Nation Building in Latin America Document Based Question

Standards Alignment Grading Rubric

Student Directions with Prompt and Rubric Documents

Student Response Sheets with Prompt

Standards Alignment California State Standards for Grade 10 10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

– 1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

– 2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

– 3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

– 4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

– RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. – RH 6 - Compare the point of view of two or more authors for how they treat the same or similar topics,

including which details they include and emphasize in their respective accounts. – RH 7 - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print

or digital text. – RH 8 - Assess the extent to which the reasoning and evidence in a text support the author’s claims. – RH 9 - Compare and contrast treatments of the same topic in several primary and secondary sources.

Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– WHST 1 - Write arguments focused on discipline-specific content. • a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an

organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

• b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

• c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

• d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• e. Provide a concluding statement or section that follows from or supports the argument presented. – WHST 4 - Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. – WHST 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a specific purpose and audience. – WHST 8 - Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

Writing Rubric Category Advanced Proficient Basic Below Basic

Thesis

Contains a well-developed thesis

that clearly addressed the

question.

Thesis addresses question, but not

as focused or comprehensive as

advanced.

Presents a limited, confused, and/or poorly developed

thesis.

Contains no thesis or a thesis

that does not address the

question.

Analysis

Presents an effective analysis of all parts of the

question, although treatment may be

uneven.

Analysis deals with part of the

question in some depth, other parts in a more general

way.

Deals with one aspect of the question in a

general way or all parts in a

superficial way with simplistic explanations.

Inadequate or inaccurate

understanding of the question.

Outside Information

Uses a substantial use of relevant

outside information to support thesis.

Supports thesis with some outside

information.

Contains little outside

information or information that is used is inaccurate

or irrelevant.

Inappropriate or no use of outside

information.

Organization Clearly organized and well written.

Shows evidence of acceptable

organization and writing.

Demonstrates weak organization

and/or writing skills that interfere

with comprehension.

Disorganized and poorly written.

Writing May have insignificant errors.

May contain errors that do not

seriously detract from the quality of

the essay.

May contain major errors.

Numerous errors, both major and

minor.

Nation Building in Latin America Document Based Question Directions: The following question requires you to construct a coherent essay that integrates your interpretation of the following documents and your knowledge of the period referring to in the prompt or question. High scores will be earned only by essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period that you have learned in this unit.

Prompt: Evaluate the following statement regarding New Imperialism – “Imperialism is a progressive force for both the oppressors and the oppressed.”

Rubric

DOCUMENT A The steady aim of this Nation, as of all enlightened nations, should be to strive to bring ever nearer the day when there shall prevail throughout the world the peace of justice. There are kinds of peace which are highly undesirable, which are in the long run as destructive as any war. Tyrants and oppressors have many times made a wilderness and called it peace. Many times peoples who were slothful or timid or shortsighted, who had been enervated by ease or by luxury, or misled by false teachings, have shrunk in unmanly fashion from doing duty that was stern and that needed self-sacrifice, and have sought to hide from their own minds their shortcomings, their ignoble motives, by calling them love of peace. The peace of tyrannous terror, the peace of craven weakness, the peace of injustice, all these should be shunned as we shun unrighteous war. The goal to set before us as a nation, the goal which should be set before all mankind, is the attainment of the peace of justice, of the peace which comes when each nation is not merely safe-guarded in its own rights, but scrupulously recognizes and performs its duty toward others. Generally peace tells for righteousness; but if there is conflict between the two, then our fealty is due first to the cause of righteousness. Unrighteous wars are common, and unrighteous peace is rare; but both should be shunned. The right of freedom and the responsibility for the exercise of that right can not be divorced. One of our great poets has well and finely said that freedom is not a gift that tarries long in the hands of cowards. Neither does it tarry long in the hands of those too slothful, too dishonest, or too unintelligent to exercise it. The eternal vigilance which is the price of liberty must be exercised, sometimes to guard against outside foes; although of course far more often to guard against our own selfish or thoughtless shortcomings. If these self-evident truths are kept before us, and only if they are so kept before us, we shall have a clear idea of what our foreign policy in its larger aspects should be. It is our duty to remember that a nation has no more right to do injustice to another nation, strong or weak, than an individual has to do injustice to another individual; that the same moral law applies in one case as in the other. But we must also remember that it is as much the duty of the Nation to guard its own rights and its own interests as it is the duty of the individual so to do. Within the Nation the individual has now delegated this right to the State, that is, to the representative of all the individuals, and it is a maxim of the law that for every wrong there is a remedy. But in international law we have not advanced by any means as far as we have advanced in municipal law. There is as yet no judicial way of enforcing a right in international law. - Source: Excerpt from Theodore Roosevelt’s Annual Speech to Congress, “The Roosevelt Corollary to the Monroe Doctrine,” December 6th, 1904

