Unit 6 DBQ
STUDENT MATERIALSSTUDENT MATERIALS1ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1750 / LESSON 6.2 ACTIVITYPreparation• Have the Comparison, CCOT, and Causation tools available (find all resources on the Student Resources page)• Download the WHP Writing RubricPurposeThis DBQ is another opportunity for you to show how your historical thinking skills and reasoning practices are developing. This will help you become better at making and supporting historical claims and will also help you on standardized tests that ask you to analyze documents in response to a specific prompt.ProcessDay 1 It’s time for another DBQ. The prompt is: Develop an argument that evaluates the most significant causes of the First World War. 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.Then, take out the DBQ and skim the documents quickly. Pick the thinking tool you want to use to help you analyze the documents (comparison, causation, or CCOT). Then, 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. Write your ideas in 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 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.
STUDENT MATERIALSSTUDENT MATERIALS2ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1750 / LESSON 6.2 ACTIVITYUNIT 6 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). We suggest you spend 10-15 minutes reading these documents and 35-45 minutes writing. Sources are edited for brevity and clarity.Develop an argument that evaluates the most significant causes of the First World War.
Name:Date:Name:Date:STUDENT MATERIALS3ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1750 / LESSON 6.2 ACTIVITYDocument 1Source: Pearson, Karl. National Life from the Standpoint of Science: An Address Delivered at Newcastle, November 19, 1900. London: Adam and Charles Black, 1901. Reproduced here: https://wellcomecollection.org/works/qnhft6v8/items?canvas=1This excerpt is from a published speech, “National Life from the Standpoint of Science,” by Karl Pearson a Professor of Applied Mathematics at University College, London (November 19, 1900). ... You will see that my view—and I think it may be called the scientific view of a nation—is that of an organized whole, kept up to a high pitch of internal efficiency by insuring that its numbers are substantially recruited from the better stocks, and kept up to a high pitch of external efficiency by contest, chiefly by way of war with inferior races, and with equal races by the struggle for trade-routes and for the sources of raw material and of food supply ...The national spirit is not a thing to be ashamed of ... If the national spirit takes the form of a strong feeling of the importance of organizing the nation as a whole, of making its social and economic conditions such that it is able to do its work in the world and meet its fellows without hesitation in the [battle] field and in the market, then it seems to me a wholly good spirit—indeed, one of the highest forms of social, that is, moral instinct ...Science is not a dogma; it has no infallible popes to pronounce authoritatively what its teaching is. I can only say how it seems to one individual scientific worker that the doctrine of evolution applies to the history of nations ... The path of progress is strewn with the wreck of nations; traces are everywhere to be seen of the hecatombs of inferior races, and of victims who found not the narrow way to the greater perfection. Yet these dead peoples are, in very truth, the steppingstones on which mankind has arisen to the higher intellectual and deeper emotional life of today.
Name:Date:Name:Date:STUDENT MATERIALS4ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1750 / LESSON 6.2 ACTIVITYDocument 2Source: Twain, Mark. “Stirring Times in Austria.” Harper’s New Monthly Magazine Vol. 96 (March 1898), pp. 530-40. Reproduced here: https://ecommons.cornell.edu/bitstream/handle/1813/2170/Twain_Austria_1898.pdf?sequence=1&isAllowed=yThis excerpt is from an 1898 article by Mark Twain, “Stirring Times in Austria,” in which he describes a volatile atmosphere in Vienna, the capital of the Austro-Hungarian Empire where he lived for over a year. Here in Vienna in these closing days of 1897 one’s blood gets no chance to stagnate. The atmosphere is brimful of political electricity. All conversation is political; every man is a battery, with brushes over-worn, and gives out blue sparks when you set him going on the common topic. Everybody has an opinion, and lets you have it frank and hot, and out of this multitude of counsel you get merely confusion and despair. For no one really understands this political situation, or can tell you what is going to be the outcome of it ... Nearly every day someone explains to me that a revolution would not succeed here. “It couldn’t, you know. Broadly speaking, all the nations in the empire hate the government—but they all hate each other, too, and with devoted and enthusiastic bitterness; no two of them can combine ... in Austria-Hungary there are nineteen public opinions—one for each state. No—two or three for each state, since there are two or three nationalities in each. A government cannot satisfy all these public opinions.”
