Essay Review!!! Dbq ccot – Examples Comparative dbq



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Essay Review!!!

DBQ

  • Pre-Writing:
  • Dissect the prompt:
  • What are the task and/or directive words?
  • What are the parameters? (Time, place, class, categories, etc.)
  • What other key terms are in the prompt?
  • Planning:
  • Read the documents looking for patterns, content and author type.
    • Patterns are often suggested in the prompt. (IT’S ALL ABOUT THE PROMPT!)
  • Plan your categories to match the documents. (π Chart)
  • Look for different points of view on the same topic, look for similarities and look for reasons for Point of View ()?

Using the documents provided, analyze the causes of technological advancement 600-1600 in the Islamic World. Make a PI Chart

  • Better weapons
  • Improved agricultural tools
  • 1
  • 4
  • 6
  • 2
  • 3
  • 5
  • Category
  • Document #
  • POV Idea
  • Saladin praising Muslim made steel
  • Wheat dealer discusses increased harvest after
  • iron plow adopted
  • Muslim blacksmith from Cordoba Spain
  • Farmer in the Nile Valley
  • Fred

DBQ

  • Writing
  • Write a thesis paragraph that sets the scene, addresses the prompt and has categories for analysis. Do NOT use doc. numbers in the thesis!
  • Start each body paragraph with a TOPIC SENCENCE that relates to the prompt and states the category.
  • Use the documents for evidence but do not quote:
    • Do not just summarize documents, but connect them to the prompt and the category.
    • Refer to the document by author, title and number.
    • Use all of the documents. (even charts!)
    • Example: Several of the documents deal with the technology being advanced because of agricultural needs. In Document 2, Sayed Muhammad describes, in a letter to his merchant brother, that the price of grain is falling because more was being produced with the use of new plows…(POV?) It is easy to understand why Sayed said this …

DBQ

  • Analyze at least 3 POV’s. (You can’t just list the given biographical facts, you must explain their POV)
    • Sayed would describe the cost of grain realistically because as a merchant he has a wider view of the economy than a farmer might, allowing him to see the effect of the overproduction of grain. As this is a letter to a family member, there is no need for him to embellish the truth.
  • Outside information is NOT required, but can be used to gain credit outside the core score (on the right side of the rubric). PAY ATTENTION TO THE CONTEXT OF THE DBQ – Cold War? globalization? imperialism?

Additional Document

  • ADDITIONAL DOCUMENTS: Students must identify and EXPLAIN why an additional document (or voice) would be helpful in addressing the prompt.
    • Remember you are a historian and you need to prove your thesis
    • What group, class, gender, etc is missing that is relevant to the prompt?
  • Use the wording of the prompt as part of the additional document
    • My understanding of the causes of technological advancement in the Islamic World would be improved by having a document from a Christian Crusader comparing his weapons to those made by the Muslims. If he were complimentary, it would reinforce the claims of the Muslims.

POV (why should we believe this person???)

  • …the author wrote this way because he was under stress due to the fact that he was under arrest and facing the death penalty.
  • …it is important to remember that this author is writing to his monarch and asking for a position at court therefore…
  • …because of the author’s religious beliefs it can be understood that he would feel…

Write a POV statement

  • Benito Mussolini at the March on Rome (October 26, 1922)
  • “Fascism draws its sword to cut the multiple knots which tie and burden Italian life. We call God and the spirit of our five hundred thousand dead to witness that only one impulse sends us on, that only one passion burns within us - the impulse and the passion to contribute to the safety and greatness of our Country.
  • Fascists of all Italy! Stretch forth like Romans your spirits and your sinews! We must win. We will. Long live Italy! Long live Fascism!”

Write a POV statement

  • The Religious Educational Guild published Is This Tomorrow: America Under Communism, a comic classic about the impending Sovietification of America. 1947.

No! No! No!

  • Do not lump documents together:
    • “Document 3 and 4 both talk about …”
  • Do not ‘laundry list:’
    • Document 1 is about… Document 2 talks about… In document 3 the author says… The main point in document 4 is…
  • Do not ignore/misrepresent pictures or graphs
    • Making stuff up will not get you credit for the doc
  • Do not leave out a document
  • Do not have a one-document paragraph
  • Do not quote the documents
    • paraphrase or summarize

Snack Time

Compare and Contrast

  • Determine task
    • Parameters - dates, places, peoples, ideas
    • Key terms- economics, nationalism, gender, etc.
  • Prewrite
    • Brainstorm- make VENN chart
      • THINK HORIZONTALLY!
    • Create categories (look for suggestions in prompt: Compare and contrast the economic reasons for the decline of Han China and the Roman Empire. How would you divide economic into categories?

Useful Categories of Comparison Write this down!

