Unit 3 DBQ
WORLD HISTORY PROJECTAP/ LESSON 3.4ACTIVITYASSESSMENT: UNIT 3 DBQUnless otherwise noted, this work is licensed under CC BY 4.0. Credit: “Assessment: Unit 3 DBQ”, OER Project, https://www.oerproject.com/1Preparation•Download the WHP DBQ Rubric•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 encounter on the AP® World History: Modern exam. 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better understanding of your skills development and overall progress related to constructing an argument, interpreting historical documents, and employing the historical thinking practices you are using in this course.PracticesContextualization, sourcing, reading, writingAll DBQs require you to contextualize, source documents, and of course as part of this, read and write.ProcessDay 1In 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 from at least six of 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 sixparagraphs long.This DBQ asks you to respond to the following prompt: Evaluate the extent to which governments reacted similarly to increased foreign trade during the periodc. 1450 to 1750 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. You must provide source information for at least two of the documents in your essay. 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.
WORLD HISTORY PROJECT AP / LESSON 3.4ACTIVITYASSESSMENT: UNIT 3 DBQ2Finally, 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 2This 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 DBQ 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.
WORLD HISTORY PROJECT AP / LESSON 3.4ACTIVITYASSESSMENT: UNIT 3 DBQ3UNIT 3 DBQDirections: This question is based on the accompanying documents. In your response, make sure include the following:oThesis/major claim –respond to the prompt with a historically defensible thesis or claim that establishes a clear line of reasoning.oContextualization –describe a broader historical context relevant to the prompt. Think of the entire time period, not just the time immediately preceding the historical event or process.oEvidence and use of documents –use at least four of the documents to support your thesis or argument.oOutside evidence –use at least one additional piece of historical evidence (outside of those found in the document collection) that is relevant to your argument and the prompt.oSourcing –for at least two documents, include how or why the source’s historical situation, audience, purpose, and/or point of view is relevant to your argument.oComplexity -demonstrate a complex understanding of the topic by using advanced argumentation and/or effective use of evidence.Evaluate the extent to which governments reacted similarly to increased foreign trade during the period c. 1450 to 1750 CE.
WORLD HISTORY PROJECT AP / LESSON 3.4ACTIVITYASSESSMENT: UNIT 3 DBQ4Document 1These comments were delivered by Jan Pieterszoon Coen (1587–1629) to the Dutch (Netherlands) East India Company’s board of directors when he was serving as director-general of the company. Source: The 1614 quote is from H.T. Colenbrander, ed., Jan Pietersz. Coen, Levensbeschrijving [Biography], (The Hague: M. Nijhoff, 1934), 64. Excerpts are edited for clarity. The 1620 quote is from H.T. Colenbrander, ed., Jan Pietersz. Coen: Bescheiden omtrent zijn bedrijf in Indië [Documents About His Business in India].Volume 1 (The Hague: M. Nijhoff, 1919), 531.Your Honors know by experience that trade in Asia must be driven and maintained under the protection and favor of Your Honors’ own weapons, and that the weapons must be paid for by the profits from the trade. So we cannot carry on trade without war, nor war without trade. (1614)The Company wages war for the United Netherlands in East India. If someone would say that it should abstain from this, and that the common country in its turn has its hands full of its own defense, the answer to this is that without the might of arms the trade with India cannot be maintained, nor can the state of the United Netherlands be maintained without the trade with India. Send us yearly a large quantity of ships, men, and money, and Your Honors will in time become masters of the most important trade of the entire world. (1620)Document 2Over two centuries after the conquests of Genghis and Kublai Khan, Gao Gong, a Ming Chinese official in the 1500s, wrote about trade on their northern frontier. Source: As reproduced in Li Kangying, The Ming Maritime Trade Policy in Transition, 1368 to 1567 (Wiesbaden: Harrassowitz Verlag, 2010), 109. Excerpt has been edited.The Mongols’ different culture and values made it impossible for our government to control them through rituals, philosophy, and law, which they would never believe and respect. In the 19th year of the Jiajing [1540], the Mongols came to ask to pay tributeto us. It was nothing but an honest attempt to get what they needed from trading with us. Unfortunately, our officials on the border did not understand this and refused their request for trade, instead executing the Mongol messengers. This resulted in theMongols’ prompt invasion across the north. We had to pay for our misjudgment by going through the suffering of war and conflict for the next thirty years.Document 3This list is from “The Edict of 1635 Ordering the Closing of Japan: Addressed to the Joint Bugyō [Magistrates] of Nagasaki.” Source: David John Lu, ed.Japan: A Documentary History, Volume 1 (Armonk, NY: M. E. Sharpe, 1997), 221–222.1.Japanese ships are strictly forbidden to leave for foreign countries.
