Day 1: Introduction of Prompt and Grading Procedures/Document Analysis/Notes/Trigger Questions

Dysart Unified School District #89

DBQ
Document Based Question
Imperialism
Form B- Updated September, 2013
Student Name
School
Grade Level 10th Grade World History Period
Date / Prerequisites must be present to be graded
Teacher Name / Score
Scored using the holistic rubric ______(1-6)
1=FFB 2=FFB 3=APP
4=Meets 5=Exceeds 6=Exceeds

Overview

DBQ Time Line:

■Day 1: Introduction of prompt and grading procedures/Document analysis/Notes/Trigger questions

■Day 2: Research/Share and discuss/Complete research charts

■Day 3: Research/Share and discuss/Complete research charts

■Day 4: Thesis formation/Graphic organizer

■Day 5: Rough draft including all citations/Peer review

■Day 6: Write final draft

DBQ Essay Prerequisite Grade Checklist:

Task / Points
Analyzing Documents
Research Charts
Pre-Writing
Rough Draft
Bibliography
Speaking and Listening

Speaking and Listening Rubric – Collaborative Conversations, 9-12

Collaborative Conversations / 4 Exceeds / 3 Meets / 2 Approaches / 1 Does Approach Standard
Preparation / ·  Seeks outside sources to gain insight
·  Readily shares resources with others
·  When appropriate makes strategic use of digital media to enhance understanding of findings / Preparation is evident, includes but not limited to:
·  Identifies/highlights key words and phrases
·  Has notes of main ideas
·  Includes outside sources
·  When appropriate makes strategic use of digital media to enhance understanding of findings / ·  No Highlighting
·  Skims text
·  Very few notes,
·  Some misunderstandings of text and meaning. / ·  Unprepared with text
·  unprepared with text does not recall or has not read text
·  No attempt was made to understand text
Questioning / ·  Has prepared several high level questions based on the text
·  Asks several higher level questions during discussion / ·  Has prepared a variety of questions
·  Asks thoughtful questions during discussion
·  Is open to questioning / ·  Has very few questions
·  Asks very few questions / ·  Has not prepared questions
·  Does not ask questions
·  When questioned is unable to respond appropriately
Speaking / ·  Moves conversation forward
·  Speaks to all participants
·  Thinks before answering
·  Refers directly to the text
·  Makes connections to other speakers
·  Considers all options
·  Offers insightful contributions
·  Uses appropriate and academic language all of the time
·  Builds on other’s comments
·  Prompts others to make comments / ·  Comments often and encourages others
·  Addresses the issue, stays on topic
·  Reflects on the text often
·  Responds to questions
·  Respectfully considers all opinions
·  Offers interesting ideas and makes preliminary connections
·  Uses appropriate and academic language most of the time
·  Builds on other’s comments / ·  Emphasizes only own ideas
·  Addresses only teacher’s questioning.
·  Tends toward debate not dialogue
·  Ideas do not always connect
·  Comments neglect details of text. Only focuses on opinion
·  Only uses academic language a small portion of time / ·  Disruptive or argumentative
·  Mumbles or is silent
·  Makes no connection to previous comment
·  Does not use appropriate academic language
·  Is engaged in another activity other than listening or speaking for clarification.
Listening / ·  Demonstrates effective listening skills (eye contact, nods, takes notes)
·  Writes down thoughts and questions
·  Builds on other’s comments
·  Questions for clarification when needed
·  Asks for clarification when needed
·  Develops clear understanding of speaker before making judgment, is reflective / ·  Demonstrates effective listening skills (eye contact, nods, takes notes, body aligns with speaker).
·  Takes notes
·  Asks questions for clarification when needed
·  Suspends judgment until speaker is finished,
·  No outside activity, only listening / ·  Rarely demonstrates effective listening skills (eye contact, nods, takes notes)
·  Loses track of conversation
·  May interrupt or judges other’s ideas without asking for clarification
·  May sporadically engage in another activity but stops and self regulates. / ·  No effective listening skills demonstrated
·  Attempts to dominate
·  Interrupts speakers in middle of sentence
·  Repeats same ideas
·  No eye contact or is engaged in another activity rather than listening

Document A: Introduction to Imperialism

Notes: / Imperialism occurs when a strong nation takes over a weaker nation or region and dominates its economic, political, or cultural life.
This type of foreign policy was practiced by European nations and Japan throughout the 1800s and early 1900s. In every case, a nation would experience industrialization prior to practicing imperialism on a foreign nation or region. This was due to the nearly insatiable demand for cheap raw materials and the need for markets to buy manufactured goods.
Causes of Imperialism
Economic Motives / The Industrial Revolution created an insatiable demand for raw materials and new markets.
Nationalism / European nations wanted to demonstrate their power and prestige to the world.
Balance of Power / European nations were forced to acquire new colonies to achieve a balance with their neighbors and competitors.
White Man's Burden / The Europeans’ sense of superiority made them feel obligated to “civilize the heathen savages” they encountered.
Results
In the short-term, imperialism was a very profitable foreign policy which came at the expense of the foreign regions where it was being practiced. Cultural diffusion also occurred, leading to an exchange of ideas between the West and the East. For example, European methods of education were adopted, leading foreigners to study ideas of liberty and democracy embraced during the Enlightenment and various political revolutions. This exchange eventually led to the demise of imperialism and colonialism throughout the world after World War Two.
Casewell, Thomas. Regents Prep: Global History: Imperialism. 2003. http://regentsprep.org/Regents/global/themes/imperialism/index.cfm.
Trigger thought: Use contextual evidence to describe nineteenth century imperialism.

Document B: White Man’s Burden

Notes: / Modern History Sourcebook:
Rudyard Kipling, The White Man's Burden, 1899
This famous poem, written by Britain's imperial poet, was a response to the American take-over of the Philippines after the Spanish-American War.
Take up the White Man's burden--
Send forth the best ye breed--
Go bind your sons to exile
To serve your captives' need;
To wait in heavy harness,
On fluttered folk and wild--
Your new-caught, sullen peoples,
Half-devil and half-child.
Take up the White Man's burden--
In patience to abide,
To veil the threat of terror
And check the show of pride;
By open speech and simple,
An hundred times made plain
To seek another's profit,
And work another's gain.
Take up the White Man's burden--
The savage wars of peace--
Fill full the mouth of Famine
And bid the sickness cease;
And when your goal is nearest
The end for others sought,
Watch sloth and heathen Folly
Bring all your hopes to nought.
Take up the White Man's burden--
No tawdry rule of kings,
But toil of serf and sweeper--
The tale of common things.
The ports ye shall not enter,
The roads ye shall not tread,
Go mark them with your living,
And mark them with your dead.
Take up the White Man's burden--
And reap his old reward:
The blame of those ye better,
The hate of those ye guard--
The cry of hosts ye humour
(Ah, slowly!) toward the light:--
"Why brought he us from bondage,
Our loved Egyptian night?"
Take up the White Man's burden--
Ye dare not stoop to less--
Nor call too loud on Freedom
To cloke your weariness;
By all ye cry or whisper,
By all ye leave or do,
The silent, sullen peoples
Shall weigh your gods and you.
Take up the White Man's burden--
Have done with childish days--
The lightly proferred laurel,
The easy, ungrudged praise.
Comes now, to search your manhood
Through all the thankless years
Cold, edged with dear-bought wisdom,
The judgment of your peers!
http://www.fordham.edu/Halsall/mod/kipling.asp
Trigger thought: According to the author, what burdens did the imperialist nations experience when they expanded and controlled nations outside their own? Use evidence from the document to support your answer.

Document C: Benefits or Consequences?

Notes: /
Railways of India by 1909
http://en.wikipedia.org/wiki/File:India_railways1909a.jpg
Trigger thought: In what way does this map of the network of railroads built by British colonizers in India by the end of the nineteenth century reveal potential benefits for both the imperialist and the native peoples?
Does it also reveal any potential consequences for either as well? Either way, explain your thinking below.

Document D: Benefits or Consequences?

Notes: / French Cartoon on Imperialism in China

“En Chine
Le gâteau des Rois et... des Empereurs”
"China -- the cake of kings and... of emperors"
An illustration from supplement to "Le Petit Journal", 16th January 1898
http://en.wikipedia.org/wiki/File:China_imperialism_cartoon.jpg
Trigger thought:
In what ways does this cartoon suggest the benefits of imperialism?
In what ways does it suggest the consequences of it?

Document E: Imperialism in Africa

Notes: /
History TubeTV: European Imperialism in Africa: click on video link below:
http://www.youtube.com/watch?v=OJe1W_HIWmA
Trigger thought: According to the video, what consequences did African colonies suffer because of imperialism? Use evidence from the document to support your answer.

Document Based Question: Research Chart

Research /General topic
i.e., contributions of classical Rome and Greece, design and architecture… / Site found or bibliographic info
i.e., URL, author, title of book and date of publication, … / How did you use this site:
Resource gave no new information that I could use.
As a guide for former research.
As a direct source of information
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Suggested Sites

http://www2.sunysuffolk.edu/westn/imperialism.html

http://www.fresno.k12.ca.us/divdept/sscience/history/imperialism_colonialism.htm

http://mclane.fresno.k12.ca.us/wilson98/assigments/impch11.html

http://www.reference.com/browse/imperialism

http://www.merriam-webster.com/concise/imperialism

http://www.scribd.com/doc/6289110/The-Consequences-of-Imperialism

http://autocww.colorado.edu/~toldy3/E64ContentFiles/WorldHistory/Imperialism.html

Major Resources Used Chart

Resource used / Information Gained : Show the quote, facts, ideas, or paraphrase that you will you in your response
Include the number of the resource or the URL from above / quote, facts, or paraphrased ideas.

On the lines provided below, list vocabulary words that you will use to answer the above prompt. Look back on the documents to trigger your thoughts. These are words that you will potentially use in your essay.

______

Graphic Organizer/Pre-Writing

Planning Your Writing – Use the Graphic Organizer

Introduction:
Describes the situation; defines the issue and basic terms that the essay will discuss
Thesis Statement
Can follow this pattern:
(Noun) should (action)
Argument 1:
Why is your claim (the one you make in the Thesis Statement) a good one?
What reasons can you give to support your idea?
You may have too many details to talk about that just one argument takes a very long paragraph or more than one paragraph. The argument ends with a strong claim.
Argument 2:
A totally different reason for your thesis statement. The paragraph(s) end again with a strong claim.
Counterargument/Rebuttal:
A direct statement of what the imaginary “enemy” might say. What challenges the argument?
This is countered with facts, definitions and justifications
Conclusion:
Again, this may be more than one paragraph. It comes back to the arguments; Aristotle, in The Rhetoric, says a good writer should do this in the conclusion: "make the audience well-disposed towards ourselves and ill-disposed to our opponent." One way to achieve this is to explain the benefits for the audience if they accept your view. It's a good opportunity to make inferences or predictions. This writing can really challenge people's views.

Holistic Rubric – Grades 3-12

SCORE POINT 6
Response is sophisticated and skillful in written communication, demonstrated by
·  exceptional clarity, focus, and control in development and organization that often shows insight.
·  in-depth and/or creative exploration of the topic using rich, relevant, and credible details.
·  a strong, perhaps creative, beginning, and a satisfying conclusion.
·  specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.
·  intentional and committed interaction between the writer and the reader.
·  effective and/or creative use of a wide range of conventions with few errors.
o  insightful with no historical errors.
o  makes original and specific connections using resources.
o  uses background knowledge for all support content.
o  thesis is prompt-driven and fits seamlessly in opening paragraph.
o  relies on a variety of the documents and includes outside resources, all of which are cited correctly / SCORE POINT 5
Response is excellent and skillful in written communication, demonstrated by
·  clarity, focus, and control in topic development and organization
·  a balanced and thorough explanation of the topic using relevant details.
·  an inviting beginning and a satisfying sense of closure.
·  a broad range of carefully chosen words crafted into phrases and varied sentences that sound natural.
·  awareness of the reader and commitment to the audience and topic.
·  effective use of a wide range of
·  conventions with few errors.
o  accurate, may contain only minor historical errors.
o  makes obvious connections using relevant resources.
o  uses background knowledge consistently.
o  includes clear thesis statement in the opening paragraph.
o  appropriately relies on a variety of the documents and may use outside sources, all of which are cited correctly / SCORE POINT 4
Response is appropriate and acceptable in written communication, demonstrated by
·  ideas adequately developed with a clear and coherent presentation of ideas with order and structure that can be formulaic.
·  relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.
·  a recognizable beginning and ending, although one or both may be somewhat weak.
·  effective word choice that is functional and, at times, shows interaction between writer and audience.
·  somewhat varied sentence structure with good control of simple constructions a natural sound.
·  control of standard conventions although a wide range is not used; errors that do not impede readability.
o  accurate, may contain only minor historical errors.
o  makes connections using some resources.
o  uses background knowledge
o  thesis statement is clear.
o  cites multiple documents correctly
SCORE POINT 3
Response is inadequate in written communication, demonstrated by
·  broad or simplistic ideas that are understood but often ineffective.
·  attempts at organizing that are inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.
·  developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing.
·  reliance on clichés and overused words that do not connect with the reader; limited audience awareness.
·  monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.
·  limited control of standard conventions with significant errors.
o  Historically accurate but overly general
o  loosely makes connections to some resources.
o  uses background knowledge/facts with some connections.
o  includes a thesis, though it is not very clear.
o  cites multiple documents correctly / SCORE POINT 2
Response is poor in written communication, demonstrated by
·  overly simplistic and sometimes unclear ideas that have insufficiently developed details.
·  sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow.
·  missing beginning and/or ending.
·  repetitive, monotonous, and often misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.
·  lack of audience awareness.
·  little control of basic conventions resulting in errors impeding readability.
o  Contains multiple historical errors
o  loosely uses background knowledge/facts with no connections.
o  includes a general topic statement, but not a thesis
o  uses more than one document correctly but relies on one document OR cites only one document / SCORE POINT 1
Response is inferior in written communication, demonstrated by
·  lack of purpose or ideas and sequencing.
·  organization that obscures the main point.
·  an attempt that is too short to offer coherent development of an idea, if it is stated.
·  extremely limited vocabulary that shows no commitment to communicating a message.
·  sentences with confusing word order that may not permit oral reading.
·  severe and frequent errors in conventions.
o  has significant historical misinterpretation.
o  no apparent thesis or topic statement.
CITATIONS are a pre-requisite for scoring.
Score: / FFB 1-2 / APR 3 / Meets 4 / EX 5-6

Final Response: To what degree did the benefits of nineteenth century European imperialism outweigh the consequences?