Unit 5 - Assessment DBQ Option #2 This DBQ connects to information and documents we have studied throughout the last two weeks but also challenges you to dive deeper into World War 1 and consider some topics we have not looked at extensively. It also will connect back to many of the topics we studied in Units 2, 3, and 4. Since this requires more independent learning, looks at new topics, and provides extra challenge you will earn 1 extra credit point for choosing this topic. This means that I will add one point to your final DBQ score. You could earn 31 out of 30 points for the final written DBQ. DBQ Schedule : Monday, February 3 - Choose your DBQ topic and start reviewing the “Historical Context” reading and documents. Wednesday, February 5 - Complete the “Document Analysis Assignment” and outline your essay (optional) Homework - Document Analysis and optional essay outline Friday, February 7 - Write the DBQ in class Document Analysis Notes on Documents - 7 points Graphic Organizer - 14 points TOTAL: 21 DBQ - you should have evidence from at least 4 different documents. That is just meeting standard however and more is required to get a better score. DBQ - 30 points TOTAL: 51 points (rubric is attached - same rubric as your DBQ from Unit 2) PROMPT:
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Unit 5 - AssessmentDBQ Option #2
This DBQ connects to information and documents we have studied throughout the last two weeks but also challenges you to dive deeper into World War 1 and consider some topics we have not looked at extensively. It also will connect back to many of the topics we studied in Units 2, 3, and 4. Since this
requires more independent learning, looks at new topics, and provides extra challenge you will earn 1 extra credit point for choosing this topic. This means that I will add one point to
your final DBQ score. You could earn 31 out of 30 points for the final written DBQ. DBQ Schedule:
Monday, February 3 - Choose your DBQ topic and start reviewing the “Historical Context” reading and documents.
Wednesday, February 5 - Complete the “Document Analysis Assignment” and outline your essay (optional)Homework - Document Analysis and optional essay outline
Friday, February 7 - Write the DBQ in classDocument Analysis
Notes on Documents - 7 pointsGraphic Organizer - 14 pointsTOTAL: 21
DBQ - you should have evidence from at least 4 different documents. That is just meeting standard however and more is required to get a better score.
DBQ - 30 points
TOTAL: 51 points (rubric is attached - same rubric as your DBQ from Unit 2)
PROMPT:Evaluate the impacts of World War I on the United States. To what extent did World War I impact the agricultural economy, foodways,
and social rights of individuals left on the homefront?
This assessment is taken from “Document-Based Assessment Activities for U.S. History Classes” by J. Weston Walch
Historical Context:
During the late 1800s farmers in the United States struggled with low crop prices due to overproduction. Mechanization allowed farmers to cultivate more land while reducing the number of laborers needed to work the land. African Americans were significantly impacted by the agricultural depression as they were locked in the sharecropping system of the American South with little opportunities in other industries and the inability to move to other regions to improve their condition in life. Jim Crow laws kept African Americans socially segregated and voter suppression through poll taxes and literacy tests excluded African Americans from expressing their voices politically. Women were also fighting for equality during this time as many pushed for the right to vote. Known as women’s suffrage, the movement arose during the antebellum period under the leadership of Elizabeth Cady Stanton and Lucretia Motte as well as others.
In Europe mechanization was modernizing militaries across the continent and secret alliances were being formed among the countries. Russia, England, and France aligned together while Germany, Austria-Hungary, and Turkey also formed an alliance. With the assassination of Archduke Franz Ferdinand of Austria-Hungary Europe and the world descended into war due to the alliance system. The United States attempted to remain neutral, but would eventually enter the war due to unrestricted submarine warfare used by Germany to disrupt transportation and shipping in the North Atlantic. In April of 1917 the United States officially declared war and entered World War I allied with Britain, France, and Russia.
The enlistment of white men in the military created a need for a new source of employees for industry across the nation. New opportunities were created for women and African Americans in the workplace and in society. War also brought restrictions on Constitutional rights through laws passed by Congress and actions of the government in the late 1910s and early 1920s. The documents in this packet reflect impacts upon daily life for Americans on the homefront.
Directions: The following question is based on the accompanying documents (1-7). As you analyze the documents, take into account both the source of each document and the author’s point of view. Be sure to:
1. Carefully read the document-based question. Consider what you already know about this topic. How would you answer the question if you had no documents to examine?
2. Now, read each document carefully, underlining key phrases and words that address the document-based question. You may also wish to use the margin to make brief notes.
3. Complete the graphic organizer to record the document’s author and date as well as to explain the message of the document (worth 21 points).
4. Based upon your own knowledge of the topic and on the evidence found in the documents, formulate a thesis that directly answers the question.
5. Organize supportive and relevant information a brief outline. (I will not collect this but you may use it during your in-class write on Friday, so it would be helpful to create one.)
6. Write a well organized essay proving your thesis. The essay should be logically presented and should include information from both the documents and from your own knowledge outside of the documents.
Document Analysis - Notes: 7 points (points available per document for your notes/underlining of key phrases/highlight etc.)
Read each document carefully, underlining key phrases and words that address the document-based question. You may also wish to use the margin to make brief notes.
You must pick 7 documents to analyze. You need to have at least:● 2 visual sources
● 1 newspaper source● 2 non newspaper text sources
● 2 additional sources of your choice
Document #1United States Food Administration Poster. Retrieved from: http://www.loc.gov/pictures/resource/cph.3g09663/
Document 2 Recipe published during World War I to reduce the amount of meat consumed by Americans on the home front. Retrieved from: http://www.pbs.org/wgbh/americanexperience/features/victoryrecipes/
Document 3Chart illustrating tractor production from 1909 to 1970 produced by White, William. “Economic History of Tractors in the United States”. EH.Net Encyclopedia, edited by Robert Whaples. March 26, 2008. Retrieved from: https://eh.net/encyclopedia/economic-history-of-tractors-in-theunited-states/.
Document 4The following document is a selected portion of a newspaper article entitled “Production of farm machinery and labor supply must be protected.”
The Lancaster News., August 14, 1917, Page 4, Image 4
Image provided by: University of South Carolina; Columbia, SC
Document 5This painting was produced by Jacob Lawrence. It is entitled Migration of the Negro, Panel No. 1, 1940- 41. While it was produced after World War I, it is applicable for events occurring at the time. Retrieved from: http://www.phillipscollection.org/research/american_art/artwork/LawrenceMigration_Panel_01+.htm.
Document 6This document is a letter from an African American living in the south wishing to move north.
Document 7The following is an excerpt from the Sedition Act. Source: United States, Statutes at Large, Washington, D.C., 1918, Vol. XL, pp 553 ff.
“Whoever, when the United States is at war, shall willfully make or convey false reports or false statements with intent to interfere with the operation or success of the military or naval forces of the United States, or to promote the success of its enemies, or shall willfully make or convey false reports, or false statements, ...or incite insubordination, disloyalty, mutiny, or refusal of duty, in the military or naval forces of the United States, or shall willfully obstruct ...the recruiting or enlistment service of the United States, or ...shall willfully utter, print, write, or publish any disloyal, profane, scurrilous, or abusive language about the form of government of the United States, or the Constitution of the United States, or the military or naval forces of the United States ...or shall willfully display the flag of any foreign enemy, or shall willfully ...urge, incite, or advocate any curtailment of production ...or advocate, teach, defend, or suggest the doing of any of the acts or things in this section enumerated and whoever shall by word or act support or favor the cause of any country with which the United States is at war or by word or act oppose the cause of the United States therein, shall be punished by a fine of not more than $10,000 or imprisonment for not more than 20 years, or both....”
Document 8The following document is a statement made by Eugene Debs following his prosecution for violation of the Sedition Act.
I believe, Your Honor, in common with all Socialists, that this nation ought to own and control its own industries. I believe, as all Socialists do, that all things that are jointly needed and used ought to be jointly owned—that industry, the basis of our social life, instead of being the private property of a few and operated for their enrichment, ought to be the common property of all, democratically administered in the interest of all…
I am opposing a social order in which it is possible for one man who does absolutely nothing that is useful to amass a fortune of hundreds of millions of dollars, while millions of men and women who work all the days of their lives secure barely enough for a wretched existence.
This order of things cannot always endure. I have registered my protest against it. I recognize the feebleness of my effort, but, fortunately, I am not alone. There are multiplied thousands of others who, like myself, have come to realize that before we may truly enjoy the blessings of civilized life, we must reorganize society upon a mutual and cooperative basis; and to this end we have organized a great economic and political movement that spreads over the face of all the earth.
Delivered: September 18, 1918 First Published: 1918 Source: Court Stenographer Online Version: E.V. Debs Internet Archive, 2001 Transcribed/HTML Markup: John Metz for the Illinois Socialist Party Debs Archive & David Walters for the Marxists Internet Archive Debs Archive
Document 9The Lancaster News., August 10, 1917, Page 6, Image 6 Image provided by: University of South Carolina; Columbia, SC
Document 10 This poster was created by the National War Work Campaign. Retrieved from: http://www.loc.gov/pictures/resource/ppmsca.40823/
Document 11 This political cartoon was produced to illustrate the social climate of the 1910s. Retrieved from: http://www.loc.gov/pictures/resource/ppmsca.02919/
Document 12The Lancaster News., August 21, 1917, Page 4, Image 4 Image provided by: University of South Carolina; Columbia, SC
Document Analysis: Graphic Organizer (14 points - 2 per document)Evaluate the impacts of World War I on the United States. To what extent did World War I
impact the agricultural economy, foodways, and social rights of individuals left on the homefront?
Document #Source and Date
Explanation of the document’s message, bias, or support towards the prompt.
DBQ OutlineThe outline is optional and will not be graded. However, if you write an outline you will be able to use it during the in-class
write on Friday. Other than the outline you will only be able to use your document notes and graphic organizer. Remember you must use at least 4 different sources.
IntroductionRestate Historical Context:
Thesis Statement:
Body #1 Main Idea:
Body #1 Documents Used and Explanation:
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Body #1 Outside Info (use the historical context, other assignments we’ve done, or your textbook)
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Body #2 Main Idea:
Body #2 Documents Used and Explanation:
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Body #2 Outside Info (use the historical context, other assignments we’ve done, or your textbook)
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Body #3 Main Idea:
Body #3 Documents Used and Explanation:
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Body #3 Outside Info (use the historical context, other assignments we’ve done, or your textbook)
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Conclusion
Summary of Everything:
Final Concluding Sentence:
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