Name:Date:Name:Date:STUDENT MATERIALS5ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1750 / LESSON 6.2 ACTIVITYDocument 3Source: Letter from Kaiser Wilhelm II of Germany to Czar Nicholas II of Russia, May 8, 1909 (Willy-Nicky Letters between the Kaiser and the Czar, LXII, Corfu 8/V/09). Reproduced here: https://wwi.lib.byu.edu/index.php/LXII_Corfu_8/V/09This in an excerpt from a May 8, 1909 letter from Kaiser Wilhelm II of Germany to his third cousin, Czar Nicholas II of Russia. The “Willy-Nicky” correspondence reflects an affectionate exchange between the two monarchs.Dearest Nicky,... May Heaven bless and protect you and your wife and children ...A few weeks ago, when affairs threatened to become dangerous your wise and courageous decision secured peace for all the nations ...Personally I am totally indifferent to newspaper gossip, but I cannot refrain from a certain feeling of anxiety, that if not contradicted at once, the foul and filthy lies which are freely circulated about my policy and my country, will tend to create bitterness between our two people by virtue of their constant uncontradicted repetition ... When I set out for Corfu I was looking forward to a quiet holiday. But alas it was no to be! Another revolution broke out at Constantinople! We poor rulers it seems are not entitled to holidays like other simple mortals ... The east is a regular nightmare a “boite à surprises [surprise box].” I would be most grateful if you could kindly write to me what your opinion is about the general outlook in Turkey. An exchange of our views is urgent and necessary lest fresh events should again take us by surprise ... If you and I join in loyal and open cooperation for the maintenance of Peace—which is my most fervent wish—I am thoroughly convinced that Peace will not only be maintained but not even be troubled. Now goodbye dearest Nicky, best love to Alix and the children, especially the boy, God bless and protect you, au revoir I hope and believe meEver your most affectionate and devoted friend and cousin,Willy
Name:Date:Name:Date:STUDENT MATERIALS6ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1750 / LESSON 6.2 ACTIVITYDocument 4Source: “David Lloyd George’s Mansion House Speech.” The Times, London, July 22, 1911. Reproduced here: https://wwi.lib.byu.edu/index.php/Agadir_Crisis:_Lloyd_George%27s_Mansion_House_SpeechThis excerpt is from a July 21, 1911 speech by David Lloyd George, then British chancellor of the exchequer (chief economic minister). Lloyd George’s speech is in reaction to the “Agadir Crisis” in which war nearly broke out following a German naval challenge to French influence in Morocco. (Lloyd George would become prime minister in 1916.)Personally I am a sincere advocate of all means which would lead to the settlement of international disputes by methods such as those which civilization has so successfully set up for the adjustment of differences between individuals ... and by a more just [settlement] than that of the sword.But I am also bound to say this—that I believe it is essential in the highest interests, not merely of this country, but of the world, that Britain should at all hazards maintain her place and her prestige amongst the Great Powers of the world. Her potent influence has many a time been in the past, and may yet be in the future, invaluable to the cause of human liberty. It has more than once in the past redeemed Continental nations, who are sometimes too apt to forget that service, from overwhelming disaster and even from national extinction. I would make great sacrifices to preserve peace. I conceive that nothing would justify a disturbance of international good will except questions of the greatest national moment. But if a situation were to be forced upon us in which peace could only be preserved by the surrender of the great and beneficent position Britain has won by centuries of heroism and achievement, by allowing Britain to be treated where her interests were vitally affected as if she were of no account in the Cabinet of nations, then I say emphatically that peace at that price would be a humiliation intolerable for a great country like ours to endure ...
