—Jefferson Inaugural—Students should be able to explain that by the election of 1800, the differences in the two
political parties were clearly established. However, this brought an underlying worry that these differences could lead to
the division of the nation. A reference back to the warnings in Washington’s farewell might be included as outside
information in this context.
H—Embargo Poem—To use this document successfully, students will need to explain a bit about the embargo and why
Jefferson imposed it. Domestically this links once again to the idea of regional differences, but the perceived necessity for
an embargo grew out of foreign conflicts.
I—Jefferson Letter—Gives Jefferson’s rationale for the embargo in terms of foreign trade and argues that it is in the best
interest of American traders in the long term because it asserts their rights.
DBQ 4: Economic Change and Family Life, 1815–1860
This DBQ requires that students examine aspects of American home and family life between 1815 and 1860. The
structure of the question provides three topics that can be used as a template for structuring the lines of analysis in their
essays—westward expansion, the market economy, and early industrialization. A glance at the chronology sections in the
textbook that conclude Chapters 9 and 11 should serve to demonstrate that numerous changes occurred relating to each
of these topics. The concepts of social class and regional difference can be used within each topical discussion to
demonstrate the variations in family life within the nation. Students who choose to organize their essays around topics or
themes different from these should not be penalized as long as the information and analysis called for are included. As
always, students should demonstrate an independent understanding of these issues and use the documents as examples,
rather than building their essays around the documents. Note that much of the documentary evidence relating to
everyday life comes from travelers. Activities that seem commonplace and not worth writing about to people that live in a
particular place seem noteworthy to those who encounter them for the first time.
Notes on Documents:
A—Maps—Students can infer that families are increasingly likely to live in cities rather than rural areas, especially in the
Northeast. They may note that the rise of cities was more likely to accompany westward expansion in the North than in
the South. City families, less able to meet basic needs through their own efforts, rely on the growing market economy.
B—Timothy Dwight—The availability of leisure time in New England to pursue the activities mentioned by Dwight implies
a middle- to upper-class style of life. Manufacturing and a market economy have made available the sports equipment
and musical instruments used.
C—Frances Trollope—Students who pay attention to geography may note that the steamboat is traveling upstream on the
Ohio River, demonstrating both that settlement has become dense enough west of the Appalachians to support such
service and that the technology has advanced enough to provide adequate steam power. The document itself emphasizes
gender separation, linking it to the doctrine of separate spheres within the family, as discussed in Chapter 9.
D—Mrs. Hine’s account of a trip to southwestern Georgia shows a way of life that contrasts sharply with that shown in the
other documents. The family described is poor and living by subsistence, showing that the impacts of manufacturing and
the market economy did not reach all regions and classes at the same time.
E—Harriet Martineau’s account shows the impact of westward expansion on family life in that many young men have
moved away, leaving younger women behind to marry older men. Students might observe that the risks of childbirth and
the amount of work expected of women often led to early death and speculate that some of these men were remarrying
after the death of a previous spouse. Students may also point out that frontier accounts complain of a shortage of women
in the west. Also note the increase in family tension that accompanied the increased economic opportunity as young
people felt less obliged to follow their parents’ wishes regarding marriage.
F—Tocqueville—This very short excerpt from the famous work shows how the existence of land in the West led to a
feeling of impermanence for many families as new opportunities beckoned and settled lands often could be sold at a
profit to improve the economic well-being of the first settlers.
G—Lyell—In addition to its obvious links to early industrialization, this account of life in Lowell illustrates the potential for
women to be economically independent of their families, particularly in New England. However, tradition still was
important as most expected to marry later on; gender separation was quite rigidly enforced.
H—Martha Coffin Wright—This account of middle-class domestic life is a clear illustration of the separate spheres
doctrine. Notice the amount of work required of the woman. The difficulty of getting a suitable servant may link to
growing opportunities for women in other jobs as shown in Document G. Note that Wright’s attorney husband travels for
work by train, leaving her alone at times. The schooling of the daughter appears to be less important than her ability to
help out at home.
I—Daguerrotype—Note that photographs such as this one were a new product on the market. Students who have read
the caption on page 320 should know how to relate the contents of this picture to manufacturing and separate gender
roles within the family. Teachers will find a useful article on improving their students’ ability to analyze visual documents
such as this on the U.S. History home page at apcentral.collegboard.com. See “Critical Interpretation of Images and the
AP History Classroom,” by James M. Wolfe.
J—Olmstead’s account of his visit to a Virginia farm shows a situation considerably less prosperous than the stereotyped
view of a southern plantation. Students may infer that the original inhabitants of this house took their slaves westward to
more fertile lands where cotton growing was rapidly expanding. The availability of enslaved labor, for those who could
afford slaves, made household servants more common than in the Northeast.
DBQ 5: Reform and the Individual in a Democracy, 1840–1860
Students who correctly analyze this question will realize that it asks them to assess the impact that reformers believed
individuals could have on their own lot and on society. This is not the same as describing the various types of reforms.
The question also asks students to assess how realistic reformers were. Students may choose to organize their essays
around these concepts from the question, or they may choose to discuss various reforms in turn—such as temperance,
abolitionism, utopianism, and women’s rights. In either case, they must provide analysis and examples that answer the
question while making references to the documents. Like DBQ 4, this question encourages students to make use of the
extensive information relating to social history that is available in The Enduring Vision.
