186 ChApTEr 7 | reForM anD reaCtion | period Four 180 0 –1848 TopIC II^ |^ Debating the identity of america^187187
arrangement focuses on the appropriate use of historical evidence, which may be limiting
because not all of these documents fall neatly into a pro and con argument about slavery.
You could take a further step back, however, and contextualize the documents according
to the way that their authors conceive of America. For John C. Calhoun (Doc. 7.2) and Lyman
Beecher (Doc. 7.5), for example, America is a place where ideologies about class differences
are made manifest. Both envision America as a place where some people are superior to oth-
ers. You could call this category “Unequal America,” where class differences still exist. Another
category might be “Equal America” and could include abolitionists such as William Lloyd Gar-
rison (Doc. 7.7) and Frederick Douglass (Doc. 7.9), who conceive of enslaved African Ameri-
cans as being naturally equal to white Americans and demand that they be treated accord-
ingly. The Declaration of Sentiments and Resolutions (Doc. 7.10) also fits in this category. But
where does Asher Durand’s Dover Plains (Doc. 7.11) belong? To evaluate the painting, you
might focus on how the subject matter is portrayed. For example, consider the relative insig-
nificance that Durand gives to individuals compared to the natural beauty that surrounds them
and the ways that this might reflect the artist’s ideas. Review your response to the “evaluate”
question that follows Document 7.11.
Whether your synthesis occurs at a concrete level (such as appropriate use of historical
evidence) or a conceptual level (such as contextualization), the most effective syntheses will
purposefully and accurately use as many documents as possible.steP 2 After you have organized the documents, consult your textbook and class notes for
additional background on the time period (1800–1848) and on the subjects who are promi-
nent in these documents. For example, if you use the category “Equal America,” find chap-
ters that cover the abolitionist movement and the early women’s rights movement. Read the
relevant sections. While you read them, take notes from the textbook and your class notes
under the category where you have organized your documents. You should now have a list
of primary sources and secondary information that is organized by the categories that fall
under the subtheme “Debating the Identity of America.” For example:Debating the Identity of America
Equal America Unequal America
Doc. 7.6, David Walker, “Walker’s Appeal...
to the Coloured Citizens of the World”
Notes: Free African Americans in the North
lived segregated and impoverished lives.Doc. 7.5, Lyman Beecher, “The Evils of Intem-
perance”
Notes: The temperance movement was
overwhelmingly middle class and aimed at
reforming working class.steP 3 Turn your organized notes into a statement that synthesizes this information by
answering the following prompt:Throughout the early nineteenth century, Americans debated their identity as a
people. Using the seven documents in this section and information from your
textbook and class notes, define some of the major contemporary debates about
the identity of the United States in the early nineteenth century.08_STA_2012_ch7_169-190.indd 187 19/03/15 4:33 PM