DOCUMENT BASED QUESTIONS (DBQ)

1. DOCUMENT BASED QUESTIONS(DBQ) HELPFUL HINTS

2. DBQ HINTS 1. Make sure you know what the question is asking. 2. Look for the point of view of the author of each document.

3. DBQ HINTS 3. Look for possible solutions in the documents. 4. Remember that the documents are not necessarily facts. Many times the documents simply express an opinion or perception. 5. “Historical Context” is NOT a document.

4. DBQ HINTS 6. Use of all the documents is not necessary. Don't force the documents to fit, though. 7. The thesis should be a restatement of the question with your arguments. 8. Use “Rule of3" - 3 problems, 3 solutions, 3 arguments, 3 groupings, 3 points of view, etc.

5. DBQ HINTS 9. Do not ramble. 10. Answer the question that is asked and address each part of the question. 11. Do not write 1 sentence paragraphsA PARAGRAPH IS 3-5 SENTENCES 12. Remember that there is no one right answer on the DBQ.

6. DBQ Hints 13. DO NOT QUOTE DOCUMENTS, SUMMARIZE THEM 14.DO NOT SAY, ”IN DOCUMENT A…” INSTEAD SAY “IN THE UN RESOLUTION 194…” 15. Cite your source document (source A) etc. 16.NO 1st (I) or 2nd (you) PERSONI don’t care what you think! what do you know?Give me the FACTS!

7. DBQ • In the simplest terms, a DBQ is an essay question based on a series of "documents". • Types of Documents: • Maps -News Articles -Speeches • Photographs -Pictures -Letters • Charts -Graphs -Cartoons

8. Example #1 • This task is based on the accompanying documents (1-6). Some of these documents have been edited for the purposes of this task. This task is designed to test your ability to work with historical documents. As you analyze the documents, take into account both the source of each document and the author's point of view. • Directions: Read the documents in Part A and answer the questions after each • document. Then read the directions • for Part B and write your essay.

9. DBQ #1 • Historical Context: • Throughout history, societies have held different viewpoints on governmental decision making and the role of citizens in this decision-making process. The decision-making process can range from absolute control to democracy.

10. DBQ #1 • Task: • Using information from the documents and your knowledge of global history and geography, write an essay in which you: • Compare and contrast the different viewpoints societies have held about the process of governmental decision making and about the role of citizens in the political decision-making process.• Discuss the advantages and disadvantages of a political system that is under the absolute control of a single individual or a few individuals, or a political system that is a democracy.

11. DBQ #1 • Part AShort AnswerDirections:• Analyze the documents and answer the questions that follow each document in the space provided.

12. DOCUMENT #1 • The Wise Man's policy, accordingly,Will be to empty people's hearts and minds,To fill their bellies, weaken their ambition,Give them sturdy frames and always so,To keep them uninformed, without desire,And knowing ones not venturing to act.Be still while you workAnd keep full controlOver all. • —Lao Tzu (6th century BC) • 1. What role does the citizen play in this political • system?

13. DOCUMENT #2 • "We are a democracy because the power to make the laws is given to the many rather than the few. But while the law gives equal justice to everyone, it has not failed to reward excellence. While every citizen has an equal opportunity to serve the public, we reward our most distinguished [best] citizens by asking them to make our political decisions. Nor do we discriminate against the poor. A man may serve his country no matter how low his position on the social scale.An Athenian citizen does not put his private affairs before the affairs of the state; even our merchants and businessmen know something about politics. We alone believe that a man who takes no interest in public affairs is more than harmless—he is useless.” • —"Pericles’ Funeral Oration"Athens, 5th century BC • 2. According to Pericles, what is a • responsibility of a citizen in a democracy?

