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Key Things to Remember when Writing a DBQ Categories (X, A and B) will be broader in order to effectively group the documents. If possible, use all seven.

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Presentation on theme: "Key Things to Remember when Writing a DBQ Categories (X, A and B) will be broader in order to effectively group the documents. If possible, use all seven."— Presentation transcript:

1 Key Things to Remember when Writing a DBQ Categories (X, A and B) will be broader in order to effectively group the documents. If possible, use all seven documents! You must do two parts of PHIA for each document. You must provide two pieces of OUTSIDE (cannot connect to any of the documents) INFORMATION (SFIs) in your essay Synthesis and Contextualization = Conclusion

2 Document 1 (DOC 1) I: P: H: A: Document: 1

3 Document 1 (DOC 1) I: African American newspaper readers P: to support African American military service H: written during the same year as the outbreak of the Spanish-American War, prior to the United States acquisition of the Philippines, and two years after the Plessy v. Ferguson decision A: – written by an educated African American male with a sense of leadership of people, who presents African American participation in the Spanish-American War as a positive good for race relations and portrays patriotism and the United States as being a multiracial brotherhood Document: 1

4 I: P: H: A: Document: 2

5 I: a speech to a university audience and population who were presumably educated, mostly White, and mostly affluent P: to criticize imperialism H: stated after the outbreak of the Spanish-American War and prior to the US acquisition of the Philippines A: written by a White American intellectual, who was an opponent of imperialism and a proponent of Social Darwinism, skeptical about imperialism and the concept of exporting US values via military force, and concerned that doing so would make the US similar to Spain Document: 2

6 Document 3 (DOC 3) I: P: H: A: Document: 3

7 Document 3 (DOC 3) I – the American church delegation, magazine readers, and the general US public P: to justify the US acquisition of the Philippines H: stated soon after the conclusion of the Spanish-American War and the debates about the US acquisition of the Philippines (but some questions exist as to whether McKinley really made the statement A: stated by a US president who was a white male, holding leadership of people, who perhaps held a sense of religious mission, and who was explaining his thought process leading to the decision to annex the Philippines for the US by considering the options available, suggesting the Filipinos were unfit for self- government and needed US intervention, and ultimately suggesting that the US had a Christian mission to uplift the Philippine people Document: 3

8 Document 4 (DOC 4) I: P: H:A: Document: 4

9 Document 4 (DOC 4) I: excerpt from a speech to an audience that is uncertain but were likely similar-minded supporters of social reform, isolationism and peace P: to criticize the Spanish-American War and the militarism it encouraged in the US H: stated soon after the conclusion of the Spanish-American War and immediately after the US acquisition of the Philippines and reflects urban perspective A: stated by a white American female, who was a social activist and a progressive reformer based in Chicago and a pacifist who asserts that US participation in the Spanish-American War had undermined support for ideals of peace and had possibly encouraged more violence among Americans on the streets of Chicago Document: 4

10 Document 5 (DOC 5) I: P: H: A: Document: 5

11 Document 5 (DOC 5) I: excerpt from a speech to business owners and local leaders in Chicago, presumably white males who embraced a mainstream understanding of national politics P: to justify the US acquisition of the Philippines H: stated soon after the conclusion of the Spanish- American War and immediately after the US acquisition of the Philippines A: stated by a white American male political leader (the governor of NY at the time), an advocate of assertive late-nineteenth-century masculinity, imperialism, and militarism, who expresses that the US had an obligation to provide government for the Philippines and criticizes opponents of the acquisition of the Philippines as being fearful and “unwilling…to play the part of men.” Document: 5

12 Document 6 (DOC 6) I: P: H: A: Document: 6

13 Document 6 (DOC 6) I: an excerpt from a speech given while Bryan was campaigning for president to an audience that is unclear but presumably made up of his political supports P: to condemn the US acquisition of the Philippines, to make a case for ending colonialism, and to make a case for his own campaign for the presidency H: stated soon after the conclusion of the Spanish- American War and soon after the US acquisition of the Philippines A: stated by a white American male political leader (a US representative from Nebraska at the time), an opponent of imperialism who was supportive of Populist ideas, critical of US imperialism and condemnatory of US colonialism but at the same time, critical of the notion of incorporating Filipinos as citizens Document: 6

