Background:

PROMPT: Using your knowledge and the documents provided, answer the question “What caused the Civil War?

Document 1

But if there were no other reason why we should never have war, would any sane nation make war on cotton? Without firing a gun, without drawing a sword, should they make war on us we could bring the whole world to our feet. The South is perfectly competent to go on, one, two, or three years without planting a seed of cotton. I believe that if she was to plant but half her cotton, for three years to come, it would be an immense advantage to her. I am not so sure but that after three years’ entire abstinence she would come out stronger than ever she was before, and better prepared to enter afresh upon her great career of enterprise. What would happen if no cotton was furnished for three years? I will not stop to depict what every one can imagine, but this is certain: England would topple headlong and carry the whole civilized world with her, save the South. No, you dare not make war on cotton. No power on earth dares to make war upon it. Cotton is king. Until lately the Bank of England was king; but she tried to put her screws as usual, the fall before last, upon the cotton crop, and was utterly vanquished. The last power has been conquered. Who can doubt, that has looked at recent events, that cotton is supreme? When the abuse of credit had destroyed credit and annihilated confidence; when thousands of the strongest commercial houses in the world were coming down, and hundreds of millions of dollars of supposed property evaporating in thin air; when you came to a dead lock, and revolutions were threatened, what brought you up? Fortunately for you it was the commencement of the cotton season, and we have poured in upon you one million six hundred thousand bales of cotton just at the crisis to save you from destruction. That cotton, but for the bursting of your speculative bubbles in the North, which produced the whole of this convulsion, would have brought us $100,000,000. We have sold it for $65,000,000 and saved you. Thirty-five million dollars we, the slaveholders of the South, have put into the charity box for your magnificent financiers, your “cotton lords,” your “merchant princes.”

Sen. James Henry Hammond (D-SC)On the Admission of Kansas, Under the Lecompton Constitution

Speech Before the United States SenateMarch 04, 1858

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Document 11

NOTE: On a real DBQ, there will be 7 documents. This is just to give you more practice with Doc analysis and more to draw from for your evidence.

DBQ Outline GuideRememberThesis formulas To a lesser extent X. However, to a greater extent A and B. OR Although X, in fact Y, because A and B. OR X, because A, B, and C

HIPPO Historical context (local context specific to document) — Intended Audience — Purpose — Point of View — Outside Evidence

Three types of context Local Context- specific to document or piece of evidence. This is your lead in to your evidence

Broad Context- What is happening within the time period- remember, like a Star Wars Intro. This is your first paragraph after your thesis.

Synthesis -Similar in Kind, but Different in Time Must find a specific parallel between events or themes in your essay and connect it to a different time period.

THESIS - Address all parts of the question.

- Must be more than social, political, economic (or equivalent vague categories)- Use the formula to show that the topic is significant, debatable and complex.

Terms- Define these as necessary. Ex: If you are asked about what caused new democracy, define new democracy

CONTEXTUALIZATION THIS IS A NEW PARAGRAPH. LABEL IT CONTEXT- Explain how the topic fits within the context of the period.- Draw a conclusion about the topic’s significance.

BODY PARAGRAPH 1, 2 and maybe 3.Body Thesis- What is the main topic of your paragraph? What sub points will you be addressing?

EVIDENCE should be organized in a way that makes sense. What piece of evidence connects or leads into the next? Docs and outside evidence can be mixed, and even the analysis (NOT HIPP) can be grouped if more than one piece of evidence has the same how/why. So there is not a specific order in which they must appear in the essay, but this is a guideline for what to include.

EvidenceCite and explain your evidence.- A minimum of two per paragraph should be from

the documents. You must use 7 documents total.

- A minimum of two should be outside evidence (not from the documents, but your brain) You must have about 4-6 pieces of outside evidence total.

- Focus on the significance of the evidence, not describing the evidence.

- Use in-text notations for each document reference. (Doc 1)

- Use Historical context as your lead in and one additional (IPP) as one point of analysis

- You must include HIPP for a minimum of 5 documents total

For each document used as evidence For each piece of outside evidence

Historical Context Lead In- (Local Context)

Evidence What is the main point the document makes to support your thesis and body thesis? DO NOT QUOTE THE DOC, FOCUS ON THE SIGNIFICANCE OF THE DOC, AND CITE IT (DOC 1)

IPP- Extended analysis of the doc using either audience, purpose or

Analysis- HOW/WHY does this evidence connect to the prompt?

Historical Context Lead In- (Local Context)

Outside Evidence- No, you can’t cite it because it is from your brain.

Analysis- HOW/WHY does this evidence connect to the prompt?

