Emily writes a DBQ (because John from Marco Learning made her do it...)
TLDRIn this educational video, Emily from Anti-Social Studies takes on a DBQ (Document-Based Question) challenge set by John from Marco Learning. She provides a live demonstration of how to approach a DBQ, analyzing documents for evidence, creating an outline, and writing an essay with the goal of achieving a perfect score. The script captures her thought process, strategies for tackling the prompt on European imperialism, and the importance of balancing economic and cultural motivations in her argument. Viewers can look forward to John's critique and scoring of Emily's essay on the Marco Learning channel.
Takeaways
- 📚 Emily from Anti-Social Studies is challenged by John from Marco Learning to write a Document-Based Question (DBQ) live on camera.
- 🤔 The DBQ is on whether 19th-century European imperialism was primarily motivated by economic or cultural concerns, a question that requires evaluating a spectrum of motivations.
- 📝 Emily decides to write her DBQ using an outline and a worksheet from her website, which includes a rubric and color-coding guide to prioritize points.
- 🕒 She sets a timer for one hour to complete the DBQ, aiming to address all documents and score highly on the rubric.
- 🔍 Emily begins by skimming the documents to identify economic and cultural themes, noting details that will support her arguments.
- 💡 She formulates a thesis that economic concerns were the primary motivation for imperialism, but cultural superiority was often used to justify it.
- ✍️ Emily writes her DBQ, starting with a clear thesis statement and then developing body paragraphs for each document, ensuring to connect each document's content to her thesis.
- 🔄 She revisits the rubric to ensure she covers all necessary points, including context, historical situation, and point of view of the documents.
- 📈 Emily uses specific examples from the documents, such as the Opium Wars and the Sepoy Rebellion, to provide historical context and support her arguments.
- 📊 She also incorporates outside evidence, like the example of Cecil Rhodes and the diamond mines, to strengthen her essay.
- 📉 Emily evaluates the documents' usefulness for her argument, considering the perspective and potential bias of each document's author.
Q & A
What is the purpose of the video by Emily from Anti-Social Studies?
-The purpose of the video is for Emily to write a Document-Based Question (DBQ) live in front of her audience, demonstrating her process of working through the documents, creating an outline, and writing the essay in response to a prompt about European imperialism in the 19th century.
Who is John from Marco Learning, and what is his role in this video?
-John from Marco Learning is the person who tasked Emily with writing the DBQ. After Emily writes the essay, John, who is an AP expert, will score it and explain why she received the points, providing feedback on her work.
What is the main prompt that Emily is addressing in her DBQ?
-The main prompt Emily is addressing is to evaluate whether European imperialism in the 19th century was motivated primarily by economic or cultural concerns.
What is Emily's initial strategy for approaching the DBQ?
-Emily's initial strategy is to skim through the documents, looking for evidence related to economic or cultural aspects of imperialism, and then decide on a thesis that either leans towards economic, cultural, or a balanced argument.
What is the DBQ outline worksheet that Emily refers to?
-The DBQ outline worksheet is a tool Emily has created and made available on her website to help students organize their thoughts and structure their essays for DBQs, including a simplified rubric and color coding guide.
How does Emily categorize the points in the DBQ rubric according to difficulty?
-Emily categorizes the points in the DBQ rubric into three levels of difficulty: green for the easiest points, yellow for points that are decent but may be more challenging, and red for the complexity point, which she considers the hardest to achieve.
What is the historical context of Document 1 that Emily discusses?
-The historical context of Document 1 is the Opium Wars, where the English were seeking trade access to China, specifically the port city of Canton, and resorted to shipping opium when denied access.
What does Emily find confusing about Document 2 by John Stuart Mill?
-Emily finds it confusing that John Stuart Mill starts with a cultural argument about the benefits of imperialism but then discusses economic aspects, making it difficult to categorize the document under one single theme.
What is the main argument of Document 3 that Emily identifies?
-Document 3, written by a person from South Asia, argues that British rule has been a moral and political blessing, bringing education, peace, order, and infrastructure, although Emily notes that it could be used for both economic and cultural arguments.
How does Emily plan to use Document 4 in her DBQ?
-Emily plans to use Document 4, a letter by a British missionary, to support the cultural argument of imperialism, as it discusses the need for British political control to continue missionary work.
