DBQ Help

Here is the handout that I gave out during class on Friday:
WHAP-DBQ-WORKSHEET

DBQ: Historical Thinking Skill - Contextualization


Plus, here are the videos from Tom Richey that I showed in class Friday to help you understand the rubric and how to write the DBQ:
TOM-RICHEY-DBQ-GUIDE


DBQ BREAKDOWN BY FREEMAN-PEDIA

Agenda: Week of Feb 20 - 24, 2017

Advanced Placement World History with Mr. Duez
Unit 5 - European Moment, 1750-1914
Chapter 19 - China, Ottomans, Japan: Internal Trouble, External Threats
Chapter 20 - Colonial Encounters (Africa, India, Asia)
WEEK AT A GLANCE:
MON - NO SCHOOL FOR STUDENTS
TUE - DBQ Prep 2009 & 2010 DBQ;
WED/THU - DBQ Timed Writing - African Scramble or Industrial Revolution (flip); How Britain Made the Modern World; The British Empire.
FRI - CH 20 - Christianity in Africa; CH 20 - The British Empire in India

Assignments:
DBQ Timed Writing - This Wed/Thu
Quiz Chapter 20 Colonial Encounters (Africa, India, Asia) - Next Monday
TEST CH 19 & 20 - Next Wed/Thu March 1/2
==============================================
DBQ during 1st half of class on Wed/Thu Feb 22nd & Feb 23rd
DBQ FLIP:


2009 DBQ Student samples
African Scramble
==============================================
LEARNING TARGETS:
Chapter 19 Targets
• To make students aware of the refocusing of racism in the nineteenth-century West
• To examine the effects of Western dominance on the empires of Asia
• To explore the reasons behind the collapse of the Chinese and Ottoman empires
• To investigate the reasons for Japan’s rise to its position as an industrial superpower and to compare Japan’s experience with that of China 

ESSENTIAL QUESTIONS:
Chapter 19 Essential Questions
1. What differences can you identify in how China, the Ottoman Empire, and Japan experienced Western imperialism and confronted it? How might you account for those differences?
2. In what ways did the Industrial Revolution shape the character of nineteenth-century European imperialism?
3. “The response of each society to European imperialism grew out of its larger historical development and its internal problems.” What evidence might support this statement?
4. What accounts for the massive peasant rebellions of nineteenth-century China?
5. How did Western pressures stimulate change in China during the nineteenth century?
6. What lay behind the decline of the Ottoman Empire in the nineteenth century?
7. How did Japan’s historical development differ from that of China and the Ottoman Empire during the nineteenth century?

LEARNING TARGETS:
Chapter 20 Targets
• To examine the ways in which Europeans created their nineteenth-century empires
• To consider the nineteenth-century development of racism as an outcrop of European feelings of superiority and to investigate the ways in which subject peoples were themselves affected by European racial categorization
• To consider the extent to which the colonial experience transformed the lives of Asians and Africans
• To define some of the distinctive qualities of modern European empires in relationship to earlier examples of empire 

ESSENTIAL QUESTIONS:
Chapter 20 Essential Questions
1. Why were Asian and African societies incorporated into European colonial empires later than those of the Americas? How would you compare their colonial experiences?
2. In what ways did colonial rule rest upon violence and coercion, and in what ways did it elicit voluntary cooperation or generate benefits for some people?
3. Was colonial rule a transforming, even a revolutionary, experience, or did it serve to freeze or preserve existing social and economic patterns? What evidence can you find to support both sides of this argument?
4. Why might subject people choose to cooperate with the colonial regime? What might prompt them to rebel or resist?
5. How did the power of colonial states transform the economic lives of colonial subjects?
6. How did cash-crop agriculture transform the lives of colonized peoples?
7. How were the lives of African women altered by colonial economies?
8. What impact did Western education have on colonial societies?
9. What were the attractions of Christianity within some colonial societies?
10. How and why did Hinduism emerge as a distinct religious tradition during the colonial era in India?
==============================================
Monday, Feb. 20th, 2017
NO SCHOOL for Students
Darwin's breakthrough led to a perversion of his science called, "Social Darwinism"
==============================================
Tuesday, Feb. 21st, 2017
Quote: "The big secret is that there is no big secret. Whatever your goal, you can get there if you are willing to work." - Oprah

Agenda:
1. DO NOW QUESTION: Japan's Meiji Restoration - Picture of European Clothing in Japan

2. Notes, Video, Discussion: Japan's Meiji Restoration

3. DBQ POV & Synthesis Statements: POV & Synthesis from the Industrial Revolution

Assignments:
DBQ Timed Writing - This Wed/Thu
Quiz Chapter 20 Colonial Encounters (Africa, India, Asia) - Next Monday
TEST CH 19 & 20 - Next Wed/Thu March 1/2
==============================================
Wednesday, Feb. 22nd, 2017 -and- Thursday, Feb. 23rd, 2017
Quote: "It always seems impossible until it's done." - Nelson Mandela

