Document Based Activity

Document Based Activity

How to Approach a Document-Based Activity A useful way of approaching these activities is to follow these steps: Step 1: Step 2: Step 3: Step 4: Step 5: Step 6: Step 7: Read the introduction to the activity. Read the essay question several times to make sure that you fully understand it. Keep it in mind as you study the documents. Read or study each document. First make sure that you understand what the document says or shows. Then decide whether the document is a primary or secondary source. How reliable do you think the information is? What is the point of view of the person who created the document? Answer the questions that follows the document. Write your answer on the lines provided. After you have read all the documents, read the essay question again. Write down one or two sentences that give your basic answer to the question. Organize your essay. Think about how to use each document to support your idea. Write your essay. Your essay should have three parts: (1) an introduction that states your answer to the question; (2) a body that develops your answer and offers evidence from the documents as well as relevant outside information; and (3) a conclusion that summarizes your answer. You should include specific historical details. Work to include comments on each document in your essay. Edit your essay. Read through the essay, changing it as necessary to make your sentences clear and effective and to correct errors in spelling and punctuation.

WRITING TIPS SOME CHARACTERISTICS OF EXPOSITORY PARAGRAPHS Topic Sentence: Support: States a factual main idea Strong, clear, specific factual statements CHARACTERISTICS OF PERSUASIVE PARAGRAPHS Topic Sentence: Support: States a reasonable opinion on a significant topic Strong reasons, facts, and examples that attempt to answer possible objections CHARACTERISTICS OF DESCRIPTIVE PARAGRAPHS Topic Sentence: Support: Presents a dominant impression As many specific details as possible ELEMENTS OF A UNIFIED PARAGRAPH 1. Main idea 2. Ideas that support or develop main idea 3. No ideas that are unrelated to the main idea POSITIONS FOR TOPIC SENTENCES Beginning End Middle To give a sense of direction to the whole paragraph To act as a summary of the whole paragraph To give a sense of direction to the paragraph after a short introductory sentence or two TYPES OF SUPPORTING INFORMATION Examples Details Facts Reasons Incidents Specific instances of some general idea Pieces of descriptive information Specific pieces of information that can be shown to be true Answers that support an opinion Events that explain or tell a story

WRITING TIPS LOGICAL ORDERS Time Order Cause and Effect Order Order of Importance Comparison and Contrast Arrangement in order of occurrence Arrangement to show how one event led to or caused, another event Arrangement from least important to most important Presentation of similarities or differences COMMON TRANSITIONS Time Cause and Order of Comparison Effect Importance Contrast after as a result of also also at last because finally although before consequently first both eventually considering more but finally for this reason moreover however later since most instead meanwhile so next likewise next therefore one similarly then thus second whereas THE THREE MAIN PARTS OF AN ESSAY Introduction Body Conclusion Presents the topic in an interesting, informative way; also presents the thesis statement, expressing the main point Develops the thesis statement with specific, organized examples, facts, reasons, and incidents Ends the essay by recalling the thesis statement and completing the writer's thoughts

WRITING TIPS Key Words Compare Contrast Define Diagram Discuss Explain In your opinion KEY WORDS IN ESSAY EXAM QUESTIONS What You Should Do Look for and explain likenesses. Look for and explain differences. Give features, details, and organization. Make a drawing or chart, label and explain it. Give facts and examples to support a general statement. Give information that tells why, what, and how. State your opinion and support it. CHECKING YOUR ANSWER 1. Make sure that you answered the question directly and clearly. 2. Make sure that you included a clear topic sentence or thesis statement. 3. Make sure that you included enough supporting information. 4. Make sure that you used correct grammar, spelling, and mechanics.

