Directions: This question is based on the following documents (1-8). It is divided into two parts. Part A will require you to answer a series of short-answer questions based on each accompanying historical document. Part B will require you to write an essay based on the documents, as well as your prior knowledge of U.S. History. The question is designed to test your ability to work with historical documents, and some documents may have been edited for the purposes of the question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document.

Historical Context: American perception of the word freedom has changed over time in order to meet the needs of and reflect the changing attitudes of American society. Freedom has also held very different meanings for groups of individuals prior to the end of Reconstruction (1877).

Task: Using information from the documents presented in Part A and your knowledge of United States History, answer the questions that follow each document. Your answers to the questions will help you to write the essay in Part B in which you will be asked to :

Discuss the meaning of the word freedom from the perspective of different groups of Americans. Also identify the means by which the United States government addressed freedom.

PART A

Document 1:
The following is an excerpt from the Declaration of Independence (July 4, 1776):
When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.

We, therefore, the Representatives of the United States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.

1. Who did the Representatives of the United States of America consider to be free?

2. What, in their eyes, constituted freedom?

Document 2:
The following is an excerpt from the Constitution of the United States, otherwise known as the Three-Fifths Compromise:

Representatives and direct taxes shall be apportioned among the several states which may be included within this Union, according to their respective numbers, which shall be determined by adding the whole number of free persons, including those bound to service for a term of years, and excluding Indians not taxed, three-fifths of all other persons. The actual enumeration shall be made within three years after the first meeting of the Congress of the United States, and within every subsequent term of ten years, in such manner as they shall by law direct. The number of representatives shall not exceed one for every thirty thousand, but each state shall have at least one representative.... [In 1929, Congress fixed the total number of Representatives at 435; currently, there is one Representative for about every 519,000 persons].

3. Who is exempt from both government protection and the U.S. Constitution?

Document 3:

The following picture is from a woodcarving that accompanied John Greenleaf Whittier's (a prominent Quaker) 1837 antislavery poem, "Our Countrymen in Chains". The image is followed by an excerpt from Whittier's poem:



Shall every flap of England's flag
Proclaim that all around are free,
From 'fartherst Ind' to each blue crag
That beetles o'er the Western Sea ?
And shall we scoff at Europe's kings,
When Freedom's fire is dim with us,
And round our country's altar clings
The damning shade of Slavery's curse


4. What is the significance of Whittier's views of freedom?

Document 4:

The following is an excerpt from the 1847 autobiography The Life and Sufferings of Leonard Black: A Fugitive From Slavery:

It is very customary to magnify the evils of emancipation. It is said, by very many persons that the slaves, if liberated, would become an idle, vagabond set. This remark, doubtless, is sometimes made in sincerity; but no doubt it is frequently used as a sort of salve to quiet the conscience for inaction. It is most unquestionably true that here and there a case would exist of improvidence, just as they exist among the white population; but such cases would form the exception, not the rule. Persons who indulge in such remarks seem entirely unacquainted with the views and feelings of slaves, and to suppose that they are utterly incapable of appreciating, even to a small extent, the blessings and enjoyments of freedom. But this is a mistake, and operates powerfully on some minds to prevent wholesome action in favor of the liberation of the slave. It is to be ...

Page 56
...hoped that all true men and women who are held back from engaging in the cause of the slave by this consideration, will take pains to examine the subject with care, ere they yield to this pernicious opinion. As to those who have better knowledge, and make use of this assumed fact as a scape-goat for their lethargy, not having independence enough to confess the truth, I commend them, together with their meanness, to such particles of conscience as are yet left unscathed by the searing iron of hypocrisy. It is further averred, both honestly and for selfish purposes, as in the case just stated, that the slaves, if liberated, would rush for the north, overwhelming the workingmen in this region with misery and despair. This I know to be untrue, both from observation and my own experience. The climate of the balmy South is much better adapted to the nature of the colored man, than the more rigorous one ...

Page 57
...of greater northern latitude. It is not the south we abhor. It is slavery we abhor. God has made the South and blessed it. Man, in his selfishness, has cursed it. Remove slavery, and we join hearts and hands with the South. Give us equal rights. Give us justice. Make us MEN. give us pay for our toil, and we will work at the South.

5. Give two reasons that Leonard Black cites as poor justification for the continuance of slavery.
6. What did freedom mean to Leonard Black?

Document 5:
The following is an excerpt from Abraham Lincolns Emancipation Proclamation:

Whereas on the 22nd day of September, A.D. 1862, a proclamation was issued by the President of the United States, containing, among other things, the following, to wit:
"That on the 1st day of January, A.D. 1863, all persons held as slaves within any State or designated part of a State the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom.

Arkansas, Texas, Louisiana (except the parishes of St. Bernard, Palquemines, Jefferson, St. John, St. Charles, St. James, Ascension, Assumption, Terrebone, Lafourche, St. Mary, St. Martin, and Orleans, including the city of New Orleans), Mississippi, Alabama, Florida, Georgia, South Carolina, North Carolina, and Virginia (except the forty-eight counties designated as West Virginia, and also the counties of Berkeley, Accomac, Northhampton, Elizabeth City, York, Princess Anne, and Norfolk, including the cities of Norfolk and Portsmouth), and which excepted parts are for the present left precisely as if this proclamation were not issued.

And by virtue of the power and for the purpose aforesaid, 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 that the Executive Government of the United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said persons. And I hereby enjoin upon the people so declared to be free to abstain from all violence, unless in necessary self-defence; and I recommend to them that, in all case when allowed, they labor faithfully for reasonable wages. 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.