Agenda:
1. DBQ Timed Writing - Flip of Coin between 2009 & 2010 DBQ
#1 HEADS: 2010 Industrial Revolution in Japan & India DBQ
#2 TAILS: 2009 African Scramble-Berlin Conference

2. Notes, Video, DiscussionDuez Notes CH 20: Colonial Encounters: Africa

Niall Ferguson's Empire - How Britain Made the Modern World

Assignments:
DBQ Timed Writing - This Wed/Thu
Quiz Chapter 20 Colonial Encounters (Africa, India, Asia) - Next Monday
TEST CH 19 & 20 - Next Wed/Thu March 1/2
==============================================
Friday, Feb. 24th, 2017
Quote: "The harder you work, the luckier you get." - Gary Player

Agenda:
1. DO NOW QUESTION: Copy Questions for the video clip we will watch at the beginning of the period: 
1. Livingstone's 3 c's?
2. What role does religion play in the Imperial Movement?
3. How did British feelings about slavery change?

2. Notes, Video, DiscussionDuez Notes CH 20: Colonial Encounters: Africa
Economic Change in the colonial world. 
How did movement to urban areas impact traditional African families?
Who now had land ownership?
After colonization, how did Women's lives change?

3. (if time) Notes, Video, DiscussionDuez Notes CH 20: Colonial Encounters: India & SE Asia
What role did the Mughal Empire play in India during British control?
Sepoy Rebellion
Impact of Western Education on natives

Assignments:
DBQ Timed Writing - This Wed/Thu
Quiz Chapter 20 Colonial Encounters (Africa, India, Asia) - Next Monday
TEST CH 19 & 20 - Next Wed/Thu March 1/2

Agenda: Week of Feb. 13-17, 2017

Advanced Placement World History with Mr. Duez
Unit 5: THE EUROPEAN MOMENT IN WORLD HISTORY 1750-1914
CH 19 Internal Troubles, External Threats: China, the Ottoman Empire, & Japan 
& CH 20 Colonial Encounters
Week at a Glance:
MON - Duez is out - You will watch Why take AP Psych video & Andrew Marr's History of the World: Industry (which also goes into colonialism & imperialism a great deal)
TUE - Quiz CH 19Quiz Review
WED/TH - Imperialism: The British Empire & the world's reaction; Crash Course WH: ImperialismDBQ Skills Practice: The African Scramble
FRI - Notes, Video, Discussion: Colonial Conquests & ImperialismThe British Empire; Ottoman Empire: Sick Man of Europe; Chinese Self-Strengthening (not); Japanese Meiji Restoration.
--------------------
Assignments:
No School on Monday for Students
No quiz next week
DBQ during 1st half of class on Wed/Thu Feb 22nd & Feb 23rd
DBQ FLIP:



LEARNING TARGETS:
Chapter 19 Targets
• To make students aware of the refocusing of racism in the nineteenth-century West
• To examine the effects of Western dominance on the empires of Asia
• To explore the reasons behind the collapse of the Chinese and Ottoman empires
• To investigate the reasons for Japan’s rise to its position as an industrial superpower and to compare Japan’s experience with that of China 

ESSENTIAL QUESTIONS:
Chapter 19 Essential Questions
1. What differences can you identify in how China, the Ottoman Empire, and Japan experienced Western imperialism and confronted it? How might you account for those differences?
2. In what ways did the Industrial Revolution shape the character of nineteenth-century European imperialism?
3. “The response of each society to European imperialism grew out of its larger historical development and its internal problems.” What evidence might support this statement?
4. What accounts for the massive peasant rebellions of nineteenth-century China?
5. How did Western pressures stimulate change in China during the nineteenth century?
6. What lay behind the decline of the Ottoman Empire in the nineteenth century?
7. How did Japan’s historical development differ from that of China and the Ottoman Empire during the nineteenth century?

