In this activity, you’ll use the historical thinking practice of contextualization to understand how and why ideas about childhood began to change during this period. People today generally think of childhood as a distinct stage in the development process to becoming adults; however, this is actually a relatively recent way of thinking. By contextualizing this period, you’ll understand why these changes took place in the nineteenth century, and how they prompted industrial societies to see child labor as problematic in a way previous societies had not.

Claim testing, causation
You will use your claim-testing skills to determine the best information to use to answer the prompt and contextualize the changes that occurred regarding child labor. You’ll also examine the time period in which these changes occurred to determine what historical events or processes caused these reforms to take place.

In this activity, you will use the event cards to complete the Contextualization Tool. Then, you’ll use the information from your completed tools and evidence from the article “Child Labor” to write a one- to two-paragraph response that answers the following question:

What historical context related to the time period, location, and culture changed people’s ideas about childhood and child labor in industrialized societies?

First, look at the pictures and read the passage below:

Imagine you’re 8 years old and living in the nineteenth century. But instead of getting up and getting ready to go to school, you are getting up to go to work. At 4:00 AM! If you were a boy, there was a good chance you were headed off to a coal mine, where you would put in 13 hours or more. Coal mines were extremely dangerous and unhealthy with cramped passages, toxic coal dust, and explosive coal gas. And if you were a boy or girl who lived in the city, you were probably headed off to a textile (clothing) factory, also very unhealthy and dangerous. Now, that might sound awful—and to be clear, it was—but before the second half of the nineteenth century, the concept of “childhood” didn’t really exist. Children were expected to contribute to the economic well- being of the family. For most of human history, that meant helping secure and produce food. After the Industrial Revolution, it also meant mine or factory work to earn a meager wage for your family, but a nice profit for the mine or factory owner.

Next, your teacher will either hand out or have you download the Contextualization – Child Labor worksheet. You should be familiar with the Contextualization Tool, which is included in the worksheet. Your teacher may ask you to work in pairs or in small groups to complete the tool. 

First, write the dates and locations where child labor occurred in industrialized countries (c. 1750 to c. 1914, mainly in Europe and North America), and then divide the event cards into broad and narrow context.

You’ll share your broad and narrow context with the class by placing your event cards on the funnel on the board. Be sure to share your reasons for categorizing your event cards as broad or narrow context. You are allowed to move any event cards that you think were placed incorrectly by the prior group, but you must provide justification for doing so. After your group has moved any of the previous group’s event cards then you can place two of your event cards that are not already up on the funnel and explain your reasoning to the class. Then, return to your group to answer the remaining questions on the tool.

Finally, use your descriptions of broad and narrow context on the tool and information from the “Child Labor” article to individually write a one- to two-paragraph response to the question posed at the beginning of this activity:

What historical context related to the time period, location, and culture changed people’s ideas about childhood and child labor in industrialized societies?

Your thesis statements should be one or two sentences that directly answer the question being asked. Be sure to include evidence from your completed tools and the “Child Labor” article to support your thesis statement including information about the temporal (time), spatial (location), and cultural context, as well as this topic’s connection to the AP® themes. Your teacher will collect your completed worksheets and paragraphs to assess how your contextualization skills are progressing.

Children have worked for most of human history, but child labor started to look very different under industrial capitalism. The need for labor in large-scale production pulled many children into unsafe working situations. Many reformers pushed to reform these practices for moral reasons, but change was slow. Regulations that made child labor expensive eventually led to the decline of child labor in some regions, though it’s still a problem today.

One feature of the “modern” world is that kids are in schools, so this transformation can’t be ignored when responding to the Unit Problem: “How did different parts of the world experience the revolutionary transformations of the period c. 1750 to 1900 CE?” This lesson looks at major social changes that happened as a result of industrialization, and this article focuses specifically on changes in child labor. It presents evidence and arguments that can help you consider how labor conditions have changed over time.

Think about the following question as you read the article: To what extent does this article explain the causes and effects of calls for change in industrial societies from 1750 to 1900? Write this question at the top of the Three Close Reads worksheet. You will be asked to respond to this question again after the third read in the Evaluating and Corroborating section of the worksheet.