WORLD HISTORY PROJECT AP / LESSON 3.4ACTIVITYASSESSMENT: UNIT 3 DBQ52.No Japanese is permitted to go abroad. If there is anyone who attempts to do so secretly, he must be executed. The ship so involved must be impounded and its owner arrested, and the matter must be reported to the higher authority.3.If any Japanese returns from overseas after residing there, he must be put to death...9.No single trading city shall be permitted to purchase all the merchandise brought by foreign ships.10.Samurai are not permitted to purchase any goods originating from foreign ships directly from Chinese merchants in Nagasaki...14.The date of departure homeward of foreign ships shall not be later than the twentieth day of the ninth month.15.The goods brought by foreign ships which remained unsold may not be deposited or accepted for deposit.Document 4In this 1643 report, an English merchant reports to his superiors in the British East India Company. Source: The report, dated November 30, 1643, was compiled in William Foster, ed., The English Factories in India, 1642–1645: A Calendar of Documents in the India Office, Westminster (Oxford: Clarendon Press, 1913), 108. https://archive.org/details/in.ernet.dli.2015.206629/page/n147/mode/2up. Reprinted in Balkrishna Govind Gokhale, Surat in the Seventeenth Century: A Study in Urban History of Pre-Modern India (Copenhagen: Scandinavian Institute of Asian Studies, 1979), 141. https://archive.org/details/in.gov.ignca.66267/page/n147?q=virji+vora. This text has been edited and excerpted.Virji Vora must not be displeased in any case. I confess him to be a man that has often supplied our needs in Surat moneys. Nevertheless, he has been the most harmful man to your trade in all the Moghuls’ dominions. By his power and intimacy with the Mughal governor, he wields his influence so that no merchant in town dares to displease him by coming to trade with us, except sometimes he sendssome purposely to underbid for a trade good that he is after. He knows that because of our extreme debts, we must sell, and so he beats the price down till we come to his own rates. Thus so long as Virji Vora is so much our creditor, little or no profit is to be made upon any goods we can bring to Surat.Document 5In this text from the 1560s, an anonymous Portuguese nobleman reports to the crown. Source: From Diogo do Couto, Década Oitava (Eighth Decade), reprinted in Giancarlo Casale, “The Ottoman Administration of the Spice Trade in the Sixteenth-Century Red Sea and Persian Gulf,” Journal of the Economic and Social History of the Orient 49, no. 2 (2006): 190. This text has been edited and excerpted.If the [Ottoman] Turks were allowed to travel freely to India, ... and trade in merchandise wherever they wished, not only would Your Majesty’s own profits suffer greatly, but the rest of us would be left completely empty handed ... All of the business [handled by the Portuguese] would immediately fall to the Turks and ... they would bring to India all of the principal products which we bring from this
WORLD HISTORY PROJECT AP / LESSON 3.4ACTIVITYASSESSMENT: UNIT 3 DBQ6Kingdom [of Portugal]. ... [In Ottoman lands, the same goods] can be acquired much more cheaply than in Portugal. In addition, the duration of their voyages, their transportation costs, the risks they would face and the damage they would sustain to their ships and their merchandise would be less than half of that suffered by our own ships. ...As for [the government’s monopoly in] pepper and other controlled spices, this also would be threatened by allowing the Turksto ... [trade] in India. Thus [if allowed to operate freely, their ties with] local Muslims [in India] would leave them even better informed and better organized, such that by means of the [Red Sea and Persian Gulf] they could send as much [pepper] as they wanted, and become masters of the lion’s share of the trade in spices.
WORLD HISTORY PROJECT AP / LESSON 3.4ACTIVITYASSESSMENT: UNIT 3 DBQ7Document 6Source: Esteban Ortiz-Ospina and Diana Beltekian, “Trade and Globalization,” Our World in Data, University of Oxford, 2014, revised 2018. https://ourworldindata.org/trade-and-globalization. Data for this chart is taken from: Leonor Freire Costa, Nuno Palma, and Jaime Reis, “The great escape? The contribution of the empire to Portugal’s economic growth, 1500–1800,” European Review of Economic History 19, Issue 1 (2015): 1–22. https://doi.org/10.1093/ereh/heu019. CC BY 4.0.
WORLD HISTORY PROJECT AP / LESSON 3.4ACTIVITYASSESSMENT: UNIT 3 DBQ8Document 7This is an excerpt from the French traveler Jean (John) Chardin’s Travels in Persia 1673–1677. Source: Sir John Chardin, Travels in Persia 1673-1677 (London, Argonaut Press, 1927), a reprint of the 1720 edition, edited by Janeen Richards for the Silk Roads Seattle Project, University of Washington, 2000. https://depts.washington.edu/silkroad/texts/chardin/chardin.htm#trade. This text is further edited and excerpted.The king of Persia sells to the neighboring kingdoms silk, brocades, and other rich goods, carpets and precious stones. The name of “merchant” is a name much respected in Persia and is not allowed to shop keepers or dealers in trifling goods, nor to those who do not trade in foreign countries. It is a term allowed only to those who employ deputies or agents in the remotest countries, and those men are sometimes raised to the highest ranks and are usually employed in embassies. ...Silk is the staple commodity of Persia. The Dutch import it into Europe to the value of near six hundred thousand pounds yearly, by the Indian Sea. And all the Europeans who trade in Turkey import nothing more valuable than the Persian silks, for which they buy from the Armenians. The Muscovites import it likewise. There are some Persian traders who have deputies in all parts of the world, as far as Sweden on the one side and China on the other side.
WORLD HISTORY PROJECT AP / LESSON 3.4ACTIVITYASSESSMENT: UNIT 3 DBQ9Question 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 process and composition questions.1.Prompt:2.Rewrite the prompt in your own words:3.Periodization: What is the time periodyou 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?6.AP Theme: What AP theme is the prompt asking you to address as part of your response? Please explain your reasoning. PIECES is a helpful reminder for the AP themes.
WORLD HISTORY PROJECT AP / LESSON 3.4ACTIVITYASSESSMENT: UNIT 3 DBQ107.Historical reasoning process: What historical reasoning process is this prompt asking you to engage in? Provide justification for why you chose the one you did.8.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 ProcessWords/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 timePrompt Stem ExamplesWhat It’s Asking in Simpler LanguageTo what extentWeigh, evaluate, assessEvaluate, 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