  • Economic = agriculture, trade, manufacturing, trade policies, tariffs, types of economy
  • Social = gender roles and relations, family and kinship, racial and ethnic constructions, social classes
  • Cultural = religions, belief systems, philosophies, ideologies, the arts and architecture
  • Political = type of government, military, bureaucracy, revolution, nationalism
  • You must state the categories on the thesis

Remember!

  • Fully answer question in the thesis
  • Take a stand – DO NOT WRITE “There were similarities and differences…!” You can write “They were similar in that ____ and they were different in that _____.”
  • Must deal with similarities AND differences
  • There must be historical evidence
  • Analyze at least one reason for similarity or difference

Write a Thesis Paragraph: (Compare AND Contrast)

  • Compare and contrast the reaction to foreign domination (imperialism) in TWO of the following regions, circa 1750-1900.
  • East Asia South Asia Middle East

Prompt: Compare and contrast the reaction to foreign domination (imperialism) in TWO of the following regions, circa 1750-1900. East Asia South Asia Middle East

  • This is the category
  • Would you like some opium with your fat covered bullet? During the time period 1750-1900, as European nations began to dominate East Asia and South Asia the reaction of the native people varied. In both regions, starvation occurred as a result of the introduction of cash crops. Consequently, violence and rebellion were common prominent reactions. However, the degree to which South Asians adapted to the colonial ways and westernized was much greater than amongst East Asians.

Compare and contrast how the belief systems of India and China influenced the justification of political authority in the foundations time period.

  • Compare and contrast how the belief systems of India and China influenced the justification of political authority in the foundations time period.

When comparing how the belief systems of India and China influenced the justification of political authority in the foundations time period, they are similar in that the justification in both regions was deeply rooted in traditions that reflected their cultures: Hinduism and Confucianism. However the origin of the political leadership was different in that in India one was born into authority while in China one worked towards it through an exam system.

  • This is the category
  • When comparing how the belief systems of India and China influenced the justification of political authority in the foundations time period, they are similar in that the justification in both regions was deeply rooted in traditions that reflected their cultures: Hinduism and Confucianism. However the origin of the political leadership was different in that in India one was born into authority while in China one worked towards it through an exam system.

Compare the Byzantine emperor Justinian’s religious views and support of Christianity with Asoka's religious views and support for Buddhism.

  • Compare the Byzantine emperor Justinian’s religious views and support of Christianity with Asoka's religious views and support for Buddhism.
  • Do not get off topic on this one!

When comparing the Byzantine emperor’s religious views and support of Christianity with Asoka's views and support for Buddhism, they are similar in that both leaders were tolerant of other religions while still strongly advocated their own. They also both used state funds to build religious structures. However they are different in the degree of tolerance that they displayed, in that Asoka built temples for both Hindus and Buddhists in India while Justinian only built churches. Also, the resulting degree of homogeneity in religious differed, in that the Byzantine Empire remained predominantly Christian, whereas in India Asoka’s support for Buddhism did not stop the growing popularity of Hinduism and near extinction of Buddhism in India.

  • This is the category
  • This is the category
  • When comparing the Byzantine emperor’s religious views and support of Christianity with Asoka's views and support for Buddhism, they are similar in that both leaders were tolerant of other religions while still strongly advocated their own. They also both used state funds to build religious structures. However they are different in the degree of tolerance that they displayed, in that Asoka built temples for both Hindus and Buddhists in India while Justinian only built churches. Also, the resulting degree of homogeneity in religious differed, in that the Byzantine Empire remained predominantly Christian, whereas in India Asoka’s support for Buddhism did not stop the growing popularity of Hinduism and near extinction of Buddhism in India.

Compare how economic and social factors help to explain the different long-term effects of the decline of two of the following empires:

  • Compare how economic and social factors help to explain the different long-term effects of the decline of two of the following empires:
  • Roman Han Gupta
  • Comparative

CCOT

  • Thesis – address prompt, have one or two changes that relate to prompt and have one or two continuities that relate to the prompt. These are LONG theses. (At least 3 sentences).
  • Body paragraph 1– the beginning
  • Body paragraph 2– changes
  • Body paragraph 3– continuities
  • Conclusion – write a thesis that addresses the changes and continuities you wrote about.

Paper and PEN ready -

  • Paper and PEN ready -
  • CCOT Prompt: Analyze the changes and continuities in the causes of colonialism from 1450 to 1900 in one of the following locations:
    • Latin America
    • Sub-Saharan Africa
    • East Asia
  • Make a chart (plan, plan, plan)
  • Beginning
  • Changes
  • Continuities
  • Why???
  • Why???

