Unit 3 DBQ
STUDENT MATERIALSSTUDENT MATERIALSS-1ASSESSMENT – UNIT 3 DBQWORLD HISTORY PROJECT 1750 / LESSON 3.2 ACTIVITYPreparation• Have the Comparison, CCOT, and Causation tools available (find all resources on the Student Resources page)PurposeThis assessment will help prepare you for the document-based questions (DBQs) you will probably encounter on exams. It will also give you a better understanding of your skills development and overall progress related to constructing an argument, interpreting historical documents, and employing the historical thinking practices you are using in this course. PracticesComparison, contextualization, sourcing, reading, writingAll DBQs require you to contextualize, source documents, and of course as part of this, read and write. ProcessDay 1 In this activity, you are going to prepare to respond to a DBQ, or document-based question. In this course, document-based questions give you a prompt or question along with seven source documents, and you’ll use the information in those documents (and any additional knowledge you have) to respond to the prompt. Your responses will be written in essay format, and will usually be five or six paragraphs long.This DBQ asks you to respond to the following prompt: Analyze how the Industrial Revolution impacted Britain and India similarly and differently c. 1750–1914.To make sure you’re clear on what you’re being asked, take out the Question Parsing Tool. Work with your classmates to deconstruct the prompt.Next, take out the DBQ and relevant thinking tool to help you analyze the documents. Take a look at the document library. As you do with the Three Close Reads process, quickly skim each of the documents for gist. Then, do a closer read of each one. For each document, write down the information you think you might use in your essay. If possible, also provide a source analysis for each document. Write your ideas on the relevant tool as you work through the documents. Discuss your ideas with the class. Now, come up with a major claim or thesis statement that responds to the prompt. Use the information from your thinking tool to help you come up with an idea. What you have written should help you support your claim. One common mistake students make when responding to a DBQ is not directly answering the prompt—so, in creating your thesis, make sure that it directly answers and is relevant to the prompt. Finally, it’s time to contextualize. Remember, that ALL historical essays require you to contextualize. If you need to refresh your memory, contextualization is the process of placing a document, an event, a person, or process within its larger historical setting, and includes situating it in time, space, and sociocultural setting. In this case, you are contextualizing the documents. Contextualization will often come at the beginning of your essay, or at least in the first paragraph, either before or after your thesis statement. As needed, you can use the Contextualization Tool for this part of the process.
STUDENT MATERIALSSTUDENT MATERIALSS-2ASSESSMENT – UNIT 3 DBQWORLD HISTORY PROJECT 1750 / LESSON 3.2 ACTIVITYDay 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 Writing Rubric available to remind you of what’s important to include in your essay. And don’t forget to contextualize! In doing that, 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.
STUDENT MATERIALSSTUDENT MATERIALSS-3ASSESSMENT – UNIT 3 DBQWORLD HISTORY PROJECT 1750 / LESSON 3.2 ACTIVITYUNIT 3 DBQDirections: Write a five- to six-paragraph essay in response to the prompt below. Make sure to use the documents provided to help support your argument. In addition to trying to meet the criteria on the WHP Writing Rubric, make sure to address the most relevant of these historical thinking skills in your response: comparison, causation, or CCOT. Finally, make sure you contextualize (describe the broader historical context relevant to the prompt). Make sure to write and submit your essay to Score, by clicking on the Unit 3 DBQ Assignment in My Assignments or the Unit page.We suggest you spend 10-15 minutes reading these documents and 35-45 minutes writing. Sources are edited for brevity and clarity.Analyze how the Industrial Revolution impacted Britain and India similarly and differently c. 1750–1914.
STUDENT MATERIALSSTUDENT MATERIALSS-4ASSESSMENT – UNIT 3 DBQWORLD HISTORY PROJECT 1750 / LESSON 3.2 ACTIVITYDocument 1This table illustrates the shifts in manufacturing production between 1870 and 1913, in the lead up to World War I. The percentages illustrate the countries where manufacturing production was centered in those two years, and also the shift over four decades. Source: “Percentage Distribution of the World’s Manufacturing Production, 1870 and 1913” from League of Nations, Industrialization and World Trade (1945), reproduced by the Fordham University Modern History Sourcebook (Tables Illustrating the Spread of Industrialization), https://sourcebooks.fordham.edu/mod/indrevtabs1.asp
STUDENT MATERIALSSTUDENT MATERIALSS-5ASSESSMENT – UNIT 3 DBQWORLD HISTORY PROJECT 1750 / LESSON 3.2 ACTIVITYDocument 2This is a writing by Dadabhai Naoroji (1825-1917), a founding member of the Indian National Congress and also the first Indian Member of Parliament in the British House of Commons.British theorists talk of India’s population increase caused by British peace, but they ignore the destruction caused by the British drain on India. The British talk of the operations of economic laws, but they forget that there is no such thing as natural economic law within India due to British imperialism. It is the pitiless perversion of economic laws that is destroying India, by the sad bleeding to which India is subjected. Why blame poor Nature when the fault lies at your own door? If you let natural and economic laws have their full and fair day, then India will become another England, with far greater benefits to England herself than at present.The English do not allow India to produce what it can produce, and the people are not allowed to enjoy what they can produce, and India is forcibly deprived of its means and capital. The political drain up to this time, from India to England, is above 500 million pounds without interest. The famines have been within the power of the British to prevent if they had done their duty, as a good and intelligent government.Source: Dadabhai Naoroji, “Memorandum No. 2 on the Moral Poverty in India and Native Thoughts on the Present British Indian Policy,” in Voices of Indian Freedom Movement: Voice of Nascent and Resurgent Nationalism, Volume 1, ed. J.C. Johari (New Delhi: Akashdeep Publishing, 1993), 100-102. Edited for brevity and clarity.