Category Level 5 Level 4 Level 3 Level 2 Level 1 Development of Task Thoroughly develops all aspects of the task evenly and in depth Develops all aspects of the task but may do so somewhat unevenly Develops all aspects of the task with little depth or develops most aspects of the task in some depth Minimally develops all aspects of the task or develops some aspects of the task in some depth Minimally develops some aspects of the task DBQ Essay Scoring Rubric Analysis of Documents Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information) Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information) Is more descriptive than analytical (applies, may analyze, and/or evaluate information) Is primarily descriptive; may include faulty, weak, or isolated application or analysis Is descriptive; may lack understanding, application, or analysis Use of Docs Outside Info Support of Theme Plan of Organization Incorporates relevant information from at least xxx documents Incorporates relevant information from at least xxx documents Incorporates some relevant information from some of the documents Incorporates limited relevant information from the documents or consists primarily of relevant information copied from the documents Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant information copied from the documents Incorporates substantial relevant outside information Incorporates relevant outside information Incorporates limited relevant outside information Presents little or no relevant outside information Presents no relevant outside information Richly supports the theme with many relevant facts, examples, and details Supports the theme with relevant facts, examples, and details Includes some relevant facts, examples, and details; may include some minor inaccuracies Includes few relevant facts, examples, and details; may include some inaccuracies Includes few relevant facts, examples, or details; may include inaccuracies Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the theme Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion point 0 = Fails to develop the task or may only refer to the theme in a general way OR includes no relevant facts, examples, or details; OR includes only the historical context and/or task as copied from the test booklet; OR includes only entire documents copied from the test booklet; OR is illegible; OR is a blank paper

DOCUMENT-BASED QUESTION 1 In developing your answer, be sure to keep this general definition in mind: discuss means to make observations about something using facts, reasoning, and argument; to present in some detail This question is based on the accompanying documents. It is designed to test your ability to work with historical documents. Some of these documents have been edited for the purposes of this question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document. Historical Context: Task: The United States is a nation of immigrants. For a variety of reasons, groups of people from foreign lands left their native countries and relocated to the United States. Many of these immigrants faced hardships after they arrived in the United States. Using the information from the documents and your knowledge of social studies, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to Discuss reasons immigrants came to the United States Discuss hardships faced by immigrants after they arrived in the United States [OVER]

Part A Short-Answer Questions Directions: Analyze the documents and answer the short-answer questions that follow each document in the space provided. Document 1 Number of Immigrants Entering U.S. Each Year 1,200,000 1,100,000 1,000,000 900,000 800,000 700,000 600,000 500,000 400,000 300,000 Chinese Immigration Economic Opportunity Political Unrest in Germany Irish Famine U.S. Panic of 1857 Panic of 1873 and Depression Railroad Building & Free Western Land Outbreak of U.S. Civil War Irish Famine & Military Draft in Germany Hard Times & Epidemics in Italy Anti-Semitism & Draft in Russia U.S. Depressions 1884 & 1893 U.S. Industrial Expansion Japanese Immigration World War I 200,000 100,000 U.S. Depressions 1837 & 1843 1830 1840 1850 1860 1870 1880 1890 1900 1910 1920 Year Source: Martin W. Sandler, In Search of America, Ginn (adapted) 1a Based on this graph, identify two conditions in their native countries that caused immigrants to come to the United States. [2] (1) (2) b Based on this graph, identify one situation in the United States that led to an increase of immigrants coming into the nation. [1]

Document 2 This is part of an interview with Catherine Moran McNamara, an Irish immigrant, who arrived in the United States around 1900.... There was twelve in our family. The oldest died and the other one went to Australia with my uncle. I was about five when she went. So there was ten of us, you might say, in our family. We had to pay every cent we possibly could produce to taxes. Every war England had she had you pay her part, even though you just had nothing, and you had to pay on your land some expenses of it.... My mother kept house and my father had no work but just the bit of land we had, to work it, and give the cream of the milk to England for everything. They had to get the big rent, and then if the year was bad and the stuff didn t grow, we suffered on that. The Irish lived under awful stress. I ve seen the family thrown out. I recall that distinctly because we took them in our barn. They had no place for their bed, for anything. I seen the little child, this is God s truth, I ll never forget this, it was just about a year and a half, put out in the little cradle. I see the pots put out and the coals of fire put into the iron oven they used to bake with. Everything they had, put into the yard. If they were caught in that yard that night they d be shot or somethin. England did this, of course, and her regime. She had certain ones to do it. The landlord, he was English, and the English owned Ireland then.... Source: June Namias, First Generation: In the Words of Twentieth-Century American Immigrants, Beacon Press, 1978 2 Based on this document, state two reasons many Irish citizens immigrated to the United States around 1900. [2] (1) (2) [OVER]

