Prompt 21
STUDENT MATERIALSSTUDENT MATERIALS1ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1200 / LESSON 6.3 ACTIVITYPreparation• Have the Comparison, CCOT, and Causation tools available (find all resources on the Student Resources page)PurposeThis 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 extent to which responses to colonial rule were effective c. 1850 to 1950 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.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 1200 / LESSON 6.3 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). Make sure to write and submit your essay to Score, by clicking on the Unit 6 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.Develop an argument that evaluates the extent to which responses to colonial rule were effective c. 1850 to 1950 CE.
Name:Date:Name:Date:STUDENT MATERIALS3ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1200 / LESSON 6.3 ACTIVITYDocument 1In this excerpt from a much longer proclamation, the unidentified author, possibly an heir of the Mughal emperor, calls on all Indians to support the fight against the British in 1857. It is well known to all, that in this age the people of Hindustan [India], both [Hindus] and [Muslims], are being ruined under the tyranny and oppression of the treacherous and infidel English ...Regarding Artisans: It is evident that the Europeans, by the introduction of English articles into India, have thrown the weavers, the cotton-dressers, the carpenters, the blacksmiths, and the shoemakers, etc., out of employ, and ... every native artisan has been reduced to beggary. But under the [new] government the native artisan will exclusively be employed in the services of the kings ... and this will no doubt insure their prosperity. Therefore the artisans ought to renounce the English services, and assist the Mujahedeens [religious freedom fighters] engage in the war, and thus be entitled both to secular and eternal happiness ...All the sepoys [infantry men] and sowars [cavalry men] who have for the sake of their religion, joined in the destruction of the English... should present themselves to me without the least delay or hesitation. Foot soldiers and [cavalrymen] ... will be paid double of what they get in the British service ...Lastly, be it known to all, that whoever, out of the above-named classes, shall ... still cling to the British government, all his estates shall be confiscated, and his property plundered, and he himself, with his whole family, shall be imprisoned, and ultimately put to death.Source: “The Azamgarh Proclamation.” Delhi Gazette, 29 September 1857. Reproduced here: http://www.csas.ed.ac.uk/mutiny/Texts-Part2.html.
Name:Date:Name:Date:STUDENT MATERIALS4ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1200 / LESSON 6.3 ACTIVITYDocument 2This excerpt is from an article by Karl Marx and Friedrich Engels in The New York Daily Tribune in which they commented on the 1857 Indian Mutiny, an uprising that was put down by mid-1858. ... It is the first time that sepoy [Indian soldier serving British] regiments have murdered their European officers; that [Muslims] and [Hindus], renouncing their mutual antipathies, have combined against their common masters; ... that the mutiny, has not been confined to a few localities; and lastly, that the revolt in the Anglo-Indian army has coincided with a general disaffection exhibited against English supremacy on the part of the great Asiatic nations, the revolt of the Bengal army being, beyond doubt, intimately connected with the Persian and Chinese wars. The alleged cause of the dissatisfaction which began to spread four months ago in the Bengal army was the apprehension on the part of the natives lest the Government should interfere with their religion. [Their] cartridges [bullet casings], the paper of which was said to have been greased with the fat of bullocks and pigs, and the compulsory biting of which was, therefore, considered by the natives as an infringement of their religious prescriptions, gave the signal for local disturbances ... On the 25th of February the 19th native regiment mutinied ... the men objecting to the cartridges served out to them. On the 31st of March ... the 34th sepoy regiment ... allowed one of its men to advance with a loaded musket upon the parade-ground in front of the line, and, after having called his comrades to mutiny, he was permitted to attack and wound the Adjutant and Sergeant-Major of his regiment. During the hand-to-hand conflict, that ensued, hundreds of sepoys looked passively on, while others participated in the struggle, and attacked the officers with the butt ends of their muskets ...Source: Marx, Karl and Friedrich Engels. “The Revolt in the Indian Army.” New York Daily Tribune, 15 July 1857. Reproduced here: https://www.marxists.org/archive/marx/works/1857/07/15.htm
Name:Date:Name:Date:STUDENT MATERIALS5ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1200 / LESSON 6.3 ACTIVITYDocument 3This 1879 image shows British artillerymen next to two Gatling guns, which were essentially the first modern machine guns, firing and reloading themselves rapidly as the operator turned a hand crank. These guns were used against anti-colonial resistance fighters, or to threaten or massacre peaceful protestors.Source: “A pair of Gatling guns, 1879” from a photograph album compiled by Lieutenant-Colonel Wilfred Turner Anderson/Zulu War. National Army Museum, London, UK. https://collection.nam.ac.uk/detail.php?acc=1989-10-2-58.
Name:Date:Name:Date:STUDENT MATERIALS6ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1200 / LESSON 6.3 ACTIVITYDocument 4This speech was given by Yaa Asantewaa (1840–1921) in March of 1900. Yaa Asantewaa was a queen mother, a powerful leader in the Asante (Ashanti) Empire in what is today Ghana. She led an Asante rebellion against British colonialism.“How can a proud and brave people like the Asante sit back and look while whitemen took away their king and chiefs, and humiliated them with a demand for the Golden Stool [royal throne]. The Golden Stool only means money to the whitemen; they have searched and dug everywhere for it. I shall not pay one [cent] to the governor. If you, the chiefs of Asante, are going to behave like cowards and not fight, you should exchange your loincloths for my undergarments. ... Is it true that the bravery of the Asante is no more? I cannot believe it. It cannot be! If the men of Asante will not go forward, then we, the women, will. We will fight the white men until the last one of us falls in the battlefields.”Source: This quote is from two sources. The first portion before the ellipses is from Aidoo, Agnes Akosua. “Asante Queen Mothers in Government and Politics in the Nineteenth Century.” Journal of the Historical Society of Nigeria 9, no. 1 (1977): 1-13. The second portion is from Asante, Molefi Kete. The History of Africa: The Quest for Eternal Harmony. New York: Routledge, 2019.