Notes on Documents:
A—“Signing the Pledge”—This engraved drawing represents the temperance movement. The fact that the rate of
consumption of alcoholic beverages fell drastically could be used to demonstrate that these reformers were realistic and
had an impact. Students may point out that legal prohibition in many locales probably had more to do with declining use
than the type of individual pledge illustrated in the document.
B—Emerson—This statement of the American tradition of individualism could be linked to many reformers’ beliefs that
individuals could choose their own destinies and were responsible for them.
C—Henry Highland Garnet speech—An abolitionist call for slaves to rise against their masters. Students may note that
giving this speech in Buffalo, New York, had little realistic chance of changing the lives of slaves in the South in 1843. The
power of the slaveholders insured that few would hear of this speech or be able to act on it. Of course, the rapid growth
of abolitionist sentiments had tremendous impact by the 1860s.
D—Horace Mann—Along with the idea of rugged individualism (Document B), the idea that education is the best path to
improvement for the individual and society has a long tradition in the United States. That his proposals can be viewed as
realistic is attested to by their gradual adoption through most of the North. Students may also point out that schools were
seen as a way to promote a unified society during a period of extensive immigration.
E—Oneida—The idea that communalism creates greater efficiency and a better way of life for all participants is articulated
here. Students may argue that this reform was unrealistic because the sacrifice of freedom required and the lure of
opportunities elsewhere caused most utopian societies to fail.
F—Phrenology—To correctly use this document, students will need to identify phrenology and explain that it appeared to
many at the time to be a scientific and valuable path to self-knowledge. Those who made decisions and choices based on
this information were unrealistic, but they could not have known this at the time.
G—Judge Baker—Shows the impact that abolitionists had in raising the level of anxiety in the South and illustrates the
limits slavery placed on individual choices and personal development.
H--Stone-Blackwell wedding—An example of individuals choosing to reform the roles of husband and wife for themselves
when society was not yet ready to do so by law.
I—Priscilla Merriman Evans—A document representing the power of religious commitment and its role in changing the
lives of many Americans following the Second Great Awakening. Students may argue that withdrawing from American
society was a realistic choice for Mormons at a time when others were not yet ready to accept their right to have different
beliefs.
DBQ 6: Slavery and the Coming of the Mexican-American War, 1835–1846
In this question, students are asked to analyze the causes of the Mexican-American War, which broke out in 1846. They
are required to assess the extent to which slavery was a cause. Abolitionists at the time of Texas independence in 1836
and throughout the Mexican-American War argued that the United States was involved in these events because of the
influence of slave owners. David Wilmot and his supporters also came to fear that this might have been the case.
However, students should compare this claim with other possibilities, such as fear of British influence, party rivalries
within the United States, and the public expectation that the U.S. land holdings would grow—later labeled as “Manifest
Destiny.” A successful essay will discuss the geographic expansion of slavery, linking this to cotton; look at ways in which
this expansion could have influenced national policy; compare this influence with some of the other possibilities; and
arrive at an assessment of relative importance.
Notes on Documents:
A—Maps on Slave Distribution—These maps can be referred to in essays as students discuss the expansion of slavery,
especially in areas that were suitable for cotton growing. No doubt some will mention the invention of the cotton gin and
the growth of the textile industries in Britain and the Northeast. Parts of eastern Texas are included in the expansion.
B—Benjamin Lundy—An abolitionist states his belief that slave owners are behind Texas’s becoming independent from
Mexico. As pointed out in Chapter 13, Mexico had emancipated its slaves in 1829. This document may also serve to
remind students that the Texans fought against Mexico a decade before the Mexican-American War, a fact they
sometimes forget.
C—Henry Clay—Students should be able to identify him as a Whig leader from the border state of Kentucky. A
slaveholder himself, he was a moderate on the subject of slave expansion and hoped for gradual emancipation. The
ambivalent stand on Texas annexation shown in this document may have cost him votes in the presidential election of
1844.
D—James Buchanan—A northern Democratic senator, whom students may recognize as a future president, raises the
widespread fear of growing British influence on trade in the Gulf of Mexico. A desire to minimize British influence may
have been an important cause of the war, apart from the influence of slave owners.
E—Election of 1844—Map and Statistics—The Democratic candidate who clearly favored Texas annexation, James K. Polk,
defeated Henry Clay; but his margin of victory was small. Students should note that Polk carried the states with the
largest concentration of slaves but also several important northern states. Clay carried several of the border slave states.
There is evidence here both for and against the idea that slavery caused the war.
F—William Kennedy—A British perspective on the situation reports that Duff Green is in Texas maneuvering to get
renewed support there for U.S. annexation. Astute students will recall that, according to Chapter 13, Green was closely
linked to Calhoun and Tyler and labeled “ambassador of slavery” by J. Q. Adams. Students may use this as evidence that
slavery was a primary factor in the war. However, as the second part of this excerpt shows, a desire to gain an advantage
in U.S. domestic politics may also have been a factor.
G—John L. O’Sullivan—The famous statement of manifest destiny. Students can argue that this reflects the popular
expectation that the United States needed to gain more land regardless of slavery. The need for annexation to gain an
advantage over economic rivals, Britain and France, may also be cited using this document.
H—Polk Inaugural—Emphasizes security and economic interests and minimizes slavery as factors in his desire for Texas
annexation. Students may question whether this reflects Polk’s true motivation.
I—Polk’s War Message—Polk’s statement that the war occurred because Mexico attacked U.S. forces may be taken at
face value by some students. Most, however, should be aware that the U.S. forces maneuvered into a position where
they were likely to be attacked. Polk’s desire to expand U.S. territory to include California and other Mexican lands west of
Texas would be important outside information for students to add. This is not referred to in any of these documents.
