Elisa
O’Neal
April
30th,
2010
AP
US
History
4th
Period
AP
United
States
History
Scoring
Guidelines
for
the
Document‐Based
Question
Analyze
the
ways
in
which
the
Second
Great
Awakening
(1790‐1850)
affected
the
United
States
socially,
culturally,
and
politically.
The
8­9
Essay
• Contains
a
well‐developed
thesis
that
examines
the
ways
in
which
the
Second
Great
Awakening
affected
the
United
States
socially,
culturally,
and
politically.
• Presents
an
effective
analysis
of
the
social,
cultural,
and
political
effects
that
came
out
of
the
Second
Great
Awakening
and
what
caused
them.
o Some
effects
may
come
from
the
same
cause,
which
may
be
implied
but
not
stated.
• Effectively
uses
a
substantial
amount
of
documents,
analyzing
them
accurately
without
rewriting
large
portions
of
the
document
into
the
paragraph.
• Supports
thesis
with
substantial
and
relevant
outside
information
and
terms
not
found
or
expressed
in
the
documents.
• May
contain
minor
errors
that
do
not
detract
from
the
essay
as
a
whole.
• Is
clearly
organized
with
paragraphs
corresponding
to
the
thesis
and
is
well
written.
The
5­7
Essay
• Contains
a
thesis
that
addresses
the
ways
in
with
the
Second
Great
Awakening
affected
the
United
States.
• Has
some
limited
analysis
of
the
social,
cultural,
and
political
ways
the
Second
Great
Awakening
affected
the
United
States,
during
this
period,
and
what
caused
these
effects.
o References
to
cause
and
effect
may
be
implied
but
not
stated,
but
may
only
address
two
of
three
relations.
• Effectively
uses
some
documents,
demonstrating
an
understanding
of
what
the
documents
express
without
rewriting
them
completely.
• Supports
thesis
with
some
relevant
outside
information.
• May
have
some
errors
that
do
not
seriously
detract
from
the
quality
of
the
essay.
• Shows
acceptable
organization
and
writing;
language
errors
do
not
inhibit
comprehension
of
names
or
terms.
The
2­4
Essay
• Contains
a
limited
or
undeveloped
thesis.
• Deals
with
the
question
in
a
general
manner;
has
simplistic
treat
of
the
social,
cultural,
and
political
effects
of
the
Second
Great
Awakening
and/or
their
causes.
•
•
•
•
•
May
address
only
one
categories
of
causes
and
effects.
Merely
refers
to,
quotes,
or
cites
documents
without
demonstrating
comprehension.
Contains
little
to
no
outside
information,
or
information
that
is
inaccurate
or
irrelevant.
May
have
major
errors
that
detract
from
the
quality
of
the
essay.
May
be
poorly
organized
and/or
written.
The
0­1
Essay
• Contains
no
thesis
or
a
thesis
that
does
not
address
the
prompt.
• Exhibits
inadequate
or
incorrect
understanding
of
the
question.
• Has
little
or
no
understanding
of
the
documents,
or
ignores
them
completely.
• Has
numerous
errors
that
detract
from
the
quality
of
the
essay
or
show
lack
of
effort.
• Written
so
poorly
it
inhibits
understanding.
‐‐
blank
or
completely
off
task
AP
United
States
History
Documents
Prompt:
The
Second
Great
Awakening
is
known
for
having
a
lasting
impact
on
American
ideals
and
cultural
movements.
Analyze
the
ways
in
which
the
Second
Great
Awakening
(1790‐1850)
affected
the
United
States
socially,
culturally,
and
politically
through
the
end
of
the
19th
century.
Document
A
Document
B
Minutes of the Anti-Slavery Convention of American Women, held in
Philadelphia in May, 1838.
