Prompt 18
STUDENT MATERIALSSTUDENT MATERIALS1ASSESSMENT – UNIT 2 DBQWORLD HISTORY PROJECT 1750 / LESSON 2.3 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better understanding of your skills development and overall progress related to constructing an argument, interpreting historical documents, and employing the historical thinking practices you are using in this course.ProcessDay 1 In this activity, you are going to prepare to respond to a DBQ, or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 most significant causes of the political revolutions of the long nineteenth century (c. 1750 to 1914 CE). 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.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’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.
Name:Date:Name:Date:STUDENT MATERIALS2ASSESSMENT – UNIT 2 DBQWORLD HISTORY PROJECT 1750 / LESSON 2.3 ACTIVITYDocument 1The abbé Lefeuvre was a village priest in France, who kept a journal of events in his parish. In 1709, a severe winter storm lasted for a number of weeks. Here, he recounts the problems experienced in his village.The cold began to be felt at the end of October 1708 ... The wind shifted to the north, the rain that had been falling all day long turned into ice and snow ...Finally, after three weeks of this cold, which increased continually, the thaw came. ...what remained of the produce of the earth, which could not resist the terrible nights that caused almost everything to die, so that it was scarcely possible to gather enough to provide for next year’s seed. ...It was hardly possible even for those who knew how, to find money, when there wasn’t any. The number of poor people increased incredibly because the continuing rains of the previous year, 1708, had been very bad and had damaged the grain crops. ... The poor of the countryside were destitute of any aid, no longer possessing a cabbage or a leek in their gardens, so they crowded into the cities ...But they were soon begrudged the only help they had. They were forced, by the threat of great penalties, to return to their homes, and there soon appeared the most beautiful edicts in the world to help them, which, however, served only to increase their misfortune. Each parish was supposed to feed its own poor; but for this it would have been necessary for the poor to feed the poor. So these lovely edicts were without effect, and the only way to help the poor, by decreasing the taxes with which they were burdened, was never put into practice. On the contrary, they were increased.Source: Lefeuvre, abbé. “Poverty Observed!: Journal of a Country Priest, 1709.” World History Commons. https://worldhistorycommons.org/poverty-observed-journal-country-priest
Name:Date:Name:Date:STUDENT MATERIALS3ASSESSMENT – UNIT 2 DBQWORLD HISTORY PROJECT 1750 / LESSON 2.3 ACTIVITYDocument 2This is an excerpt of John Armitage’s History of Brazil, published in 1836. A young British merchant who had lived in Brazil, Armitage wrote this based on his personal experiences.At the close of the last century, the population [of Brazil] ... [was comprised of] two-fifths Negro slaves. The majority of the free population were also a mixed race, derived jointly from African, Indian, and European origin; the white inhabitants being the only class as yet entrusted with political power. ...Education had as yet made little progress among them. ... The histories of Greece and Rome, the [Social Contract] of Rousseau, and such few tray volumes of the writings of Voltaire and the Abbe Raynal as had escaped the vigilance of the authorities, were hitherto their only sources of information. ...On the establishment of the independence of the United States of North America, a vague aspiration for the similar enfranchisement of Brazil was undoubtedly cherished there; but this feeling was long limited to such individuals as had become aware of the existing state of other countries ... public opinion could not at this period be said to have any existence.During the year 1789, a conspiracy was formed by a few influential individuals ... [not to proclaim] an independent republic, [but to] ascertain what cooperation they were likely to meet with ... From a diminution in the product of the gold mines in this district, several of the individuals working them were in considerable arrear for taxes. These arrears the government in Lisbon had ordered to be paid up, but with little regard to the practicability of the demand. Much irritation had in consequence been excited. ...A conspiracy, originating exclusively among the people of color, was also organized in Bahia during the year 1801. ... Their condition ... was wretched. ...Source: Humphreys, R. A. and John Lynch. The Origins of the Latin American Revolutions, 1808–1826. New York: Knopf, 1965. Excerpts are edited for clarity and brevity.