J—Frederick Douglass—His emphasis on the fact that Polk was a slaveholder implies that abolitionists still considered
expansion of slavery to be an important reason for the war, even when it was almost over. It also shows that even
opponents of the war realized that it was widely supported.
DBQ 7: The Crisis of the Union, 1850–1860
In this DBQ, students are asked to consider the long-debated issue of whether the Civil War was “irrepressible.”
Before writing an essay on the question, students would be well-advised to review the four focus questions near the
beginning of Chapter 14 and the chronology at the end of the chapter. This should help to insure that they will be able to
include necessary outside information on topics such as the Kansas-Nebraska Act, the Fugitive Slave Law, Bleeding
Kansas, the collapse of the Whig party, Harper’s Ferry, and the Crittenden proposals for compromise. Students can write
successful essays on either side of this question or can take a middle-of-the-road position. However, most of these
documents lend themselves more easily to supporting the idea that the war was unavoidable. This is an excellent topic on
which to introduce students to varied schools of historical interpretation. One possibility would be to do so after students
have written their essays, asking them to identify the historian whose interpretation most closely matches their own.
Teachers wishing to improve their familiarity with this topic may want to listen to the seminar, “The Causes of the Civil
War,” by James M. McPherson, available at teachingamericanhistory.org/seminars/2004/mcpherson.html.
Notes on Documents:
A—Calhoun speech—Students will no doubt recognize Calhoun’s name from studying the Nullification Crisis and his
resignation as vice president. Now back in the Senate, Calhoun did not believe the Compromise of 1850 went far enough
to protect the property rights of slave owners.
B—Emerson Address—While not originally a strong supporter of the abolitionist cause, Emerson began speaking out
against slavery after the passage of the Fugitive Slave Law, which was part of the 1850 Compromise. It is difficult to
imagine how views as strongly held as those of Emerson and Calhoun would have been amenable to compromise.
However, students could argue that they represented only a minority opinion in their respective sections.
C—Review of Uncle Tom’s Cabin—Students who identify the topic of this novel and explain the impact of its popularity
should receive credit for outside information. Some students who examine the source may recall that slavery had been
abolished in the British Empire in 1833, and the reviewer presumably wanted to see the same thing done in the United
States. This document can be used to argue that compromise became very difficult because of passions raised on both
sides.
D—Compromise of 1850—In order to correctly interpret this document, students need to know that to implement popular
sovereignty in Kansas and Nebraska, it was necessary to repeal the section of the earlier Missouri Compromise that
prohibited new slave states north of 36˚30´. It can be used in arguments on either side of the issue. Its attempt to keep
slavery out of national politics was an attempt at compromise. Allowing the possibility of slavery in Kansas angered some
northerners.
E—Map—Can be used to argue that compromise should have been possible because it was widely assumed that Kansas
could be settled by slave owners, while Nebraska would be for free soilers. The map may remind some students of
Stephen A. Douglas’s underlying goal of a transcontinental railroad—something that presumably would have promoted
greater national unity. The text emphasizes northern reaction to the compromise as an important cause of disunity.
F—Cartoon—The caning of Sumner can be used to illustrate the intensity of feeling and the resulting difficulty of
compromise. The label “southern chivalry” used by the cartoonist reflects his antisouthern bias. However, it could also be
argued that this event is an example of a personality conflict rather than a sectional issue. Many on both sides were
equally shocked by Sumner’s extreme rhetoric and Brooks’s violent response.
G—Dred Scott Decision—Students may recount the specifics of the case and the prosouthern perspective of Taney and
the Supreme Court majority as outside information. The perspective of the textbook on the issue central to this DBQ is
evident in its discussion of the Dred Scott case—“Reactions to the decision underscored the fact that by 1857 no
‘judicious’ or nonpartisan solution was possible.”
H—Lincoln-Douglas Debates—This document demonstrates that both Lincoln and Douglas were appealing to the nation to
respect the views of the Founders. This respect for tradition could be cited as a factor that would make compromise
possible. However, their differing interpretations of what the Founders intended moved the nation toward disunity.
Students may include the outside information that this speech took place in the context of a Senate election in Illinois in
which Douglas retained his seat.
I—King Cotton—This document may remind students that cotton was important to the national economy and not just in
the South—a force for unity. However, the view that cotton made the South invulnerable increased the acceptability of
secession.
J—Crittenden Proposals—Students should point out that prior to this proposal, Harper’s Ferry and the election of 1860
had inflamed emotions on both sides. Valuable outside information would be the nature of the compromises Crittenden
proposed. Students arguing that compromise was possible may point out that that these proposals required some
sacrifice for each side and that border states supported John Bell and the Constitutional Union party in the election. The
textbook emphasizes that leading Republicans miscalculated the level of southern support for secession and thus rejected
compromise.
DBQ 8: The Economy of the Trans-Mississippi West, 1850–1900
In constructing their response to this question, students should soon realize that there is little doubt that promoters and
government officials portrayed the West as a land of economic opportunity. The remaining issue is the extent to which
those with political and economic power exploited westerners. Certainly students will be able to cite examples from the
documents and elsewhere that this happened; however, many people moved to the area and prospered. Essays should
be evaluated on the extent to which they take a clear position and support it with persuasive lines of argument. To
understand the question, students will need to draw on background information from several sections of the text.