That the Anti-Slavery enterprise presents one of the most appropriate fields for
the exertion of the influence of [women], and that we pledge ourselves, with
divine assistance, never to desert the work, while an American slave groans in
bondage… That in view of unparalleled sufferings of the slave, and also in
relation to the oppression of the nominally free people of color in the United
States, it becomes us, as women and as Christians, to invoke the special aid of
Almighty God for the speedy deliverance of this people from their
oppressions, in that way which will most glorify Himself.
Document
C
Speech delivered by Victoria Woodhull at Steinway Hall in New York City on
November 20, 1871.
It is a label upon nature and God to say this world is not calculated to make
women, equally with men, self-reliant and self-supporting individuals. In
present customs, however, this is apparently impossible. There must come a
change, and one of the direct steps to it will be found in the newly claimed
political equality of women with men. This attained, one degree of subjugation
will be removed. Next will come, following equality of right, equality of duty,
which includes the duty of self-hood, or independence as an individual. Nature
is male and female throughout, and each sex is equally dependent upon nature
for sustenance.
Document
D
Report on the facilities for the retarded and mentally ill in Massachusetts;
written by humanitarian Dorothea Dix and delivered to the state's legislature in
January 1843.
I come to present the strong claims of suffering humanity… before the
Legislature of Massachusetts the condition of the miserable, the desolate, the
outcast. I come as the advocate of helpless, forgotten, insane and idiotic men
and women; of beings, sunk to a condition from which the most unconcerned
would start with real horror; of beings wretched in our Prisons, and more
wretched in our Alms-Houses… I must confine myself to few examples, but
am ready to furnish other and more complete details, if required. If my pictures
are displeasing, coarse, and severe, my subjects, it must be recollected, offer
no tranquil, refined, or composing features. The condition of human beings,
reduced to the extremest states of degradation and misery, cannot be exhibited
in softened language, or adorn a polished page.
Document
E
Speech delivered by James G. Birney and William L. Garrison at the American
Anti Slavery Society, 1839.
The object of the American Society is… the entire abolition of slavery in the
U.S. The means for effecting it were… to convince our fellow citizens, by
arguments addressed to their understandings and consciences, that
slaveholding is a heinous crime in the sight of God, and, that the duty, safety,
and best interests of all concerned, require its immediate abandonment,
without expatriation, to abolish slavery in all those portions of our common
country which come under its control—especially in the District of Columbia;
and lastly, to prevent the extension of slavery to any State that might hereafter
be admitted to the Union.
Document
F
William Goodell’s 1838 writing "Political Action Against Slavery,” an excerpt
from the Liberator.
Political action itself may perhaps succeed in making itself understood, though
its advocates have so long failed in their efforts in explaining and enforcing its
claims…. We are forced, therefore, to urge a more vigorous course of political
action, in order to teach by example what we have found it so difficult to teach
by mere precept…. The proposed political action of abolitionists, it was
feared, would produce a dissolution of the Union, and liberty was to be
sacrificed for its preservation. And now, forsooth, we are asked why we did
not put forth political action (if we ever intended doing so,) and why we did
not elect members of Congress pledged to abolish slavery in the District of
Columbia, at a time when all our political influence in the community was
scarcely reckoned sufficient to keep ourselves from being enslaved by the
transfer of the slave codes of the south, to the free States of the north!
Document
G
Elizabeth Palmer Peabody’s common school
kindergarten class, 1860
Document
H
Document
I
Address by Frances Willard, president of the National Women's Christian
Temperance Union (WCTU), October 1893.
If we think the cause of [the] woman is not progressing as rapidly as it should
for the interest of men and women, we must look back and see from what
degredation she has escaped. At the inauguration of the World's Columbian
Exposition… with an audience of one hundred and twenty-five thousand
persons present, women shared in the speaking-a woman architect received the
prize for designing the Woman's Building, and women participated equally
with men throughout the exercises which were presided over by the VicePresident of the United States. Women were represented as officers and
speakers in the World's Columbian Congress of Religions, at which noted
representatives of the ten great Religions were participants. At the World's
Catholic Congress… women were not only on the platform, but on the
programme-for the first time in the history of that great hierarchy.