STUDENT MATERIALSSTUDENT MATERIALSS-6ASSESSMENT – UNIT 3 DBQWORLD HISTORY PROJECT 1750 / LESSON 3.2 ACTIVITYDocument 3This chart shows gross domestic product (GDP) per capita on the vertical axis, and change over time across the horizontal axis, from 1500 to 1950.Source: Gross domestic product per capita between 1500 and 1950 as measured in 1990 International Dollars considering purchasing power parity. This data is taken from economist Angus Maddison’s book, Contours of the World Economy, 1–2030 AD. Essays in Macro-Economic History (Oxford: Oxford University Press, 2007) 382, Table A.7. See also this reproduction https://commons.wikimedia.org/wiki/File:Maddison_GDP_per_capita_1500-1950.svg.
STUDENT MATERIALSSTUDENT MATERIALSS-7ASSESSMENT – UNIT 3 DBQWORLD HISTORY PROJECT 1750 / LESSON 3.2 ACTIVITYDocument 4This 1842 account by an English miner named Betty Harris (37 years of age) gives a worker’s perspective of industrialization. Harris was a “drawer” in the “colliery” or coal mine. Drawers were usually women and children who transported coal through the mines in a small basket or cart chained around the drawer’s waste and dragged along passages too small to fit most adults.“[I] work from 6 in the morning to 6 at night. ... I have two children, but they are too young to work. I worked at drawing when I was in the family way [pregnant]. I know a woman who has gone home and washed herself, taken to her bed, delivered of a child, and gone to work again [in less than a] week.I have a belt round my waist, and a chain passing between my legs, and I go on my hands and feet through the mine. The road is very steep, and we have to hold on by a rope; and when there is no rope, by anything we can catch hold of. There are six women and about six boys and girls in the pit I work in; it is very hard work for a woman. ... My clothes are wet through almost all day long. ...I am very tired when I get home at night; I fall asleep sometimes before I get washed. I am not so strong as I was, and cannot stand my work so well as I used to. ... The belt and chain is worse when we are in the family way. My feller [partner/husband] has beaten me many a times for not being ready. ... I have known many a man [supervisor] beat his drawer. I have known men take liberties with the drawers, and some of the women have bastards.”Source: “Women Miners in the English Coal Pits,” United Kingdom, Parliamentary Papers, vol. XV (1842), 84 and vol. XVII (1842), 108. Reproduced by the Fordham University Modern History Sourcebook https://sourcebooks.fordham.edu/mod/1842womenminers.asp.Document 5In this excerpt from his 1835 book, The Philosophy of the Manufacturers, Scottish theorist Andrew Ure (1778-1857) celebrates the developments of the age of industrialization. When the first water-frames for spinning cotton were erected mankind was little aware of the mighty revolution which the new system of labor was destined to achieve, not only in the structure of British society, but in the fortunes of the world at large.The goal of the modern manufacturer is, through the union of capital and science, to reduce the task of his workers to the exercise of vigilance and dexterity. These faculties, when focused on one process, are speedily brought to perfection in children.Every improvement in machinery helps to replace human labor altogether, or to reduce its cost, by substituting the work of women and children for that of men; or that of ordinary laborers for trained artisans. In most of the mills, the spinning is entirely managed by females of sixteen years and upwards. The effect of substituting the automatic mule for the common mule, is to discharge the greater part of the men spinners, and to retain adolescents and children.Source: Andrew Ure, The Philosophy of the Manufacturers (London: Chas. Knight, 1835), reproduced in the Fordham University Modern History Sourcebook https://sourcebooks.fordham.edu/mod/1835ure.asp. The text is slightly updated for clarity.
