DBQ Tutorial Tuesday

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DBQ Tutorial Tuesday

• Complete the Outline and Analysis of Cartoons
• Use the Wiki for peer edit of thesis statements
• Bring to class Tuesday

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Reconstruction DBQStep-by-Step

• Prompt
• Reconstruction was a successful program in which
  the social, economic, physical, and political
  problems of the United States were resolved.
• Assess the validity of this statement.

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• Remember the DBQ WRITING TIPS
• 8-Step Strategy
• 1.   Read the question three times. Do not move
  on until you fully understand it. Identify to
  historical period being discussed (i.e.
  Reconstruction, the Great Depression, the Civil
  Rights Movement)
•  
• 2.   Identify the task by circling the main
  words. (For example assess the validity, compare
  and contrast, evaluate relative importance,
  analyze the significance, etc.)
•  
• 3.   Ask yourself what do I have to prove?
  (e.g. Foreign policy is more important than
  domestic policy.Reconstruction was a failure at
  achieving civil rights for African AmericansThe
  New Deal overstepped the boundaries of government
  involvement in daily lives.).
•  
• 4.   Pay special attention to economic,
  political, social issues that need to be
  included.
•  
• 5.    Make a list (outline) of outside
  information (what you already know). List all
  relevant issues, historical terms, names,
  events.
•  
• 6.   Read and examine the documents. Underline
  any key words or phrases that you may use later
  in the essay. In the margin make notes about the
  documents. Reread the question again after
  reading the first three documents.
•  
• 7.   Construct a thesis that is well-developed
  and clear. Your thesis is your position on the
  key question. It shows what arguments you will
  make in the essay and what you intend to prove. A
  good thesis statement makes the difference
  between a thoughtful essay and a simple retelling
  of facts. If the thesis is a mystery to the
  writer, it will be a mystery to the reader! (see
  attached handout for sample theses)

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• Create an outline
• Intro Paragraph
• If you are still struggling with Thesis
  writing Write one clear sentence which states a
  thesis, what the essay will prove.
• Specify three or four sub-topic to the thesis.
  (logical segments or divisions of the overall
  thesis).
• You may elaborate on each of these sub-topics
  with simple defining sentences.
• Second Paragraph
• Begin with a sentence which re-introduces one of
  the sub-topics.
• Support that topic sentence with outside
  information from your brainstorm list.
• Support your outside information with a reference
  to one or more of the supplied primary sources.
• Be sure you use and cite the documents properly.
• Write a concluding sentence which relates the
  paragraphs topic back to the thesis.
• Write a transitional sentence introducing the
  next topic.
• Subsequent Paragraphs
• Continue this procedure until you have exhausted
  your brainstorm list for possible subtopics. If
  you have outside information that is not
  supported by the primary documents, include that
  information anyway. Accurate student-supplied
  information will garner points, even without
  support from the documents any use of the
  primary documents not supported with outside
  information will not garner points and should be
  avoided.
• A conclusion is more than just a restating of the
  thesis.  

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• Historical ContextAfter the Civil War the
  nation had about four million newly freed slaves.
  The victorious Union was faced with the
  extraordinary task of protecting the new
  freedmen's rights of citizenship. First, the
  former Confederacy was divided into five military
  districts. Then amendments were passed to protect
  freed people's natural rights. Southern states
  were not pleased, and made compromises were in
  order to rid themselves of these "military
  dictatorships.
• By 1870, all of the former Confederate states
  had ratified these amendments and were readmitted
  into the Union. Reconstruction ended in 1877 with
  the removal of Union troops from Confederate
  territory. After Southern state governments were
  restored, the citizenship rights of the freedmen
  declined. Soon these former slaves were once
  again in servitude this time through a system of
  state-enforced segregation and discrimination.

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• Key Question
• Reconstruction was a successful program in which
  the social, economic, physical, and political
  problems of the United States were resolved.
  Assess the validity of this statement. (In other
  words Was Reconstruction successful in solving
  the nations social, economic, physical, and
  political problems?)