Information on the California Gold Rush and conflicting land claims resulting from the Mexican cession is at the end of
Chapter 13. Information on the freedmen’s exodus to Kansas is in Chapter 16. Almost everything in Chapter 17 relates to
this question, but the issue of railroad power is not dealt with until Chapter 18.
Notes on Documents:
A—Map of Transcontinental Railroads—Railroads were economic backbones of the West and linked it with the market
economy in the rest of the nation. As this map shows, most western railroads were heavily subsidized by government
land grants, but some were not. Students may point out that railroads provided many settlers with the opportunity to
move west and to sell their products. However, since most were controlled financially by eastern and foreign investors,
they could take their profits for use elsewhere.
B—Pico Petition—Shows exploitation of Hispanic inhabitants by Anglo settlers. Government regulations and legal
requirements stripped many former Mexican citizens of their land holdings in California and other parts of the Southwest.
C—Red Cloud—Speaks of loss of land and exploitation of Native Americans by corrupt government agents. Students may
also choose to bring in outside information regarding the role of the army and the loss of the Native Plains economy
based on buffalo hunting. May be grouped with Document B for discussion of land loss.
D—Photo and Poster, Exodus to Kansas—Though life as settlers on the Great Plains was not easy, Kansas offered African
Americans opportunities for economic advancement greater than those available in the Southeast. Students may point out
that freedmen were often employed as soldiers and cattlemen in the West. Numerous posters and periodical
advertisements such as this, paid for by railroads and land agents, urged settlers to go to all parts of the West.
E—Article, “Dakota Wheat Fields”—Describes the bonanza farming years along the Minnesota–North Dakota border.
Articles like this encouraged western settlement. Students may point out that after the productive river valley lands were
claimed, other farmers had to settle to land west of the hundredth meridian, putting themselves at the mercy of frequent
droughts as well as fluctuating grain prices.
F—Mineralogist Report—Describes the environmental devastation caused by hydraulic mining. Students may link this to
exploitation and cite other examples such as air pollution from smelters, clear-cutting of forests, destruction of the
buffalo, and soil loss due to plowing Great Plains lands. On the other hand, students may point out that witnessing the
effects of such devastation may have motivated the start of organized conservation movements.
G—Cattle Raising Article—Another of the “land of opportunity” articles. The text points out that profits such as those
mentioned here were indeed possible for entrepreneurs who entered the business when fluctuating beef prices were
high; however, it notes that little of this money found its way to the thousands of young men hired for dangerous work
with the cattle herds. Documents D, E, and G may be grouped logically for analysis.
H—Letter to Farmers’ Alliance—Shows exploitation of western settlers by banks, which were largely unregulated at the
time. Students who have studied the political history of the 1890s before writing this essay may bring in outside
information related to the Grangers, the Farmers’ Alliances, and the Populists.
I—Farmers’ Revolt Article—Though most had received immense government subsidies for their construction, railroads in
the West were under no legal obligation to treat settlers fairly or to use equitable freight rates. May be grouped with
Documents A or H.
J—School Days Article—Echoes the concerns expressed in Document C regarding the government employees who worked
with Native Americans. What might be seen as a job opportunity by some became exploitation of a more vulnerable
group. Students may bring in outside information on attempts to force assimilation by removing Indian children from their
families.
DBQ 9: Immigration and Assimilation in Urban America, 1870–1900
After developing an overall thesis in response to this question, students may find that the best approach is to take the
second part first—the issues of barriers and cultural conflicts. Then they can conclude by assessing the success of
assimilation. Barriers included language, prejudice against immigrants, religious intolerance, poverty, and harsh working
conditions. Except for the Chinese Exclusion Act, federal law placed few restrictions on immigration during this period.
Students should be familiar with many of the cultural conflicts presented in Chapter 19 as a contrast between the
Victorian morality that had evolved in the American upper and middle classes and the working-class customs of many of
the immigrants. Of course, there was also considerable ethnic segregation in large cities as well as domination of smaller
groups by larger ones and by earlier arrivals over those who came later. As to the success of assimilation by 1900,
students may be able to write logical and persuasive essays on both sides of this issue. On the one hand, ethnic
segregation and economic exploitation of immigrant workers was still very much a part of American life. On the other
hand, the majority of the authors of the documents in this DBQ were immigrants themselves. The fact that they were at
least successful enough to become educated in English and get books and articles published shows that assimilation was
occurring. Students who have studied biographies of leading figures from this era will be able to name quite a number of
successful Americans who were immigrants or the children of immigrants. None of these documents deals directly with
leisure time and social activities. Students who link these topics accurately to the question should get credit for outside
information. For an international perspective on the immigration issue, see “Crossing National Borders: Locating the
United States in Migration History,” by Suzanne Sinke. It is on the APUSH home page at apcentral.collegeboard.com.
Notes on Documents:
A—Graph on Immigration—The peak period of immigration actually occurred after the dates covered by Chapter 19 and
by this question. Students may note that immigrants from northern and western Europe were considered easier to
assimilate and that they made up the majority of immigrants before 1900.
B—Josiah Strong—The textbook points out that Strong was concerned about urbanization as a threat to American
individualism. Here, he also shows an attitude that can be cited as a barrier to assimilation as well as an example of
Victorian morality.
C—Edward Steiner—Points out that, in Chicago, local authorities often collaborated with businesses and individuals
seeking to exploit immigrants. Often, the police and local officials were from a previous generation of immigrants.