Read 1 – Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads worksheet as you complete your first close read. As a reminder, this should be a quick process!

Read 2 – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. How did views about children change in this period in some places, according to the author?
2. What limitations does the Matthew Crabtree source have?
3. What economic factors made some child labor regulations effective?
4. How did children’s work change over time in industrialized societies as a result of these changes?

Read 3 – Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. To what extent does this article explain the causes and effects of calls for change in industrial societies from 1750 to 1900?
2. According to the article, over a hundred million children still have to work, but child labor is less common than it once was. Based on evidence from this article and other material in this lesson, do you think labor conditions today are better for children—and adults—than they were a hundred years ago? For whom are they better? Explain your reasoning.
3. How do the transformations described in this article affect you, today?

3x5 note cards or cut up paper

This sourcing collection, along with the Quick-Sourcing Tool, gives you an opportunity to practice a quicker kind of sourcing than you do in the sourcing practice progression. The tool and the process for using it—specifically designed for unpacking document collections—will help you be successful on both the SAQ and DBQ portions of the AP^® World History: Modern exam.

If you are unfamiliar with the Quick-Sourcing Tool or the process for using it, we recommend reviewing the Quick-Sourcing Introduction activity in Lesson 1.4.

The Quick-Sourcing Tool can be used any time you encounter a set of sources and are trying to respond to a prompt or question, as opposed to the deeper analysis you do when using the HAPPY tool that is part of the sourcing progression.

First, take out or download the sourcing collection and review the guiding question that appears on the first page. Then, take out or download the Quick-Sourcing Tool and review the directions. For Part 1, you’ll write a quick summary of each source in terms of how it relates to the guiding question (we recommend using one note card or scrap of paper for each source).

For Part 2, which uses the first four letters of the acronym from the HAPPY tool, you only have to respond to one of these four questions. This will get you a partial point on the AP^® World History: Modern exam. You should always include the historical significance or “why” (the “Y” in “HAPPY”) for any of the four questions you choose to respond to.

In Part 3, you’ll gather the evidence you found in each document and add it to your note cards so you can include it in a response later. Once each document is analyzed, look at your note cards and try to categorize the cards. There might be a group of documents that support the claim you want to make in your response, and another group that will help you consider counterclaims, for example.

To wrap up, try to respond to the guiding question.

The long nineteenth century was a revolutionary epoch. This collection provides a global view of these revolutionary changes and focuses on the themes of governance, economic systems, social interactions, and culture.

The AP^® World History: Modern CED suggests students develop their sourcing skills in line with certain topics. For Unit 5, two of these topics are “Nationalism and Revolutions in the Period from 1750 to 1900” and “Reactions to the Industrial Economy from 1750 to 1900”; therefore, we’ve compiled a number of primary source excerpts to help you develop these skills in relation to this content. This should help prepare you to be successful on the AP exam.

We recommend using the accompanying Quick Sourcing activity (above) to help you analyze these sources.

The experiences of women throughout history differ between regions and time periods. However, by using a historical investigation tool like comparison, we can view how women in history confronted similar challenges and common social expectations, regardless of place and time. By zooming in on the stories of women in specific societies, we can better understand the challenges women faced throughout history and continue to face in many parts of the world. You will question which groups get rights in our society, perhaps revealing who is included and excluded from our systems of government.

Contextualization, CCOT, writing
In this activity, you will examine the context in which women’s roles were defined, and how women sought to challenge the traditional power structures within these regions. Additionally, you will need to identify how women’s suffrage changed over time within the regions, why that change was possible, and how those changes inform women’s roles in society today. Finally, you’ll be writing a paragraph response for a comparison prompt.

In this activity, you will compare and contrast women’s road to suffrage in two of the following six regions: New Zealand and Australia, Europe, Asia, North America, Latin America, and Africa.

First, your teacher will either hand out or have you download the Comparison – Women’s Suffrage worksheet. With your class, review the questions that you are being asked to respond to in the Comparison Tool, included in the worksheet, to ensure that you’re focusing on the right details when you read the article.