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• Part I
• Examine each document carefully and answer the
  question or questions that follow (NOTE The
  questions are points that you should be asking
  yourself as you analyze the documents).
• Each document relates to Reconstructions impact
  on the social, political, and economic
  environment of the US. Using your answers and
  prior knowledge write a 1.5-3 page analytical
  response to the key question above.
• Be sure to use and cite the documents to justify
  your response. You are using the documents to
  support your answer. You are not explaining each
  document. Do not say Document 1 says that the
  Thirteenth Amendment says that neither slavery
  nor involuntary servitudebut it didnt work
  well. Instead you should write After the Civil
  War the Thirteenth Amendment was created to ban
  slavery and formally break the ties of slave and
  master, however the former slaves quickly went
  back to a mirror situation with the advent of
  sharecropping. It would take much more action of
  Congress and acceptance by the public to secure
  freedom and equality for the former slaves
  (Document 1)

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• Document 1 The Thirteenth Amendment Section 1.
  neither slavery nor involuntary servitude, except
  as a punishment of a crime wherof the party shall
  have been duly convicted, shall exist in the
  United States, or any place subject to their
  jurisdiction. Section 2. Congress shall have
  the power to enforce this article by appropriate
  legislation. 1. What does this Amendment
  guarantee and for whom? 2. What does Congress
  have the right to do in order to enforce this
  law?

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• Document 2 The Fourteenth Amendment Section 1.
  All persons born or naturalized in the United
  States and subject to the jurisdiction thereof,
  are citizens of the United States and of the
  State wherein they reside. No State shall make or
  enforce any law which shall abridge the
  privileges or immunities of citizens of the
  United States nor shall any State deprive any
  person of life, liberty, or property, without due
  process of law nor deny any person within its
  jurisdiction the equal protection of the laws.
  
• 1. What does this Amendment guarantee? 2. For
  whom?

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• Document 3 The Fifteenth Amendment Section 1.
  The right of citizens of the United States to
  vote shall not be denied or abridged by the
  United States or by any State on account of race,
  color, or previous condition of servitude.
  Section 2 The Congress shall have power to
  enforce this article by appropriate legislation.
  1. Who is protected by this amendment?

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• Document 4 "The Freedman's Bureau" political
  cartoon
• THE FREEDMAN'S BUREAU! AN AGENCY TO KEEP THE
  NEGRO IN IDLENESS AT THE EXPENSE OF THE WHITE
  MAN. TWICE VETOED BY THE PRESIDENT, AND MADE A
  LAW BY CONGRESS. SUPPORT CONGRESS YOU SUPPORT
  THE NEGRO. SUSTAIN THE PRESIDENT YOU PROTECT
  THE WHITE MAN.
• 1. What is the aim of this political cartoon?
  Where do you think it was published? 2. How do
  you think this message reflects the views of
  Southern Democrats in the South, and how might
  these attitudes affect the progress of Freedmen?

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• Document 5 Plessy v. FergusonMay 18, 1896For
  over 50 years, the states of the American South
  enforced a policy of separate accommodations for
  blacks and whites on buses and trains, and in
  hotels, theaters, and schools. On May 18, 1896,
  the Supreme Court ruled in the Plessy v. Ferguson
  law case that separate-but-equal facilities on
  trains were constitutional. 1. What was the
  impact of Plessy v. Ferguson beyond its effects
  on train passengers?

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• Document 6 "Worse than Slavery"

• Based on the image above, what was the purpose of
  the Ku Klux Klan?
• 2. Were there any other groups like the KKK in
  the South? Explain.
• 3. How did the Ku Klux Klan undermine
  Congressional efforts to protect freed peoples
  equal rights?

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• Document 7 W.E.B. DuBois, Black Reconstruction
  in America
• "But the decisive influence was the systematic
  and overwhelming economic pressure. Negroes who
  wanted work must not dabble in politics. Negroes
  who wanted to increase their income must not
  agitate the Negro problem. . . in order to earn a
  living, the American Negro was compelled to give
  up his political power." -- Dr. W.E.B. DuBois,
  Black Reconstruction in America,
• 1. According to DuBois, why did freedmen stop
  voting?