D—Andrew Carnegie—He advocates some of the basic tenets of Victorian morality as the pathway for others to follow in a
speech at an urban commercial college, some of whose students presumably were immigrants. Though an immigrant
success himself, Carnegie’s attitudes appear similar to those expressed by Strong.
E—Laundry Case—An example of local racial and ethnic prejudice affecting an urban government. Students may be
reminded by the document to include references to the Chinese Exclusion Act of 1882. They may also note that while
protecting the rights of former slaves was the original motivation for passing the Fourteenth Amendment, its language
has been applied in many other situations.
F—Jacob Riis—Students may be able to identify the author as a Danish immigrant, photographer, and journalist. This
excerpt emphasizes the segregation of immigrant groups in ethnic neighborhoods in New York City. Students will point
out that this situation made it less necessary to assimilate.
G--Abraham Rinhany—Shows that New York’s ethnic segregation hampered assimilation even when individuals wanted to
enter the dominant society. Can be grouped with Documents B, C, and F in discussing barriers to assimilation.
H—Jane Addams—Students will no doubt be able to identify her as the founder of Hull House, one of the first institutions
designed specifically to help immigrants make positive adjustments to American life. Can be contrasted with Document C,
in which Steiner points out the lack of such agencies in Chicago at an earlier time. Here, Addams criticizes teachers for
forcing a type of assimilation disruptive to immigrant families.
I—Plunkitt of Tammany Hall—Like Documents C and E, Riordan looks at city government’s relation to urban immigrants.
While often cited for corruption by those with Victorian moral standards, urban political machines linked immigrants to the
greater society and probably served as one avenue for social mobility and assimilation.
J—Mary Antin—Deals with education, as do Documents D and H. Students familiar with the last section of Chapter 19
should be able to point out that, while public education was an avenue of social mobility, Antin’s enthusiasm for it was
not shared by all immigrants. Some saw compulsory attendance laws as depriving them of needed income. Others saw it
as the dominant culture’s way of imposing unwanted changes in their social and religious customs.
DBQ 10: National Progressivism, 1901–1917
As Chapter 21 makes clear, progressivism had many aspects—social and political; local, state, and national. This question
is narrowly focused on the two presidents most often labeled as progressives—Theodore Roosevelt and Woodrow Wilson.
To what extent was each an innovator? To what extent did each aim to preserve traditional values? Students may choose
to organize their essays around each of these questions in turn. Or they may choose to discuss each of the two
presidents separately. Well-informed students will be able to make a good case for either side, but most will probably
take a middle-of-the-road position. Examples of the extensive new regulatory legislation signed by Roosevelt and Wilson
could be used as evidence that they were innovators. Many of their public statements, however, justified the new
legislation in terms of preserving the nation as the Founders intended. Some APUSH teachers assign their students the
Richard Hofstadter classic, The American Political Tradition. Students who have studied the biographies of Roosevelt and
Wilson in this work may view both as being rather conservative. There are documents in this selection that can be used
for whichever case a student wants to make. Care must be taken, though, to hold students responsible for explaining why
they disregard those documents that do not support the arguments they uphold.
Notes on Documents:
A—TR First Annual Message—An innovator in calling for extensive federal regulation of corporations, Roosevelt suggests
amending the Constitution if necessary to permit this. His argument that such regulation is required by new economic
conditions can be interpreted to suggest that he is trying to restore an earlier power balance between business and
government.
B—W. A. Rogers Cartoon—The main idea here is that the Constitution places limits on Roosevelt’s ability to use federal
power. It can be linked back to Document A in which he called for amending the Constitution if necessary. It may also
remind students that the Sixteenth and Seventeenth Amendments were passed during the time frame of this question.
On the left of the cartoon is Sen. John Coit Spooner; on the right is Sen. Henry Cabot Lodge. Both were important
Republicans; neither was particularly sympathetic to reform. Students should not be expected to recognize them. For a
more detailed look at this cartoon and others, go to http://www.theodore-roosevelt.com/harperframes.html.
C—TR letter to James Wilson—Can be read to place Roosevelt as an innovator using the power of the federal government
in a new way or as a conservative trying to protect the forests from change.
D—Elihu Root—Makes clear that there were national leaders voicing a much more conservative point of view than either
Roosevelt or Wilson. The implication is that running in a public election is beneath the dignity of some of the men whose
service the nation needs. Students might also point out that other national leaders, such as La Follette, crusaded for
innovative reforms more extensively than did either Roosevelt or Wilson.
E—Wilson on Direct Election—Shows the common progressive attitude of complete trust in the voting public and favors a
change in the Constitution. Can be paired with Document D, showing two sides of the same issue. Since Wilson’s views
are quite different from those of the Founders, this document probably belongs on the innovation side of the equation.
F—Wilson First Inaugural—Favors returning to the level of justice Wilson perceives as having been present in earlier
times. Shows a conservative philosophical approach, but reforms may be required to reach his goal.
G—TR on Women’s Suffrage—An equivocal approach to this reform, showing a very traditional view of women. Either
women are too occupied with their traditional roles to want the vote, or they are so weak that they need it for protection.
There is no perception that women might be entitled to a share of political power and influence.
H—Trotter Speech—Should serve to remind students that Jim Crow laws were being strengthened during the so-called
Progressive Era. Wilson’s attitude here can be contrasted with the sentiments on justice he expresses in Document F.
Students may point out the Wilson grew up in a southern community where segregation was the norm.