What is the main point Emily wants to emphasize in her thesis statement for the DBQ?
-Emily's main point in her thesis statement is that while the primary motivations for European imperialism were economic, the justification often used was cultural superiority, reflecting a complex interplay between economic desires and cultural rhetoric.
How does Emily approach the writing of her DBQ essay?
-Emily approaches the writing by first establishing a rough draft with a clear thesis and basic arguments supported by the documents. She then goes back to add more depth, context, and complexity to her essay as time allows.
What is the significance of the Berlin Conference in the context of Document 5 discussed by Emily?
-The Berlin Conference, which began in 1884, was significant because it set up the rules for the scramble for Africa among European powers. This historical context is relevant to Document 5, where Jules Ferry discusses France's need to colonize to maintain its status among European nations.
How does Emily incorporate the concept of 'hip' into her DBQ essay?
-Emily incorporates 'hip' (Historical Interpretation Points) by evaluating the historical situation, point of view, and purpose of the documents, providing additional insights into the context and motivations behind the documents.
What is the main argument of Document 6 that Emily discusses in her DBQ?
-Document 6, by Captain Lugard, argues for the strategic use of medicine and industrial development as a means to gain control over non-native places more efficiently than through religious conversion, reflecting a pragmatic approach to imperialism.
How does Emily use Document 7 in her argument about economic motivations for imperialism?
-Emily uses Document 7, a political cartoon about the Belgian Congo and King Leopold's rubber plantations, to illustrate the brutal economic exploitation of colonies for resources like rubber, emphasizing the economic greed behind imperialism.
What is the additional outside evidence Emily brings in to support her DBQ essay?
-Emily brings in the example of Cecil Rhodes and the control of diamond mining in southern Africa as additional outside evidence to support the economic motivations behind European imperialism.
How does Emily address the historical situation of the documents in her DBQ?
-Emily addresses the historical situation by providing context for specific documents, such as the Opium Wars for Document 1, the Sepoy Rebellion for Document 3, and the Berlin Conference for Document 5, to show how these events influenced the motivations and justifications for imperialism.
What is the final score Emily expects for her DBQ essay, and why?
-Emily expects a score of around five out of seven for her DBQ essay because she believes she has successfully addressed the prompt, used at least six documents to support her arguments, and incorporated additional context and outside evidence. However, she acknowledges that there might be a possibility of losing a point due to potential errors in her Historical Interpretation Points.
Outlines
📝 Live DBQ Writing Challenge
Emily from Anti-Social Studies accepts a challenge from John at Marco Learning to write a Document-Based Question (DBQ) live. She has not seen the DBQ before, which was created by Marco Learning and is available for free on their website. Emily plans to write the DBQ, create an outline, and analyze documents in real-time, aiming for a perfect score, which will later be evaluated by John, an AP expert.
📚 Preparing for the DBQ Writing
Emily sets up her screen with the DBQ and a worksheet from her website to aid in the outlining process. She simplifies the DBQ rubric using color coding to prioritize points. The DBQ question evaluates whether 19th-century European imperialism was primarily motivated by economic or cultural concerns. Emily decides to explore documents for evidence of both motivations, aiming to find a nuanced answer.
🔍 Analyzing Document One: The Opium Wars
Emily analyzes the first document, a paper from Canton, China, dating back to 1842 during the Opium Wars. The document depicts the English as seeking trade access and using opium to manipulate the Chinese economy. Emily identifies this as an economic motivation for imperialism, noting the English desire for trade and port access.
🤔 The Complexities of John Stuart Mill's View
Document two features John Stuart Mill discussing the broader interests of civilization over economic considerations in colonization. Emily finds this document confusing, as Mill seems to argue both for and against economic motivations. She decides to use this document for both economic and cultural arguments, depending on her needs.
📖 Document Three: A Mixed Argument for British Rule
In document three, an Indian argues for the benefits of British rule, including education, political order, and social improvements. Emily notes this document could support both economic and cultural arguments, and she considers the historical context of the Sepoy Rebellion in 1871, which adds complexity to the Indian perspective on British rule.