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• Document 8 Sharecropping maps "Sharecropping
  was very distinctive to the South after the Civil
  War until the 1940s. As late as 1936, about 60
  percent of plantations were organized into
  sharecropper units."--Ingolf Vogeler

1. Based on the documents above, what has changed
on the plantation land since the Civil War? 2.
Based on the document above and your knowledge of
U.S. history, what was the real result of
sharecropping?
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• Document 9 Susie Taylor King Reminiscences of
  My Life
• Living here in Boston where the black man is
  given equal justice, I must say a word on the
  general treatment of my race, both in the North
  and South, in this twentieth century. I wonder if
  our white fellow men realize the true sense or
  meaning of brotherhood? For two hundred years we
  had toiled for them the war of 1861 came and was
  ended, and we thought our race was forever freed
  from bondage, and that the two races could live
  in unity with each other, but when we read almost
  every day of what is being done to my race by
  some whites in the South, I sometimes ask, "Was
  the war in vain? Has it brought freedom, in the
  full sense of the word, or has it not made our
  condition more hopeless?"In this "land of the
  free" we are burned, tortured, and denied a fair
  trial, murdered for any imaginary wrong conceived
  in the brain of the negro-hating white man. There
  is no redress for us from a government which
  promised to protect all under its flag. It seems
  a mystery to me. They say, "One flag, one nation,
  one country indivisible." Is this true? Can we
  say this truthfully, when one race is allowed to
  burn, hang, and inflict the most horrible torture
  weekly, monthly, on another? No, we cannot sing,
  "My country, 't is of thee, Sweet land of
  Liberty"! It is hollow mockery. The Southland
  laws are all on the side of the white, and they
  do just as they like to the negro, whether in the
  right or not. --Susie Taylor King
• 1. How does this excerpt from Susie Taylor
  King's memoir suggest that black Americans are
  still not free?

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• Document 10 The Election of 1876 Election
  results
• Candidate (party)Popular vote(7 Nov 1876)
  Electoral vote(6 Dec 1876) Rutherford B. Hayes
  (Republican)4,034,311185Samuel J. Tilden
  (Democratic)4,288,546184Peter Cooper
  (Greenback)75,9730other14,27101. How was it
  possible that Hayes won the election of 1876?
  2. How did this disputed election lead to the
  end of Reconstruction? Explain.

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• Some Key Points to Remember
• Start with outside information first write it
  down then read the documents then construct a
  thesis.
• Make your life easier by constructing a thesis
  that can reasonably include most/ all of the
  documents (even if you dont really believe your
  thesis). It is better to be practical than
  right.
• Use as many documents as you can as long as they
  fit your thesis.
• Dont explain documents -- that is not your
  task! Use documents to reinforce your main points
  and outside information.
• Dont rewrite large portions of documents. Try to
  limit quotations to 1 sentence or less.
• Reference authors you are citing (e.g. In the
  letter by Abraham Lincoln)
• Cite every document used, e.g., (Doc. A), (Doc.
  F)
• All fundamental writing principles you have
  learned regarding standard essays apply to DBQ
  essays.

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Superior Essay 8-9 Score of 90-100 ____    Superior thesis (Grey Area) ____    Excellent use of documents (at least two more than half) ____    Excellent use of outside information ____    Excellent analysis of key issues ____    Excellent use of concrete facts ____    Extremely well-organized essay ____    Addresses all areas of the prompt ____    Extremely well-written essay Strong Essay 6-7 Score of 80-89 ____  Strong thesis (contains general analysis) ____  Good use of documents (at least 1 more than half) ____  Good use of outside info. (needs more) ____  Good analysis of key issues (needs more) ____  Well-organized essay ____  Addresses all areas of the prompt may lack some balance between major areas ____    Well-written essay
Adequate Essay 4-5 Score of 70-79 ____    Clear thesis needs general analysis ____    Adequate use of documents ____    Fairly well-organized essay ____    Addresses all areas of the prompt but essay may lack balance. ____    Includes some outside information (but clearly needs more) ____   Needs more analysis of key issues ____   Contains some evidence more needed ____   May contain some historical errors ____   Contains facts irrelevant to the time period 2 Essay Score of 65 ____ Undeveloped thesis (simple thesis) ____ Thesis does not fully address question ____ Weak use of documents ____ Documents control the essay ____  Weak organization ____  Lacks outside information ____  Essay does not address one or more aspects of the question ____ Lacks analysis of key issues ____ Lacks evidence to support main ideas. ____ Contains major historical errors ____ Much irrelevant information (to earn a 75-79 only a few can be checked) (to earn a 66-74 a majority will be checked) If all are checked the highest grade is a 65)
1 Essay Score of 55 ____ No documents used/extremely limited use of documents ____ severe lack of outside information ____ poor or no thesis ____ Facts not specific, accurate relevant. ____ Poor or no analysis of key issues 0 Essay 50 ___ Did not do the question or provided an irrelevant answer
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