STUDENT MATERIALSSTUDENT MATERIALSS-8ASSESSMENT – UNIT 3 DBQWORLD HISTORY PROJECT 1750 / LESSON 3.2 ACTIVITYDocument 6This is a photograph of Mohandas Gandhi spinning yarn while addressing a crowd during the homespun movement, which called on Indians to return to spinning their own cloth rather than buying it from British companies.Source: Mahatma Gandhi and Pandit Jawaharlal Nehru participate in a ‘charkha’ demonstration in 1946. © Underwood Archives/Getty Images.
STUDENT MATERIALSSTUDENT MATERIALSS-9ASSESSMENT – UNIT 3 DBQWORLD HISTORY PROJECT 1750 / LESSON 3.2 ACTIVITYDocument 7This excerpt is by University College, London economic historian and Indian civil servant, Romesh C. Dutt (1848-1909).[T]he intensity and frequency of recent famines are greatly due to the resource-less condition and the chronic poverty of the cultivators, caused by the over-taxation of the soil, on which they depend for their living. ... Land revenue is the most important item of the Indian revenues, and ... the taxation falls heavily on the cultivators of the soil, reducing them to chronic poverty. They can save nothing in years of good harvest, and so every year of drought is a year of famine.There is no doubt that these famines are caused by the failure of the annual rains, over which man has no control. But it is equally certain that the intensity of these famines could be lessened by lowering the land tax, by constructing irrigation works, and by reducing public debt and India’s expenditures.Source: Romesh C. Dutt, Open Letters to Lord Curzon on Famines and Land Assessment in India (London: Trübner, 1900), 17-18 and xiv. Edited for brevity and clarity.
Name:Date:Name:Date:STUDENT MATERIALSS-10ASSESSMENT – UNIT 3 DBQWORLD HISTORY PROJECT 1750 / LESSON 3.2 ACTIVITYWriting RubricAdvancedProficientDevelopingEmergingClaim and Focus*Make a clear claim about the topic early in the essay and focus on proving it.The essay makes a precise and significant claim based on the topic and/or source(s). The essay maintains a strong focus on defending a directly stated position, using the whole essay to support and develop the claim and counterclaims while thoroughly addressing the demands of the prompt.The essay makes a clear claim based on the topic and/or source(s). The essay maintains focus on defending an identifiable position, using most of the essay to support and develop the claim and counterclaims while addressing the demands of the prompt.The essay makes a claim based on the topic and/or source(s), but it may not fully address the demands of the prompt. Counterclaims may not be acknowledged, and the essay may not stay focused on the purpose and task.The essay makes an overly simplistic or vague claim, or a position on the topic and/or source(s) may not be stated. Counterclaims are not acknowledged, and the essay does not address the purpose, task, or demands of the prompt.Analysis and EvidenceChoose the right evidence and explain how it supports the claim and analysis.The essay cites the most appropriate and valid evidence to support its claim, drawing information substantively from multiple sources to defend its position and effectively refute counterclaims. The essay demonstrates insightful reasoning and careful understanding of the sources, acknowledging inconsistencies or weaknesses in evidence, and fully explains the relationship between claims and support.The essay cites sufficient and appropriate evidence to support its claim, drawing information from multiple sources to defend its position and refute counter- claims. The essay demonstrates reasoning and understanding of the sources, potentially acknowledging inconsistencies or weaknesses in evidence, and adequately explains the relationship between claims and support.The essay cites evidence to support its claim, but it may be insufficient or draw unevenly from available sources. Support may be inadequate in defense of the position and refutation of the counterclaim or rely too heavily on summary. The essay demonstrates some reasoning and/or understanding of the sources, though explanations of the relationship between claims and support are not always clear.The essay cites minimal or irrelevant evidence to support its claim. Support may rely primarily on opinion, reasoning, or summary of the source(s) without clear cited evidence. The essay demonstrates little to no reasoning and/or understanding of the sources. An explanation of the relationship between claims and support is not present.OrganizationPresent ideas in a structure that enhances the analysis. Use transitions throughout the essay to make connections clear.The essay incorporates precise transitions within a sophisticated organizational structure that enhances the relationships between and among ideas and promotes cohesion and clarity. A well-executed, logical progression of ideas is clearly constructed, including an effective introduction and a conclusion which follows from and supports the claim and analysis.The essay employs an organizational structure that shows the relationships between and among ideas, yielding a cohesive analysis. Clear transitions support a logical progression of ideas, including an effective introduction and a conclusion which follows from and supports the claim and analysis.The essay uses a simplistic organizational structure, though relationships between ideas may not be consistently clear. Use of transitions is sparse, repetitive, and/or does not show the connections among sections of the text. A progression of ideas is evident, however, the introduction and/or conclusion may not be fully developed or follow from and support the claim and/or analysis.An organizational structure is not evident, and relationships between ideas are not consistently clear. The essay may read as a series of unrelated ideas, as the absence of transitions makes it difficult to see connections among sections of the text. An introduction and/ or conclusion is missing from the essay.