Document
J
Southern
African
American
religious
camp
meeting,
1872
AP
United
States
History
Document
Analysis
Document
A
• Information
o Temperance
movements
advocated
the
prohibition
of
alcohol
on
the
grounds
of
glorifying
God.
o Women
supported
their
movement
in
the
name
of
God
and
saving
humanity.
o The
movement
was
supportive
of
working
against
all
kinds
of
alcohol.
• Inferences
o This
depicts
the
movement
of
the
Women’s
Christian
Temperance
Society.
o This
movement
was
supported
by
Lyman
Beecher
and
Angela
Grimke,
who
also
advocated
women’s
rights
and
the
morals
of
the
church.
o This
is
the
beginning
of
the
desire
for
Prohibition
that
will
rise
up
at
the
end
of
the
19th
century.
Document
B
• Information
o This
movement
was
powered
by
moral
convictions
and
faith
in
God.
o Women
believe
it
is
their
Christian
duty
to
give
the
enslaved
and
all
black
people
their
deliverance.
• Inferences
o This
organization
is
similar
to
the
American
Antislavery
Society.
o This
movement
was
powered
by
moral
convictions
and
faith
in
God.
o Women
believe
it
is
their
Christian
duty
to
give
the
enslaved
and
all
black
people
their
deliverance.
o The
idea
of
deliverance
from
oppression
is
a
theme
that
is
carried
on
throughout
abolition
movements
in
the
rest
of
the
century.
Document
C
• Information
o Woodhull
seeks
to
break
down
the
barriers
of
separate
spheres
between
men
and
women.
o God
made
all
people
equal
therefore
they
should
be
treated
so.
• Inferences
o The
idea
of
separate
spheres
that
was
dominant
during
the
Second
Great
Awakening
is
still
prominent
later
in
the
century.
o Ideas
like
the
cult
of
domesticity
would
be
rejected
by
Woodhull.
o Transcendentalism
was
the
inspiration
for
personal,
individual
movements
like
Woodhull’s.
o At
the
time
of
the
Second
Great
Awakening,
writers
like
Emerson
and
Thoreau
would
have
agreed
with
the
spirit
of
this
movement.
Document
D
• Information
o The
mentally
ill
are
mistreated
and
misunderstood.
o Little
is
being
done
about
the
condition
of
asylums
and
their
inmates.
• Inferences
o The
Christian
reform
spirit
of
the
Second
Great
Awakening
inspires
this
kind
of
health
reform.
o An
unhealthy
state
of
mind
was
viewed
much
like
a
curse
or
an
untreatable
ailment
at
this
time,
and
Dix
was
one
of
the
first
to
see
it
as
something
that
deserved
attention.
o New
religious
views
encouraged
emotions
and
personal
care
for
others;
a
new
compassion
for
others
took
over
health
reform.
Document
E
• Information
o The
aim
of
abolitionists
was
to
prohibit
slavery
from
expanding
further,
and
to
abolish
it
in
the
capitol
and
other
places
it
already
exists.
o Abolitionists
viewed
slavery
as
a
crime
against
God
and
humanity.
• Inferences
o The
Second
Great
Awakening’s
emphasis
on
freedom
and
individuality
strengthened
the
abolition
movement
and
the
revolution
in
religion
gave
a
foundation
to
the
argument
to
free
slaves.
o There
are
political
movements
at
this
time
to
spread
slavery
to
other
states
and
new
territory.
o Abolitionists
are
often
also
Christians.
Document
F
• Information
o Goodell
urges
people
that
really
want
to
abolish
slavery
to
do
more
and
lead
by
example
so
that
their
states
are
not
made
into
slave
states.
o It
was
thought
that
abolitionists
sought
to
dissolve
the
union.
o Political
attempts
at
abolition
have
failed
so
far.