Name:Date:Name:Date:STUDENT MATERIALS7ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1750 / LESSON 6.2 ACTIVITYDocument 5Source: “Amended Version of the Triple Alliance.” December 5, 1912. Reproduced here: https://wwi.lib.byu.edu/index.php/Amended_Version_of_The_Triple_Alliance_(English_translation_of_the_above)This excerpt is from the December 1912 update to the Triple Alliance between Germany, Austria-Hungary, and Italy, originally signed in 1882. ARTICLE 1. The High Contracting Parties (Germany, Austria-Hungary, and Italy) mutually promise peace and friendship, and will enter into no alliance or engagement directed against any one of their States. They engage to proceed to an exchange of ideas on political and economic questions of a general nature which may arise, and they further promise one another mutual support within the limits of their own interests. ARTICLE 2. In case Italy, without direct provocation on her part, should be attacked by France for any reason whatsoever, the two other Contracting Parties shall be bound to lend help and assistance with all their forces to the Party attacked. This same obligation shall devolve upon Italy in case of any aggression without direct provocation by France against Germany. ARTICLE 3. If one, or two, of the High Contracting Parties, without direct provocation on their part, should chance to be attacked and to be engaged in a war with two or more Great Powers non-signatory to the present Treaty, the casus foederis [case for the alliance] will arise simultaneously for all the High Contracting Parties ...ARTICLE 6. Germany and Italy, having in mind only the maintenance, so far as possible, of the territorial status quo in the Orient, engage to use their influence to forestall on the Ottoman coasts and islands in the Adriatic and the Aegean Seas any territorial modification which might be injurious to one or the other of the Powers signatory to the present Treaty. To this end, they will communicate to one another all information of a nature to enlighten each other mutually concerning their own dispositions, as well as those of other Powers.
Name:Date:Name:Date:STUDENT MATERIALS8ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1750 / LESSON 6.2 ACTIVITYDocument 6Source: “Concord/Triple Entente,” Russia, 1914, author unknown. Found in the Collection of Russian State Historical Library, Moscow. Photo by Fine Art Images/Heritage Images via Getty Images.This 1914 Russian propaganda poster is titled “Concord,” with the personifications of Russia (center, leading with the Orthodox Christian cross), Britain (right, with anchor to symbolize naval abilities), and France (left, shown with a heart to symbolize love or charity), allies of the Triple Entente.
Name:Date:Name:Date:STUDENT MATERIALS9ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1750 / LESSON 6.2 ACTIVITYDocument 7Source: Horne, Charles F. and Walter F. Austin, eds. Source Records of the Great War: Volume 1. New York: National Alumni, 1923. Reproduced here: https://www.firstworldwar.com/source/austrianreport.htmThis excerpt is the beginning of the official Austrian report into the June 28, 1914 assassination in Sarajevo of the Austro-Hungarian heir, Archduke Franz Ferdinand and his wife Sophie. Gavrilo Princip, Nedeljko Cabrinovic [and confederates] confess that ... they contrived a plot for the murder of the Archduke Franz Ferdinand and, armed with bombs and in the case of some of them with Browning pistols, laid wait for him on June 28, 1914, on his progress through Serajevo for the purpose of carrying out the planned attack.Nedeljko Cabrinovic confesses that he was the first of the conspirators to hurl a bomb against the Archduke’s carriage, which missed its mark and which on exploding injured only the occupants of the carriage following the Archducal motor car.Gavrilo Princip confesses that he fired two shots from a Browning pistol against the Archducal motor car, by which the Archduke Franz Ferdinand and the Duchess Sophie of Hohenberg received fatal wounds.Both perpetrators confess that the act was done with intent to murder.These confessions have been fully verified by means of the investigations which have taken place, and it is established that the deceased Archduke Franz Ferdinand and the deceased Duchess Sophie of Hohenberg died as a result of the revolver shots fired at them by Gavrilo Princip.... The execution of an attempt on the Archduke’s life was a frequent topic of conversation in the circle in which Princip and Cabrinovic moved, because the Archduke was considered to be a dangerous enemy of the Serbian people.
Name:Date:Name:Date:STUDENT MATERIALS10ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1750 / LESSON 6.2 ACTIVITYDirections: 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 MATERIALS11ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1750 / LESSON 6.2 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