Writing: DBQ Evidence, Sourcing, and Complexity Part 2
WORLD HISTORY PROJECTAP/ LESSON 7.9ACTIVITYWRITING: DBQ EVIDENCE, SOURCING, AND COMPLEXITY PART 2Unless otherwise noted, this work is licensed under CC BY 4.0. Credit: “Writing: DBQ Evidence, Sourcing, and Complexity Part 2”, OER Project, https://www.oerproject.com/1PurposeThis is another writing activity in which you will identify and revise a student essay written in response to a DBQ. Specifically, you will look at the Evidence, Sourcing, and Complexity rows of the WHP DBQ Writing Rubric. As with all the writing progression activities, the goal is to help you improve your writing skills, as well as help you to understand the components of a successful AP essay.ProcessHere we go again! In this writing activity, you will again analyze and then improve a student essay. Today, you will be focusing on evidence, sourcing, and complexity in an essay that was the response to the AP Unit 5 DBQ: Evaluate the extent to which industrialization brought change to Britain and India during the period from c. 1750 to 1900 CE.The essay should cite sufficient and appropriate evidence to support its claim, including using information from at least four documents and at least one piece of evidence beyond the documents. For at least two sources, the essay should explain how or why the source’s historical situation/context, audience, purpose, or point of view is relevant to the argument being made. And finally, the essay should demonstrate a complex understanding of the historical development that is the focus of the prompt. This canbe demonstrated in a number of ways, including using advanced argumentation or effective use of evidence to construct a response that fully addresses the prompt.Take out the Writing –DBQ Evidence and Sourcing Part 2 worksheet. Refer to the rubric as often as needed as you work on revising the essay. Annotate and revise the essay according to the worksheet instructions and the above descriptions. Although it is not the focus of the activity, you should first find the major claim or thesis statement. Then, look for evidence, sourcing, and complexity, note where these could be improved, and revise those areas.Finally, use the WHP DBQ Writing Rubric to grade (advanced, proficient, developing, or emerging) the essay for each of the three components studied—evidence, sourcing, and complexity—and explain your reasoning behind the grades you chose.Be prepared to share your answers with your class.
WORLD HISTORY PROJECT AP / LESSON 7.9ACTIVITYWRITING: DBQ EVIDENCE, SOURCING, AND COMPLEXITY PART 22Directions: After reading the essay, follow the steps below.1.Circle the major claim/thesis.2.Look for evidence and underlineany instances you find.3.Find one area where evidence could be improved and put a star () next to that sentence. Then, write your revisions in the space below.4.Highlightportions of the essay where the author provides sourcing information—historical context, audience, purpose, or point of view—that isrelevant to the argument or thesis of the essay.5.Find one area where sourcing could be improved and write your revisions in the space below.6.Review the essay for complexity. Make a note in the margin areas where complexity (as defined by the WHP DBQ Writing Rubric) is demonstrated.7.Using the rubric, score the essay for evidence, sourcing, and complexity. Explain why you chose each grade for each category.Prompt: Evaluate the extent to which industrialization brought change to Britain and India during the period from c. 1750 to 1900 CE.The Industrial Revolution, which began in the mid-eighteenth century in Britain, ushered forth a period of immense change. In Europe prior to the Industrial Revolution, most work was done in the home or in small workshops. However, the use of fossil fuels to power machines led to a revolution in how goods, in particular textiles, were made in the eighteenth and nineteenth centuries. Industrial capitalists established factories to house coal-powered machines, which revolutionized Britain’s textile industry.By the early nineteenth century, industrialization had spread to most of Western Europe and the Atlantic seaboard of North America. European nations also began to dominate other nations, in particular those that could supply them with the raw materials for their factories. Britain established control over regions that spanned the globe, increasing its power during the course of the Industrial Revolution. One of Britain’s most prosperous colonial regions, at least for Britain, was the Indian subcontinent. India had been a major exporter of handmade textiles in the early eighteenth century, but industrialization coupled with British colonialism led to a period of deindustrialization in India. Therefore, both Britain and India experienced tremendous change from c. 1750 to 1900, which was a direct result of industrialization. Most of Britain’s changes were beneficial to its industry, while the changes experienced in India crippled its economy; yet there were some continuities amongst all of these changes including the production of textiles and the desire of some nations to increase their power by expanding their empires.British industrialization and imperialism led to significant economic hardship in India. As a result of Britain’s control over the Indian market, India was forced to produce and hand over more than 500 million pounds of capital without any interest in return (Document 2). Dadabhai
WORLD HISTORY PROJECT AP / LESSON 7.9ACTIVITYWRITING: DBQ EVIDENCE, SOURCING, AND COMPLEXITY PART 23Naoroji wrote about how the English placed restrictions on what India could produce claiming that Indians were not allowed toenjoy the benefits of this work (Document 2). Essentially, India had become a means-to-an-end for British economic profit. Minister of Parliament Naoroji’s powerful statement is significant in Indian history as it brought attention to the economic hardships Britain was forcing upon India and served as momentum for the Indian Independence Movement.Economist Angus Maddison highlights the economic disparity between India and Britain from a second-hand, academic point of view. According to the graph, gross domestic product (GDP) in Britain increased from less than $2000 per capita in 1750 to more than $5000 per capita by 1900 while in India, GDP remained stagnant during this same period at no more than $500 per capita (Document 3). This graph is significant because it supports the claims made by DadabhaiNaoroji that Britain was depriving India of economic security for its own monetary gain.Britain’s economic control over India led to devastation for its people. Indians were forced to replace rice fields, a food staple, with cotton fields in order to feed the British textile factories. As a result, famine was a significant problem in India throughout the Industrial Revolution. Although in some part caused by natural disasters such as drought, hunger in India was just as equally a result of British economic policies (Document 7).Britain’s heavy taxation of Indian farmland left most farmers unable to profit off of their crops, as everything they made went back to the Crown. In order to pay off their debts to Britain, farmers were forced to sell every crop they harvested and were left with nothing left over to store away for future use.Britain enjoyed a large economic profit as a result of the Industrial Revolution and their control over India. But this profit came at the price of workers’ rights. During this time period workers did not enjoy the same rights or protections given to employees today. Many laborers were forced into working long hours for minimal pay and were denied privileges such as maternity and paternity leave, sick leave, and paid vacation days. Child labor advocates that were active in the, mainly western, reform movements of the nineteenth century sought to rectify these practices. Many were successful in achieving labor reform laws; however, the laws often did not apply to western powers’ colonies. Therefore, child labor continued in many colonial territories, including India, for much longer than it was tolerated in Europe and America.In conclusion, both Britain and India experienced a great deal of change during the Industrial Revolution. While industrialization proved profitable for many Western countries, Britain’s harsh economic policies in India during the Industrial Revolution directly contributed to the famine and poverty experienced by the Indian people. A means-to-an-end for economic profit in Britain along with the expansion of its empire, India suffered greatly under British rule for more than 100 years. Following a long movement for Indian independence, British India was split into modern-day India and Pakistan in 1947 and has since experienced great economic growth and development. However, the legacy of colonialism and the partition of India has not come without costs, both economically and culturally.
WORLD HISTORY PROJECT AP / LESSON 7.9ACTIVITYWRITING: DBQ EVIDENCE, SOURCING, AND COMPLEXITY PART 24Revision #1 –Evidence:Revision #2 –Sourcing:Score –Evidence:Score –Sourcing:Score –Complexity: