Background informationAlthough the majority of History ... Web viewDo the Vikings deserve a share of the glory? ... but then later claims "Greenland was circumnavigable in 1421-2,

DYSART UNIFIED SCHOOL DISTRICT #89

DBQDocument Based Question

Who really discovered America?

Form A-2012/2013

Student Name

School

Grade Level 10th Grade World History Period

Date Prerequisites must be present to be graded

Teacher Name ScoreScored using the holistic rubric ________ (1-6)

1=FFB 2=FFB 3=APP4=Meets 5=Exceeds 6=Exceeds

Overview

DBQ Time Line:

■Day 1: Introduction of prompt and grading procedures/Document analysis/Notes/Trigger questions

■Day 2: Research/Share and discuss/Complete research charts

■Day 3: Research/Share and discuss/Complete research charts

■Day 4: Thesis formation/Graphic organizer

■Day 5: Rough draft including all citations/Peer review

■Day 6: Write final draft

DBQ Essay Prerequisite Grade Checklist:

Task PointsAnalyzing DocumentsResearch ChartsPre-WritingRough DraftBibliographySpeaking and Listening

Speaking and Listening Rubric – Collaborative Conversations, 9-12Collaborative Conversations

4 Exceeds 3 Meets 2 Approaches 1 Does Approach Standard

Dysart Unified School District, Social Studies August 2013

Background information

Although the majority of History textbooks give credit to Christopher Columbus for the discovery of America in 1492, many historians believe others visited America before Columbus. Theories on the first foreign expeditions to America include the Vikings, the Africans, and the Irish. One of the most recent and compelling arguments states that Zheng He of China discovered America in 1421.

PROMPT - Who Really Discovered America? Who should get the credit?

Did the Chinese discover America? Should Christopher Columbus continue to get the credit? Do the Vikings deserve a share of the glory? You must cite all documents in this packet in addition to a minimum of three outside sources in your essay. You must also complete the bibliography page at the end of the essay.

Preparation Seeks outside sources to gain insight

Readily shares resources with others

When appropriate makes strategic use of digital media to enhance understanding of findings

Preparation is evident, includes but not limited to: Identifies/highlights key

words and phrases Has notes of main ideas Includes outside sources When appropriate makes

strategic use of digital media to enhance understanding of findings

No Highlighting Skims text Very few notes, Some

misunderstandings of text and meaning.

Unprepared with text

unprepared with text does not recall or has not read text

No attempt was made to understand text

Questioning Has prepared several high level questions based on the text

Asks several higher level questions during discussion

Has prepared a variety of questions

Asks thoughtful questions during discussion

Is open to questioning

Has very few questions Asks very few

questions

Has not prepared questions

Does not ask questions

When questioned is unable to respond appropriately

Speaking Moves conversation forward

Speaks to all participants Thinks before answering Refers directly to the text Makes connections to

other speakers Considers all options Offers insightful

contributions Uses appropriate and

academic language all of the time

Builds on other’s comments

Prompts others to make comments

Comments often and encourages others

Addresses the issue, stays on topic

Reflects on the text often Responds to questions Respectfully considers all

opinions Offers interesting ideas and

makes preliminary connections

Uses appropriate and academic language most of the time


Emphasizes only own ideas

Addresses only teacher’s questioning.

Tends toward debate not dialogue

Ideas do not always connect

Comments neglect details of text. Only focuses on opinion

Only uses academic language a small portion of time

Disruptive or argumentative

Mumbles or is silent

Makes no connection to previous comment

Does not use appropriate academic language

Is engaged in another activity other than listening or speaking for clarification.

Listening Demonstrates effective listening skills (eye contact, nods, takes notes)

Writes down thoughts and questions


Questions for clarification when needed

Asks for clarification when needed

Develops clear understanding of speaker before making judgment, is reflective

Demonstrates effective listening skills (eye contact, nods, takes notes, body aligns with speaker).

Takes notes Asks questions for

clarification when needed Suspends judgment until

speaker is finished, No outside activity, only

listening

Rarely demonstrates effective listening skills (eye contact, nods, takes notes)

Loses track of conversation

May interrupt or judges other’s ideas without asking for clarification

May sporadically engage in another activity but stops and self regulates.

No effective listening skills demonstrated

Attempts to dominate

Interrupts speakers in middle of sentence

Repeats same ideas

No eye contact or is engaged in another activity rather than listening

Document A: Gavin Menzies’ Incredible HistoriesNotes: The text that both made and tarnished Menzies’ name as a historian was 1421: The

Year China Discovered the World. In it, he claims that Emperor Zhu Di sent out his

eunuch admirals, led by Zheng He, to chart the world and gather tributes and treasures. These sailors, Menzies says, circled the globe 100 years before Magellan’s expedition, reached America 70 years before Columbus, rounded the Cape of Good Hope, and arrived in Australia and New Zealand 350 years before Cook. He says they also made it to both the Arctic and Antarctica.

