Essay/Term paper: Dbq on jacksonian democrats
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It is agreeable that the Jacksonian Democrats perceived themselves as strict guardians of the United States Constitution. It is not agreeable with how they went about preserving the political democracy, individual liberty, and equality of economic opportunity they stood for. While trying to create this balance, Jackson used tactics favorable only to his opinion. Jackson"s main idea was to rid of aristocracy, giving the power to the poorer classes, standing against rich white men. The flaw in their scheme was that the people who came up with this idea were all rich white men.
One of the Jacksonian Democrats" attempts to reduce the influence of the rich was by vetoing the charter to the Bank of the United States. Jackson stated his reasons in Document B mainly as a precaution of the rich taking over and bending "the acts of government to their selfish purposes." Daniel Webster"s retaliation article on Jackson"s veto message replied by strongly addressing their hypocritical ways. He states in Document C why the veto was unreasonable. Webster also warns how it may backfire due to the injustice.
Foreign observers viewed that in America everybody is free and independent, as taken from the opinion of Harriet Martineau, a British author (Document D). On the other hand, the outlook from inside the country was opposed according to New York City businessman and Whig politician, Philip Hone. Hone described two riots he witnessed that had broken out between minorities in the country (Document E). Martineau viewed America in the big picture; she saw the country as an outsider, a tourist, seeing the sights. Whereas Hone observed the United States on the streets as what it was, not as it appeared.
Jackson may have felt that all men should have equal say and opportunities, but he failed to recognize all people living there. As displayed in Documents F and G, the black slaves and Native Americans were treated unfairly under his authority. South Carolina was given legal power to ban any pamphlets, newspapers, pictures, or anything of the sort, and to stop the mail received from the United States Post Office in attempt not to give the slaves any ideas of revolting. The Native Americans presiding in Georgia were forced from their homes and moved west of the Mississippi River to Oklahoma by order of the Indian Removal Act, signed into effect by Andrew Jackson. This march is known as the "Trail of Tears" for the many deaths and hardship faced along the way (Document G). Although viewed as defenders of all common people, Jacksonian Democrats shunned minorities and only stood by white men.
Based on the occurrences during Jackson"s presidential term through the early 1800s many of the people of the United States were treated unfairly. Andrew Jackson and the Jacksonian Democratic Party may have attempted to be strict guardians of the United States Constitution, but they attempted to do so in a very unconstitutional manner.
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Every subject is easier to study using concrete examples; APUSH essays are no exception. The data-based question, or DBQ, differs from typical essays in only one way – the inclusion of five to seven historical documents. Your goal is to read through each historical document, then write an essay that clearly answers the given prompt while demonstrating your overall understanding of APUSH content. The following sources for APUSH DBQ examples are helpful to review before beginning your own writing.
What should I look in each APUSH DBQ sample?
In each sample, study how each author:
- analyzes historical documents
- provides additional examples
- uses evidence to support argument
APUSH DBQ Example #1: AP College Board
College Board is always the best source for up-to-date information and resources. This APUSH DBQ sample is from 2016, but provides three different variations of student responses. You can see how and why which writing sample scored best, as well as determine how to incorporate those elements into your own writing. (Examples from 2015 are also available.)
APUSH DBQ Example #2: AP US History Notes
Although this site doesn’t explain why each sample is successful, it does offer a large selection of examples to choose from. You can get a good sense of what type of writing goes into a high-quality essay. Read through both the DBQ and long essay examples.
APUSH DBQ Example #3: Kaplan Test Prep
Kaplan only provides one APUSH DBQ sample, but does go through the essay point by point, explaining how the author develops a well-supported argument. Another good view into the inner workings of a quality writing example.
APUSH DBQ Example #4: Khan Academy
If you haven’t already, visit Khan Academy. Khan’s Historian’s Toolkit is a four-part video series that not only explains how to approach the DBQ, but also deconstructs the thinking behind a question example. Definitely worth a look.
APUSH DBQ Example #5: Apprend
Although rather lengthy, the DBQ and rubric breakdown from Apprend is a comprehensive look into how a DBQ response can earn top points and why. Options are given for each step of the writing process, enabling you to see the best possible answer for all sections of the essay.
APUSH DBQ Example #6: Your Classroom
Looking for more examples? One of the easiest places to find APUSH DBQ samples is in your own classroom. Ask your current APUSH teacher to view previous students’ writing samples. As you know by now, reviewing other students’ work can be a very powerful and effective way to study for DBQ.
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