Document 3 This is part of an interview with George Kokkas, a Greek immigrant, who arrived in the United States in 1969.... Work over there was very bad. In those days [1967], a worker in Greece made about five dollars a day, when a worker s pay in the United States was about thirty dollars a day. But the reason I came to the United States was because the situation in Greece was bad. And I was concerned about the education of my kids. Greece in those days had only one university, and if you had kids who wanted to go to the university it was very hard to get the chance. Source: Gladys Nadler Rips, Coming to America: Immigrants from Southern Europe, Delacorte Press 3 Based on this document, identify two reasons that led this Greek immigrant to move to the United States. [2] (1) (2)

Document 4 With increased immigration in the mid-1800s, open hostility towards foreigners was expressed in the form of anti-immigration pamphlets such as this one, dated 1885. RESTRICT ALL IMMIGRATION! PROTECT YOURSELF AND YOUR CHILDREN AGAINST Ruinous Labor and Business Competition THROUGH UNRESTRICTED IMMIGRATION. Source: Edward G. Hartmann, American Immigration, Lerner Publications (adapted) 4 Based on this document, identify one reason many native-born Americans in the late 1800s were in favor of restricting immigration. [1] [OVER]

Document 5 Source: Lewis W. Hine, November 1912, Library of Congress 5 Based on this photograph, identify one reason that living in a tenement was often difficult for immigrants. [1]

Document 6 Photograph of New York City Garment Workers, 1913 Source: Historical Atlas of the United States, National Geographic Society, 1988 6 Based on this photograph, identify one goal of this protest by immigrant workers. [1] [OVER]

Document 7 This is part of a letter from a Polish immigrant, who came to the United States in 1913. I m in this country for four months. I am a polish man. I want be american citizen... But my friends are polish people I must live with them I work in the shoes-shop with polish people I stay all the time with them at home in the shop anywhere. I want live with american people, but I do not know anybody of american. I go 4 times to teacher, and must pay $2 weekly. I wanted take board [to live] in english house, but I could not, for I earn only $5 or 6 in a week, and when I pay teacher $2, I have only $4 $3 and now english board house is too dear [expensive] for me. Better job to get is hard for me, because I do not speak well english and I cannot understand what they say to me. The teacher teach me but when I come home I must speak polish and in the shop also. In this way I can live in your country many years like my friends and never speak write well english and never be good american citizen.... Source: Report of the Commission on Immigration on the Problem of Immigration in Massachusetts, 1914 (adapted) 7 Based on this document, state two reasons it was difficult for this Polish immigrant to fit into American society. [2] (1) (2)

Part B Essay Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Use evidence from at least four documents to support your essay. Support your response with relevant facts, examples, and details. Include additional outside information. Historical Context: Task: The United States is a nation of immigrants. For a variety of reasons, groups of people from foreign lands left their native countries and relocated to the United States. Many of these immigrants faced hardships after they arrived in the United States. Using the information from the documents and your knowledge of social studies, write an essay in which you Discuss reasons immigrants came to the United States Discuss hardships faced by immigrants after they arrived in the United States Guidelines: In your essay, be sure to: Develop all aspects of the task Incorporate information from at least four documents Incorporate relevant outside information Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme

DOCUMENT-BASED QUESTION 2 This question is based on the accompanying documents. It is designed to test your ability to work with historical documents. Some of these documents have been edited for the purposes of the question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document. Historical Context: Task: From the end of the Civil War and into the early 1900s, industrialization created the need for a larger workforce. Working conditions changed dramatically, often causing hardships for workers. Government, groups, and individuals attempted to solve many of these problems. The lives of American workers were changed as a result of these actions. Using information from the documents and your knowledge of social studies, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to Describe the problems of workers in the United States between the end of the Civil War and the early 1900s Discuss actions taken by the government, groups, and/or individuals to improve the lives of American workers during this period In developing your answer to Part III, be sure to keep these general definitions in mind: (a) describe means to illustrate something in words or tell about it (b) discuss means to make observations about something using facts, reasoning, and argument; to present in some detail [OVER]

Part A Short-Answer Questions Directions: Analyze the documents and answer the short-answer questions that follow each document in the space provided. Document 1 I am thirty-five years old, married; the father of four children, and have lived in the coal region all my life. Twenty-three of these years have been spent working in and around the mines. My father was a miner. He died ten years ago from miners asthma. Three of my brothers are miners; none of us had any opportunities to acquire an education. We were sent to school (such a school as there was in those days) until we were about twelve years of age, and then we were put into the screen room of a breaker to pick slate. From there we went inside the mines as driver boys. As we grew stronger we were taken on as laborers, where we served until able to call ourselves miners. We were given work in the breasts [rectangular rooms] and gangsways. There were five of us boys. One lies in the cemetery fifty tons of top rock dropped on him. He was killed three weeks after he got his job as a miner a month before he was to be married.... We get old quickly. Powder, smoke, after-damp [poisonous gas], bad air all combine to bring furrows to our faces and asthma to our lungs. I did not strike because I wanted to; I struck because I had to. A miner the same as any other workman must earn fair living wages, or he can t live. And it is not how much you get that counts. It is how much what you get will buy. I have gone through it all, and I think my case is a good sample.... We miners do not participate in the high prices of coal. The operators [mine owners] try to prove otherwise by juggling with figures but their proving has struck a fault, and the drill shows no coal in that section. One-half of the price paid for a ton of coal in New York or Philadelphia goes into the profit pocket of the mine owner, either as a carrier [transporter of coal] or miner [mine owner].... Source: A Miner s Story, The Independent, 1902 1a Based on this document, identify two examples of unsafe working conditions. [2] (1) (2) b According to this document, who received the largest part of the profit for the sale of a ton of coal? [1]

Document 2 Government Actions Affecting Labor, 1902 1914 Date Government Action 1902 United States President Theodore Roosevelt s fact-finding commission awarded mine workers a wage increase and a nine-hour day. 1903 New York State Children under the age of sixteen were banned from working more than nine hours a day in factories. 1911 New York State Commission was established to study the causes of the Triangle Shirtwaist Factory fire and working conditions in factories. 1912 New York State Laws were passed requiring fire escapes, fire drills, and wired [fire-resistant] windows in factories. 1913 New York State Laws required that factory workers have one-day-of-rest-inseven. 1913 United States Department of Labor was formed to promote the interests of the American worker. 1913 New York State Laws made it illegal to hire children to do factory work in tenements or canneries. 1913 New York State Nine-hour day and fifty-four-hour workweek became maximum amount all persons under the age of eighteen could work. 1914 New York State Workmen s Compensation Law was passed to provide payment for workers injured in factories. 2a Based on this document, list two actions taken by government between 1902 and 1914 that helped labor. [2] (1) (2) b Based on this document, state two problems workers faced before these laws were passed. [2] (1) (2) [OVER]

Document 3 On August 21, 1894, Governor John P. Altgeld of Illinois wrote a letter concerning the Pullman strike to George M. Pullman. An excerpt from that letter appears below.... It is not my business to fix the moral responsibility in this case. There are nearly six thousand people suffering for the want of food they were your employees four-fifths of them women and children some of these people have worked for you for more than twelve years. I assumed that even if they were wrong and had been foolish, you would not be willing to see them perish. I also assumed that as the State had just been to a large expense to protect your property you would not want to have the public shoulder the burden of relieving distress in your town.... Source: John Altgeld, Live Questions, George S. Bowen and Son, 1899 3 According to this document, why does Governor Altgeld believe George Pullman has a responsibility to his workers and the community? [1]