Menzies uses a barrage of evidence to support his claims, including unidentified shipwrecks, the spread of species, and ancient artifacts. But his trump card, he tells us, comes from his years in the Royal Navy and his resulting understanding of ocean currents, astral navigation and, especially, cartography.

"Don’t write for your fellow historians. Don’t seek literary recognition.”

It was a map that started Menzies on his revisionist mission. He found a Portuguese map dated 1424 that depicted Antilia, islands situated in the Atlantic. Menzies believes these islands to be Puerto Rico, and that the Chinese were the skilled seafarers that charted them.

Gavin Menzies' Incredible Histories. Talk Magazines. http://shanghai.talkmagazines.cn/issue/2009-10/gavin-menzies-incredible-histories

Trigger thought: According to the author, what is Menzies’ theory on the discovery of America? Use evidence from the document to support your answer.

Document B: Did Chinese Beat Out Columbus?

Notes: Did Chinese sailors really discover America before Columbus? A new exhibition sets the scene,


presenting new evidence that lends support to the assumptions made in "1421: The Year China Discovered America" by Gavin Menzies

With 600 years of sailing experience, the Chinese had already developed many tools useful to sailing over great distances - like magnetized compasses and watertight bulkhead compartments of a kind the West would have to wait hundreds of years for. Importantly, Zheng He's ships, known as junks, included on-board vegetable patches, growing soybeans in tubes all year to provide protein and vitamin C, guarding sailors against scurvy.

Along with examples of spices and other goods that the fleet would have brought back to China, the visitors can find ancient artifacts like unusual animal-shaped money from Malacca (Malaysia) made of tin, which the Chinese produced as currency when their copper coins ran out. Shaped in the form of animals like crocodiles, turtles and chickens, these coins were exclusive to Malacca but have been found in shipwrecks throughout Asia.

Arguing that the Chinese had reached America 70 years before Columbus, Menzies's book caused a stir when it was published in 2002. "Columbus had a map of America, de Gama had a map showing India and Captain Cook had a map showing Australia, and it's not my saying; it's the explorers saying it," the retired British Royal Navy submarine commanding officer said in an interview. "None of the great European explorers actually discovered anything new. The whole world was charted before they set sail. So somebody before them had done it, and that was the basis of the book," he said.

Did Chinese Beat Out Columbus. NY Times. Kolesnikov-Jessop, Sonia. June 25, 2005. http://www.nytimes.com/2005/06/24/arts/24iht-chinam.html?pagewanted=all

Trigger thought: According to the author, why is Menzies’ theory correct? Give evidence from the document to support your answer.

Document C: Is Gavin Menzies Right or Wrong?

http://www.nytimes.com/2005/06/24/arts/24iht-chinam.html?pagewanted=all

Notes: Menzies has no "smoking gun" that proves his theory-- because the xenophobic Confucian officials who advised the later Ming emperors destroyed all records of these sea voyages. So he relies upon three types of evidence. First, Menzies claims that Chinese maps from as early as 1428, allegedly showing parts of North and South America and some Atlantic islands, were used by European explorers (including Columbus) when they started their own voyages decades later. Second, he adduces allegedly tangible evidence of pre-Columbian contact between Asia and the Americas, such as: flora and fauna (maize, sweet potatoes, Asiatic chickens, coconuts) that must have been transported by humans; "DNA evidence" that links American Indians to the Chinese; wrecks of Chinese ships and medieval Chinese anchors found in California. Third, Menzies relies upon, and constantly reminds the reader of, his own naval expertise which gives him a mystical understanding that landlubbers lack; for example, "if I was able to state with confidence the course a Chinese fleet had taken, it was because...my own knowledge of the winds, currents, and sea conditions they faced told me the route as surely as if there had been a written record of it" (p. 83).

Authors that aim to rewrite 500 years of accepted history should rely less on subjective claims and more on hard evidence. And this is where Menzies ultimately fails to persuade. First, he does not read Chinese and thus cites no primary sources--a problem even if one accepts that the records were all destroyed. Even more fatal to his argument, Menzies often fails to provide corroborating data for many of his claims. To cite just four examples, he: never provides the DNA evidence supposedly linking the American Indians and Chinese; fails to document the discovery of Chinese anchors off the coast of California; appeals to unspecified "local experts," as when arguing that remains of 15th century Chinese shipwrecks have been found in New Zealand; and says that a Taiwanese museum's copy of a Chinese map allegedly showing Australia and Tasmania "unfortunately...has been lost." Questionable speculative leaps are also Menzies's stock-in-trade, as when claiming that the inscription on a stone column in the Cape Verde Islands (off Africa's western coast) is in Maylayam, a language of South India, and that this proves the Chinese were there. Yet why would a Chinese fleet admiral order a message inscribed in a language other than Chinese? And sometimes Menzies just plain contradicts himself, as when he asserts that "sea levels in 1421 were lower than today" (p. 257) because of modern global warming, but then later claims "Greenland was circumnavigable in 1421-2, for...the climate...was far warmer than it is today" (p. 306).

Furnish, Timothy. Is Gavin Menzies Right or Wrong? March 13, 2003. http://hnn.us/articles/1308.html


Trigger thought: According to the author, why is Menzies’ theory incorrect? Give evidence from the document to support your answer.