Name:Date:Name:Date:STUDENT MATERIALSS-11ASSESSMENT – UNIT 3 DBQWORLD HISTORY PROJECT 1750 / LESSON 3.2 ACTIVITYAdvancedProficientDevelopingEmergingLanguage and StyleUse specific, interesting language and clear sentence structure to communicate ideas.The essay has an established, formal style and objective tone that is maintained throughout. The essay uses varied sentence structure, precise language, and domain-specific vocabulary in a way that addresses the complexity of the topic. Few errors are present, and they do not interfere with meaning.The essay has an established, formal style that is maintained throughout. The essay uses mostly correct, varied sentence structure and generally uses precise language and domain-specific vocabulary in a way that generally addresses the complexity of the topic. The essay may have some errors, but they do not interfere with meaning.The essay attempts to establish a formal style that may not be maintained throughout. The essay attempts to vary sentence structure and uses some precise language that may be domain-specific at times but may address the complexity of the topic inconsistently. The essay contains some errors that may interfere with meaning.The essay does not establish and/or maintain a formal style. The essay uses little variety in sentence structure, and the language is general and not domain-specific.The essay contains errors that interfere with meaning.Applying WHP Concepts†Choose and accurately apply the relevant WHP concepts in a way that shows understanding, and further supports the argument and evidence presented in the essay.The essay applies at least two WHP course-level concepts and/or unit-level concepts or content. The concepts or content are connected to the argument or evidence in the essay, and misconceptions are avoided. There are no errors in applying WHP concepts or content, and the essay demonstrates a clear understanding of the topic and the concepts. The essay might include information about the overall time period discussed in the essay and might make use of broader historical content than is located in the course.The essay applies one WHP course- level concept and/or unit-level concept or content. The concept or content is connected to the argument or evidence in the essay, and misconceptions are avoided. There are no errors in applying WHP concepts or content to illustrate or support concepts and claims, or to inform the essay.The essay tries to apply at least one WHP course-level and/or unit- level concept or content, but does not fully articulate the concept's meaning or connection to the argument and/or evidence. It does avoid explicit misconceptions of the concept but may make an occasional minor error in applying WHP facts or concepts to illustrate or support concepts and claims, or to inform the essay.The essay incorrectly or inappropriately mentions at least one WHP course-level concept and/or unit-level concept or content, and it may include misconceptions of that concept. The essay may make many minor errors or a major error in applying WHP facts or concepts.*Turnitin, LLC, created the first four rows of this rubric for use with their Revision Assistant and Turnitin tools.†The “Applying WHP Concepts” row of the rubric should be used by teachers and students to assess student learning and understanding in this area. Teachers should not assess student writing using Turnitin reports exclusively.
Name:Date:Name:Date:STUDENT MATERIALSS-12ASSESSMENT – UNIT 3 DBQWORLD HISTORY PROJECT 1750 / LESSON 3.2 ACTIVITYQuestion Parsing ToolDirections: Follow the steps to parse the prompt you are presented with. Use the key at the bottom to help you with the historical reasoning practice and composition questions.1. Prompt: 2. Rewrite the prompt in your own words:3. Periodization: What is the time period you are being asked to consider? Write out the years if you are given something in terms of century (for example, twentieth century = 1900s).4. Location: What areas of the world are included in this prompt?5. Topic: What is the main topic being asked about in this prompt?
Name:Date:Name:Date:STUDENT MATERIALSS-13ASSESSMENT – UNIT 3 DBQWORLD HISTORY PROJECT 1750 / LESSON 3.2 ACTIVITY6. Historical reasoning practice: What historical reasoning practice is this prompt asking you to engage in? Provide justification for why you chose the one you did.7. Composition: What is the prompt stem asking you to do as part of your response? Remember the prompt stem is usually a verb.KeyHistorical Reasoning PracticeWords/Phrases to Look ForCausationCause, effect, led to, lead to, emergence, resulted, bring about, give rise to, be the cause of, result in, produce, generate, spawn, precipitate, prompt, induce, promote, foster, provoke, triggerComparisonSimilarities, differences, compare, contrast, set side-by-side, juxtapose, differentiate, liken, equateCCOTContinuities, changes, continuation, persistence, consistent, over time, two points in time Prompt Stem ExamplesWhat It’s Asking in Simpler LanguageTo what extentWeigh, evaluate, assess Evaluate, assessHow much—needs a quantitative answer/thesis/claim (Note: A quantitative answer is one that includes an amount or a number. For example: a lot, a little) Analyze, developDescribe and explainArgue, argumentMake a claim