• Inferences
o Abolitionists
have
been
focused
on
speech
making
and
rallying
support
rather
than
passing
legislation
or
getting
political
agendas
accomplished.
o The
movement
is
more
governed
by
the
spirit
of
the
Second
Great
Awakening
than
an
initiative
to
pass
laws
and
elect
pro‐abolition
leaders.
o Abolition
is
losing
respect
amongst
other
groups,
especially
in
the
North
where
they
hope
to
gain
more
supporters.
Document
G
•
•
Information
o Common
schools
with
kindergartens
were
popular
and
healthy
for
childhood
development.
o The
field
of
early
education
was
reformed
and
advanced
heavily
by
women,
who
made
up
most
of
the
teaching
staff.
Inferences
o Horace
Mann
and
his
common
school
system
that
came
alive
in
the
Second
Great
Awakening
made
a
quick
impact
on
American
schools
and
children.
o Women
were
seen
as
fit
schoolteachers
because
they
were
seen
as
pious
beings,
moral
and
maternal,
fit
to
educate
young
children
with
republican
motherhood
and
domestic
tendencies.
o The
kindergarten
revolution
was
a
sign
that
Americans
were
paying
more
attention
to
children
and
taking
advantage
of
formative
years.
o The
fact
that
children
could
attend
school
so
young
meant
that
women
we
going
to
be
able
to
be
more
independent
in
their
endeavors
without
having
to
care
for
children
all
day.
Document
H
• Information
o There
is
a
17%
increase
in
religious
adherents
between
the
birth
of
the
nation
and
the
end
of
the
Second
Great
Awakening.
o In
general,
religiousness
of
Americans
increases
towards
to
end
of
the
19th
century.
• Inferences
o Itinerant
preachers
like
Charles
Finney
made
an
impact
on
spreading
religion
to
Americans,
doubling
the
attachment
to
religion.
o Baptist
and
Methodist
churches
likely
saw
increases
in
their
membership.
o The
rise
of
church
culture
created
a
rise
in
community
spirit
and
involvement
with
other
family
members.
o Women
found
increasing
prominence
in
being
the
moral
figures
of
their
homes
because
of
the
increasing
respect
for
Christianity.
o Camp
meetings
and
the
emotional
anxious
bench
captivated
and
maintained
people
to
stay
in
the
faith.
Document
I
• Information
o Women
are
gaining
respect
and
authority
in
places
recently
dominated
by
men,
like
religious
leadership.
o Women
are
gaining
education
in
architecture,
enough
to
design
a
building.
• Inferences
o The
temperance
movement
not
only
served
as
a
vehicle
to
push
temperance
but
as
a
way
to
make
women
a
noted
voice
in
America.
o About
forty
years
after
the
end
of
the
Second
Great
Awakening,
women
are
forging
paths
for
themselves
amongst
men.
o Women
are
moving
out
of
their
spheres
at
home
and
into
the
world
at
first
controlled
by
men.
They
are
public
speakers,
thinkers,
and
builders.
They
are
no
longer
religious
figures
just
inside
the
home.
Document
J
• Information
o African
American
itinerant
preachers
held
their
own
camp
meetings.
o Emotional
and
spiritual
sermons,
characteristic
of
the
Second
Great
Awakening,
are
spreading
to
the
cultural
congregations
of
African
Americans.
• Inferences
o Black
preachers
likely
came
from
the
North,
where
people
like
Frederick
Douglass
and
William
Garrison
published
The
North
Star
and
The
Liberator.
They
likely
got
some
kind
of
education,
support,
or
funding.
o The
African
Methodist
Episcopal
Church
can
give
credit
to
these
early
meetings
for
inspiring
its
formation.
o African
Americans
made
their
own
religious
practice
out
of
the
same
Christian
messages
as
whites
but
their
own
spiritual
traditions.
o These
solely
African
American
meetings,
along
with
being
a
community
of
religious
people,
brought
unification
by
faith
and
identity
with
others
in
similar
situations.
o These
effects
would
bond
African
Americans
together
through
the
rest
of
the
19th
century,
enabling
them
to
deal
with
abolition
and
the
Civil
War
in
the
middle
of
the
century.
