Prompt 13
STUDENT MATERIALSSTUDENT MATERIALSS-1ASSESSMENT – ERA 3 DBQWORLD HISTORY PROJECT / LESSON 3.7 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better understanding of your skills development and overall progress related to constructing an argument, interpreting historical documents, and employing the historical thinking practices you are using in this course.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 the similarities and differences between early Chinese philosophies (Legalism, Daoism, Confucianism, Buddhism) regarding how a state should be ruled. 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 – ERA 3 DBQWORLD HISTORY PROJECT / LESSON 3.7 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 – ERA 3 DBQWORLD HISTORY PROJECT / LESSON 3.7 ACTIVITYERA 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 Era 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 the similarities and differences between early Chinese philosophies (Legalism, Daoism, Confucianism, Buddhism) regarding how a state should be ruled.
STUDENT MATERIALSSTUDENT MATERIALSS-4ASSESSMENT – ERA 3 DBQWORLD HISTORY PROJECT / LESSON 3.7 ACTIVITYDocument 1These excerpts reflect a Daoist (Taoist) view of governance in early imperial China, and are taken from the Daodejing (Tao Te Ching) attributed to the Daoist philosopher Laozi (Lao-tzu, sixth century BCE).The greater the number of laws and enactments, the more thieves and robbers there will be. Therefore, the Sage says: “So long as I do nothing, the people will work out their own reformation. So long as I love calm, the people will right themselves. If only I keep from meddling, the people will grow rich. If only I am free from desire, the people will come naturally back to simplicity.”If the government is sluggish and tolerant, the people will be honest. If the government is prying and meddling, there will be constant infraction of the law. Is the government corrupt? Then uprightness becomes rare, and goodness becomes strange. Govern a great nation as you would cook a small fish. Don’t overdo it.Source: This translation of the Daodejing is by Lionel Giles (1905) in The Sayings of Lao-Tzu (38). Text has been edited for clarity and brevity.Document 2This is an excerpt from the Analects or collected teachings of Confucius and focus on a Confucian philosophical view of governance in early imperial China.The Master [Confucius] said, “To rule a country of a thousand chariots, there must be reverent attention to business, and sincerity; economy in expenditure, and love for men; and the employment of the people at the proper seasons.”The Master said, “He who exercises government by means of his virtue may be compared to the north polar star, which keeps its place and all the stars turn towards it.”The Master said, “If the people be led by laws, and uniformity sought to be given them by punishments, they will try to avoid the punishment, but have no sense of shame. If they be led by virtue, and uniformity sought to be given them by the rules of propriety, they will have the sense of shame, and moreover will become good.”Confucius said, “Sir, in carrying on your government, why should you use killing at all? Let your desires be for what is good, and the people will be good. The relation between superiors and inferiors is like that between the wind and the grass. The grass must bend, when the wind blows across it.”Source: The Analects of Confucius, translated by James Legge and reproduced here: https://ctext.org/analects. Text has been edited for brevity.
STUDENT MATERIALSSTUDENT MATERIALSS-5ASSESSMENT – ERA 3 DBQWORLD HISTORY PROJECT / LESSON 3.7 ACTIVITYDocument 3These are excerpts from writings by imperial adviser and prime minister, Li Si (280-208 BCE), and they reflect his Legalist view of governance in early imperial China.Han Feizi has said, “The affectionate mother has spoiled children, but the stern household has no rebellious servants.” And the purpose for saying so is to make certain that punishments are applied.Only the intelligent ruler is capable of applying heavy punishment against a light offense. If a light offense is punished harshly, one can imagine what will be done against a serious offense! Thus the people will not dare to violate the laws.Intelligent rulers and sage kings occupied their exalted positions due to nothing other than being able to exercise censure without neglect and to apply severe punishments without fail. It was for this reason that none in the empire dared to be rebellious.Thus is the way of the emperor made complete, and thus may the ruler be said really to understand the craft between ruler and subject.Source: Li Si, “Memorial on Exercising Heavy Censure,” reprinted in Wm. Theodore de Bary and Irene Bloom, Sources of Chinese Tradition, Volume 1, Second edition (Columbia University Press, 1999), 210-11. Text has been edited for brevity.Document 4This is an excerpt from the Buddhist text “A Monk Does Not Bow to a King,” by the Buddhist monk Huiyuan (334-426 CE), and reflects one aspect of a Buddhist view of governance in early imperial China.Heaven and Earth, though they are great because they give life to living beings, cannot cause a living being not to die. Kings and princes, though they have the power of preserving existence, cannot cause a preserved creature to be without sadness. Therefore we have said, “He who has left the household understands that woes and impediments come from simply having a body. He knows that continuing life comes from undergoing change.” Herein lay our meaning. This is why the monk refuses homage and does not bow to the emperor, the Lord of the Thousand Chariots. The monk keeps his work sublime. He is not ranked with kings or princes, and yet he basks in their kindness.Source: Huiyuan, “A Monk Does Not Bow Before A King,” reprinted in Wm. Theodore de Bary and Irene Bloom, Sources of Chinese Tradition, Volume 1, Second edition (Columbia University Press, 1999), 428-429. Text has been edited for clarity and brevity.