🌏 Document Four: Missionaries and Cultural Imperialism
A British missionary's letter in document four highlights the desire for British control to protect missionary work, emphasizing the cultural aspects of imperialism. Emily sees this as a clear cultural argument, with the missionaries' arrival preceding political and economic interests, suggesting a primary cultural motivation.
🎤 Jules Ferry's Speech: Economic and Cultural Expansion
In document five, Jules Ferry's speech to the French Chamber of Deputies presents colonial expansion as both an economic and political system. He argues for the right of superior races to civilize others, reflecting a cultural justification for economic imperialism. Emily considers this as she develops her thesis about the primary economic motivation with a cultural justification.
💉 Captain Lugard's Pragmatic Approach to Colonization
Captain Lugard, in document six, discusses the strategic value of medical and industrial missions in colonization. He suggests that tangible improvements in the lives of 'savages' can facilitate economic control. Emily finds this a pragmatic argument, combining cultural and economic motivations for imperialism.
📉 The Belgian Congo and Economic Exploitation
A political cartoon in document seven depicts the brutal exploitation of the Belgian Congo for rubber, highlighting the economic greed behind imperialism. Emily connects this to the broader economic motivations, showing how resources like rubber were essential for industrial machinery, reinforcing the economic argument.
🏛️ Reflecting on the Chinese Perspective and Irony
Emily revisits document one, reflecting on the Chinese view of the English as 'barbarians' and the irony of the cultural argument. The Chinese, failing to recognize Europe as a threat, were overwhelmed by the industrially superior English. This reflects the complex interplay of cultural and economic factors in imperialism.
🌟 Wrapping Up the Argument with Cultural Justifications
Emily concludes her argument by stating that while economic needs were the primary concern of European imperialists, they justified their actions through cultural rhetoric. She uses various documents to show how language related to cultural superiority was used to motivate conquest, even when the main goal was economic gain.
📝 Finalizing the Essay and Reflecting on the Process
Emily finalizes her essay, ensuring she has addressed the prompt and used the documents effectively. She reflects on her writing process, emphasizing the importance of starting with a solid foundation and adding complexity as time allows. She also plans to share the annotated essay on her website and have John score it on the Marco Learning channel.
Mindmap
Keywords
💡DBQ
💡Imperialism
💡Economic Concerns
💡Cultural Concerns
💡John Stuart Mill
💡Industrial Revolution
💡Cecil Rhodes
💡Historical Context
💡Point of View
💡Marco Learning
💡Anti-Social Studies
Highlights
Emily from Anti-Social Studies is tasked with writing a DBQ (Document-Based Question) live on camera.
The DBQ is created by Marco Learning and will be scored by John from the Marco Learning channel.
Emily uses a worksheet from antisocialstudies.org to outline her DBQ.
She simplifies the rubric and uses color coding to prioritize points in her DBQ.
The DBQ prompt asks to evaluate if European imperialism in the 19th century was primarily motivated by economic or cultural concerns.
Emily decides to argue that economic motivations were primary, but cultural justifications were used.
Document 1 from Canton, China, 1842, is used to highlight economic motivations for English imperialism.
Document 2 by John Stuart Mill is discussed to emphasize the reorganization of the global economy for England's benefit.
Document 3 from an Indian argues the benefits of British rule, which can be used for both economic and cultural arguments.
Document 4 shows a British missionary's cultural argument for political control to continue missionary work.
Document 5 by Jules Ferry is used to argue France's need for colonial expansion to maintain economic competitiveness.
Document 6 by Captain Lugard suggests a pragmatic approach to colonization focusing on medicine and industry.
Document 7, a political cartoon, depicts the brutal economic exploitation of the Belgian Congo for rubber.
Emily's strategy is to first write the basics, such as thesis and arguments, then add complexity as time allows.
She emphasizes the importance of not overthinking the thesis statement and getting a rough draft down quickly.
Emily discusses the use of quotes from documents to support arguments effectively.
She includes context about industrialization and social Darwinism to support her economic argument.
Emily uses outside evidence, such as Cecil Rhodes and De Beers, to bolster her economic motivation argument.
She evaluates the historical situation and point of view of specific documents to add depth to her analysis.
Emily's final step is to review her work, ensuring she has addressed all parts of the rubric and added context and complexity.
Transcripts
5.0 / 5 (0 votes)
Thanks for rating: