Post on 20-Apr-2020
Teacher Overview Objectives:
DBQ Prompt Deconstruction
How do I establish a purpose for reading with the DBQ essay documents? Objective: Deconstruct a prompt in order to identify what should be written about in an essay and to create a
pre-writing graphic organizer.
Breaking Down the DBQ Task Round 1: Read and annotate the prompt to circle key words as well as words you may not know. Make predictions about the
meanings of these words and phrases.
Round 2: Brain Dump! Answer the question: “What do I know about the topic?”
Round 2: Make a pre-writing graphic organizer for all the aspects that must be included in your essay based on the prompt.
Topic Historical circumstances Changes as a result of turning point
Bubonic PLague There were trade routes between China, India, the Middle
East, and Europe (Doc. 1)
Plague started in the China (1320s) and moved west
(Doc. 1)
→ started in China, spread by trade
“...Plague coincided with civil war as a native Chinese
reaction...climaxing in the...establishment of the a new Ming
Dynasty….” (Doc. 2)
“People abandoned their friends and family, fled cities, and shut
themselves off from the world...Faith in religion decreased after
the plague.” (Doc 3)
In 1237, Mongols invaded Kozelsk (Russia) and left no survivors
(Doc. 3)
→ brutal and mass killings
Nanjing Treaty - Chinese opposed the opium trade
- Dutch traders introduced opium in 17th c.
“there were imperial decrees forbidding the sale and
smoking of this ‘destructive and ensnaring vice.’”
- Banned in 1796
“By 1816, the British East India Company had imported
3,000 chests of opium...by 1820, this had risen to 5,000
and by 1825 to almost 10,000” (Doc. 4)
→ trade and wealth
“ His Majesty the Emperor of China cedes to her Majestty the Queen of Great Britain, etc. the Island of Hongkong, to be
possessed in perpetuity [forever]...to be governed by...Her
Majesty the Queen of Great Britain. ” (Doc. 5)
Countries like Russia, Japan, Britain, France, and Germany
divide up rights to trade in China (Doc 6b)
→ China was forced to let other countries trade with them and
take over parts of their country.
Assassination of
Archduke Ferdinand
- After the Balkan Wars (1912-1913) Serbia gained in
strength and wanted to unite with other Slavs who lived
in the Austria-Hungary Empire
- Austrians wanted to wage war on Serbia but were
waiting for a good excuse, they got it when Ferdinand
was shot (Doc. 7a)
The assassin Gavrilo Princip was a nationalist who
wanted “the unification of all South Slavs in whatever
form of state and that it be free of Austria,” wanted
- British and German soldiers went to war (Doc 8a and 8b)
- The Austria-Hungary Empire was divided up
- Poland, Yugoslavia, Lithuania, Latvia, Estonia, and Czechoslovakia
became countries
revenge for how the Austrians treated the Slavs
→ Slavs were people in Serbia and the AH Empire;
Serbia gained strength; AH wanted a reason to attack
Serbia
How do I establish a purpose as I read the DBQ documents? Objective: Identify a purpose for reading when analyzing documents in a DBQ essay.
1 Reread the essay task to identify what pieces of evidence you need to collect to respond to the essay prompt.
2 Read the document questions to identify what evidence you need to collect to respond to the document questions.
3 Read and annotate the document. As you annotate, identify evidence that will help you respond to the prompt and the document question.
4 Respond to the short-answer question.
5 Record any relevant evidence on your pre-writing graphic organizer.
6 Brain Dump! Write down everything you know about the people, places, events mentioned in the document.
Now You Try! 1: Deconstruct the Task & Brain Dump
2: Create Pre-Writing Graphic Organizer