I—Wilson Veto Message—Shows a greater openness regarding the rights of immigrants than he did regarding the rights
of African Americans, contrasting with Document H. Some progressives (as well as some conservatives like Henry Cabot
Lodge) favored immigration restriction as a reform to improve the quality of the American population. It can be argued
that, in opposing this, Wilson was upholding the longstanding tradition of open immigration.
DBQ 11: The Changing Roles of American Women, 1933–1945
Students have two options for organizing their essays on this far-reaching women’s history topic. They can discuss the
impacts of the Great Depression and World War II in turn and use race, socioeconomic position, and marital status as
subheads under each. Or they can organize their essays around the categories of race, socioeconomic position, and
marital status and show the impacts of the major national and international events in turn. It is obvious that Documents A
through E relate to the Great Depression, while Documents F through J relate to World War II. Students will have to read
the documents carefully and sometimes make inferences to determine their relevance to the categories of race,
socioeconomic position, and marital status. Of course, students should be expected to include significant outside
information from the sections on social and cultural history in Chapters 24 and 25.
Notes on Documents:
A—Kubicki Letter to FDR—A single woman complains of unfairness in that married women have been allowed to keep
their jobs even though she has lost hers. This sentiment gave rise to state and local regulations requiring teachers and
some other groups of women employees to resign their positions if they married.
B—Lorimer Interview—Apparently from a formerly prosperous family, this woman had to leave her expensive private
school during her senior year. The text points out, however, that high school enrollment overall increased during the
Depression.
C—Molly Dewson—Talented women, with the appropriate Democratic political connections, now had greater opportunities
for government positions. Students may point out that such women tended to come from upper-class backgrounds and
were still a tiny minority of officeholders.
D—Rodriguez Interview—A working-class woman whose eligibility for a WPA job appears to be complicated by her
marriage to a citizen of Mexico. Students may be reminded that many people of Mexican heritage, including some who
were U.S. citizens, were deported to save jobs for others during the Depression.
E—Terry Interview—A reminder that many young people, single and married, were forced to become transients because
their families could not afford to provide for them and they had no regular jobs. Terry’s early marriage appears to be the
exception since Chapter 24 notes that rates of marriage dropped during the Depression. The Civilian Conservation Corps,
the leading New Deal agency set up to deal with homelessness among the young, focused on providing camps for single
men.
F—Earley, One Woman’s Army—Students may note that this is taking place almost nine months after Pearl Harbor.
Clearly the need for troops has caused a policy change—a black woman is being commissioned as an officer for the first
time. Note that black troops are separated by race and that there is no expectation expressed that this would be
otherwise. The lack of correctly sized uniforms shows that the army was unprepared for a sudden increase in women
troops. Students may note that during World War II, white officers commanded most blacks serving in the military.
G—Kidder Letter—Note the anxiety over separation from a loved one and the need to care for children alone while
assuming household chores previously done by the husband. Though Kidder seems to be a middle-class woman, similar
experiences were shared by millions of married women of all races and classes. The need for secrecy often kept women
from knowing where sons and husband were or what they were doing.
H—Nisei Daughter—Monica Sone recalls that her family adapted as best they could to circumstances caused by the antiJapanese hysteria following the bombing of Pearl Harbor. The removal policy should be linked to racism and geography
since it cut across all social class and economic lines. Important outside information to include might be FDR’s Executive
Order 9066 and the Supreme Court Case Korematsu v. U.S.
I—Protest Photo—Though discrimination by race for war-related work had been carried out by FDR’s Executive Order
8802, this photo illustrates that not all employers readily complied. Students may note that both women and men
apparently hope to be hired at this aircraft plant. Thousands of African American women saw employment options other
than their traditional one of domestic service. Can be linked with Documents F and J in that all deal with new job
opportunities for women created by World War II.
J—Wilkinson Article—Students should note the pride and sense of self-worth that came from being skilled at her new
job—it was work that had been considered for men only and contributed to the national defense. Students may note that,
though women did such jobs well, it was widely assumed that they were only temporary wartime replacements for male
workers.
DBQ 12: Korea, Vietnam, and the Cold War, 1950–1975
Answering the questions in this DBQ will require considerable independent analysis on the part of students. First, they will
need to review the results of each war in the respective fields of conflict and at home. In Korea, there was a negotiated
settlement establishing a cease-fire line at the thirty-eighth parallel. This boundary remains in place and is defended by
troops from both sides. Though the Cold War continued, domestic concern about the Korean War ebbed to such an
extent that it has been labeled the Forgotten War. In Vietnam, a negotiated settlement led to the withdrawal of
American troops. Since there were several areas of communist control within South Vietnam, there were no clear
boundaries to defend. Communist troops from North Vietnam prevailed and united Vietnam in 1975. Unlike the Korean
War, the results of the Vietnam War have been a continued source of political and cultural tension in the United States.
The Korean War has often been viewed as a victory, while Vietnam is seen as a defeat for the United States.
With this knowledge in mind, students will need to account for the differences in the results of the two wars. Answers will
vary considerably, but there are several issues with which students can be expected to deal. In comparing the fields of
battle, students may note that Korea offered climate and terrain more familiar to American troops than did Vietnam. In
the Korean War, the U.S. forces were backed by a U.N. resolution, while this was not the case in Vietnam. The nature of
the leaders, both American and foreign, and their willingness to settle wars by compromise should be considered as well.
