History 101 - Primary Source Documents and FRQs
Primary Source Documents: 2013
Spring 2019 Primary Source Documents (do not use the documents below)
Answer all of these questions in Canvas in your own words—do not borrow ideas from others. You may not turn these in late. No exceptions.
FRQs (Essays)
FRQ: Settlements: Compare and contrast British, French, and Spanish settlements in North America between 1580 and 1763.
FRQ: Slavery: How did slavery exists for as long as it did in the United States? What justifications were used and why were they effective?
FRQ: Civil War: In the early nineteenth century, Americans sought to resolve their political disputes through compromise, yet by 1860 this no longer seemed possible. Analyze the reasons for this change.
A good response should contain an evaluative thesis that establishes your argument and responds to the question. The thesis should make a claim that addresses the skill indicated in the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion. Neither the introduction nor the conclusion is necessarily limited to a single paragraph.
You need to explain relevant historical contexts regarding the topic addressed in the question. Use historical reasoning to explain relationships among the pieces of evidence provided in the response and how they corroborate, qualify, or modify the argument made in the thesis that addresses the entirety of the question.
Strong Essay
- Presents a thesis that makes a historically defensible claim and responds to all parts of the question.
- Supports the thesis with substantial accurate information.
- Provides effective analysis.
- Is well organized and well written.
Your essay will follow the standard writing formula:
– Thesis/introductory paragraph
- Rephrase the question, and provide a thesis statement (avoid phrases like “I think” or I believe”)
- Introduce your arguments
– Body
- At least 5 full-length paragraphs. Start each paragraph with a topic sentence, and when possible, use a transition sentence at the end of each paragraph that leads into the next paragraph.
– Conclusion
Do not use these below!
Documents 2.1 (Captain John Smith) and 2.2 (John Winthrop) - P.1
Documents 2.1 (Captain John Smith) and 2.2 (John Winthrop) - P.2
Documents 3.1 (Alex. Falconbridge) 3.2 (Indentured Servants) P.1
Documents 3.1 (Alex. Falconbridge) 3.2 (Indentured Servants) P.2
Doc. 4.1 (VA Inden. Servants) & 4.2 (Franklin on Whitfield) P. 1
Doc. 4.1 (VA Inden. Servants) & 4.2 (Franklin on Whitfield) P. 2
Documents 5.1 (Boston Massacre) and 5.2 (Slave Petition) P. 1
Documents 5.1 (Boston Massacre) and 5.2 (Slave Petition) P. 2
Document 6.1 (Notes on the State of Virginia) P. 1
Document 6.1 (Notes on the State of Virginia) P. 2
Doc. 7.1 (Washington’s Address) P. 1
Doc. 7.1 (Washington’s Address) P. 2
Doc. 7.2 (VA & KY Resolutions) P. 1
Doc. 7.2 (VA & KY Resolutions) P. 2
Documents 8.1 (Marbury v. Madison) & 8.2 (Lewis & Clark) P.1
Documents 8.1 (Marbury v. Madison) & 8.2 (Lewis & Clark) P.2
Document 9.1 (Black Hawk) and 9.2 (Lowell Mill) P. 1
Document 9.1 (Black Hawk) and 9.2 (Lowell Mill) P. 2
Document 11.1 (Slave Narrative) P. 1
Document 11.1 (Slave Narrative) P. 2
Document 13.1 (Underground Railroad) & 13.2 (Horace Greeley) P.1
Document 13.1 (Underground Railroad) & 13.2 (Horace Greeley) P.2
Doc. 14.1 (Fred. Douglass Speech) & 14.2 (John C. Calhoun) P. 1
Doc. 14.1 (Fred. Douglass Speech) & 14.2 (John C. Calhoun) P. 2
DBQ–Slaves v. Industrial Workers–1820s–1860s