Then, individually read “A World Tour of Women’s Suffrage.” As you read, think about the most important similarities and differences in how women achieved suffrage across all of these regions. Once everyone’s finished reading the article, your teacher will divide the class into pairs and assign each pair two regions from the article. You’ll focus on these two regions and complete Part 1: Identifying and Describing of the Comparison Tool.

Once you and your partner have completed Part 1 of the tool, you’ll work together on Part 2: Analyzing to write two thesis statements in response to the following prompts:

• What is the most significant similarity when comparing how women achieved suffrage across these regions?
• What is the most significant difference when comparing how women achieved suffrage across these regions?

Remember that can use the acronym ADE (amount, depth, and endurance) to help determine historical significance. Consider if these similarities and differences affected most people in these regions (amount); if people in these regions were deeply affected by these similarities and differences (depth); or if these similarities and differences were long lasting (endurance).

After you’re finished writing your thesis statements, join with another pair of students to form a group of four. Share and discuss your thesis statements in your new group and build upon or revise your thesis statements based on these discussions.

Then, you’ll individually write a paragraph response answering the following question (remember to support your answer with evidence from today’s class, thinking about the societies you just read about):

• To what extent are women’s rights in the region and period you studied similar to women’s rights in your nation today?

Your teacher will collect your worksheets and paragraph responses at the end of the activity to assess your understanding of the topic and this historical thinking practice.

Women’s suffrage, or the right to vote in elections, didn’t happen all at once across the globe. Women pushed for the right to vote for many different reasons, and they achieved it at very different times. Whether through campaigns to ban alcohol or fights to gain independence, women played an important role in social change in this era. However, that didn’t always mean they had equal rights. And even when some women did win these rights, other groups remained excluded.

In this unit, you are asked to assess continuity and change over time in the period between about 1750 and 1900. This article will help you answer this question at both a regional and a global level, because you’ll learn about how a global movement like the right for women’s suffrage had a very different look and timeline in different regions. It’ll also help you understand women’s suffrage in the context of other major engines of change, like changes in labor and government.

Read 1 – Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Read 2 – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. How did women’s suffrage differ between New Zealand and Australia?
2. How did the Enlightenment contribute to the growth of the women’s suffrage movement?
3. Why did many Central Asian states grant women suffrage at a similar time in the early twentieth century?
4. What derailed women’s suffrage in China and Japan for a period?
5. What groups of women were excluded from voting in North America? Why?
6. What did the struggles for women’s suffrage in Latin America and Africa have in common?

Read 3 – Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. Describe the extent to which the evidence provided in this article explains how industrialization caused change in existing hierarchies and standards of living.
2. In this lesson, you’ve learned a lot about major changes in labor, with both industrial capitalism and socialist movements growing during this era. How did these changes affect the course of women’s suffrage? Use evidence from this article and other material in this lesson to defend your claim.

Most societies throughout history have defined different roles for men and women. These definitions change over time. In the long nineteenth century, a new set of ideals—Victorian values—arose in Europe and spread around the world. These prescribed certain public roles for men and restricted women. But in reality, people were sometimes able to use the tools of modernity to fight back against these rules and restrictions. As a result, this period saw both a tightening of restrictive gender roles and the opening of new possibilities for freedoms.

Think about the following question as you read the article: To what extent does this article explain how industrialization caused change in existing hierarchies and standards of living? Write this question at the top of the Three Close Reads worksheet. You will be asked to respond to this question again after the third read in the Evaluating and Corroborating section of the worksheet.

Think about the following question as you read the article: To what extent does this article explain how industrialization caused change in existing hierarchies and standards of living? Write this question at the top of the Three Close Reads worksheet. You will be asked to respond to this question again after the third read in the Evaluating and Corroborating section of the worksheet.

Read 1 – Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Read 2 – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. What were “Victorian” ideals of gender roles, according to the article? How did they spread around the world?
2. This period saw the rise of the “new women” in Europe and America. Who were “new women”?
3. What kinds of impacts did European imperialism have on women in Asia in this period, according to the author?
4. How did women in Nigeria attempt to use their traditional roles as mothers to protest British taxes and colonialism?
5. How did the rise of Marxism (socialism) create potential for change in gender roles?
6. According to the author, did nationalism create new opportunities for gender equality, or not? Explain your answer.

