[Brinkley US History DBQ: Period 2 – CHAPTER 3]

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statements and indentations.]

Directions: Question 1 is based on the 7 documents below which have been edited for the
purpose of this test. Spend 15 minutes reading and planning, and spend 45 minutes writing your
answer.

Be sure to do the following when writing your answer:

 Provide a thesis statement that explicitly addresses all parts of the question.
 Support your thesis or argument with relevant evidence from all, or all but one, of the
documents.
 Include analysis of all, or all but one, of the documents in your argument.
 In your analysis of each document, address at least one of the following: intended
audience, purpose, historical context, and/or point of view.
 Support your argument with analysis of historical examples outside the documents.
 Connect your argument to broader historical events or processes.
 Synthesize all of the above into a coherent and persuasive essay that extends your
argument, connects it to another historical context, OR account contradictory evidence
about the topic.

[1 Document Based Question--goes with SECTION BREAK 1-- Please set question, text
passages and images exactly as shown – including bullet points, parentheses, credit lines
and descriptions.]
Analyze the ways that the British Colonies in North America had created a separate identity as
Americans by the middle of the 18th century.
 Document 1

Source: Value of Exports to and Imports from England by American Colonies (In pounds
sterling)

Document 2

Source: An Act for regulating Negro, Indian, and mulatto slaves within this province of New Jersey,
1704

…And whereas the Baptizing of Slaves is thought by some to be a sufficient Reason to set them at
Liberty; which being a groundless Opinion, and prejudicial to the Inhabitants of this Province, Be it
further Enacted by the Authority aforesaid, That the Baptizing of any Negro, Indian or Mallatto Slave,
shall not be any reason or cause for setting them, or any of them at Liberty…

Document 3

Source: From The Present State of Virginia, 1724, by Hugh Jones, a minister and mathematics
professor
 The habits, life, customs, computations, etc., of the Virginians are much the same as about London, which
they esteem their home…for the most part [they] have contemptible notions of…country places in [other
parts of] England and Scotland, whose language and manners are strange to them…they live in the same
manner, dress after the same fashion, and behave themselves exactly as the gentry in London.

Document 4

Source: From the sermon, Sinners in the Hands of an Angry God, by minister Jonathan Edwards, July
8, 1741.

The bow of God’s wrath is bent, and the arrow made ready on the string, and justice bends the arrow at
your heart, and strains the bow, and it is nothing but the mere pleasure of God, and that of an angry
God, without any promise or obligation at all, that keeps the arrow one moment from being made drunk
with your blood. Thus all you that never passed under a great change of heart, by the mighty power of
the spirit of God upon your souls, all you that were never born again, and made new creatures, and
raised from being dead in sin, to a state of new, and before altogether unexperienced light and life are in
the hands of an angry God.

Document 5

Source: Benjamin Franklin, Poor Richard’s Almanack, 1733-1758

 Haste makes waste.

 Early to bed and early to rise, makes a man healthy, wealthy, and wise.

 A false friend and a shadow attend only while the sun shines.

 A countryman between two lawyers is like a fish between two cats.

 Beware of little expenses; a small leak will sink a great ship.

 For want of a nail the shoe is lost; for want of a shoe, the horse is lost; for want of a horse the
rider is lost.

 He's gone, and forgot nothing but to say farewell to his creditors.

 He that lies down with dogs shall rise up with fleas.

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CHAPTER 3

Key Concept: 2.3.I

Key Concept: 2.3.II

Thematic Learning Objective: ID-1

Thematic Learning Objective: ID-4

Thematic Learning Objective: WXT-1

Thematic Learning Objective: WOR-2

Thematic Learning Objective: CUL-1

Thematic Learning Objective: CUL-4

Historical Thinking Skill: Patterns of Continuity and Change over Time

Historical Thinking Skill: Historical Argumentation

Historical Thinking Skill: Appropriate Use of Relevant Historical Evidence

Historical Thinking Skill: Interpretation

Historical Thinking Skill: Synthesis

Question Type: Document Based Question

Stimulus Question: Yes

Points: 7

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