AP
United
States
History
Second
Great
Awakening
Word
List
1. Charles
G.
Finney
2. Dorothea
Dix
3. Horace
Mann
4. Angelina
Grimke
5. Lyman
Beecher
6. William
L.
Garrison
7. Brigham
Young
8. American
Temperance
Society
9. American
Antislavery
Society
10. Women’s
Christian
Temperance
Union
11. Mormon
Church
12. Utopian
societies
13. Transcendentalism
14. Henry
David
Thoreau
15. “On
Civil
Disobedience”
16. Ralph
Waldo
Emerson
17. Oneida
Commune
18. Brook
Farm
19. Nat
Turner’s
Rebellion
20. Walden
21. “Cult
of
domesticity”
22. “Republican
motherhood”
23. The
“age
of
the
child”
24. Perfectionism
25. Shakers
26. Liberty
Party
27. African
Methodist
Episcopal
Church
28. Frederick
Douglass
29. North
Star
30. “Separate
spheres”
31. The
Liberator
32. Methodist
and
Baptist
33. Itinerant
preachers
Works
Cited
"African‐American
Religious
Camp
Meeting."
Library
of
Congress.
Prints
and
Photographs
Division.
American
History
Online.
Facts
On
File,
Inc.
http://www.fofweb.com/activelink2.asp?
ItemID=WE52&iPin=A
HI2751&SingleRecord=True
(accessed
April
26,
2010).
Anti‐Slavery
Convention
of
American
Women.
"Proceedings
of
the
Anti‐
Slavery
Convention
of
American
Women."
Library
of
Congress.
Rare
Book
and
Special
Collections
Division.
National
American
Woman
Suffrage
Association
Collection.
American
History
Online.
Facts
On
File,
Inc.
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ItemID=WE52&iPin=a
whd0304&SingleRecord=True
(accessed
April
26,
2010).
Birney,
James
G.
and
William
Lloyd
Garrison.
"'On
the
Third
Party
Issue'."
The
Liberator
(Boston),
June
28,
1839.
American
History
Online.
Facts
On
File,
Inc.
http://www.fofweb.com/activelink2.asp?
ItemID=WE52&iPin=E1
4456&SingleRecord=True
(accessed
April
26,
2010).
Dix,
Dorothea.
"Memorial
to
the
Legislature
of
Massachusetts."
American
History
Online.
Facts
On
File,
Inc.
http://www.fofweb.com/activelink2.asp?
ItemID=WE52&iPin=E0
6830&SingleRecord=True
(accessed
April
26,
2010).
"Percentage
of
Religious
Adherents
among
Americans."
American
History
Online.
Facts
On
File,
Inc.
http://www.fofweb.com/activelink2.asp?
ItemID=WE52&iPin=A
MHC4103&SingleRecord=True
(accessed
April
29,
2010).
Goodell,
William.
"'Political
Action
Against
Slavery'
(excerpt)."
The
Liberator
(Boston),
August
31,
1838;
September
21,
1838.
American
History
Online.
Facts
On
File,
Inc.
http://www.fofweb.com/activelink2.asp?
ItemID=WE52&iPin=E1
4453&SingleRecord=True
(accessed
April
27,
2010).
"Kindergarten
Teacher
Leads
a
Game."
Library
of
Congress.
General
Collection.
American
History
Online.
Facts
On
File,
Inc.
http://www.fofweb.com/activelink2.asp?
ItemID=WE52&iPin=A
HI10237&SingleRecord=True
(accessed
April
27,
2010).
"Lithograph
Depicting
Temperance
as
'Woman's
Holy
War'."
Library
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