Read 3 – Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. To what extent does this article explain how industrialization caused change in existing hierarchies and standards of living?
2. What do you think was the most significant way in which gender roles changed in the period covered in this unit?
3. This article also looks at the spread of ideas like nationalism and socialism as forces that could challenge Victorian gender roles, but only to a certain degree. What does this tell us about the role of exchange networks in spreading new ideas about gender, and their limitations?

Understanding claim testers is just the beginning! It is now time for you to support, evaluate, and refute claims. You will apply what you know about authority, logic, intuition, and evidence to write supporting statements for claims and analyze the quality of the statements put forth by your peers. In doing so, you will be gaining experience in supporting your own claims with evidence—which will promote your development as a reader, writer, and critical thinker.

Reading, writing
As readers, we need to be equipped with the tools required to be critical of the stories we hear and the narratives we accept and promote. You will practice reading for meaning while exploring the various claims—and you will engage with the claims by creating supporting statements. Next, you will analyze the supporting statements and determine the quality of such statements in collaborative conversation in small groups. Writing will be practiced in multiple parts of this activity, as you will write supporting and refuting statements in relation to the claims you were given.

In this claim-testing activity, you are given four claims about social class and gender. You are asked to work with these claims in three different ways:

1. Find supporting statements for those claims.
2. Evaluate the strength of the supporting statements provided for those claims.
3. Provide statements that refute (argue against) the claims.

Get into small table groups. Each group should have a complete set of Claim Cards in the middle of their table. Listen for your teacher’s directions for when to start.

Round 1

1. Grab one Claim Card from the center of the table.
2. On the card, write down a statement that supports the claim. You can use prior knowledge or course materials for this.
3. Pass your Claim Card to the person to your right.
4. Write down a statement that supports the claim on the card that you now have. It can’t be the same as any of the supports already written on the card.
5. Repeat the process until each group member has written a supporting statement on each card.
6. Put the Claim Cards back in the center of the table.

Round 2

1. Grab one Claim Card from the pile and stand up.
2. Find at least three other students who have the same claim as you and get into a group with them (if there are more than six people in your group, let your teacher know).
3. Look at all the supporting statements that were written for your claim. Decide which supporting statements are strongest (that is, they best support the claim).
4. Write the strongest supporting statements on the whiteboard so everyone can see them.

Round 3

1. With the same group you were in for Round 2, consider any historical exceptions to your claim. What can you offer to refute the claim?
2. Add at least one refuting statement, what we often refer to as a counterclaim, on the board so everyone can see it.
3. Write both your strongest supporting statements and the exception to the claim as an exit ticket—be sure to explain your reasoning for choosing your supporting statements and refutations. Your teacher may also have you share your statements and counterclaim with the class.

Make sure you have the Unit 5 Themes Notebook worksheet that you partially filled out earlier in the unit.

This is a continuation of the Themes Notebook activity that you started earlier in this unit. As part of WHP AP, you are asked to revisit the AP themes in order to maintain a connection to the core themes of the course. Because this is the second time you’re working with the themes questions, you’re asked to explain how your understanding of the unit’s themes has changed since you began the unit. Make sure you use evidence from this unit and sound reasoning in your answers.

Fill out the second table on your partially completed worksheet from earlier in Unit 5. Be prepared to talk about your ideas with your class.

In this activity, you’ll find the continuities and changes that took place between Unit 4: Transoceanic Interconnections and the Unit 5: Revolutions, complete the CCOT Tool (included in the worksheet), and write a response to a CCOT prompt. With each CCOT activity in the course, you should get better at identifying and describing changes and continuities over time. This historical reasoning process will help you explain the changes as you move through the units and also allow you to see patterns that emerge through the continuities.

Comparison, causation, contextualization, writing
Since you’ve been introduced to many of these practices throughout the course, you should recognize that CCOT employs comparison, causation, and contextualization to analyze historical events from a number of perspectives. You will have to use all these skills to recognize continuities and changes, categorize or contextualize them, and decide how one event might cause another or how events or time periods compare to one another. In addition, you’ll be writing a paragraph response to answer a CCOT prompt that focuses on the economic systems and social interaction and organization themes.