Name:Date:Name:Date:STUDENT MATERIALS7ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1200 / LESSON 6.3 ACTIVITYDocument 5Banned by British authorities in India, Mohandas K. Gandhi’s book, Indian Home Rule (1909) was an early expression of some of the ideas that would shape his leadership over the coming decades. I would say to the extremists: “I know that you want Home Rule for India; it is not to be had for your asking ... Brute-force is not natural to Indian soil ... You must not consider that violence is necessary at any stage for reaching our goal.” I would say to the moderates: “Mere petitioning is derogatory; we thereby confess inferiority ...”There can be no advantage in suppressing an eruption; it must have its vent. If, therefore, before we can remain at peace, we must fight amongst ourselves, it is better that we do so ... I would ... say that anarchy under Home Rule were better than orderly foreign rule ...To [the English] I would respectfully say: “I admit you are my rulers ... I have no objection to your remaining in my country, but although you are the rulers; you will have to remain as servants of the people. It is not we who have to do as you wish, but it is you who have to do as we wish. You may keep the riches that you have drained away from this land, but you may not drain riches henceforth ... We hold the civilization that you support to be the reverse of civilization. We consider our civilization to be far superior to yours ... We consider your schools and courts to be useless. We want our own ancient schools and courts to be restored. The common language of India is not English but Hindi. You should, therefore, learn it. We can hold communication with you only in our national language.”Source: Gandhi, Mohandas. Indian Home Rule. Phoenix, Natal, South Africa: International Printing Press, 1910. Reproduced here: https://web.archive.org/web/20080522001539/http://www.mkgandhi.org/swarajya/coverpage.htm
Name:Date:Name:Date:STUDENT MATERIALS8ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1200 / LESSON 6.3 ACTIVITYDocument 6These are excerpts are from an article, “The New Nationalist Movement in India,” by Unitarian minister Jabez T. Sunderland. Writing from the United States in 1908, Sunderland’s article reflects a critical response to colonialism in this era, and a shift in global opinion.The Nationalist Movement in India may well interest Americans. Lovers of progress and humanity cannot become acquainted with it without discovering that it has large significance, not only to India and Great Britain, but to the world ... Why is England in India at all? Why did she go there at first, and why does she remain? ...We find that Calcutta and Bombay have a large commerce. To whom does it belong? Mainly to the British. ...The great, disturbing, portentous, all-overshadowing fact connected with the history of India in recent years is the succession of famines. What do these famines mean? [A British civilian writes], “... I rode out on horseback, morning after morning, I passed crowds of wandering skeletons, and saw human corpses by the roadside, unburied, uncared for, and half devoured by dogs and vultures; how, sadder sight still, children, ‘the joy of the world,’ as the old Greeks deemed, had become its ineffable sorrow ...” and he estimates the number of deaths in the first eight decades of the last century at 18,000,000 ... Here we get a glimpse of the real India ... the people of India are taxed more than twice as heavily as the people of England. ...But it is only a part of the wrong done to India that she is impoverished. Quite as great an injustice is her loss of liberty—the fact that she is allowed no part in shaping her own political destiny ... India is kept in absolute subjection. Source: Sunderland, Jabez T. “The New Nationalist Movement in India.” The Atlantic, October 1908. https://www.theatlantic.com/magazine/archive/1908/10/the-new-nationalist-movement-in-india/304893/
Name:Date:Name:Date:STUDENT MATERIALS9ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1200 / LESSON 6.3 ACTIVITYDocument 7This is an excerpt from a letter by Phan Ðình Phùng (1847–1896) to Huàng Cao Khải (1850–1933). The two Vietnamese scholars exchanged these letters in the 1890s while living under French rule. In an earlier letter, Huàng, who was then serving the French, praised his friend’s courage, but asked him to stop fighting the French since the fighting has been so destructive. The French, separated from our country until the present day by I do not know how many thousand miles, have crossed the oceans to come to our country. Wherever they came, they acted like a storm, so much so that the Emperor had to flee. The whole country was cast into disorder. Our rivers and our mountains have been annexed by them at a stroke and turned into a foreign territory. These events affected the whole country, the entire population ...Ten years have elapsed since the birth of our movement. Among those who gave themselves to the cause of righteousness, many have been imprisoned and many have been killed, but the determination of those who are left has never diminished. On the contrary, they continue to sustain me with all their efforts and the number of these courageous persons increases daily. They did not abandon their families to tread my path because they found pleasure in adventure and danger. They simply trusted me, they had confidence in me; because of my determination, they could endure all these hardships without a murmur. Such is the people’s disposition. Were you in my place, could you abandon all these men without a pain in your heart? ...You and I are from the same province ... but we are now removed from each other by several thousand miles. In spite of this distance, you still care for the place of your birth. How much then do I, who suffer this situation with my own body and witness it with my own eyes? The difficulty is that I am bound by circumstances. I must accept my destiny.Source: Lam, Truong Buu. Patterns of Vietnamese Response to Foreign Intervention, 1858–1900. New Haven: Yale University Press, 1967. Reproduced here: http://afe.easia.columbia.edu/ps/vietnam/family_nation.pdf
Name:Date:Name:Date:STUDENT MATERIALS10ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1200 / LESSON 6.3 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 MATERIALS11ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1200 / LESSON 6.3 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 MATERIALS12ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1200 / LESSON 6.3 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 MATERIALS13ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1200 / LESSON 6.3 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 MATERIALS14ASSESSMENT – UNIT 6 DBQWORLD HISTORY PROJECT 1200 / LESSON 6.3 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