In comparing domestic results, students may note that the Vietnam War continued for a much longer period and involved
more people than did the Korean War. In the early 1950s, much of the population still had an unquestioned sense of
loyalty to the government that carried over from World War II. That was no longer present by the 1960s as economic and
racial tensions were more prominent in the United States. Students may also consider the growing role of colleges and
universities in American life and the fact that soldiers for the Vietnam War were taken primarily from the same age group
as the college students. These are some of the possible factors students may consider in their essays. Others will no
doubt be suggested by the documents.
Since this DBQ involves several complex issues, some teachers may want to make it the basis for a research assignment.
Resources are suggested on the APUSH home page at apcentral.collegeboard.com in two articles. They are “Guide to
Korean War Resources,” and “Guide to Vietnam War Resources,” both by Scott Kaufman.
Notes on Documents:
A—U.N. Resolution—Technically, U.S. forces in Korea were participating in a police action for the United Nations. Students
may note that the absence of the Soviet representative in the Security Council at the time of this resolution meant that it
was not vetoed. Soviet presence probably ruled out United Nations participation as an option in Vietnam.
B—Truman Speech—Links the Korean War to the overall Cold War objective of containing communism. Perceptive
students will be aware that by this time both the United States and the Soviet Union had atomic weapons, creating a
balance of terror. This accounts for Truman’s emphasis on limiting this war and for his removal of General MacArthur,
who publicly advocated a wider war. A similar situation prevailed in Vietnam because President Johnson did not want to
raise troop levels so high as to provoke a wider war.
C—Gallup Polls—Note a sharp drop in public support for the Korean War over a period of six months. Students may
observe that this is caused by the setback that came when Chinese troops entered the war on the side of North Korea.
D—Eisenhower Speech—An armistice and compromise settlement were in place by the summer after Eisenhower made
this campaign promise. Students may observe that Eisenhower’s reputation as a World War II hero allowed him to
compromise without appearing weak.
E—Tonkin Gulf Resolution—An open-ended granting of power by Congress to the president used as the legal basis for
sending U.S. forces to Vietnam. Contrasts with the international quality of Document A.
F--Graphs—Students may note that the number of deaths in Vietnam rose and fell even faster than the troop levels. In
1968, there was a peak in both numbers, and this year also marks a turning point in domestic support for the war. Shows
that withdrawal came quite slowly after the loss of public support, unlike the Korean situation.
G—King Speech—Will remind students that the Vietnam War occurred at a time when the United States had experienced
internal conflict over civil rights and had been torn by urban riots protesting racial injustice. Troop needs were being filled
mostly by the draft rather than by calling up reserve units. This resulted in socioeconomic inequities as those who could
afford to remain in college got draft deferments.
H—VanDevanter Letter—By 1969, troops in Vietnam were keenly aware of a lack of support at home. Students may recall
that President Johnson had called for a negotiated end to the war by this time. These factors weakened motivation of
U.S. troops to continue the fight. The call to her parents to fly the flag in the face of antiwar protests can be interpreted
as representing the ongoing culture war that emerged during and after the Vietnam years.
I—Cronkite Statement—Widely seen as a turning point in U.S. public support for the war, this report was broadcast
shortly after the Tet Offensive had brought increased American concern regarding the course of the Vietnam War. Should
also remind students that the Vietnam War was made vivid to Americans through television reporting in a way that the
Korean War was not.
J—Nixon Speech—Outlines the plan ultimately used by Nixon to end U.S. involvement—turning fighting over to the South
Vietnamese while seeking a negotiated settlement. Students may want to compare this with Document D and analyze
why Eisenhower’s statement resulted in a relatively quick armistice while Nixon’s statement did not. There is no correct or
easy answer, but factors to consider include the nature of the enemy, perceptions of U.S. public support, and the
personalities of the two presidents.
DBQ 13: The Interstate Highway System, 1956–2000
Labeled by the text as “the largest and most expensive public works scheme in American history,” the U.S. system of
interstate highways was completed over a forty-year period. Students are asked to assess change over time in analyzing
how this project affected the lives of Americans. The suggested subtopics—impact on communities and the environment
as well as on society and culture—can serve as organizational tools. Students, however, are not limited to covering only
these topics. Economic growth and geographic alteration are also themes to consider. Two important results of the
interstate system are not suggested directly by the documents but should be brought in by students as outside
information. One is the development of new businesses at strategic interchanges. Many of these businesses were
nationally franchised restaurants and motels that provided uniform logos and products across the nation. Another is the
extent to which urban areas have sprawled across new land, as improved highways have made it possible to live farther
from work.
Teachers looking for topics to engage their students after the APUSH exam might consider using this DBQ as the starting
point for a local history project. Students could gather maps, interviews, and other data to analyze what their
communities looked like before and after interstate construction and work to answer some of the following questions.
What new areas and facilities depend on the interstate highways? In what ways? Were any neighborhoods divided or
destroyed by the construction? Did older areas with commercial strips go into economic decline as a result of rerouted
highways? In what ways are students’ lives different because of new highway construction in their areas?
Notes on Documents:
A—Automotive Industries Article—Those in the auto industry, of course, were very supportive of interstate construction.
They tried to explain it in very favorable terms. Students may compare these good intentions with what actually
happened.
B—Statistics—Showing very rapid growth in highway travel and even more rapid growth in airline travel. Intercity rail
travel held steady after a sharp drop early in the period as many intercity passenger rail routes were discontinued. It is
reasonable to conclude that many trips formerly taken by train are now driven on the interstates. Links to Document H,
which gives demographic changes.
