1. UNIT IV – ANTEBELLUM REFORM
DBQ BREAKDOWN
UNIT IV – ANTEBELLUM REFORM

2. RUBRIC POINTS

3. DOCS & OUTSIDE EVIDENCE

4. COMPLEX UNDERSTANDING

5. CONTEXTUALIZATION Describe the antebellum era
Describe democratic ideals within this era
SPECIFIC EVIDENCE TO INCLUDE:
Universal male suffrage
Second Great Awakening
Describe in context box – this is DIFFERENT than document context and CANNOT overlap

6. DOCUMENT ANALYSIS DOCUMENT 1
Summary – description of conditions of slavery (harsh) demonstrating injustices of slaveowners
P – bring attention to conditions of slaves and unjustified and ridiculous laws of slave states
A – William Lloyd Garrison - abolitionist
A – convention of fellow abolitionists
C (S) – Nat Turner Rebellion; harsher slave codes; nullification crisis increases state’s rights argument. Garrison created abolitionist newspaper, The Liberator, to spread information relating to movement – similar to Frederick Douglas, Grimke Sisters, Sojourner Truth
Relation to democratic ideals:

7. DOCUMENT ANALYSIS DOCUMENT 2
Summary – engraving of an African American, presumably a slave, woman in chains begging/pleading for something
P – appeared in an abolitionist publication in the 1830’s to illustrate connection between abolitionist cause of women’s cause
A – abolitionist
A – readers of Slavery Illustrated in Its Effects upon Women – so probably women and abolitionists and both
C (S) – Abolitionist movement and women’s movement connected

8. DOCUMENT ANALYSIS DOCUMENT 3
Summary – education should be provided to everyone, paid for by state, and can be cure for social ills – better than industrial work
P – get MA to focus on providing public education – he’s lobbying
A – members of MA legislature
A – pro-public education
C – age of industry; child labor; wave of immigration; Enlightenment ideals about equality of humans

9. DOCUMENT ANALYSIS DOCUMENT 4
Summary – illustrates dangers of drunkenness by showing 9 steps from casual drinking to suicide
P – demonize stages of alcoholism – to show how dangerous drinking can be when abused
A – probably temperance magazine/publication
A – pro-temperance movement
C – Irish immigration; age of reform; perfectibility of man

10. DOCUMENT ANALYSIS DOCUMENT 5
Summary – description of neglected patients and illustration of how hospital care benefitted them
P – illustrates atrocities of treatment without state-funded hospitals – lobbying the state for money for hospitals
A – NC legislature
A – pro public funding for state hospitals
C – age of reform

11. DOCUMENT ANALYSIS DOCUMENT 6
Summary – DoI rhetoric – statement of equality men = to women
P – state unfairness done towards women over history of America to appeal to liberate/raise awareness
A – Seneca Falls Convention goers
A – suffragette
C – age of reform – women’s rights

12. DOCUMENT ANALYSIS DOCUMENT 7
Summary - “Ain’t I a woman?” – account for how women are viewed by men, and how she has broken that stereotype
P – pointing out 1) that women are not fragile creatures by stating she can do the same as a man, and 2) pointing out that black woman should be included in fight with black men and white women
A – attendees of women’s convention
A – black woman, former slave; pro-women’s movement
C – age of reform

13. UNDERSTANDING THE QUESTION
To what extent did reform movements in the United States from 1825 to 1850 seek to expand democratic ideals?
TO WHAT EXTENT
measure how much they sought, not their successes/failures
What is the core message of the movements? – what democratic ideal are the seeking to expand?
The extent to which democratic ideals were sought
REFORM MOVEMENTS
define in intro before thesis (temperance, women’s rights, abolition, asylums/hospitals, public education)
DEMOCRATIC IDEALS
equality, rights, liberty, opportunity, democracy
These should be holistically defined in introduction and then addressed as “Dem ideals” in thesis

14. THESIS
Does not have to conform to formula because not a formulaic question.
Should address all parts of question
Write in thesis box

15. STRUCTURE Not equivalent to any point value
No length requirement, no structure requirement, BUT helpful hints
Introduction should include
Broad contextualization
Thesis statement
Body paragraphs (however many you need…)
Document analysis
Outside evidence (more specific than contextualization)
When using the docs either say them or cite them
“In document 1 Garrison....” or “Garrison was an devout abolitionist and wrote spoke about his cause often. (Doc 1)
Conclusion – if you want
Sum up argument, put thesis

16. COMPLEX UNDERSTANDING
Go back and group documents based on DEMOCRATIC IDEAL and REFORM MOVEMENT
Corroborate, qualify, modify an argument
Abolish slavery
Doc 1; Doc 2
Public education
Doc 3
Temperance
Doc 4
Hospitals
Doc 5
Women’s Rights
Doc 6; Doc 7
Equality
Doc 6; Doc 1; Doc 7; Doc 2
Opportunity
Doc 3
Basic rights/liberty
Doc 5; Doc 1

17. OUTSIDE EVIDENCE ABOLITION American Anti-Slavery Society
Frederick Douglass
Sarah and Angelina Grimke
American Colonization Society
WOMEN
Cult of domesticity
Republican Motherhood
Susan B. Anthony
Lucretia Mott

18. Take out a sheet of paper
Write an introduction incorporating CONTEXTUALIZATION and THESIS STATEMENT
Switch with a neighbor to peer review – change by writing in red (or different color) or crossing out
Write 1st paragraph demonstrating use of documents
Accurately describe to address the topic OR
Utilize the content of to support thesis/argument
Explain the PAAC (just one for each document)
Use the documents by corroborating, qualifying or modifying/contradicting

19. HOMEWORK Write the DBQ in the lines provided
You may rewrite the intro and 1st paragraph based on the edits made in class
Time yourself! You only get 45 minutes – if you don’t time it’s not accurate
Be in a quiet place with no distractions or not accurate
Should be longer than LEQ
Utilize the rubric details at the top of the lines
Due next class along with Ch. 12 outline

20. INTRODUCTION
The Antebellum Era was one in which the United States experienced a series of changes that dramatically effected the political, economic, and social landscape. The Age of Jackson ushered in democratic ideals of political power expanding. The Industrial Revolution provided for equality of opportunity and the interconnectivity of old territory with the frontier. The Second Great Awakening reinforced the idea that Americans and the institutions of the U.S. are morally superior and Americans are morally obligated to spread these institutions. Social reform arose as a response to social ills in regards to slavery, women’s rights, alcohol abuse, the treatment of the mentally ill, and deficiencies in education during the Antebellum Era. Social reformers of the day made a concerted effort to expand equality under the law and basic human rights as defined by American doctrine. Although there was little national change in reaching the goals of these movements, the tremendous work done, relating to raising awareness of these social ills, expanded the definition of democracy to more groups than considered before.