How to Create A DBQ Create a DBQ in the format as they appeared on your in class tests and on the College Board exam you wrote in May. Formatting is important. You can find samples on the internet or follow the truncated sample below. If describing who or what something is would be helpful, include it with an asterisk (*) at the end. Remember artwork or cartoons are allowed to a maximum of one. You will hand in a paper and electronic version of this part (e-mail will be great:
[email protected]). Truncated Sample: Analyze how European views of non-European peoples and cultures reflected the intellectual changes of the period from the 1760s to the 1910s. Document 1 Source: William Smith, British soldier, eyewitness account of a 1764 British punitive expedition against rebellious Native American groups in the Ohio country, 1766. Since [the terms of the truce] demanded that the Indians release all White prisoners in their possession . . . most of these prisoners arrived in our camp, amounting to 206. . . . There were to be seen fathers and mothers recognizing and clasping their once-lost babes; husbands hanging around the necks of their newly-recovered wives; sisters and brothers unexpectedly meeting together after long separation, scarce able to speak the same language. The Indians too, as if wholly forgetting their usual savageness, bore an important part in heightening this most affecting scene. They delivered up their beloved captives with the utmost reluctance; shed torrents of tears over them, recommending them to the care and protection of the commanding officer. They visited them from day to day; and brought them what corn, skins, horses, and other matters they had bestowed on them, while in their families. . . . Those qualities in savages challenge our just esteem. They should make us charitably consider their barbarities as the effects of wrong education, and false notions of bravery and heroism; while we should look on their virtues as sure marks that nature has made them fit subjects of cultivation as well as us. Cruel and unmerciful as they are, by habit and long example in war, yet whenever they come to give way to the native dictates of humanity, they exercise virtues which Christians need not blush to imitate.
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Document 2 Source: Josiah Wedgwood, early British industrialist, Am I not a Man and a Brother?, ceramic medallion created for the Society for Effecting the Abolition of the Slave Trade, 1787.
Supporting Items Create two of the supporting items that would be used in marking your DBQ: Contextualization & Evidence Beyond the Documents and Synthesis. Example: Contextualization & Evidence Beyond the Documents Contextualization Examples of acceptable contextualization: • “At the time from the late 1700s into the eighteenth century, although slavery was prominent, as we see demonstrated by a British medallion (Doc 2), Europeans demonstrated much greater tolerance and respect toward non-Europeans. Europe had not yet completed the Enlightenment, and also had yet to imperialize Africa and Asia. These events led to an intellectual change which would drastically alter the views Europeans held toward Non-Europeans. Upon completion of the Enlightenment, Europeans began to take on a superior mentality. . . . Known as the White Man’s Burden.” • “In Europe from the 1760s to the 1910s, the world became more globalized. Improvements to sea navigation as well as an increased interest in exploration led many Europeans to travel outside of Europe in search of foreign lands.”
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Examples of unacceptable contextualization: • This attempt at contextualization by mentioning the French Revolution and the Napoleonic wars does not support the argument: “Even though France has been through many conflicts such as the French Revolution and the Napoleonic wars they must continue to work on becoming a strong nation and not be intimidated by their failures.” • This attempt at contextualization is overly vague and makes faulty assumption regarding progress: “Between the periods of 1760–1910 the people of europe changed a lot intellectually. This was clearly evident about the way they viewed non Europeans over time. The way they viewed the peoples shows a deeper understanding of other places because they were more tolerant.” Evidence Beyond the Documents Examples of providing an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument: • “As European countries began to desire territorial expansion and with that, economic expansion, an intellectual stigma deemed the ‘White Man’s Burden’ by Rudyard Kipling, and the theory of Social Darwinism became prevalent.” • “The word ‘competition’ evokes Darwin’s idea of survival of the fittest — that the strongest and fittest matters in reproducing and was a scientific justification of imperialism.” Example of improperly providing an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument: • In their analysis of Document 4, this response could have added in a specific example like “Social Darwinism” or Rudyard Kipling’s “The White Man’s Burden” to earn this point: “French Prime Minister Jules Ferry (Doc 4) directly states that it is the duty of supirior races to civilize the inferior races. He calls for them to be taught the French ways and language to bring them closer to what is seen as a proper civilization.” Synthesis Responses earn a point for synthesis by extending their argument in one of three possible ways: Examples of acceptable synthesis by appropriately connecting the argument to a development in a different historical period, situation, era, or geographic area: • A response that effectively compares and/or contrasts European colonialism during the fifteenth and sixteenth centuries with the “new imperialism” of the nineteenth and twentieth centuries successfully earn synthesis for extending the argument. • A response that discusses the idea of the White Man’s Burden as a justification for American intervention in the Philippines and the initiation of the Spanish-American War earns synthesis for extending the argument. Example that did not accurately connect the argument to a development in a different historical period, situation, era, or geographic area: • A response that lists events from other time periods or areas but does not explain how they relate to the argument cannot earn a synthesis point.
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Examples of acceptable synthesis by connecting the argument to different course themes and/or approaches to history that are not the main focus of the question: • A possible example might be an essay that discussed the painting by Gauguin in terms of gender history. • A possible example might be an essay that analyzes the differential economic impacts of European imperialism. Examples that did not appropriately connect the argument to course themes and/or approaches to history that are not the main focus of the question: • This response makes an attempt at this type of synthesis in its analysis of Document 6. The response makes an effort to draw upon political themes in its discussion of the competition between different European countries to explain early 20th century European imperialism. However, the response falls short because it lacks sufficient specific details (for example “Scramble for Africa,”) and a greater elaboration of the political tensions and competition. • The analysis of the Gauguin painting in this response hints at using gender and race as analytical categories, but the reference is too fleeting to qualify for this type of synthesis. Examples of acceptable synthesis by using insights from a different discipline or field of inquiry to extend the argument: • A possible example might be employing art historical analysis in the discussion of the Wedgewood medallion (Document 2) or the Gauguin painting (Document 5). • A possible example might be employing literary analysis in the discussion of Chateaubriand (Document 3). Examples that did not appropriately use insights from a different discipline or field of inquiry to extend the argument: • The analysis of the Gauguin painting in this response uses terms that have sociological inferences “primitive” and “savage” but fails to provide any elaboration that brings in insights from the discipline of sociology to extend the argument and interpretation of this painting: “In Paul Gauguin’s painting “Barbaric Tales,” the two Polynesian women are portrayed as primitive and almost savage (Doc 5). • The analysis of Chateaubriand’s Atala in this response falls short of a literary analysis: “Even contemporary fiction sees this tragedy of assimilation in “Atala” (Doc 3) a Native American child grows unhappy and distant forced to adopt foreign ways of life, though he learns much, it is no use to him where he will go.”
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