7. Who did Abraham Lincoln proclaim to be free?

Document 6:

This is an excerpt from a speech given by Abraham Lincoln in 1858:

My declarations upon this subject of Negro slavery may be misrepresented, but can not be misunderstood, I have said that I do not understand the Declaration to mean that all men are created equal in all respects. They are not our equal in color; but I suppose that it does mean that all men are equal in some respects; they are equal in their right to "life, liberty, and the pursuit of happiness." Certainly the Negro is not our equal in color--perhaps not in many other respects; still, in the right to put into his mouth the bread that his own hands have earned, he is the equal of every other man, white or black. In pointing out that more has been given you, you can not be justified in taking away the little which has been given him. All I ask for the Negro is that if you do not like him, let him alone. If God gave him but little, that little let him enjoy.

8. What is Abraham Lincolns understanding of freedom for slaves?

Document 7:

This is a reproduction of the Fifteenth Amendment:

AMENDMENT XV
Passed by Congress February 26, 1869. Ratified February 3, 1870.

Section 1.
The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude--

Section 2.
The Congress shall have the power to enforce this article by appropriate legislation.

9. How does this Amendment further freedom?
10. What group of individuals is not to be protected by this legislation?

Document 8:

The Following is a reproduction of the Petition for Universal Suffrage (1866):



11. How did the undersigned women in this petition understand freedom?

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Part B

Essay

Directions: Write a well organized essay that includes an introduction, several supporting paragraphs, and a conclusion. You must use evidence from at least four of the documents in the body of your essay. Support your response with relevant facts, examples, and details. Include relevant outside information.



Reasoning for Documents:

Document 1: I chose an excerpt from the Declaration of Independence as some of the earliest official governmental legislation on freedom. I also believe that this is a well-known document whose intent and purpose is required knowledge according to NYS standards.

Document 2: I chose an excerpt from the Three-Fifths Compromise to demonstrate the views of the U.S. government that those bound to service were not recognized as people, but as 3/5 of a person.

Document 3: John Greenleaf Whittier's(a prominent 1837 antislavery poem) "Our Countrymen in Chains", represents a white abolitionists view of the meaning of freedom and the evils of slavery.

Document 4: The excerpt from the 1847 autobiography The Life and Sufferings of Leonard Black: A Fugitive From Slavery, provides excellent primary source documentation of what slaves believed to be the meaning of freedom. This excerpt also rebukes some of the main pro-slavery arguments of the era.

Document 5: This excerpt from the Emancipation Proclamation provides evidence that not all slaves were to be freed. It also clearly demonstrates the ambiguity of the term freedom as directly stated in a well-known document.

Document 6: Lincoln's speech directly cites the Declaration of independence and his personal beliefs on the freedom that this document affords to blacks.

Document 7: This reproduction of the Fifteenth Amendment allowing universal manhood suffrage clearly illustrates a governmental response to the issue of freedom. Used in tandem with Document 4, the Fifteenth Amendment demonstrates progress of the freedom afforded to the freedmen. By the omission of women, it also can be used in tandem with Document 8 in order to illustrate the limitations of freedom.

Document 8: The Petition for Universal Suffrage provides evidence of womens views of freedom, as well as their continued struggle to obtain these rights.

Grading Rubric:

The grading rubric for this DBQ is based on a two-point system. Full credit can only be given when the requirements stated below are satisfied. Full credit for responses will include contextual knowledge of U.S. History as well as interpreting the document.

The grading of the Essay in Part B will be determined, as well, by the incorporation of contextual knowledge of U.S. History. The essay must utilize accurate information from at least four of the documents, and must be a well-developed essay which consistently demonstrates a logical and clear plan of organization. The essay must also fully answer the task given in the directions.

Question 1: A correct answer to this question would include all men. For full credit, the student would have to elaborate on this, for example stating that "all men" was interpreted as being all white men.

Question 2: The best answer to this question would include a brief discussion of life, liberty, and the pursuit of happiness.

Question 3: Two acceptable answers to this question would be slaves and Native Americans.

Question 4: In order to receive full credit on this question, students must provide both specific evidence from the document, such as the caption "Am I not a man?", as well as the perspective of a white abolitionist. Partial credit will be awarded for either of the above.

Question 5: The correct answer to this question is that slaves would become idle and slaves would flee North. Either of these answers, alone, will receive partial credit.

Question 6: The best answers to this question will include make us men or give us equal rights.

Question 7: An acceptable answer to this question will specify the states in which the slaves would be freed. Partial credit will be given to an answer of a limited amount of slaves, without specifying the states. No credit will be given to an answer of the slaves.

Question 8: The correct answer to this question is one in which the student equates freedom with equality, such as life, liberty, and the pursuit of happiness.

Question 9: Full credit for this response would include universal manhood suffrage.

Question 10: The correct response is women.

Question 11: An acceptable answer to his question would be for the student to equate women's suffrage with freedom.

Sources

Document 1.
http://www.archives.gov/national_archives_experience/charters/declaration_transcript.html

Document 2.
http://www.digitalhistory.uh.edu/documents/searchdisplay.cfm?ID=306

Document 3.
http://www.loc.gov/rr/print/list/082_slave.html
http://www.nhc.rtp.nc.us:8080/tserve/nineteen/nkeyinfo/cwmanbrother.htm

Document 4:
http://docsouth.unc.edu/neh/black/black.html

Document 5:
http://www.law.ou.edu/hist/emanc.html

Document 6:
http://www.digitalhistory.uh.edu/documents/searchdisplay.cfm?ID=34

Document 7:
http://www.archives.gov/national-archives-experience/charters/constitution_amendments_11-27.html

Document 8:
http://www.archives.gov/legislative/features/suffrage/?template=print