Document 4 4 Based on this photograph, state an action this group of workers is taking to try to improve their working conditions. [1] [OVER]

Document 5 This announcement appeared in the Ouray, Colorado, Herald in May 1899. Source: Samuel Gompers Papers Project, University of Maryland (adapted) 5 According to this announcement, what was Samuel Gompers s role in the labor movement? [1]

Document 6 Growth of Labor Unions in the United States 3,000 2,500 Thousands of Members 2,000 1,500 1,000 500 0 1898 1902 1906 1910 1914 Year Source: Historical Statistics of the United States 6 Based on this graph, what was the general trend of union membership between 1898 and 1914? [1] [OVER]

Document 7 The State of Georgia welcomes the operation of the new Child Labor Law. Source: L. C. Gregg, Atlanta Constitution, 1907 (adapted) 7 Based on this cartoon, how will the Georgia Child Labor Law help children? [1] Document 8... Any one may say that the organizations of labor invade or deny liberty to the workmen. But go to the men who worked in the bituminous coal mines twelve, fourteen, sixteen hours a day, for a dollar or a dollar and twenty five cents, and who now work eight hours a day and whose wages have increased 70 per cent in the past seven years go tell those men that they have lost their liberty and they will laugh at you.... Source: Samuel Gompers to National Civic Federation, April 25, 1905 in The Samuel Gompers Papers, University of Illinois Press, Vol. 6 (adapted) 8 According to this document, what was one benefit of belonging to a trade union? [1]

Part B Essay Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Use evidence from at least five documents to support your essay. Support your response with relevant facts, examples, and details. Include additional outside information. Historical Context: Task: From the end of the Civil War and into the early 1900s, industrialization created the need for a larger workforce. Working conditions changed dramatically, often causing hardships for workers. Government, groups, and individuals attempted to solve many of these problems. The lives of American workers were changed as a result of these actions. Using the information from the documents and your knowledge of social studies, write an essay in which you Describe the problems of workers in the United States between the end of the Civil War and the early 1900s Discuss actions taken by the government, groups, and/or individuals to improve the lives of American workers during this period Guidelines: In your essay, be sure to: Develop all aspects of the task Incorporate information from at least five documents Incorporate relevant outside information Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme

DOCUMENT-BASED QUESTION 3 This question is based on the accompanying documents (1 7). This question is designed to test your ability to work with historical documents. Some of the documents have been edited for the purposes of the question. As you analyze the documents, take into account both the source of each document and any point of view that may be presented in the document. Historical Context: Task: Throughout the history of the United States, individuals and groups of reformers have worked to bring about social, political, and economic change in the United States. During the late 1800s and early 1900s, many individuals and groups were united in their belief that the problems of society could be solved. Using information from the documents and your knowledge of social studies, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to: Discuss two different goals of reformers in the United States during the late 1800s and early 1900s Describe two methods used by reformers to help bring about change in society TURN THE PAGE FOR PART A

Part A Short-Answer Questions Directions: Analyze the documents and answer the short-answer questions that follow each document in the space provided. Document 1 Bosses of the Senate People s Entrance Closed Nail Trust Paper Envelope Bag Trust Trust Coal Trust Tin Trust Sugar Trust Iron Trust Standard Oil Trust Copper Trust Steel Beam Trust Source: Joseph J. Keppler, 1890, (adapted) 1a Identify a symbol used by the cartoonist to demonstrate how powerful these trusts had become. b According to the cartoonist, who controls the Senate? [1] [1]

Document 2 Lodgers in a Crowded New York City Tenement 1890 In the Home of a Ragpicker, New York City 1890 Source: Photos by Jacob Riis, How the Other Half Lives, 1890 2a Based on these photographs, state two conditions of tenement life. [2] (1) (2) b Jacob Riis used photographs to show what New York City tenement life was like. What advantage does the photograph have over the written word? [1]

