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

(Background informationAlthough imperialism has existed throughout world history, European imperialism reached its highpoint during the 19th century. Several European nations expanded their empires after acquiring new colonies, thus fulfilling their need for raw materials to bring wealth and power to their nations. Imperialism resulted in many benefits and consequences to both the imperialist nations and the colonies throughout Asia and Africa. )

(PROMPT To what degree did the benefits of nineteenth century European imperialism outweigh the consequences?You must cite documents in this packet in addition to a minimum of three outside sources in your essay. You must also complete the bibliography page at the end of the essay.)

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 others 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 others comments

Emphasizes only own ideas

Addresses only teachers 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 others 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 others 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 Mans 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 exileTo 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 terrorAnd check the show of pride;By open speech and simple,An hundred times made plainTo 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 FamineAnd bid the sickness cease;And when your goal is nearestThe end for others sought,Watch sloth and heathen FollyBring 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 FreedomTo cloke your weariness;By all ye cry or whisper,By all ye leave or do,The silent, sullen peoplesShall 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 manhoodThrough all the thankless yearsCold, 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 ChineLe gteau 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.

(PROMPT To what degree did the benefits of nineteenth century European imperialism outweigh the consequences?You must cite documents in this packet in addition to a minimum of three outside sources in your essay. You must also complete the bibliography page at the end of the essay.)

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.

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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.

insightful with no historical errors.

makes original and specific connections using resources.

uses background knowledge for all support content.

thesis is prompt-driven and fits seamlessly in opening paragraph.

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.

accurate, may contain only minor historical errors.

makes obvious connections using relevant resources.

uses background knowledge consistently.

includes clear thesis statement in the opening paragraph.

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.

accurate, may contain only minor historical errors.

makes connections using some resources.

uses background knowledge

thesis statement is clear.

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 clichs 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.

Historically accurate but overly general

loosely makes connections to some resources.

uses background knowledge/facts with some connections.

includes a thesis, though it is not very clear.

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.

Contains multiple historical errors

loosely uses background knowledge/facts with no connections.

includes a general topic statement, but not a thesis

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.

has significant historical misinterpretation.

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?

The following prerequisites must be present in order for DBQ to be completed in class, turned in, and/or graded.

1. Ink pen only

2. Legible

3. In essay Format

4. Documents must be internally cited

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Work Cited/Bibliography Page

(You must use MLA citation for all sources used in your essay. Use the following websites for information on how to cite sources using MLA format: http://www.easybib.com/, http://www.citelighter.com/, or http://owl.english.purdue.edu/owl/resource/747/01/ )

Work cited pages include only those sources that have been cited.

Bibliography pages include all sources used to gather information, even those that may not have been cited.

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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.

insightful with no historical errors.

makes original and specific connections using resources.

uses background knowledge for all support content.

thesis is prompt-driven and fits seamlessly in opening paragraph.

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.

accurate, may contain only minor historical errors.

makes obvious connections using relevant resources.

uses background knowledge consistently.

includes clear thesis statement in the opening paragraph.

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.

accurate, may contain only minor historical errors.

makes connections using some resources.

uses background knowledge

thesis statement is clear.

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 clichs 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.

Historically accurate but overly general

loosely makes connections to some resources.

uses background knowledge/facts with some connections.

includes a thesis, though it is not very clear.

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.

Contains multiple historical errors

loosely uses background knowledge/facts with no connections.

includes a general topic statement, but not a thesis

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.

has significant historical misinterpretation.

no apparent thesis or topic statement.

CITATIONS are a pre-requisite for scoring.

Score:

FFB 1-2

APR 3

Meets 4

EX 5-6

Dysart Unified School District, Social Studies DBQ September, 2013