Provence.cw.8.7.March.26.Effects.of.WWI.dbq

March 26th, 2013 CW 8.7: Effects of WWI DBQ Page 1

Analyze the following documents using the guiding questions and then write a DBQ essay on the following prompt:

Describe the Effects of WWI

Document 1

1. What major ideas can you pull from this map?


Document 2

“National aspirations must be respected; people may now be dominated and governed only by their own consent. "Self-determination" is not a mere phrase. It is an imperative principle of action, which statesmen will henceforth ignore at their peril. This war had its roots in the disregard of the rights of small nations and of nationalities which lacked the union and the force to make good their claim to determine their own allegiances and their own forms of political life. Covenants (Agreements) must now be entered into which will render such things impossible for the future; and those covenants must be backed by the united force of all nations that love justice and are willing to maintain it at any cost...”

excerpt from speech by Woodrow Wilson to CongressFeb.11, 1919

1. Who is the author? 2. What is his/her purpose in writing this document?

3. What is the major topic of this document? 4. What are 2-3 important ideas of this document?

5. What are the sides of the issue? 6. What side is the author on?


Document 3

“Every man becomes civilized between the ages of 18 and 23. If he does not go through a civilizing experience at that time of his life, he will not become a civilized man. The men who went to war at 18 missed the civilizing…All you young people who served in the war are a lost generation. You have no respect for anything. You drink yourselves to death.”

Gertrude Stein on the American expatriate writers living in Paris after World War I





Document 4

“What does the Day of National Mourning mean today? Floods of tears for the fallen. Are we to remain pacifist forever and live forever on the Treaty of Versailles? The British pay homage to Shakespeare and swear on the Bible, but they keep battleships to rule the seas. Their hypocrisy should be unmasked before our people.....We cannot capture our political power without our movement and without a reawakening in Germany; without that we cannot bring the Germanic peoples together or secure our people's lebensraum...As I have already explained to you, we are interested neither in a civil war not in a military showdown with our neighbors. “

Excerpt from speech made by Hitler after World War I





Document 5

“The fundamental falsehood on which the Versailles Treaty is built is the theory that Germany was solely and entirely responsible for the war. No fair-minded student of the war and its causes can accept this contention; but the propaganda story of Germany's sole guilt has been preached so persistently from pulpit, press and Parliament that the bulk of our people have come to regard it as an axiomatic truth which justifies the provisions of the most brutal and unjust Treaty in the world's history.”

Captain E. N. Bennett, speech at a Union of Democratic Control, November 11th, 1920





Document 6


Document 7


What were the effects of WWI?

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March 26th, 2013 CW 8.7: Effects of WWI DBQ Page 10Point Thesis Paragraph Use of Evidence Support of Thesis Document Grouping POV Analysis

4 Student writes a complex, analytical thesis statement that addresses the effects of World War I and clearly introduces the groups that will be used in the essay.

Supports thesis with appropriate evidence from seven or more documents. Student must demonstrate understanding of the basic meaning of seven documents by addressing them individually.

Student goes beyond linking the documents to the groups and has sophisticated analysis of all documents used, showing how the differences relate to other trends in history or how opinions change over time and from source to source.

Student includes more than two groups in essay which all support the thesis statement. The groups are sophisticated and detailed, showing thought and planning behind the groupings.

Student correctly analyzes point of view for a second document.

3 The thesis must address the effects of World War I and clearly introduce the groups that will be used in the essay.

Student must address six of seven documents in the essay. Student must demonstrate understanding of the basic meaning of six documents by addressing the document individually.

All documents support the thesis statement and none contradicts the student’s argument.

Student includes two logical document groupings which support the thesis statement.

Student correctly analyzes point of view for one documents through considering and explaining the tone, the characteristics and experiences of the author, the intended audience, and/or how the intended outcome may have influenced the author’s opinion.

2 Student fails to address the effects of World War I OR the introduction of the grouping is not completely clear, although student makes an attempt.

Students address four of seven documents in the essay or student addresses three documents but one is misinterpreted. Student must demonstrate understanding of all four documents by addressing the documents individually.

The documents used support the student’s thesis statement – one document may contradict thesis or may be lacking adequate explanation of how it ties to the thesis.

Student attempts to group documents in two ways, but one group is incomplete (has fewer than two documents) or is illogical).

Student attempts to analyze point of view in one document but analysis is not sufficient due to student not moving beyond mere description or consideration of the characteristics or experiences of the author or intended audience.

1 Student fails to address the effects of World War I AND the student fails to introduce grouping in the thesis.

Student addresses fewer than three documents in the essay or two or more documents are misinterpreted.

TWO or more of the documents fail to support thesis statement or contradict the thesis, but student makes attempt to support thesis.

Student attempts to group document but document groupings do not make sense, or are incorrect for both groupings.

Student attempts to address point of view but attempt is incomplete or inaccurate.

0 Student does not have a thesis statement at all.

Student fails to address more than two documents or all documents are misinterpreted.

Student does not attempt to support thesis statement with the use of documents.

Student fails to group documents.

Student does not attempt POV analysis.

Documents

Provence.cw.8.7.March.26.Effects.of.WWI.dbq