Your teacher will either hand out or have you download the CCOT – Transoceanic Interconnections to Revolutions worksheet (which includes the CCOT Tool) and divide the class into pairs or small groups. Once you’re in groups, follow the tool directions and start by adding the timeframe (c. 1450 to c. 1900 CE). Then, you’ll identify the continuities and changes that took place from Unit 4: Transoceanic Interconnections to Unit 5: Revolutions. Remember, you can use any of the articles and videos from these units to help you identify continuities and changes—the Units 4 and 5 introduction articles are a good place to start!

Once your group has identified the continuities and changes, write these on sticky notes (one change or continuity per note). Then, work together to decide if the continuities and changes you identified are positive or negative and place them on the graph in the tool.

Next, you’ll work together to complete the remaining questions on the tool. Remember that you can use the acronym ADE to determine historical significance. Consider if most people’s lives were affected by these changes and continuities (amount); if people living in this time period were deeply affected by these changes and continuities (depth); or if these changes and continuities were long lasting (endurance).

Then, craft thesis statements in response to the following CCOT prompts:

• To what extent were the economic changes that occurred from c. 1450 to c. 1900 positive?
• To what extent were the political continuities that occurred from c. 1450 to c. 1900 positive?

Finally, use your thesis statements to individually write a paragraph response as an exit ticket that fully responds to the following prompt: Explain how economic developments from c. 1450 to c. 1900 CE affected social interactions and organization over time.

Your teacher will collect your worksheets and paragraphs and will use them to evaluate how your CCOT skills are progressing.

This activity will help you to pull together some of your ideas for responding to the Unit Problem: “How did different parts of the world experience the revolutionary transformations of the period c. 1750 to 1900 CE?” You will look back on what you have learned during this unit by exploring the geography of revolution. You’re also going to review your predictions about revolutions during the long nineteenth century. Finally, you’ll be able to look at other revolutions, and discuss what patterns might connect them!

This activity begins with an identification opening in which you will identify 13 revolutions and rebellions. Next, you will revisit your predictions about where revolutions would happen from Part 1 of this geography activity, which you completed at the beginning of the unit. Finally, you will look for additional patterns in the location of revolutions and rebellions around the world.

Step 1

Individually, identify the revolutions associated with the numbers on the black-and-white maps of Afro-Eurasia and the Americas and record your answers on the worksheet. You will likely complete this part of the activity without referencing outside sources or the rest of the maps in this activity, or your teacher might provide you with access to the Empires, Enslavement, and Revolutions Thematic Map at this stage.

Step 2

Review the Empires, Enslavement, and Revolutions Thematic Map and correct your identifications. Next, examine the map more closely. You will compare this map with the predictions you made at the beginning of the unit. Were you correct at guessing where revolutions would take place?

Step 3

Remaining in small groups, you will answer three questions, and write a short paragraph or bullet list in response to the prompt below. Be prepared to share your answers with the class:

What kinds of geographic and political patterns contributed to the spread of revolutions around the world? What other factors have you learned about that were important, but that are not shown on this map?

Using visual sources for evidence when forming SAQ responses can be a tricky skill to master. Instead of giving you images to analyze, this activity takes a slightly different approach by instead asking you to search for images that relate to historical developments from Unit 5. In searching for images, you’ll have to use a discerning eye to find those that will help support the claims you want to make, which will help you increase your ease with analyzing and using visual sources as evidence.

In this SAQ practice activity, you’re again going to analyze visual sources as evidence for your response to the SAQs; however, this time you’re going to have to find the images you want to use! While the College Board does provide the images during the actual AP^® World History: Modern exam, searching for images is a practice that should help you advance your image analysis skills, as well as your historical research skills.

This is the SAQ you’ll be responding to in this practice activity, except you’ll find the image or images that will go well with each prompt.