Name:Date:Name:Date:STUDENT MATERIALS4ASSESSMENT – UNIT 2 DBQWORLD HISTORY PROJECT 1750 / LESSON 2.3 ACTIVITYDocument 3In this excerpt of her 1768 poem, Philadelphia Quaker Hannah Griffitts defies British consumer taxes by calling on women to refuse to purchase tea. She refers specifically to Lord George Grenville, the chancellor of the British Exchequer and author of the tax policy. Since the Men, from a Party or fear of a Frown,Are kept by a Sugar-Plumb, quietly down.Supinely asleep—and deprived of their Sight,Are stripped of their Freedom, and robbed of their Right; If the Sons, so degenerate! the Blessing despise,Let the Daughters of Liberty nobly arise;And though we’ve no Voice, but a negative here.The use of the Taxables, let us forbear:—(Then Merchants import till your Stores are all full, May the Buyers be few, and your Traffic be dull!) Stand firmly resolved, and bid Grenville to seeThat rather than Freedom we part with our Tea,And well as we love the dear Draught when a-dry, As American Patriots our Taste we deny— ...Join mutual in this—and but small as it seems,We may jostle a Grenville, and puzzle his Schemes; But a Motive more worthy our Patriot-Pen,Thus acting—we point out their Duty to Men;And should the Bound-Pensioners tell us to hush, We can throw back the Satire, by biding them blush.Source: Griffitts, Hannah. “The Female Patriots. Addressed to the Daughters of Liberty in America, 1768.” The Pennsylvania Chronicle, 25 December 1769. Reprinted in Catherine La Courreye Blecki and Karin A. Wulf, eds. Milcah Martha Moore’s Book: A Commonplace Book from Revolutionary America. University Park, PA: Pennsylvania State University Press, 1997.
Name:Date:Name:Date:STUDENT MATERIALS5ASSESSMENT – UNIT 2 DBQWORLD HISTORY PROJECT 1750 / LESSON 2.3 ACTIVITYDocument 4John Locke (1632–1704), an English philosopher, wrote the Second Treatise of Civil Government in 1690, in which he makes an argument for natural rights.. MEN being, as has been said, by nature all free, equal, and independent, no one can be put out of this estate and subjected to the political power of another without his own consent. The only way whereby any one divests himself of his natural liberty and puts on the bonds of civil society is by agreeing with other men to join and unite into a community for their comfortable, safe, and peaceable living one amongst another, in a secure enjoyment of their properties ...The natural liberty of man is to be free from any superior power on earth, and not to be under the will or legislative authority of man, but to have only the law of nature for his rule. The liberty of man in society is to be under no other legislative power but that established by consent in the commonwealth ... Freedom then is not ... ‘a liberty for every one to do what he [wants], to live as he pleases, and not to be tied by any laws’; but freedom of men under government is to have a standing rule to live by, common to every one of that society and made by the legislative power erected in it, a liberty to follow my own will in all things where the rule prescribes not, and not to be subject to the inconstant, uncertain, unknown, arbitrary will of another man; as freedom of nature is to be under no other restraint but the law of nature.Source: Locke, John. The Second Treatise of Civil Government. Edited by Thomas P. Peardon. New York: The Liberal Arts Press, 1952. Excerpts are edited for clarity and brevity.
Name:Date:Name:Date:STUDENT MATERIALS6ASSESSMENT – UNIT 2 DBQWORLD HISTORY PROJECT 1750 / LESSON 2.3 ACTIVITYDocument 5The Code Noir was a 1685 decree under the French King Louis XIV which defined the conditions of slavery throughout the French colonial empire. Below is an excerpt from this decree.Article XV. We forbid slaves from carrying any offensive weapons or large sticks, at the risk of being whipped and having the weapons confiscated. The weapons shall then belong to he who confiscated them. The sole exception shall be made for those who have been sent by their masters to hunt and who are carrying either a letter from their masters or his known mark.Article XVI. We also forbid slaves who belong to different masters from gathering, either during the day or at night, under the pretext of a wedding or other excuse, either at one of the master’s houses or elsewhere, and especially not in major roads or isolated locations. They shall risk corporal punishment that shall not be less than the whip ... for frequent recidivists and in other aggravating circumstances, they may be punished with death. ... We enjoin all our subjects, even if they are not officers, to rush to the offenders, arrest them, and take them to prison, and that there be no decree against them. ... Article XVIII. We forbid slaves from selling sugar cane, for whatever reason or occasion, even with the permission of their master. ...Article XIX. We also forbid slaves from selling any type of commodities, even fruit, vegetables, firewood, herbs for cooking and animals either at the market, or at individual houses, without a letter or a known mark from their masters granting express permission. Source: “The Code Noir (The Black Code).” Liberty, Equality, Fraternity: Exploring the French Revolution. https://revolution.chnm.org/d/335/ Excerpts are edited for clarity and brevity.
Name:Date:Name:Date:STUDENT MATERIALS7ASSESSMENT – UNIT 2 DBQWORLD HISTORY PROJECT 1750 / LESSON 2.3 ACTIVITYDocument 6Mariano Moreno (1778–1811) was an Argentine lawyer and politician who was a key figure in the first national government of Argentina that was created after the 1810 May Revolution. Below is a petition he wrote to the Spanish government in 1809 on behalf of Argentine landowners, expressing their demands.Most Excellent Senor:He, whom the workers and landowners of the rural areas of Banda Oriental and Occidental of the Rio de la Plata have empowered to confer with you about the expedient of opening up trade with England ... declares: ...The landowners have a legitimate right to be represented in advising Your Excellency as to the means of reconciling the prosperity of the country with the needs of the treasury. We see the solution as removing the obstacles to trade. ...They are justly persuaded that any profit gained from our land should immediately revert to its owners and cultivators. ...... it is the duty of the government to provide for the people’s needs. ...The removal of obstacles to the import of foreign goods will have to be accompanied in equal measure by the removal of obstacles to the export of goods. Fortunately, the products of this province are highly desirable, [and] of ready availability. ... Our agriculture would be very rapidly stimulated if the doors to all exportable goods were open and the farmer could count on profitable sales. ...If Your Excellency desires to promote our good, the route that leads to it is very simple: reason and the celebrated Adam Smith ... lead us to see that governments that want to provide for the general good should be limited to removing obstacles. Source: Nouzeilles, Gabriela and Graciela R. Montaldo. The Argentina Reader: History, Culture, Politics. Durham, NC: Duke University Press, 2002. Excerpts are edited for clarity and brevity.
Name:Date:Name:Date:STUDENT MATERIALS8ASSESSMENT – UNIT 2 DBQWORLD HISTORY PROJECT 1750 / LESSON 2.3 ACTIVITYDocument 7François-Marie Arouet (1694–1778), known by his pseudonym Voltaire, was a French writer and intellectual. This is a selection of his book Philosophical Letters, in which he reflected on his experience living in England between 1726 and 1729. It was first published in English in 1733 and then in French the following year. There is no such thing here in England as the power enjoyed by the French lords to judge in all matters, civil and criminal; or their right or privilege of hunting in the grounds of a citizen, who at the same time is not permitted to fire a gun in his own field.No one is exempted in [England] from paying certain taxes, because he is a nobleman or a priest. All imposts and taxes are fixed by the House of Commons, whose power is greater than that of the peers. ... When the bill has passed the lords and is signed by the king, then the whole nation pays, every man in proportion to his revenue or estate, not according to his title, which would be absurd. There is no such thing as an arbitrary subsidy or poll tax, but a real tax on the lands, the value of which was determined in the reign of the famous King William III.The land tax continues still upon the same footing, though the revenue of the lands is increased. Thus no one is tyrannized over, and everyone is in comfortable circumstances. The feet of the peasants are not bruised by wooden shoes; they eat white bread, are well clothed, and are not afraid of increasing their stock of cattle, nor of tiling their houses, from any apprehensions that their taxes will be raised the year following. Source: Robinson, James Harvey and Charles A. Beard, eds. Readings in Modern European History. Volume 1: The Eighteenth Century: The French Revolution and the Napoleonic Period. Boston: Ginn & Company, 1908.
Name:Date:Name:Date:STUDENT MATERIALS9ASSESSMENT – UNIT 2 DBQWORLD HISTORY PROJECT 1750 / LESSON 2.3 ACTIVITYAdvancedProficientDevelopingEmergingClaim 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 MATERIALS10ASSESSMENT – UNIT 2 DBQWORLD HISTORY PROJECT 1750 / LESSON 2.3 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 MATERIALS11ASSESSMENT – UNIT 2 DBQWORLD HISTORY PROJECT 1750 / LESSON 2.3 ACTIVITYDirections: Use this table to comment on the writing that you are evaluating.Advanced (4)Proficient (3)Developing (2)Emerging (1)ScoreClaim and Focus*Make a clear claim about the topic early in the essay and focus on proving it.Analysis and EvidenceChoose the right evidence and explain how it supports the claim and analysis.OrganizationPresent ideas in a structure that enhances the analysis. Use transitions throughout the essay to make connections clear.Language and StyleUse specific, interesting language and clear sentence structure to communicate ideas.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.Total Score
Name:Date:Name:Date:STUDENT MATERIALS12ASSESSMENT – UNIT 2 DBQWORLD HISTORY PROJECT 1750 / LESSON 2.3 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 MATERIALS13ASSESSMENT – UNIT 2 DBQWORLD HISTORY PROJECT 1750 / LESSON 2.3 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