AnalysisWrite a 1-2 sentences that explains why the examples prove the thesis (tie it back to the prompt)

CONCLUSIONSynthesisExplain something that is similar in kind from a different time- Another period, situation, era, theme or approach/ideology.- You must choose something specific and EXPLAIN HOW/WHY the events or ideas are the same.or parallel.- Ex: You could not say Jackson is like Trump because they both helped the common man. You could not say Jackson is like Trump because they both don’t like minorities.

But here is an excerpt from the New York Times that shows how the comparison could be used as synthesis.“What Mr. Trump borrows from Jackson is not an issue, but a way of thinking about the world. Mr. Trump promises to fix his supporters’ problems... He’s a wealthy celebrity always ready for a fight, a superpatriot who says he will make America great again. He vows to attack government corruption and defend the common man. All this could be said of Jackson. Like Mr. Trump, a former Democrat and independent, Jackson did not worry about consistency. Having joined the nation’s wealthy elite, he ran for president as an opponent of wealthy elites. He defended liberty while operating a personal empire of cotton plantations using hundreds of enslaved black laborers. Needless to say, Jackson and his Democratic Party enforced a certain idea of America — an America for the common man. Jackson was personally cordial to people of other races, but their rights did not concern him. When white Southerners grew tired of Indian nations in their midst, Jackson forced them into internal exile in the West. He could have defended this policy using a Trump phrase: “We either have a country or we don’t.” “

DBQ RUBRIC____/2 Thesis and Context

___Thesis makes a historically defensible claim and specifically addresses all parts of the prompt. (1) *Borderline PointImprovement Needed:___Thesis is properly argumentative but is vague too simplistic and lacks the necessary level of specificity.___Thesis is needs better organization, is awkwardly phrased, or simply restates the prompt.___Thesis is incoherent, confusing, or incorrect/off topic

___Contextualization: uses knowledge not found in the documents to place the argument within broader historical events, developments, or processes immediately relevant to the question. (1)

Improvement Needed:___ Context paragraph is not clear within the body of the essay.___ Content paragraph relies too heavily on information outside the time frame___ Context paragraph is repetitive of actual essay content, or gives too many details___ Context paragraph does not give a sense that writer understands what is happing during the given time period___ Information given is inaccurate or irrelevant, or too vague to convey an understanding of time period *Borderline Point

___/1 Argument (Analysis)

___Contains a well-developed and cohesive argument that accounts for historical complexity by illustrating contradictory, corroborative, and qualified relationships among historical evidence. (1) *Borderline Point

Improvement Needed:___ Be sure to connect evidence back to the prompt, analysis/argument is vague/unclear/incoherent ___ Needs more depth and development of analysis

Document Usage

1 2 3 4 5 6 7 H I P P H I P P H I P P H I P P H I P P H I P P H I P P___/2 Document Analysis

___Utilizes the content of at least six of the documents to support the stated thesis or a relevant argument. (1) *Borderline Point___Explains the significance of the historical context, the audience, the author’s purpose, and/or the author’s point of view for at least four documents.(1) *Borderline Point

Improvement Needed:___Document usage is lacking in the analysis of historical context, audience, purpose, and/or point of view.___Essay utilizes the content of fewer than six documents in support of the stated thesis or relevant argument.___Documents are simply listed, summarized, described or quoted. FOCUS ON THE SIGNIFICANCE OF THE DOC___Documents are interpreted or analyzed incorrectly___Document usage is poor. Don’t say “in doc 1 it says”, don’t just describe what is in the doc, must cite documents

___/1 Using Evidence Beyond the Documents

___Outside Evidence: provides numerous examples or additional pieces of specific supportive evidence beyond those found in the documents and different from the evidence used to earn other points on this rubric. (1)

Improvement Needed:___Evidence is listy, oversimplified, or not enough___There is no outside evidence or evidence is incorrect, irrelevant, or vague or without context___ Must connect evidence back to the prompt *Borderline Point

___/.5 Synthesis EXTRA CREDIT

Essay extends the argument by explaining the connections between the argument and ONE of the following:___a) A development in a different historical period, situation, era, or geographical area. (1)___b A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural or intellectual history). (1)

Improvement Needed:___Attempts at synthesis are unsuccessful due to inaccuracy, irrelevancy, a lack of specificity/proper development, or vague___There are no attempts at synthesis. *Borderline Point

HIPP Historical ContextI ntended audiencePurposePoint of View

Score: ____/6 points

Grammar/Writing -5 0 +5

Points: _____

Doesn’t answer the prompt asked Grammar/writing AWK- awkward phrasing PT-use past tense (led) INF- informal (I, me, you we/questions/abbreviations/basically) WC- poor word choices Poor sentence structure (RO-runs-ons, FRAG-fragments, VS- verb-subject agreement) PV-passive voice spelling errors SP-spelling Two lines under a letter- capitalization errors handwriting ORG- improve organization essay doesn’t flow within/between paragraphs be concise