• Prompt A: Explain ONE way in which the event depicted in the image shows how new technologies increased transportation globally in the nineteenth century.
• Prompt B: Identify ONE way in which the event depicted in the image reflects economic changes due to industrialization in the nineteenth century.
• Prompt C: Explain ONE way in which the event depicted in the image shows the effects of industrialization on working class families in the nineteenth century.

First, download the SAQ Practice – Unit 5 worksheet, and quickly rewrite the prompts in your own words for some practice. Then, get ready to search for images that can be used as evidence when you write responses to the SAQ prompts in the third part of the activity. Your teacher may walk you through the process before you do this on your own. Once you’re in small groups or pairs, pick whether you want to respond to Prompt B or C. Once you’ve decided, search for an image that you can analyze and then use as evidence to help you respond to the prompt. Once you’re done finding images for analysis and responding to one of the SAQ prompts, be prepared to share your answers with the class.

This writing activity brings you back to the first two rows of the WHP DBQ Writing Rubric: Thesis and Contextualization. (Note: these rows are identical on the DBQ and LEQ rubrics.) You will progress from analyzing an essay for its major claim and contextualization, to identifying and revising these elements in a student-written essay. The move from analysis to application will help you advance your claim-making skills so that you can generate your own well-crafted thesis statements couched in the appropriate historical context. This is an important skill to practice, both for the advancement of your writing, as well as in preparation for the AP^® World History: Modern exam.

It’s another writing activity! Even though you’ve done it before, you are once again going to take a look at claim and contextualization in a student essay. However, this time you’ll have a not-so-great essay to improve upon. This essay was written in response to the AP Unit 3 DBQ: Evaluate the extent to which governments reacted similarly to increased foreign trade during the period c. 1450 to 1750 CE.

As a class, review what makes for a strong claim. Remember, a high-quality thesis is one that is both specific and historically defensible and responds to the prompt and establishes a line of reasoning. It is usually introduced early in the essay to help structure the argument. For an essay to receive high marks for contextualization, the author must describe a broader historical context, one that is relevant to the prompt.

Take out the Writing – Thesis and Contextualization Part 2 worksheet and follow the directions on the worksheet.

First, locate the major claim/thesis statement in the essay, and then revise the major claim. Next, look for contextualization in the essay, and then revise at least two sentences where the contextualization could be improved. It’s important for you to follow the order of these instructions, since it will be difficult for you to improve the use of contextualization without a clear and convincing major claim to connect to. Note that improving contextualization might mean adding more context and not just revising what is there. Be prepared to share your revisions with the class.

• Have the Comparison, CCOT, and Causation tools available (find all resources on the Student Resources page)

This DBQ is another opportunity to get a sense of your progress in developing your historical thinking and writing skills. Additionally, writing DBQs will help prepare you to be successful on the AP^® World History: Modern exam.

Day 1

It’s time for another DBQ. This time, you’ll be writing about the Industrial Revolution. The DBQ prompt is: Evaluate the extent to which industrialization brought change to Britain and India during the period from c. 1750 to 1900 CE. Start out by using the Question Parsing Tool to help you figure out what this question is really asking, so you can write an appropriate response.

Take out the DBQ and skim the documents quickly. Then, pick the thinking tool you want to use to help you analyze the documents (comparison, causation, or CCOT). Once you’ve picked a tool, read each document a bit more closely and write down or underline the information you think you might use in your essay, along with any additional sourcing you have time for. Remember, in your essay, you need to include evidence from at least four of the seven documents, and you also need to provide source analysis for two of the documents. Write your ideas on your chosen tool as you work through the documents.

Next, create a major claim or thesis statement that responds to the prompt. The notes you have taken should help you form a defensible thesis statement.

Finally, it’s time to contextualize. As you likely know, all historical essays require this. If needed, you can use the Contextualization Tool to help you decide what to include.

Day 2

This second day is your writing day. Feel free to use your tools and notes from any prewriting work you completed as you craft your essay response. Make sure you have a copy of the WHP DBQ Writing Rubric available to remind you of what is important to include in your essay. And don’t forget to contextualize: Think of the entire time period, not just the time immediately preceding the historical event or process you are writing about. Your teacher will give you a time limit for completing your five- to six-paragraph essay responding to the DBQ.