14 Document 7 (DOC 7) I: P: A: H: Document: 7

15 Document 7 (DOC 7) I: a cartoon published on the cover of Puck, a satirical magazine whose audience is unclear but presumably the American reading public P: to humorously critique the irony of an American symbol of liberty encompassing non-US territories and to suggest that American interests may be overextended A: unclear but seems to be critical of US expansionism and present the US as a quasi- imperial power in the Western Hemisphere and as protective but with talons H: published soon after the conclusion of the Spanish-America War and the US acquisition of the Philippines and Panama and in the same year as the Roosevelt Corollary Document: 7

16 The following slides show the development of categories (X, A, and B) and the grouping of documents.

17 Sample X Statement: Which Documents Fit? Both the opponents and supporters of U.S. expansion at the turn of the century supported the ideals of American republicanism and exceptionalism. Despite their respective views and their differing goals and how to pursue them, imperialists and anti-imperialists shared common ideals.

18 Sample X Statement: Which Documents Fit? Documents 5 and 6 Both the opponents and supporters of U.S. expansion at the turn of the century supported the ideals of American republicanism and exceptionalism. Despite their respective views and their differing goals and how to pursue them, imperialists and anti-imperialists shared common ideals.

19 Sample A Category: Which Documents Fit? Debates regarding the U.S. role as an emerging world power

20 Sample A Category: Which Documents Fit? Documents 2, 3, 7 Debates regarding the U.S. role as an emerging world power

21 Sample B Category: Which Documents Fit? The impact that expansionism would have here at home

22 Sample B Category: Which Documents Fit? Documents 1 and 4 The impact that expansionism would have here at home

23 The following slides provide examples for thesis statements, potential body paragraphs, use of documents, and use of outside information.

24 Prompt: “Compare and contrast views of United States expansion in the late nineteenth and early twentieth centuries. Evaluate how understandings of national identity, at the time, shaped these views. ” Remember our thesis formula: X. However, A and B. Therefore, Y.

25 Possible Thesis Statements Could Include the Following: Possible Thesis Statement Elements Arguments about overseas expansionism tended to be framed in terms of who Americans were and what the US stood for, whether or not one supported or opposed expansionism, and imperialists and anti- imperialists Contrasting views about US expansion were linked to different notions of the US mission Positive views of expansion were linked to national ideals Debates over expansionism hinged on the role of the US as a world power Negative views of expansion framed national identity in terms of the long-standing isolationist and anti-colonial traditions of the US The prevalent racist notions of national identity shaped the views of both proponents and opponents of expansionism The tendency of expansionism to become the dominant policy reflected a long-standing tendency in the US culture to link American identity with a mission to proselytize for the values of the US, but expansionism also conflicted with the national history of anti-colonialism and revolution

26 Thesis Example: Both the opponents and supporters of U.S. expansion at the turn of the century supported the ideals of American republicanism and exceptionalism. Despite their respective views and their differing goals and how to pursue them, imperialists and anti-imperialists shared common ideals. However, because of debates regarding the U.S. role as an emerging world power and the impact that expansionism would have here at home, the two sides found little that could ultimately be agreed upon.

27 Sample X Paragraph with the Use of Documents: In the wake of the Spanish-American War, the United States had to decide how it would recognize its overseas acquisitions, especially the Philippines, which was showing some resistance to U.S. presence. Both sides of the imperialism debate used ideals that the nation had long embraced to support their arguments. American imperialists, such as Teddy Roosevelt, believed U.S. acquisition of the Philippines was necessary in order to guide the Filipino people toward and American style self-government that would be based on the republican ideals of the Founding Fathers (Doc. 5). This sentiment, however, brought on a great deal of debate. Anti-imperialists, led by Democratic presidential candidate William Jennings Bryan, pointed to the hypocrisy of American interventionism and argued that republican ideals could never coincide with the policies of imperial colonialism (Doc. 6).

