Unit 5 DBQ
WORLD HISTORY PROJECTAP/ LESSON 5.10ACTIVITYASSESSMENT: UNIT 5 DBQUnless otherwise noted, this work is licensed under CC BY 4.0. Credit: “Unit 5 DBQ”, OER Project, https://www.oerproject.com/1PurposeThis 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 AP® World History: Modern exam.ProcessDay 1It’s time for another DBQ. This time, you’ll be writing about the Industrial Revolution. The DBQ prompt is: Evaluate the extent to which industrialization brought change to Britain and India during the period from c. 1750 to 1900 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 inyour essay, along with any additional sourcing you have time for. Remember, in your essay, you need to include evidence from at least four of the seven documents, and you also need to provide source analysis for two of the documents. 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 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 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.
WORLD HISTORY PROJECT AP / LESSON 5.10ACTIVITYASSESSMENT: UNIT 5 DBQ2UNIT 5 DBQDirections: This prompt 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 industrialization brought change to Britain and India during the period from c. 1750 to 1900 CE.
WORLD HISTORY PROJECT AP / LESSON 5.10ACTIVITYASSESSMENT: UNIT 5 DBQ3Document 1Source: “Percentage Distribution of the World’s Manufacturing Production, 1870 and 1913” from League of Nations, Industrialization and World Trade (1945), reproduced by the Fordham University Modern History Sourcebook (Tables Illustrating the Spread of Industrialization),https://sourcebooks.fordham.edu/mod/indrevtabs1.asp
WORLD HISTORY PROJECT AP / LESSON 5.10ACTIVITYASSESSMENT: UNIT 5 DBQ4Document 2Source: Dadabhai Naoroji, “Memorandum No. 2 on the Moral Poverty in India and Native Thoughts on the Present British Indian Policy,” in Voices of Indian Freedom Movement: Voice of Nascent and Resurgent Nationalism, Volume 1, ed. J.C. Johari (New Delhi: Akashdeep Publishing, 1993), 100-102. Edited for brevity and clarity.British theorists talk of India’s population increase caused by British peace, but they ignore the destruction caused by the British drain on India. The British talk of the operations of economic laws, but they forget that there is no such thing as naturaleconomic law within India due to British imperialism. It is the pitiless perversion of economic laws that is destroying India, by the sad bleeding to which India is subjected. Why blame poor Nature when the fault lies at your own door? If you let natural and economic laws have their full and fair day, then India will become another England, with far greater benefits to England herself than at present.The English do not allow India to produce what it can produce, and the people are not allowed to enjoy what they can produce,and India is forcibly deprived of its means and capital. The political drain up to this time, from India to England, is above 500 million pounds without interest. The famines have been within the power of the British to prevent if they had done their duty, as a good and intelligent government.
WORLD HISTORY PROJECT AP / LESSON 5.10ACTIVITYASSESSMENT: UNIT 5 DBQ5Document 3Source: Gross domestic product per capita between 1500 and 1950 as measured in 1990 International Dollars considering purchasing power parity. This data is taken from economist Angus Maddison’s book, Contours of the World Economy, 1–2030 AD. Essays in Macro-Economic History (Oxford: Oxford University Press, 2007) 382, Table A.7. See also this reproduction: https://commons.wikimedia.org/wiki/File:Maddison_GDP_per_capita_1500-1950.svg
WORLD HISTORY PROJECT AP / LESSON 5.10ACTIVITYASSESSMENT: UNIT 5 DBQ6Document 4Source: “Women Miners in the English Coal Pits,” United Kingdom, Parliamentary Papers, vol. XV (1842), 84 and vol. XVII (1842), 108. Reproduced by the Fordham University Modern History Sourcebook https://sourcebooks.fordham.edu/mod/1842womenminers.asp.“[I] work from 6 in the morning to 6 at night. ... I have two children, but they are too young to work. I worked at drawing when I was in the family way [pregnant]. I know a woman who has gone home and washed herself, taken to her bed, delivered of a child, and gone to work again [in less than a] week.I have a belt round my waist, and a chain passing between my legs, and I go on my hands and feet through the mine. The road is very steep, and we have to hold on by a rope; and when there is no rope, by anything we can catch hold of. There are six women and about six boys and girls in the pit I work in; it is very hard work for a woman. ... My clothes are wet through almost all day long. ...I am very tired when I get home at night; I fall asleep sometimes before I get washed. I am not so strong as I was, and cannot stand my work so well as I used to. ... The belt and chain is worse when we are in the family way. My feller [partner/husband] has beaten me many a times for not being ready. ... I have known many a man [supervisor] beat his drawer. I have known men take liberties with the drawers, and some of the women have bastards.”
WORLD HISTORY PROJECT AP / LESSON 5.10ACTIVITYASSESSMENT: UNIT 5 DBQ7Document 5Source: Andrew Ure, The Philosophy of the Manufacturers (London: Chas. Knight, 1835), reproduced in the Fordham University Modern History Sourcebook https://sourcebooks.fordham.edu/mod/1835ure.asp. The text is slightly updated for clarity.When the first water-frames for spinning cotton were erected mankind was little aware of the mighty revolution which the new system of labor was destined to achieve, not only in the structure of British society, but in the fortunes of the world at large.The goal of the modern manufacturer is, through the union of capital and science, to reduce the task of his workers to the exercise of vigilance and dexterity. These faculties, when focused on one process, are speedily brought to perfection in children.Every improvement in machinery helps to replace human labor altogether, or to reduce its cost, by substituting the work of women and children for that of men; or that of ordinary laborers for trained artisans. In most of the mills, the spinning is entirelymanaged by females of sixteen years and upwards. The effect of substituting the automatic mule for the common mule, is to discharge the greater part of the men spinners, and to retain adolescents and children.
WORLD HISTORY PROJECT AP / LESSON 5.10ACTIVITYASSESSMENT: UNIT 5 DBQ8Document 6Source: A corner of the Pettah Kitchen in Bangalore (over 3,000 people waiting for feeding time), India, 1877. Madras Famine 1876-1878. © A.T.W. Penn/ Royal Geographical Society via Getty Images.
WORLD HISTORY PROJECT AP / LESSON 5.10ACTIVITYASSESSMENT: UNIT 5 DBQ9Document 7Source: Romesh C. Dutt, Open Letters to Lord Curzon on Famines and Land Assessment in India (London: Trübner, 1900), 17-18 and xiv. Edited for brevity and clarity.[T]he intensity and frequency of recent famines are greatly due to the resource-less condition and the chronic poverty of the cultivators, caused by the over-taxation of the soil, on which they depend for their living. ... Land revenue is the most important item of the Indian revenues, and ... the taxation falls heavily on the cultivators of the soil, reducing them to chronic poverty. They can save nothing in years of good harvest, and so every year of drought is a year of famine.There is no doubt that these famines are caused by the failure of the annual rains, over which man has no control. But it is equally certain that the intensity of these famines could be lessened by lowering the land tax, by constructing irrigation works, and by reducing public debt and India’s expenditures.
WORLD HISTORY PROJECT AP / LESSON 5.10ACTIVITYASSESSMENT: UNIT 5 DBQ10Question 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 5.10ACTIVITYASSESSMENT: UNIT 5 DBQ117.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