C—Ben Kelley—Suggest displacement of urban populations and destruction of some inner-city communities. Students
may argue that the quality of life in such neighborhoods was seriously jeopardized for the convenience of suburban
commuters.
D—Rev. Channing E. Phillips—The comments here are similar to views often expressed by opponents of the new
highways in many parts of the country. Students may use this document in arguing that the convenience of new
highways caused more people to drive cars, causing greater environmental pollution than would have occurred with mass
transit use. Can be grouped with Document C in discussing negative changes brought by interstates.
E—Joan Didion—Driving for pleasure and excitement. Didion has her character navigate the interstate highway system of
the Los Angeles area, taking personal satisfaction in her own driving skill. Advertising links automobiles to status and a
sense of freedom. Teenagers often view the opportunity to get a driver’s license and own a car as liberating. These
factors were present in America life before interstate construction, but students may argue that bigger and better
highways enhanced them.
F—Phil Patton—Details how federal highway funds were distributed. The Federal Aid Highway Act of 1956 provided that
the federal government would fund 90 percent of interstate construction costs.
G—Cartograms—Economic growth spurred by interstate construction arguably accounted for part of the Sun Belt
population growth shown here. Some other factors were favorable climate, location of military bases, and the decline of
heavy industry in the Northeast. Closely linked with Document F.
H—Cox and Love—A study for a pro-highway group argues that demographic changes have caused highways to be
congested, even with the extensive construction. Could be contrasted with Document D, which says that building
highways causes an increase in traffic.
I—Tom Lewis—Links changes in professional baseball to interstate highways. This document may trigger students to
think of other examples of changes in recreation or economic activities linked to the existence of the new road system.
J—“Life Is a Highway”: Interstates in the Movies—Suggests how embedded such highway travel is in U.S. popular culture,
which, to a certain extent, reflects daily life. Can be grouped with Documents E and I in discussing the impact on society
and culture. Interstates figure in popular music as well. See E:\neil-diamond-blue-highway-lyrics.htm for one example.
DBQ 14: Urban African Americans: 1967–2003
Sometimes survey courses in U.S. history do not focus much on African Americans during the time periods after the
1960s when the civil rights movement and various forms of the drive for Black Power were central change agents in
American society. This question asks students to look at black history after 1967. The concepts suggested as organizing
themes for essays are integration and separate identity. These should be familiar to students because they have been
important through the twentieth century (at least from the time of B. T. Washington, Du Bois, and Garvey). Other useful
concepts that can and should be introduced by the students themselves as they analyze this material might include social
class differences, institutional racism, affirmative action, resegregation, and urban impact. The text provides context and
background information for this question in its discussion of the civil rights movement and Black Power in Chapter 28.
Important outside information that students should bring to their answers can be found in Chapters 30 and 32. Each has
a section on social and economic data related to recent African American history.
Notes on Documents:
A—Whitney Young—Links to the concept of the Great Migration, mentioned in the introduction to the question. Students
might choose to include some background on this, such as the mechanization of southern agriculture and the perception
of greater opportunity in the North and West. The appendix to the text shows that the U.S. population as a whole was
about 46 percent urban in 1910 and 70 percent urban in 1960, so the rate of urbanization for African Americans
proceeded much more rapidly than for the population as a whole. This document also relates to white flight and the idea
of greater urban-suburban differentiation.
B—Fair Housing Act—The last of piece of major civil rights legislation of the Great Society era, passed in the aftermath of
the assassination of Martin Luther King. Plagued with uneven enforcement. Links to integration theme.
C—School Data—Shows the progress in school desegregation following the Brown case. Students may note that the
integration of schools has occurred to a greater extent in the South and West than in the Northeast and Midwest. Can be
linked to either integration or separate identity. Can be linked with Documents A and B in discussing overall demographic
trends.
D—William Julius Wilson—Suggests important social class differences in the opportunities available for economic and
geographic mobility within urban areas. Correlates with the section, “Two Worlds of Black America,” in Chapter 30.
E—Barbara Jordan—Argues that separate cultural identities for various groups are compatible with the American dream.
Note these sentences—“Inclusion without discomfort is now and ever will be the goal” and “The idea of a melting pot was
and remains a myth.” Emphasizes the arts as a vehicle for expressing varied cultures and promoting intercultural
understanding.
F—New York Times Article—Shows African American solidarity across social class lines due to the likelihood of
discriminatory treatment by police and others.
G—Million Man March—Suggests the importance of a separate and positive identity for African Americans, especially men.
Emphasizes the need to confront problems through both government programs and individual responsibility. Can be
grouped with Documents D and F in a discussion of problems and responses to them.
H—Vernon Jordan—Relates to upward mobility and integration of blacks into the social and economic power structure.
Can be linked with Document D in discussing increasing differences of wealth and social class. Students may point out
that African Americans in the early twenty-first century were still not represented proportionate to their population in
executive-level corporate positions.
I—Photo—Links to integration theme. Information in Chapter 32 shows an increase in the rate of college attendance
among African Americans. Could be grouped with Documents D and H in discussing social mobility.
J—Todd Boyd—Emphasizes the separate identity theme, but could be linked to both. Note the phrase, “a critical mass of
individuals who use the opportunity to influence the culture at large.” Can be linked with Document E in discussing the
arts as a vehicle for separate identity while promoting cross-cultural expression. May provide a prompt for students to
discuss the positive and negative aspects of athletics as an opportunity for upward socioeconomic mobility.