Document 3 In this book,... I have done the best I could to show forth the beauty, grandeur, and allembracing usefulness of our wild mountain forest reservations and parks, with a view to inciting the people to come and enjoy them... so at length their preservation and right use might be made sure...... Any fool can destroy trees. They [the trees] cannot run away: and if they could they would still be destroyed... Few that [cut down] trees plant them; nor would planting [help] much towards getting back anything like the noble [ancient] forests. Through all the wonderful, eventful centuries... God has cared for these trees, saved them from drought, disease, avalanches, and a thousand straining, leveling tempests and floods; but He cannot save them from fools only Uncle Sam [the United States Government] can do that. Excerpt from Our National Parks, by John Muir, 1901 3a According to the passage, what did John Muir hope to accomplish with this book? [1] b What did John Muir mean when he said that only Uncle Sam has the power to save the trees from fools? [1]

Document 4 Boys removing bobbins while machine is operating. Photograph by Lewis Hine, 1909 4 What social problem did Lewis Hine show in this picture? [1]

Document 5 5 According to this letter, what reform issue were the women of Cranford, New Jersey, most concerned about? [1]

Document 6 Declaration of Principles of the Progressive Party... We of the Progressive Party here dedicate ourselves to the fulfillment of the duty laid upon us by our fathers to maintain that government of the people, by the people and for the people whose foundation they laid. It is time to set the public welfare in the first place. In particular, the party declares for direct primaries for nomination of State and National officers... and for the direct election of United States Senators by the people.... Effective legislation looking to the prevention of industrial accidents, occupational diseases, overwork, involuntary unemployment, and other injurious effects incident to modern industry.... The prohibition of child labor: Minimum wage standards for working women, to provide a living scale in all industrial occupations; The prohibition of night work for women and the establishment of an eight-hour day for women and young persons; One day s rest in seven for all wage-workers.... Platform of the Progressive Party, August 7, 1912 presidential candidate Theodore Roosevelt 6a According to the Progressive Party platform, what were two election reforms that the party hoped to achieve? [2] (1) (2) b According to the Progressive Party platform, what were two labor reforms that the party hoped to achieve? [2] (1) (2)

Document 7 The Nobel Peace Prize for 1931 Presented to Jane Addams: In honoring Jane Addams, we also pay tribute to the work which women can do for peace and fraternity among nations. Twice in my life, once more than twenty years ago and now again this year, I have had the pleasure of visiting the institution where she has been carrying on her lifework. In the poorest districts of Chicago, among Polish, Italian, Mexican, and other immigrants, she has established and maintained the vast social organization centered in Hull House. Here young and old alike, in fact all who ask, receive a helping hand whether they wish to educate themselves or to find work. When you meet Miss Addams here be it in meeting room, workroom, or dining room you immediately become... aware that she has built a home and in it is a mother to one and all. Excerpt from the speech given by Halvdan Koht, member of the Nobel Committee 7a According to this document, what institution did Jane Addams establish to help the poor? [1] b According to this document, what type of assistance did Jane Addams offer to the poor? [1]

Part B Essay Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Use evidence from at least four documents in the body of the essay. Support your response with relevant facts, examples, and details. Include additional outside information. Historical Context: Task: Throughout the history of the United States, individuals and groups of reformers have worked to bring about social, political, and economic change in the United States. During the late 1800s and early 1900s, many individuals and groups were united in their belief that the problems of society could be solved. Using information from the documents and your knowledge of social studies, write an essay in which you: Discuss two different goals of reformers in the United States during the late 1800s and early 1900s Describe two methods used by reformers to help bring about change in society Guidelines In your essay, be sure to: Address all aspects of the Task by accurately analyzing and interpreting at least four documents Incorporate information from the documents in the body of the essay Incorporate relevant outside information Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization Introduce the theme by establishing a framework that is beyond a simple restatement of the Task or Historical Context and conclude with a summation of the theme