14. DOCUMENT #3 • "...Whereas ... King James II, ... did attempt to undermine ... the laws and liberties of this kingdom...Therefore, the Parliament declares:1. That the King's supposed power of suspending laws without the consent of Parliament is illegal.4. That the levying of taxes for the use of the king without the consent of Parliament is illegal.8. That the king should not interfere with the election of members ofParliament.13. And that to redress grievances and amend, strengthen, and preserve the laws, Parliament ought to be held [meet] frequently.” • —The English Bill of Rights, 1689 3. How did the English Bill of Rights change governmental decision making?

15. DOCUMENT #4 4. Based on this cartoon, who controlled the government of France from the mid-1600s to the early 1700s?

16. DOCUMENT #5 • After Socialism, Fascism combats the whole complex system of democratic ideology [theory], and repudiates [denies] it, whether in its theoretical premises [basis] or in its practical application. Fascism denies that the majority, by the simple fact that it is a majority, can direct human society; it denies that numbers alone can govern by means of a periodical consultation [elections], and it affirms the . . . beneficial, and fruitful [useful] inequality of mankind, which can never be permanently leveled through . . .universal suffrage. • —Benito Mussolini, 1932 • 5. What was the basis of Mussolini's argument against democracy?

17. DOCUMENT #6 • “We the Japanese people, acting through our duly elected representatives in the National Diet [legislature], resolve that never again shall we be visited with the horrors of war through the action of government, do proclaim that sovereign power resides with the people and do firmly establish this Constitution. Government is a sacred trust of the people, the authority for which is derived from the people, the powers of which are exercised by the representatives of the people, and the benefits of which are enjoyed by the people. This is a universal principle of mankind upon which this Constitution is founded. We reject and revoke all constitutions, laws, ordinances, and rescripts in conflict herewith." • —The Japanese Constitution of 1947 6. Which universal principle is the basis for the Japanese Constitution?

18. EXAMPLE #2 • Historical Context: • Imperialism has been interpreted from a variety of viewpoints. The documents below express various viewpoints about the positive and negative effects of European imperialism

19. EXAMPLE #2 • Task: • Evaluate both the positive and negative effects of imperialism. • Short Answer • The documents below relate to the positive and negative effects of imperialism. Examine each document carefully and then answer the question that follows it.

20. DOCUMENT #1 • O.P. Austin, "Does Colonization Pay" The Forum, 1900 • "Modern progressive nations lying in the temperate zone seek to control garden spots’ in the tropics. [mainly in Africa, Latin America, and Asia] Under [the progressive nations] direction, these places can yield tropical produce. In return, the progressive nations bring to the people of those garden spots the foodstuffs and manufactures they need. [Progressive nations] develop the territory by building roads, canals, railways, and telegraphs. They can establish schools and newspapers for the colonies [and] give these people the benefit of other blessings of civilization which they have not the means of creating themselves." • 1. According to the author, what benefits did the colonies receive from the "modern progressive nations"?

21. DOCUMENT #2 2. What did colonization mean for the native people? "Learning civilized ways is hard work"

22. DOCUMENT #3 • "To begin with, there are the exporters and manufacturers of certain goods used in the colonies. The makers of cotton and iron goods have been very much interested in imperialism. Their business interests demand that colonial markets should be opened and developed and that foreign competitors should be shut out. Such aims require political control and imperialism. • Finally, the most powerful of all business groups are the bankers. Banks make loans to colonies and backward countries for building railways and steamship lines. They also make loans to colonial plantation owners, importers, and exporters.

23. DOCUMENT #3 CON’T • The imperialist business interests have powerful allies. Military and naval leaders believe strongly in extending the white man’s rule over the ‘inferior races,’ To this company may be added another element—the missionary. Missionaries went forth to preach a kingdom beyond this world. But they often found themselves the builders of very earthly empires. . . . Last, but by no means least, let us add politicians to our list of empire builders." • Imperialism and World Politics, Parker T. Moore, 1926 3. Who are the empire builders described in this passage?

24. DOCUMENT #4 • "When the whites came to our country, we had the land and they had the Bible, now we have the Bible and they have the land." • African proverb 4. How did the Africans feel about the missionaries?