28 Outside Information to Support Thesis The Monroe Doctrine, 1823 The doctrine of Manifest Destiny The formulation of the Roosevelt Corollary, 1904 The American victory in the Spanish-American War leading to the following outcomes The US acquisition of island territories Expanded US economic and military presence in the Caribbean and Latin America The US engagement in a protracted insurrection in the Philippines Increased US involvement in Asia Widespread public support for expansionism in the late nineteenth century The active role of the press in mobilizing support for expansionism (yellow journalism and William Randolph Hearst) The opposition of some African American leaders to the war in the Philippines (W.E.B. du Bois) Knowledge of the details of expansionism in the Pacific and the Caribbean (how US sovereignty was extended to Hawaii and Samoa) Later events or topics related to US overseas expansion Dollar diplomacy Moral diplomacy The US intervention in Mexico

29 Sample B Paragraph with Use of Documents and Outside Information: American imperialists and anti-imperialists also differed with one another over the impact that overseas expansionism would have on the U.S. home front. At the outset of the Spanish-American War in 1898, African-Americans were hopeful that the war would provide national unity and help to improve race relations in the United States. This war, coming on the heels of the Plessy v. Ferguson decision and Jim Crow segregation, encouraged Black support and military service (Doc. 1). On the other hand, many pacifists and anti-imperialists viewed expansionism much differently. Urban social reformer, Jane Addams spoke of the harm that the violence and brutality of the Filipino-American War would have on the United States, claiming that the same brutality would spill over into city streets (Doc. 4). Still others saw the economic harm that would be done due American involvement and acquisition of the faraway place such as the Philippines. Anti-imperialist and American Federation of Labor (AFL) leader Samuel Gompers opposed acquisition of the Philippines on the grounds that it would damage the efforts of labor unions to improve working conditions by allowing a new population of low-skill and low-wage labor into the United States to compete for jobs and further drive down wages. Gompers goal was to protect the American worker by opposing the acquisition of the Philippines and entry of Filipino workers into the country.

30 Contextualization (Debates and policies about race, immigration, nativism, and US society in the late 19 th century) Popular social-scientific theories including Social Darwinism and scientific racism Codification of Jim Crow laws (segregation) de facto and de jure in the late nineteenth century; race riots and lynching Rise of the Niagara Movement and the NAACP Growth of the Social Gospel in the late nineteenth century The Progressive reform movement The perception in the 1890s that the western frontier was closed

31 Contextualization (Contemporary debates over late-19 th -century and early-20 th -century imperialism) Yellow journalism and prevalent public support for expansionism The desire to have outposts and coaling stations in the Pacific to facilitate commerce in Asia The severe depression of the 1890s (the Panic of 1893) and the need to open up foreign commercial markets Prior public support for Cuban nationalists and revolutionaries Distinctions in popular attitudes between support for the Spanish-American War and greater opposition to the subsequent war in the Philippines The long history of the US territorial expansion and conquest and debates over the US role as a global power Isolationism, the Monroe Doctrine, and the Roosevelt Corollary Division of Africa on the part of European powers and imperial competition The naval buildup in Europe, the rise of imperial Japan, and the subsequent American response to increase naval power Arguments that Americans were destined to expand their culture and norms to others, especially the non-white nations of the globe The notion of Christian evangelism contributing to a duty to expand US influence in the world

32 Synthesis Linking the argument to earlier debates about US involvement in European affairs, from George Washington’s Farewell Address through the Monroe Doctrine Linking the argument to debates about territorial expansion prior to the Civil War, including issues surrounding the Louisiana Purchase and the Mexican Cession Linking the argument to later twentieth-century debates about expansionism and isolationism (We’ve yet to study this) Linking the argument to the rise of the US as a world power following the Second World War (We’ve yet to study this)


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