LEARNING TARGETS:
Chapter 20 Targets
•  To examine the ways in which Europeans created their nineteenth-century empires
• To consider the nineteenth-century development of racism as an outcrop of European feelings of superiority and to investigate the ways in which subject peoples were themselves affected by European racial categorization
• To consider the extent to which the colonial experience transformed the lives of Asians and Africans
• To define some of the distinctive qualities of modern European empires in relationship to earlier examples of empire

ESSENTIAL QUESTIONS:
Chapter 20 Essential Questions
1. Why were Asian and African societies incorporated into European colonial empires later than those of the Americas? How would you compare their colonial experiences?
2. In what ways did colonial rule rest upon violence and coercion, and in what ways did it elicit voluntary cooperation or generate benefits for some people?
3. Was colonial rule a transforming, even a revolutionary, experience, or did it serve to freeze or preserve existing social and economic patterns? What evidence can you find to support both sides of this argument?
4. Why might subject people choose to cooperate with the colonial regime? What might prompt them to rebel or resist?
5. How did the power of colonial states transform the economic lives of colonial subjects?
6. How did cash-crop agriculture transform the lives of colonized peoples?
7. How were the lives of African women altered by colonial economies?
8. What impact did Western education have on colonial societies?
9. What were the attractions of Christianity within some colonial societies?
10. How and why did Hinduism emerge as a distinct religious tradition during the colonial era in India?
-----------------------------------------
Monday, February 13, 2017
Quote: "Be who you are and say what you feel because those who mind don't matter and those who matter don't mind." - Dr. Seuss

Agenda:
Mr. Duez is out today. Substitute will do... 
1. Video Preview: Why take AP Psych video 
Students should write any questions they have down for Mr. Duez regarding scheduling classes for next year, or AP Psych. They can also email him directly.

2. Andrew Marr's History of the World: Industry (which also goes into colonialism & imperialism a great deal) 
Students will take notes over the video. Keep the notes for use with your quiz tomorrow over CH 19. 

Assignments:
No School on Monday for Students
No quiz next week
DBQ during 1st half of class on Wed/Thu Feb 22nd & Feb 23rd
'The Sick Man of Europe' - The Ottoman Empire's final days.
-----------------------------------------
Tuesday, February 14, 2017
Quote"Advice is what we ask for when we already know the answer but wish we didn't." - Erica Jong

LEARNING TARGETS:

Chapter 19 Targets:
• To make students aware of the refocusing of racism in the nineteenth-century West
• To examine the effects of Western dominance on the empires of Asia
• To explore the reasons behind the collapse of the Chinese and Ottoman empires
• To investigate the reasons for Japan’s rise to its position as an industrial superpower and to compare Japan’s experience with that of China 

ESSENTIAL QUESTIONS:
Chapter 19 Essential Questions:
1. What differences can you identify in how China, the Ottoman Empire, and Japan experienced Western imperialism and confronted it? How might you account for those differences?
2. In what ways did the Industrial Revolution shape the character of nineteenth-century European imperialism?
3. “The response of each society to European imperialism grew out of its larger historical development and its internal problems.” What evidence might support this statement?
4. What accounts for the massive peasant rebellions of nineteenth-century China?
5. How did Western pressures stimulate change in China during the nineteenth century?
6. What lay behind the decline of the Ottoman Empire in the nineteenth century?
7. How did Japan’s historical development differ from that of China and the Ottoman Empire during the nineteenth century?

Agenda:
1. Reading Check Quiz - CH 19: Internal Trouble & External Threats 

2. Review Quiz Ch 19 - Internal Struggles; External Threats

Assignments:
No School on Monday for Students
No quiz next week
DBQ during 1st half of class on Wed/Thu Feb 22nd & Feb 23rd
Carving Up the Pie of China: French cartoon from the late 1890s
-----------------------------------------
Wednesday, February 15 & Thursday, February 16, 2017
Quote"When the power of love overcomes the love of power, the world will know peace." - Jimi Hendrix

Agenda:
1. DO NOW: Why did China have a favorable balance of trade with Britain until the Taiping Rebellion?

Answer these questions:
A. Why did China have a favorable balance of trade with Britain until the Taiping Rebellion?
B. What 2 factors drove imperialism? 
C. What prevented the Europeans from colonizing Africa before the 19th century?
D. What technologies facilitated Europe’s domination of Africa?
E. Why did most European powers use indirect rule to control their colonies?
F. How did business imperialism compare to political imperialism? 
Discuss.

3. Compare Chinese, Ottoman, & Japanese responses to Colonization & later Imperialism:
4. Document Based Question Study. Students will work in groups to break down the question for  Friday's DBQ Posters:
African reactions to Scramble for AfricaUsing the documents, analyze African actions and reactions in response to the European Scramble for Africa. Identify an additional type of document and explain how it would help in assessing African actions and reactions.

Assignments:
No School on Monday for Students
No quiz next week
DBQ during 1st half of class on Wed/Thu Feb 22nd & Feb 23rd
The Berlin Conference: The Carving Up of Africa, 1884
-----------------------------------------
Friday, February 17, 2017
Quote: "You have enemies? Good. That means you've stood up for something, sometime in your life." - Winston Churchill

Agenda:
1. DO NOW: How would you group the Scramble for Africa documents? Why? 

