Prompt 12
STUDENT MATERIALSSTUDENT MATERIALSS-1ASSESSMENT – UNIT 5 DBQWORLD HISTORY PROJECT 1750 / LESSON 5.5 ACTIVITYPreparation• Have the Comparison, CCOT, and Causation tools available (find all resources on the Student Resources page)PurposeThis 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 written portion of standardized tests. ProcessDay 1 It’s time for another DBQ. This time, you’ll be thinking about colonialism. The DBQ prompt is: Evaluate the most significant causes of the partition of Africa into colonies c. 1880–1914 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. 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 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 MATERIALSS-2ASSESSMENT – UNIT 5 DBQWORLD HISTORY PROJECT 1750 / LESSON 5.5 ACTIVITYUNIT 5 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 5 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.Evaluate the most significant causes of the partition of Africa into colonies c. 1880–1914 CE.
STUDENT MATERIALSSTUDENT MATERIALSS-3ASSESSMENT – UNIT 5 DBQWORLD HISTORY PROJECT 1750 / LESSON 5.5 ACTIVITYDocument 1This is an excerpt from an 1877 essay by the prominent British politician, businessman, and proponent of colonialism, Cecil Rhodes (1853–1902).I contend that we English are the finest race in the world, and that the more of the world we inhabit, the better it is for the human race. Just fancy those parts that are at present inhabited by the most despicable specimens of human beings. What a change there would be if they were brought under English influence. Look again at the extra employment a new country added to our dominions provides for us. I contend that every acre added to our territory means the future birth to some more of the English race who otherwise would not be brought into existence. Added to this the absorption of the greater portion of the world under our rule simply means the end of all wars. Having these ideas what scheme could we think of to forward this object.Source: Cecil Rhodes, “Confession of Faith,” 1877, in John E. Flint, Cecil Rhodes (Boston: Little Brown, 1974), 248–249. Text is edited for brevity and clarity.Document 2Jules Ferry (1832–1893) was prime minister of France (1880–1881, 1883–1885) when he delivered these comments as part of a speech in 1884.The policy of colonial expansion is a political and economic system ... that can be connected to three sets of ideas: economic ideas; the most far-reaching ideas of civilization; and ideas of a political and patriotic sort. In the area of economics, I am placing before you, with the support of some statistics, the considerations that justify the policy of colonial expansion, as seen from the perspective of a need. [This need is] felt more and more urgently by the industrialized population of Europe and especially the people of our rich and hardworking country of France: the need for outlets [exports]. ... Gentlemen, we must speak more loudly and more honestly! We must say openly that indeed the higher races have a right over the lower races. ... I repeat, that the superior races have a right because they have a duty. They have the duty to civilize the inferior races. ... In the history of earlier centuries these duties, gentlemen, have often been misunderstood; and certainly when the Spanish soldiers and explorers introduced slavery into Central America, they did not fulfill their duty as men of a higher race. ... But, in our time, I maintain that European nations acquit themselves with generosity, with grandeur, and with sincerity of this superior civilizing duty.Source: Jules Ferry (1832–1893), “Speech Before the French Chamber of Deputies, March 28, 1884,” reproduced in Modern History Sourcebook, Fordham University, https://sourcebooks.fordham.edu/mod/1884ferry.asp.
STUDENT MATERIALSSTUDENT MATERIALSS-4ASSESSMENT – UNIT 5 DBQWORLD HISTORY PROJECT 1750 / LESSON 5.5 ACTIVITYDocument 3This chart tracks the increase in palm oil exports from West Africa to the United Kingdom in the first half of the nineteenth century.Source: Martin Lynn, Commerce and Economic Change in West Africa: The Palm Oil Trade in the Nineteenth Century (Cambridge: Cambridge University Press, 1997), 31.