CCOT: Analyze the changes and continuities in the causes of colonialism from 1450 to 1900 in Latin America OR Sub-Saharan Africa OR East Asia

  • The changes and continuities in the causes of colonialism from1450 to 1900 in Sub-Saharan Africa are COMPLICATED. At the beginning of the period the main reason for the European incursion was to capture slaves for export. The economic cause for colonialism changed from slave trading to a desire for raw goods and markets by the end of the period. A cause that continued was the competition between Europeans to gain the best lands in Africa at the expense of others. A second continuity was the desire to spread Christianity to the natives of Africa.

Beginning Paragraph (facts-10)

  • At the beginning of the time period of 1450 to 1900 in Sub-Saharan Africa, colonialism was caused by economic demands and religious fervor. Slaves were taken as part of the Triangle Trade between Europe, Africa, & the Americas, created by the Portuguese and Spanish .The Europeans set up colonies along the coast of Africa because the interior was disease ridden and they did not yet have quinine. The first colony of São Tomé started as a sugar producing colony for the Portuguese. The Dutch Boers settled in Southern Africa because of its climate, fertile soil and their desire to be religiously isolated.

Changes with facts & analysis

  • (topic sentence) A change in economic causes for colonization during the period 1450 to 1900 was a change in the resources that the Europeans wanted from Africa. They changed from slaves to raw materials. This change happened because the slave trade was outlawed and because of the rise of industrialization that led to a need for items like rubber from the Congo, peanut oil from West Africa and cotton from Angola. SO, Africans were then forced to produce these cash crops. Another change was the European’s desire for markets for their manufactured goods. SO they created systems like ‘chibaro’, which forced the natives to earn money with which to buy imported goods and pay their taxes; slavery did not allow for this.

Continuity with facts & analysis

  • (Topic sentence) Continuities in the causes for colonization were nationalism and spreading religion. The European nations of Portugal and the Spain were the main rivals in Africa during early colonialism while neo-colonialism in Africa was dominated by the British, French and Germans. These countries often colonized regions just to keep them from others. Bismarck made this clear with his statement about Germany wanting a “place in the sun” at the Berlin Conference. A second continuing cause for colonization during the entire period was the spread of Christianity. The Boers were escaping religious persecution in the first period and missionaries, like Livingstone, were seeking converts in the later period. Both of these continuities were due in part to Social Darwinism or the thought that the European way was the best way and that they had a duty to conquer and convert the natives.

CCOT: Analyze the changes and continuities in the results of revolutions 1750-1900 and 20th century in one of the following regions Europe including Russia Latin America

  • What would you plan?
  • Beginning
  • Changes
  • Continuities
  • Why??
  • Why??

CCOT: Analyze the changes and continuities in the results of revolutions 1750-1900 and 20th century in Europe including Russia.

  • From 1750 to the present, Europe and Russia encountered many revolutions, from the French Revolution in the late 1700s to that of the Bolsheviks in the early 1900’s to the collapse of communism in the 1990s. The French Revolution was led by a small group of middle class members of society and brought change to relatively few. After 1900 the results of revolutions changed in that 20th century revolutions brought greater improvements for the lower class, had greater casualties and experienced the birth of new political ideas. However, many outcomes of early revolutions continued to be present in the 20th century revolutions such as powerful dictators emerging from the revolts.

Beginning Paragraph (facts)

  • (Topic sentence) Before the 20th century the French Revolution marked the most important political change. The French Revolution brought a voice to the middle class with the National Assembly and middle class leaders like Robespierre emerged. Women took a more active part in society from the march of the fishwives to the publication of the Vindication of the Rights of Women. The French Revolution, however had less of an effect in rural France where peasants lives changed little.

Changes with facts & Analysis

  • After 1900 many changes occurred as a result of European revolutions. The 20th century revolutions brought improvements to the peasants like land reform. THIS IS HAPPENED BECAUSE communism was more focused on the lower class person than on the middle class and through promises like “Peace, Land and Bread” gained the support of the proletariat. 20th century revolutions also resulted in many more casualties. THIS IS BECAUSE the Industrial Revolution brought superior weapons and other technology. 20th century revolutions also resulted in the burgeoning of new extreme political ideas. THIS CHANGE WAS DUE to the rise of Marxism and fascism as a response to the social struggles of the early 1900’s. After 1989 and the collapse of communism there were many revolutions in Eastern Europe , from Poland and its Solidarity movement to the Velvet Revolution in Czechoslovakia. These revolutions resulted in the reemergence of nationalist movements and were a backlash against the repressive Soviet era.

Continuity with facts & analysis

  • A continuity throughout the entire period from 1750 until the late 20th century was that the revolutions resulted in the emergence of powerful leaders. Charismatic characters like Napoleon, Lenin and Vladimir Putin took control as a result of the uprisings. THIS HAPPENED BECAUSE as revolutionary leaders rise to power it is difficult for them to step aside and give up power because power tends to corrupt.
  • CCOT


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