2. DBQ Posters - Scramble for Africa: In groups, create DBQ Posters for the Scramble for Africa. 

3. If time, present posters to class.

Assignments:
No School on Monday for Students
No quiz next week
DBQ during 1st half of class on Wed/Thu Feb 22nd & Feb 23rd

Agenda: Week of Feb 6-10, 2017

Advanced Placement World History with Mr. Duez
Unit 5: The European Moment, 1750 - 1914
CH 17: The Atlantic Revolutions -and- CH 18: The Industrial Revolution
Week at a Glance:
MON: Quiz Ch 18; Review 18 Quiz
TUE: The Art of the Atlantic Revolutions; Revolutions of Industry - Introduction
WED/THU: Document Based Question Skills - POV, Historical Context; Analysis
FRITEST Unit 5, Part I: CH 17 & 18 -- Atlantic Revolutions & Revolutions of Industry -AND- DBQ Skills - POV

Test Wed/Thu Unit 5: Part I, CH 17 & 18, Plus DBQ Skills - POV
No Quiz next week (no school on Monday)
DBQ Flip on Wed/Thu Feb. 22nd & 23rd

#1: 2010 Industrial Revolution in Japan & India DBQ
2010 DBQ Student Samples

#2: African Scramble-Berlin Conference
2009 DBQ Student samples
Why did the Industrial Revolution take hold and seem to explode in Great Britain?
-------------------------------------------------
Monday, February 8th, 2016
Quote: "Change is the law of life. And those who look only to the past or present are certain to miss the future." - John F. Kennedy

Learning Targets:
• To explore the causes and consequences of the Industrial Revolution
• To root Europe’s Industrial Revolution in a global context
• To examine the question of why industrialization first “took off ” in Great Britain
• To heighten student awareness of both the positive and the negative effects of the Industrial Revolution
• To examine some of the ways in which nineteenth-century industrial powers exerted an economic imperialism over their non-industrialized neighbors

Essential Questions:
1. What was revolutionary about the Industrial Revolution?
2. What was common to the process of industrialization everywhere, and in what ways did that process vary from place to place?
3. What did humankind gain from the Industrial Revolution, and what did it lose?
4. In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?

Agenda:
1. Quiz Chapter 18 The Industrial Revolution

2. Review CH 18 Quiz
The Russian Revolution definitely qualifies as "Revolution of Industry".
-------------------------------------------------
Tuesday, February 9th, 2016
Quote: "Change does not roll in on the wheels of inevitability, but comes through continuous struggle. And so we must straighten our backs and work for our freedom. A man can't ride you unless your back is bent." - Martin Luther King, Jr.

Learning Targets:

• To explore the causes and consequences of the Industrial Revolution
• To root Europe’s Industrial Revolution in a global context
• To examine the question of why industrialization first “took off ” in Great Britain
• To heighten student awareness of both the positive and the negative effects of the Industrial Revolution
• To examine some of the ways in which nineteenth-century industrial powers exerted an economic imperialism over their non-industrialized neighbors

Essential Questions:

1. What was revolutionary about the Industrial Revolution?
2. What was common to the process of industrialization everywhere, and in what ways did that process vary from place to place?
3. What did humankind gain from the Industrial Revolution, and what did it lose?
4. In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?

Agenda:

1. DO NOW: Artwork helped to spread the ideas of Revolution and was used as propoganda by Revolutionaries. Should artists be held responsible for the death that may result from their work?

2. Notes, Video, Discussion: The Art of the Atlantic Revolutions

3. Introduction: Revolutions of Industry
Why did the Industrial Revolution happen first in Great Britain? 
-------------------------------------------------
Wednesday, February 10th & Thursday, February 11th, 2016
Quote: "To improve is to change; to be perfect is to change often." - Winston Churchill

Agenda:
1. DO NOW: Review the document on the screen, write out the meaning & point of view.

2. Notes, Video, Discussion: Revolutions of Industry

3. SAQ From last test: Check samples from class. Grade examples of student work. 

4. Discuss DQB Point of View: Review the rubric, tips and tricks & the two prompts we'll flip on for the next DBQ on Feb. 22nd and Feb. 23rd. 

DBQ Skill Practice


Practice DBQs:

Link to DBQ for Industrial Revolution 
Link to DBQ for Atlantic Revolutions
The Industrial Revolution made life better, but progress came with a cost. 
-------------------------------------------------
Friday, February 12th, 2016
Quote: "I have noticed even people who claim everything is predestined, and that we can do nothing to change it, look before they cross the road." - Stephen Hawking

Agenda:
1. TEST - Multiple Choice 35 questions + 1 Short Answer Question (SAQ)
You will have the period for the test.