Unit 9 DBQ
WORLD HISTORY PROJECTAP/ LESSON 9.3ACTIVITYUNIT 9 DBQUnless otherwise noted, this work is licensed under CC BY 4.0. Credit: “Unit 9 DBQ”, OER Project, https://www.oerproject.com/1PurposeThe Unit 9 DBQ is the final writing assessment for the course. This DBQ is also 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 successfulon the AP® World History: Modern exam.ProcessToday, you are going to take the final DBQ assessment for the course. Do your best—you’ll very likely see a lot of growth since you wrote your first DBQ essay at the beginning of the year.Take out the DBQ and follow the directions. You may want to review the WHP DBQ Writing Rubric to remind yourself of the criteria you are aiming for in your writing.UNIT 9 DBQDirections: This question is based on the accompanying documents. In your response, make sure to 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 globalization brought positive change for all people in the period from c. 1900 to the present.
WORLD HISTORY PROJECT AP / LESSON 9.3ACTIVITYUNIT 9 DBQ2Document 1Source: Max Roser, “The Short History of Global Living Conditions and Why it Matters That We Know It,” Our World in Data, University of Oxford. https://ourworldindata. org/a-history-of-global-living-conditions-in-5-charts?linkId=62571595.
WORLD HISTORY PROJECT AP / LESSON 9.3ACTIVITYUNIT 9 DBQ3Document 2In 1870, Western Europeans worked an average of 66 hours a week, while Americans worked 62 hours. Over the past century and ahalf, workers have increasingly been emancipated from their wage slavery, more dramatically in social-democratic Western Europe (where they work 28 fewer hours a week) than in the go-getter United States (where, on average, they now work 22 fewer hours).In 1919, and average American wage earner had to work 1,800 hours to pay for a refrigerator; in 2014 they had to work fewer than 24 hours. As utilities and appliances penetrated American households during the twentieth century, the amount of life that people lost to housework fell almost fourfold, from 58 hours a week in 1900 to 15.5 hours in 2011.In 2015 American men reported 42 hours of leisure per week, around 10 more than their counterparts did 50 years earlier, and women reported 36 hours, more than 6 hours more.In 1974, it cost $1,442 (in 2011 dollars) to fly from New York to Los Angeles; today it can be done for less than $300.Grocers have broadened their offerings as well, from a few hundred items in the 1920s to 2,200 in the 1950s; 17,500 in the 1980s; and 39,500 in 2015.We have, at our fingertips, virtually all the works of genius prior to our time. Better still, it is all available not just to the rich, but to anyone who is connected to the vast web of knowledge, which means most of humanity, and soon all of it.Source: Steven Pinker, Enlightenment Now: The Case for Reason, Science, Humanism, and Progress (New York: Viking, 2018). Excerpts are lightly edited and combined, taken from pages 249, 251, 257, 259, 261.
WORLD HISTORY PROJECT AP / LESSON 9.3ACTIVITYUNIT 9 DBQ4Document 3Source: Our World in Data, University of Oxford, ,University of Oxford, calculations by Ola Rosling from Gapminder. https://ourworldindata.org/uploads/2019/10/Global-inequality-in-1800-1975-and-2015.png.
WORLD HISTORY PROJECT AP / LESSON 9.3ACTIVITYUNIT 9 DBQ5Document 4Economic security for some can mean worse economic conditions for others. The United Nations Human Development Report of 1994 suggested that the wealth ratio between the poorest 20% and the richest 20% of the world population grew from 30:1 to 60:1 between 1960and 1991. This trend of increasing inequality has continued since. Some are getting richer and the number in absolute poverty goes down, but this is often at the expense of people who are displaced or marginalized. The poor end up with fewer protections. These are clearly matters of concern to anyone worried about international security and the possibility of poverty leading to violent conflict.Source: Adapted from Simon Dalby, “Geographies of Global Environmental Security,” in Eleonore Kofman and Gillian Youngs, eds., Globalization: Theory and Practice, Third Edition (New York: Continuum, 2008), 31. This excerpt has been edited for clarity.
WORLD HISTORY PROJECT AP / LESSON 9.3ACTIVITYUNIT 9 DBQ6Document 5Source: Artist unknown, reproduced in New Zealand’s “The Daily Blog” in a February 2019 posting by Dr. Geoff Bertram, Senior Associate at the Institute for Governance and Policy Studies, Victoria University of Wellington, New Zealand. https://thedailyblog.co.nz/2019/02/24/guest-blog-geoff-bertram-climate-change-free-trade/.
WORLD HISTORY PROJECT AP / LESSON 9.3ACTIVITYUNIT 9 DBQ7Document 6Source: Our World in Data, University of Oxford, United Nations, Population Division, https://ourworldindata.org/life-expectancy.
WORLD HISTORY PROJECT AP / LESSON 9.3ACTIVITYUNIT 9 DBQ8Document 7Your clothes are evidence that globalization created jobs in the global south. Read the tags on your shoes, shirt, and pants.Were they made in China, Honduras, Bangladesh or some other distant part of the globe? But then think: If your shoes cost $100, how much do you think the person who glued their soles on got paid for each pair of shoes? How many hours do you think they would need to work to be able to purchase a pair? What kind of conditions do you think they work in?Nike is the world’s largest athletic apparel maker in the world and arguably the most popular sneaker with a highly recognizable logo. In recent years Nike has hailed itself as a “social justice” company with a new campaign featuring social justice advocate Colin Kaepernick. They also ran a campaign encouraging women to break free of the limits society puts on them.But wait for the other sneaker to drop. Nike’s factories around the world also have a long history of abuses. In 1997, an accounting firm documented how workers at a factory making Nike products in Vietnam were exposed to toxic chemicals, forced to work 65hours a week, and earned only $10 dollars. Nike tried to dodge responsibility saying that the factory was really run by subcontractors. Thecompany was eventually pressured by international watchdogs to set labor standards, but investigations have shown that they still do not comply with these standards. In 2011, workers at Nike’s Converse shoe factory in Indonesia protested that their “supervisors throw shoes at them, slap them in the face and call them dogs and pigs.”Nike is just one example of a transnational corporation that benefits from increased global trade and low tariffs. While it has created hundreds of thousands of jobs across the world, that has not necessarily created prosperity. In fact, global inequality has risen exponentially over the past 30 years. In the United States alone, the top .001 percent earned 636% more in 2014 than what they earned in 1980 while there was no increase in income for the bottom half of earners.Source: Andalusia Knoll Soloff, “The Trouble with Globalization,” The World History Project, Unit 9, https://www.oerproject.com/OER-Media/PDFs/1750/Unit9/The-Trouble-with-Globalization?PageId={F0BC6415-2213-40E7-B43D-4A1ED9A0DB8D}.