DOCUMENT B

Americans help Cubans with Yellow Fever

DOCUMENT C

DOCUMENT D "Venezuelans: an army of brothers, sent by the sovereign Congress of New Granada, has come to free you, and it is already amongst you, after evicting the oppressors from the provinces of Mérida and Trujillo. We are the ones sent to destroy the Spaniards, to protect the Americans (native to the American continent), and to reestablish the republican governments that formed the Confederation of Venezuela. The states covering our arms (weapons) are once again ruled by their old constitutions and magistrates, fully enjoying their liberty and independence; for our mission is only to break the chains of servitude, which still oppress some of our peoples, not claiming to create laws, or enforce acts of domination, which the right of war could authorize us to do. Touched by your misfortunes, we could not indifferently watch the afflictions inflicted to you by the barbaric Spaniards, who have annihilated you with robbery and destroyed you with death, infringed the most solemn treaties and capitulations; in one word, committed every crime, reducing the Republic of Venezuela to the most horrific desolation. It is so that justice demands vindication, and necessity forces us to take it. May the monsters that infest Colombian soil, and have covered it with blood disappear for good; may their punishment be equal to the magnitude of their treason, so that the stain of our ignominy is washed off, and to show the nations of the universe that the sons of America cannot be offended without punishment. - Source: Excerpt from “Decree of War to the Death,” by Simón Bolívar, on June 15th, 1813.

DOCUMENT E

Local fighters in the Mexican Revolution

DOCUMENT F

DOCUMENT G

DOCUMENT I It is not true that the United States feels any land hunger or entertains any projects as regards the other nations of the Western Hemisphere save such as are for their welfare. All that this country desires is to see the neighboring countries stable, orderly, and prosperous. Any country whose people conduct themselves well can count upon our hearty friendship. If a nation shows that it knows how to act with reasonable efficiency and decency in social and political matters, if it keeps order and pays its obligations, it need fear no interference from the United States. Chronic wrongdoing, or an impotence which results in a general loosening of the ties of civilized society, may in America, as elsewhere, ultimately require intervention by some civilized nation, and in the Western Hemisphere the adherence of the United States to the Monroe Doctrine may force the United States, however reluctantly, in flagrant cases of such wrongdoing or impotence, to the exercise of an international police power. If every country washed by the Caribbean Sea would show the progress in stable and just civilization which with the aid of the Platt Amendment Cuba has shown since our troops left the island, and which so many of the republics in both Americas are constantly and brilliantly showing, all question of interference by this Nation with their affairs would be at an end. Our interests and those of our southern neighbors are in reality identical. They have great natural riches, and if within their borders the reign of law and justice obtains, prosperity is sure to come to them. While they thus obey the primary laws of civilized society they may rest assured that they will be treated by us in a spirit of cordial and helpful sympathy. We would interfere with them only in the last resort, and then only if it became evident that their inability or unwillingness to do justice at home and abroad had violated the rights of the United States or had invited foreign aggression to the detriment of the entire body of American nations. It is a mere truism to say that every nation, whether in America or anywhere else, which desires to maintain its freedom, its independence, must ultimately realize that the right of such independence can not be separated from the responsibility of making good use of it. In asserting the Monroe Doctrine, in taking such steps as we have taken in regard to Cuba, Venezuela, and Panama, and in endeavoring to circumscribe the theater of war in the Far East, and to secure the open door in China, we have acted in our own interest as well as in the interest of humanity at large. There are, however, cases in which, while our own interests are not greatly involved, strong appeal is made to our sympathies. - Source: Excerpt from Theodore Roosevelt’s Annual Speech to Congress, “The Roosevelt Corollary to the Monroe Doctrine,” December 6th, 1904

DOCUMENT H “Granadans! America’s day is come; no human power can stay the course of nature guided by the hand of Providence. Join your efforts to those of your brothers: Venezuela marches with me to free you, as in past years you marched with me to free Venezuela. Already our advance guard fills whole provinces of your territory with the luster of its arms; and the same advance guard, powerfully aided, will hurl the destroyed of New Granada into the seas. The sun will not have completed the course of its present round through the heavens without beholding in all your territory the proud altars of liberty.” - Source: Proclamation to the people of New Granada, now Columbia, by Simón Bolívar on August 10, 1819.

DOCUMENT J

DOCUMENT K

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Prompt: Evaluate the following statement regarding New Imperialism – “Imperialism is a progressive force for both the oppressors and the oppressed.”

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