STUDENT MATERIALSSTUDENT MATERIALSS-6ASSESSMENT – ERA 3 DBQWORLD HISTORY PROJECT / LESSON 3.7 ACTIVITYDocument 5These excerpts are from the Daoist text by Zhuangzi (Chuang-tzu), and reflect an irreverent Daoist view of government service in early imperial China.Master Zhuang was fishing in the Pu River. The King of Chu sent two high-ranking officials to say that the King wished to employ Zhuang as a high minister in the kingdom.Without turning around, Master Zhuang just kept holding his fishing rod and said, “I have heard that in Chu there is a sacred tortoise that has been dead for three thousand years. The King stores it in his ancestral temple in a hamper wrapped in cloth. Do you think this tortoise would rather be dead and have its bones preserved as an object of worship, or rather be alive and dragging its tail through the mud?”“It would rather be alive and dragging its tail through the mud,” said the two officials.“Begone!” said Master Zhuang. “I’d rather be dragging my tail in the mud.”Source: Excerpt from the Zhuangzi, by Zhuangzi (Chuang-tzu), and translated in Victor H. Mair, Wandering on the Way: Early Taoist Tales and Parables of Chuang Tzu (University of Hawai’i Press, 1994), 164. Text has been edited for brevity.Document 6This is another excerpt from a Legalist text by Li Si, imperial adviser and prime minister of the brief Qin dynasty (221-206 BCE).In earlier times, the empire disintegrated and fell into disorder. Everyone cherished his own favorite school of learning. Today, these independent schools of thought criticize your majesty’s codes of laws and instructions. It would be well to prohibit this. I suggest that all books, save the memoirs of your majesty, be burned. Those who dare to talk to each other about the classical texts should be executed and their bodies exposed in the marketplace. Anyone referring to the past to criticize the present should, together with all members of his family, be put to death. After thirty days from the time of the issuing of this decree, those who have not destroyed their books are to be branded and sent to build the Great Wall.Source: Li Si, “Memorial on the Burning of the Books,” reprinted in Wm. Theodore de Bary and Irene Bloom, Sources of Chinese Tradition, Volume 1, Second edition (Columbia University Press, 1999), 209-210. Text has been edited for brevity.
STUDENT MATERIALSSTUDENT MATERIALSS-7ASSESSMENT – ERA 3 DBQWORLD HISTORY PROJECT / LESSON 3.7 ACTIVITYDocument 7These are excerpts from the writings of Mencius (372-289 BCE), the most prominent Confucian philosopher after Confucius himself.There are many services one must perform, but the serving of one’s parents is the root of all of them. There are many kinds of vigilance that one must exercise, but vigilance over one’s own person is the root of all of them.When scholars are put to death though they are guilty of no crime, the great officers may leave; when the people are slaughtered though they are guilty of no crime, the scholars may depart.If the ruler is humane, everyone will be humane. If the ruler keeps to rightness, everyone will keep to rightness.I have not heard of one who bent himself and in so doing straightened others. How much less could one disgrace himself, and in so doing correct the world!The goodness of human nature is like the downward course of water. There is no human being lacking in the tendency to do good, just as there is no water lacking in the tendency to flow downward.Source: Mencius, collected teachings of Mencius, reprinted in Wm. Theodore de Bary and Irene Bloom, Sources of Chinese Tradition, Volume 1, Second edition(Columbia University Press, 1999), 139, 141, 145, 147. Text has been edited for brevity.
Name:Date:Name:Date:STUDENT MATERIALSS-8ASSESSMENT – ERA 3 DBQWORLD HISTORY PROJECT / LESSON 3.7 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-9ASSESSMENT – ERA 3 DBQWORLD HISTORY PROJECT / LESSON 3.7 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-10ASSESSMENT – ERA 3 DBQWORLD HISTORY PROJECT / LESSON 3.7 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-11ASSESSMENT – ERA 3 DBQWORLD HISTORY PROJECT / LESSON 3.7 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