25. DOCUMENT #5 • The White Man killed my father,My father was proud.The White Man seduced my mother,My mother was beautiful.The White Man burnt my brother beneath the noonday sun,My brother was strong.His hands red with black bloodThe White Man turned to me;And in the Conqueror’s voice said,"Boy! a chair, a napkin, a drink. • An Anthology of West African Verse, David Diop, 1957 5. What were some negative effects of imperialism on Africa?

26. DOCUMENT #6 • "Colonialism’s greatest misdeed was to have tried to strip us of our responsibility in conducting our own affairs and convince us that our civilization was nothing less than savagery, thus giving us complexes which led to our being branded as irresponsible and lacking in self-confidence. . . • The colonial powers had assimilated each of their colonies into their own economy. • Our continent possesses tremendous reserves of raw material and they, together with its potential sources of power, give it excellent conditions for industrialization. . ." • Sekou Toure, West African nationalist, 1962 6. In 1962, what was the response of this West African nationalist to years of colonialism?

27. DOCUMENT #7 7. What is the point of view of this cartoonist about European imperialism?

28. Essay Response • Your essay should be well organized with an introductory paragraph that states your position. Develop your position in the next paragraphs and then write a conclusion. In your essay, include specific historical details and refer to the specific documents you analyzed in Part A. You may include additional information from your knowledge of global history.

29. EXAMPLE #3 • Historic Context • The industrialization, which followed the Civil War, had a great impact on many different area of life in the United States. One of the groups most affected by the growth of industry was the worker. • Question: Discuss the impact of industrialization on workers in the United States form 1865 to 1914 and evaluate the ways that individuals and government responded to the problems created by industrialization.

30. DOCUMENT #1 • The opportunity to get rich, to attain great wealth is here…now within the reach of almost every man and woman…. You have no right to be poor. It is your duty to be rich…. I sympathize with the poor, but the number of poor who are to be sympathized with is very small… let us remember, there is not a poor person in the United States who was not made poor by his own shortcomings… Russell Cornwell, Acres of Diamonds, 1900 • 1. What was the attitude of Russell Conwell toward the poor?

31. DOCUMENT #2 • It is true that wealth has been greatly increased, and that the average comfort, leisure, and refinement have been raised, but these gains are not general. In them the lowest class do not share…There is a vague but general feeling of disappointment; and increases bitterness among the working classes; a widespread feeling of unrest and brooding revolution. Henry George, Progress and Poverty, 1905. • 2. Why did Henry George warn against dissatisfaction among the working classes?

32. DOCUMENT #3 • The employer desires to reduce wages and lengthen the hours of labor, while the desire of employees is to obtain shorter hours of labor and better wages, and better surroundings. Strikes establish or maintain the rights of unionism; that is, to establish and maintain the organization by which the rights of worker can be better protected. Samuel Gompers 3. According to Samuel Gompers, what are the differences between the goals of employers and employees?

33. DOCUMENT #4 5. What does this poster show about the government response to the Haymarket affair

34. DOCUMENT#5 • 6. How did government and management respond to strikes between 1902 and 1904?

35. DOCUMENT #6 • I am going to fight… If it takes all summer and all winter, and all next summer and all next winter. Yes, even life itself. I will fight this to the bitter end. I will never recognize the union, never, never. HC Frick, President, Carnegie Steel, 1892 4. What was the attitude of many "captains of industry" toward unions?

36. DOCUMENT #7 7. What does this cartoon show about working conditions?

37. DOCUMENT #8 The Dumbbell Tenement Plan 8. What does this floor plan show about living conditions in the tenements that housed immigrant workers?

38. Part B: Essay response • Write an essay that discuss the impact of industrialization on workers in the United States from 1865 to 1914 and evaluate the ways that individuals and government responded to the problems created by industrialization. • Our essay should be well organized with an introductory paragraph that states your position on the question. Develop you position in the next paragraphs and write a conclusion. In your essay, include specific historical details and refer to the specific documents you analyzed in Part A. You may • include additional information from your knowledge of American History