9-1 DBQ Document 1: Written Primary Source 1
BACKGROUND: In an 1821 speech, before the US House of Representatives John Quincy Adams, James Monroe’s secretary of state, spoke out against colonialism. He declared that American foreign policy would not include colonization.
John Quincy Adams's
Warning Against the Search for "Monsters to Destroy," 1821
And now, friends and countrymen, if the wise and learned philosophers of the elder world, the first observers of nutation and aberration, the discoverers of maddening ether and invisible planets, the inventors of Congreve rockets and Shrapnel shells, should find their hearts disposed to enquire what has America done for the benefit of mankind? Let our answer be this: America, with the same voice which spoke herself into existence as a nation, proclaimed to mankind the inextinguishable rights of human nature, and the only lawful foundations of government. America, in the assembly of nations, since her admission among them, has invariably, though often fruitlessly, held forth to them the hand of honest friendship, of equal freedom, of generous reciprocity. She has uniformly spoken among them, though often to heedless and often to disdainful ears, the language of equal liberty, of equal justice, and of equal rights. She has, in the lapse of nearly half a century, without a single exception, respected the independence of other nations while asserting and maintaining her own. She has abstained from interference in the concerns of others, even when conflict has been for principles to which she clings, as to the last vital drop that visits the heart. She has seen that probably for centuries to come, all the contests of that Aceldama the European world, will be contests of inveterate power, and emerging right. Wherever the standard of freedom and Independence has been or shall be unfurled, there will her heart, her benedictions and her prayers be. But she goes not abroad, in search of monsters to destroy. She is the well-wisher to the freedom and independence of all. She is the champion and vindicator only of her own. She will commend the general cause by the countenance of her voice, and the benignant sympathy of her example. She well knows that by once enlisting under other banners than her own, were they even the banners of foreign independence, she would involve herself beyond the power of extrication, in all the wars of interest and intrigue, of individual avarice, envy, and ambition, which assume the colors and usurp the standard of freedom. The fundamental maxims of her policy would insensibly change from liberty to force.... She might become the dictatress of the world. She would be no longer the ruler of her own spirit....
[America's] glory is not dominion, but liberty. Her march is the march of the mind. She has a spear and a shield: but the motto upon her shield is, Freedom, Independence, Peace. This has been her Declaration: this has been, as far as her necessary intercourse with the rest of mankind would permit, her practice
Highlight added by Tigulis & Bradley to help you focus on some KEY parts!! Your welcome!! J
Source: https://www.mtholyoke.edu/acad/intrel/jqadams.htm
Questions:
1. Write down a quotation that supports the Monroe Doctrine? Explain how that quote supports the Monroe Doctrine?
2. Write down a quotation that opposes the Monroe Doctrine? Explain how that quote opposes the Monroe Doctrine?
3. Choose a quotation and explain how that quotation connects to or exemplifies an event we studied in either Chapter 7 or Chapter 8.
9-1 DBQ Document 2: Written Primary Source 2
BACKGROUND: In December 1823, President Monroe issued a statement that became known as the Monroe Doctrine. These 4 quotations are pulled from that speech.
Questions:
1. Teacher’s signature for correct matching of quotations.
2. Of the 4 quotations, which one do you believe is the most important? Why?
3. Using the background you learned in Chapter 9 Section 1 about the United States’ relationship with Spain (think Adams-Onis Treaty, think South American Independence) why did Monroe believe he must make this doctrine?
9-1 DBQ Document 2: Written Primary Source 2
Directions:
1. Read each of the quotation cards.
2. Read each of the translation cards.
3. Match the quotation card with the correct translation card.
4. When you think you are correct, have your teacher check your answers. Her signature is questions #1 below.
9-1 DBQ Document 2: Written Primary Source 2
Directions:
1. Read each of the quotation cards.
2. Read each of the translation cards.
3. Match the quotation card with the correct translation card.
4. When you think you are correct, have your teacher check your answers. Her signature is questions #1 below.
9-1 DBQ Document 3: Visual Primary Source 1
9-1 DBQ Document 4: Visual Primary Source 2
DIRECTIONS:
1. Choose ONE of the political cartoons provided and answer the questions below.
Questions:
1. What are the facts you see in the cartoon? (What objects do you see?)
2. What do those objects represent/symbolize?
3. How does the cartoon relate to one or more of the 4 main points (page 301) of the Monroe Doctrine?
9-2 DBQ Document 1: Poem
9-2 DBQ Document 2: Missouri
Compromise Interactive Map
Questions:
1. Which region, North or South, had the most land area in 1820? (This can be calculated by adding together all the square miles of the northern states, then doing the same for the southern states. Compare the two numbers.)2. Which region was more densely populated?
3. Which region had the higher population of black people? In what two southern states did the black population outnumber the white population?
4. Compare the land area in the territories where slavery was prohibited with that of the territories where slavery was permitted, by adding the land area totals of Michigan to Missouri, and then of Arkansas to Florida. Which had the most land area?
5. What changes did the Missouri Compromise bring to the U. S. map?
6. How did the Missouri Compromise solve the problem of keeping the balance of power in the Senate between free and slave states?
7. What did the South stand to gain as a result of the Compromise? What did the South stand to lose?
Go to: http://www.teachingamericanhistory.org/neh/interactives/sectionalism/lesson1/
Once there, you can click on the states to get the information.
9-2 DBQ Document 3: A Firebell in the Night
The Missouri Compromise, by the terms of which slavery was henceforth excluded from the territories north of latitude 36°30' (the southern boundary of Missouri), alarmed Thomas Jefferson, as he told John Holmes in this famous letter, “like a firebell in the night.” The vividness of the image was in keeping with the passions of the time. Despite being a slaveholder himself, Jefferson publicly disapproved of slavery. He even more strongly disapproved of any action on the part of Congress that, in his view, exceeded its constitutional authority. Slavery, Jefferson believed, would die a natural death if left alone; but the very life of the Union depended on maintaining a due measure in legislative acts. In addition, the Missouri Compromise had drawn a line across the country on the basis of a principle, not of geography; such a line, “held up,” as Jefferson put it, “to the angry passions of men,” could have no other ultimate effect than the disastrous rending of the body politic. Holmes, a Massachusetts man, was one of the few Northern congressmen to vote against the Tallmadge Amendment that would have excluded slavery from Missouri itself; Jefferson's prophetic letter to him was written April 22, 1820, just a month after the passage of the Missouri Compromise.
I thank you, dear sir, for the copy you have been so kind as to send me of the letter to your constituents on the Missouri question. It is a perfect justification to them. I had for a long time ceased to read newspapers, or pay any attention to public affairs, confident they were in good hands, and content to be a passenger in our bark to the shore from which I am not distant. But this momentous question, like a firebell in the night, awakened and filled me with terror. I considered it at once as the knell of the Union. It is hushed, indeed, for the moment. But this is a reprieve only, not a final sentence. A geographical line, coinciding with a marked principle, moral and political, once conceived and held up to the angry passions of men, will never be obliterated; and every new irritation will mark it deeper and deeper. I can say, with conscious truth, that there is not a man on earth who would sacrifice more than I would to relieve us from this heavy reproach, in any practicable way.
The cession of that kind of property, for so it is misnamed, is a bagatelle which would not cost me a second thought, if, in that way, a general emancipation and expatriation could be effected; and gradually, and with due sacrifices, I think it might be. But as it is, we have the wolf by the ears, and we can neither hold him, nor safely let him go. Justice is in one scale, and self-preservation in the other. Of one thing I am certain, that as the passage of slaves from one state to another would not make a slave of a single human being who would not be so without it, so their diffusion over a greater surface would make them individually happier, and proportionally facilitate the accomplishment of their emancipation, by dividing the burden on a greater number of coadjutors. An abstinence too, from this act of power, would remove the jealousy excited by the undertaking of Congress to regulate the condition of the different descriptions of men composing a state. This certainly is the exclusive right of every state, which nothing in the Constitution has taken from them and given to the general government. Could Congress, for example, say that the non-freemen of Connecticut shall be freemen, or that they shall not emigrate into any other state?
I regret that I am now to die in the belief that the useless sacrifice of themselves by the generation of 1776, to acquire self-government and happiness to their country, is to be thrown away by the unwise and unworthy passions of their sons, and that my only consolation is to be that I live not to weep over it. If they would but dispassionately weigh the blessings they will throw away against an abstract principle more likely to be effected by union than by scission, they would pause before they would perpetrate this act of suicide on themselves, and of treason against the hopes of the world. To yourself, as the faithful advocate of the Union, I tender the offering of my high esteem and respect.
Source: Memoirs, Correspondence, and Private Papers of Thomas Jefferson, vol. 4, Thomas Jefferson Randolph, ed., 1829, pp. 323-333.
Questions:
1. What are Jefferson’s thoughts on the Missouri Compromise?
2. Why does he feel this way?
3. What does he mean “like a firebell in the night”
4. How does he feel about the sacrifices made by the Patriots in 1776?
9-2 DBQ Document 4: 2 Newspaper articles
The following two newspaper articles reflect the controversial times and opinions that gave birth to the Missouri Compromise. The first article is from a Northern newspaper ridiculing pro-slavery arguments based on the Bible and the Constitution. The second, from a paper in a slave state, insists that states’ rights are paramount in this matter, and Congress has no authority expressed in the Constitution to restrict slavery in a state.
Article 1: The Constitution in Danger!
The Virginians have such a regard for this instrument, and the Carolinians for the Bible, that they cannot conscientiously restrict slavery in Missouri, now a Territory. The Constitution forbids it—and the Bible forbids it. Now mark their consistency. On the question of compromise, by restricting slavery north of a certain degree of latitude, these gentlemen with Mr. Parrott, of N.H., at once make a compromise with the Constitution, and their conscientious scruples vanish.
Mr. Smith of S.C. attempted by quotations from the “Holy Bible” to prove that slavery was at least permitted amongst the chosen people of God—that it was a part of the law of God—and asks the question “if we are left to select such laws for our obedience, as we find suited to our inclinations, and our policy, and abrogate the others?” But Mr. Smith is as happy in “quoting scripture to his purpose” as he is consistent in other respects. In the 3d column of a speech filling 11 [columns] of the National Intelligencer, he ridicules the idea of danger from the black population. “This people are so domesticated, or so kindly treated by their masters, and their situations so improved, that Marcus (an anonymous writer in favor of restriction referred to) and all his host, cannot excite one among twenty to insurrection.” Yet towards the close of his speech he deprecates even the mention of ameliorating the condition of slaves, or restricting their emigration, from its probable effects upon the slave population, to excite them to rebellion. “Let us look,” says he, “the danger that threatens us in the face. Let us contemplate a revolt in its progress and consequences,” and then refers to Edwards’ history of the revolt in St. Domingo, and paints the most frightful picture, calling upon the Senate “to preserve our citizens from massacre, our wives and daughters from violations, and our children from being impaled by the most inhuman of savages”—by extending the evil and danger over the vast country in the west.
This article was printed by the Baltimore Patriot & Mercantile Advertiser (Baltimore, Maryland) on March 4, 1820
Questions:
1. What is Article 1’s belief about the Missouri Compromise? Why?
2. How does he break down the Southern ideas of why slavery is acceptable?