STUDENT MATERIALSSTUDENT MATERIALSS-5ASSESSMENT – UNIT 5 DBQWORLD HISTORY PROJECT 1750 / LESSON 5.5 ACTIVITYDocument 4This 1911 cartoon published in the magazine Puck is titled “The Sleeping Sickness,” and shows a sleeping giant representing Africa having his continent taken out from under him by foreign powers that are cooperating in their work.Source: Cartoon, “The Sleeping Sickness: Cutting a Continent out from under Him,” published in Puck, October 25, 1911, and reproduced here: https://www.loc.gov/pictures/item/2011649074/.
STUDENT MATERIALSSTUDENT MATERIALSS-6ASSESSMENT – UNIT 5 DBQWORLD HISTORY PROJECT 1750 / LESSON 5.5 ACTIVITYDocument 5This excerpt contains the introduction and a portion of section six from the General Act of the Berlin Conference on West Africa, February 26, 1885.General Act of the Conference at Berlin of the [representatives] of Great Britain, Austria-Hungary, Belgium, Denmark, France, Germany, Italy, the Netherlands, Portugal, Russia, Spain, Sweden and Norway, Turkey and the United States respecting: (1) Freedom of trade in the Basin of the Congo; (2) the slave trade; (3) neutrality of the territories in the Basin of the Congo; (4) navigation of the Congo; (5) navigation of the Niger; and (6) rules for future occupation of the Coast of the African Continent, in the Name of God Almighty. ...CHAPTER VI: Declaration Relative to the Essential Conditions to be Observed in Order that New Occupations on the Coasts of the African Continent May Be Held to be Effective ...ARTICLE 34: Any Power which henceforth takes possession of a tract of land on the coasts of the African continent outside of its present possessions, or which, being hitherto without such possessions, shall acquire them, as well as the Power which assumes a Protectorate there, shall accompany the respective act with a notification thereof, addressed to the other Signatory Powers of the present Act, in order to enable them, if need be, to make good any claims of their own. Source: “General Act of the Berlin Conference on West Africa, 26 February 1885,” reproduced by Professor Emeritus Brian Loveman, San Diego State University: https://loveman.sdsu.edu/docs/1885GeneralActBerlinConference.pdf.
STUDENT MATERIALSSTUDENT MATERIALSS-7ASSESSMENT – UNIT 5 DBQWORLD HISTORY PROJECT 1750 / LESSON 5.5 ACTIVITYDocument 6This is a Terms of Trade graph for sub-Saharan Africa, which shows who profited more from trade in different periods. The annotations indicate how trade in the period from 1780 to 1940 began on favorable terms for Europe and unfavorable terms for Africa. In the middle of the nineteenth century, African merchants improved their standing (made more profit) and European merchants competed with each other (and made more profit). Then after the partition of Africa began, these terms again became unfavorable to African merchants (European merchants made more profit, and Africans less).Source: Ewout Frankema, Jeffrey Williamson, and Pieter Woltjer, “An Economic Rationale for the African Scramble: The Commercial Transition and the Commodity Price Boom of 1845–1885,” National Bureau of Economic Research Working Paper 21213, May 2015. https://voxeu.org/article/economic-rationale-african-scramble, arrows and annotations added.
STUDENT MATERIALSSTUDENT MATERIALSS-8ASSESSMENT – UNIT 5 DBQWORLD HISTORY PROJECT 1750 / LESSON 5.5 ACTIVITYDocument 7Below is a quote from a novel by the English writer Hilaire Belloc. Note: The Maxim gun was the first true machine gun, and was used in numerous wars of colonial conquest.“Whatever happens, we have got The Maxim gun, and they have not.” Source: Hillaire Belloc, The Modern Traveller (London: E. Arnold, 1898).
Name:Date:Name:Date:STUDENT MATERIALSS-9ASSESSMENT – UNIT 5 DBQWORLD HISTORY PROJECT 1750 / LESSON 5.5 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-10ASSESSMENT – UNIT 5 DBQWORLD HISTORY PROJECT 1750 / LESSON 5.5 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-11ASSESSMENT – UNIT 5 DBQWORLD HISTORY PROJECT 1750 / LESSON 5.5 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-12ASSESSMENT – UNIT 5 DBQWORLD HISTORY PROJECT 1750 / LESSON 5.5 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