Project-DBQ-Student Guide
.docx
School
West Charlotte High**We aren't endorsed by this school
Course
HISTORY 123
Subject
History
Date
Dec 21, 2024
Pages
3
Uploaded by CaptainElectronCoyote40
Examining the Document-Based EssayStudent AssignmentIn this assignment, you will review the required elements of the AP® US History document-based essay. This will prepare you to write your own essay.Directions1.Gather materials and necessary information.a)Ask your teacher which word-processing software you will be using to complete this assignment.b)Keep your lesson open in case you need to review what you have learned.c)Use your textbook and exam prep book to help you remember your responsibilities.d)Print out or save your document appendix so that you have it handy while completing the assignment.e)Print out or save this assignment document so that you can complete it.2.Read and follow each set of instructions carefully.a)Make sure you complete the questions on each page. b)Check your writing for correct grammar, punctuation, and spelling.c)Ensure that your answers provide the details requested in each question.d)Be sure to use the resources listed above for ideas and facts, but answer each question using your own words.3.Evaluate your work using this checklist. When you can answer “yes” to all of these questions, you are ready to submit your work to your teacher.YesNoEvaluation QuestionDid you answer all of the questions that were presented in the attached assessment document?Do your responses use correct punctuation and grammar?Does each response answer the associated question fully and provide supporting details?Did you use your own words to convey your thoughts for each question?Do your responses fulfill all responsibilities presented in your exam prep book?1. Identifying the questionAnalyze the changes and continuities in the size and scope of the federal government from1860 to 1877.Consider the above prompt. What limitations does the prompt place on the writer, and what choices can the writer make? (5 points)Copyright © Edgenuity Inc.
Student Assignment (continued)The limitation the prompt places on the writer is that the writer must stay in the time frame of 1860 through 1877. The writer also has to talk about the federal government and the changes of its size and scope. To a certain extent the writer must choose the events that happened to the federal government and also what the specific changes to the size and scope of the federal government should be discussed.2. Writing an acceptable thesisAnalyze the changes and continuities in the size and scope of the federal government from1860 to 1877.Draft an initial thesis in response to the prompt. Then, explain why this prompt meets essay requirements.(10 points)Between the years of 1860 to 1877 the federal government changed its size and scope alot. The prominent Reconstruction era took place during those years which caused the federal government to be bigger with the foundation of the Freedmen’s Bureau and also the expansion of the members composing along with changes. The national government opened the greatest scope while there were more American voices and the foundational values that helped give it strength.My thesis meets essay requirements because my thesis expands the prompt and doesn’t just restate it. 3.Reviewing historical documentsSource: President Jefferson Davis, message to the Confederate Congress (April 29, 1861)"It was by the delegates chosen by the several States . . . that the Constitution of the United States was framed in 1787 and submitted to the several States for ratification. . . . [These] States endeavored in every possible form to exclude the idea that the separate and independent sovereigntyof each State was merged into one common government and nation, and . . . to impress on the Constitution its true character—that of a compact between independent States.". . . Amendments were added to the Constitution placing beyond any pretense of doubt the reservation by the States of all their sovereign rights and powers not expressly delegated to the United States by the Constitution."Strange, indeed, . . . [the Constitution has] proved unavailing to prevent the rise and growth in the Northern States of a political school which has persistently claimed that the government thus formed was not a compact between States, but was in effect national government, set up above and over theStates."What are the four components of the OPVL strategy for analyzing sources? Model the strategy by analyzing the above document using these four qualities. (10 points)The O in OPVL means the origin in the document. Which also means that you find these main three things like when the document was created, where the document was created or placed, and who madethe document. The P stands for the purpose. That means who is the intended audience the document was written for. The V means the value of the document. The value doesn’t necessarily mean money. Butit means the usefulness, biases, and the historical context.The L means the limitation. Like the reliabilityand also the missing information. Based on the document and the year designated, the document looks like it was written at the beginning of the Civil War and that’s when diarrhea was popular. Despite the first amendments and what caused the Civil War the work of the Northern side of the state went through a season of growth and change politically. President Jefferson attempted to speak out to all Copyright © Edgenuity Inc.
Student Assignment (continued)of the members who were a part of the Confederate Congress and even in the North. He did that becausehe wanted to make the state of the Union which the North failed to notice. The purpose of the document was to boost his target audience's failed attempt to make states independent to the proper extent. President Jefferson pointed out that losing the liberty to keep slavery would be a matter of putting the government of the Union in the wrong perspective.4. Connecting to a larger contextSource: President James Buchanan, fourth annual message to Congress (December 3, 1860)". . . All for which the slave States have ever contended, is to be let alone and permitted to manage their domestic institutions in their own way. As sovereign States, they, and they alone, are responsible before God and the world for the slavery existing among them. . . ."The Southern States, standing on the basis of the Constitution, have a right to demand this act ofjustice from the States of the North. Should it be refused, then the Constitution, to which all the States are parties, will have been willfully violated by one portion of them in a provision essential to the domestic security and happiness of the remainder. In that event the injured States, after having first used all peaceful and constitutional means to obtain redress, would be justified in revolutionary resistance to the Government of the Union. . . ."Write a short paragraph that connects this excerpt from document 2 to its larger historical context during the era in question. After your paragraph, explain how you are meeting the essay’s requirements for contextualization. (5 points)The speech was given during the beginning of the Civil War but in a bigger context around the time when the North was forced to accept that the South had rights and was going to fight in order to keep their way of life found in slavery. It was made clear and along with evidence that the independence of the Southern states at this time resulted in them being referred to as sovereign states. They were no longer being seen under the centralized Union authority but by ruling themselves and everything was separate. The North already lost the South’s peaceful compliance and was unable to hold the weakened bonds anymore. The rest of the Union was limited by their Constitution from reframing the fight that was brung up by the Confederacy. In the context of their independence, the Confederates had total liberty to revolutionize the fights for slavery to still be legal. I meet the essay’s requirements for contextualization by addressing the said era in the document.5. Demonstrating analysis and reasoningIdentify the two main ways an essay can demonstrate analysis and reasoning to receive full credit.Then, provide one example of a way your essay could meet one of the requirements. (5 points)Two ways that the requirement can be completed is by making an argument that completely addresses the planned historical reasoning skill. In order for me to get this point in the future I would most likely tie in the historical processes to different time frames because I think that my analysis would be stronger in that area.Copyright © Edgenuity Inc.