Document Based Question: Research Chart Research /General topici.e., contributions of classical Rome and Greece, design and architecture…

Site found or bibliographic infoi.e., URL, author, title of book and date of publication, …

How did you use this site:Resource gave no new information that I could use.As a guide for former research.As a direct source of information

1.

2.

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5.

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8.

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10.

Suggested Siteshttp://www.gavinmenzies.net/china/about/

http://www.abc.net.au/4corners/content/2006/s1702333.htm

http://www.1421exposed.com/

http://www.asianreviewofbooks.com/new/?revID=201

http://articles.cnn.com/2003-01-13/entertainment/1421_1_gavin-menzies-zhu-di-forbidden-city?_s=PM:SHOWBIZ

http://www.nytimes.com/1999/06/06/magazine/1492-the-prequel.html

http://www.pbs.org/wgbh/nova/ancient/ancient-chinese-explorers.html

http://asiasociety.org/countries/trade-exchange/chinese-trade-indian-ocean






http://asiasociety.org/countries/trade-exchange/chinese-trade-indian-ocean





http://www.asianreviewofbooks.com/new/?revID=201

http://www.1421exposed.com/

http://www.abc.net.au/4corners/content/2006/s1702333.htm

http://www.gavinmenzies.net/china/about/

Major Resources Used ChartResource used Information Gained : Show the quote, facts, ideas, or paraphrase that you will you in your

responseInclude the number of the resource or the URL from above

quote, facts, or paraphrased ideas.

PROMPT: - Who Really Discovered America? Who should get the credit?

On the lines provided below, list vocabulary words that you will use to answer the above prompt. Look back on the documents to trigger your thoughts. These are words that you will potentially use in your essay.

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Did the Chinese discover America? You must cite all documents in this packet in addition to a minimum of three outside sources in your essay. You must also complete the bibliography page at the end of the essay.

Graphic Organizer/Pre-Writing

Teachers will provide students with the Argumentative Paper Format 6-12 for pre-writing guidelines.

Holistic Rubric – Grades 3-12SCORE POINT 6

Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in

development and organization that often shows insight.

in-depth and/or creative exploration of the topic using rich, relevant, and credible details.

a strong, perhaps creative, beginning, and a satisfying conclusion.

specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.

intentional and committed interaction between the writer and the reader.

effective and/or creative use of a wide range of conventions with few errors.

o insightful with no historical errors.o makes original and specific connections

using resources.o uses background knowledge for all support

content.o thesis is prompt-driven and fits seamlessly

in opening paragraph.o relies on a variety of the documents and

includes outside resources, all of which are cited correctly

SCORE POINT 5

Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic

development and organization a balanced and thorough explanation

of the topic using relevant details. an inviting beginning and a satisfying

sense of closure. a broad range of carefully chosen

words crafted into phrases and varied sentences that sound natural.

awareness of the reader and commitment to the audience and topic.

effective use of a wide range of conventions with few errors.

o accurate, may contain only minor historical errors.

o makes obvious connections using relevant resources.

o uses background knowledge consistently.

o includes clear thesis statement in the opening paragraph.

o appropriately relies on a variety of the documents and may use outside sources, all of which are cited correctly

SCORE POINT 4

Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a

clear and coherent presentation of ideas with order and structure that can be formulaic.

relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.

a recognizable beginning and ending, although one or both may be somewhat weak.

effective word choice that is functional and, at times, shows interaction between writer and audience.

somewhat varied sentence structure with good control of simple constructions a natural sound.

control of standard conventions although a wide range is not used; errors that do not impede readability.


o makes connections using some resources.

o uses background knowledgeo thesis statement is clear.o cites multiple documents correctly

SCORE POINT 3Response is inadequate in written communication, demonstrated by broad or simplistic ideas that are

understood but often ineffective. attempts at organizing that are

inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.

developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing.

reliance on clichés and overused words that do not connect with the reader; limited audience awareness.

monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.

limited control of standard conventions with significant errors.

o Historically accurate but overly generalo loosely makes connections to some

resources.o uses background knowledge/facts with

some connections.o includes a thesis, though it is not very

clear.o cites multiple documents correctly

SCORE POINT 2Response is poor in written communication, demonstrated by overly simplistic and sometimes

unclear ideas that have insufficiently developed details.

sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow.

missing beginning and/or ending. repetitive, monotonous, and often

misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.

lack of audience awareness. little control of basic conventions

resulting in errors impeding readability.

o Contains multiple historical errorso loosely uses background

knowledge/facts with no connections.o includes a general topic statement, but

not a thesiso uses more than one document

correctly but relies on one document OR cites only one document

SCORE POINT 1Response is inferior in written communication, demonstrated by lack of purpose or ideas and

sequencing. organization that obscures the main

point. an attempt that is too short to offer

coherent development of an idea, if it is stated.

extremely limited vocabulary that shows no commitment to communicating a message.

sentences with confusing word order that may not permit oral reading.

severe and frequent errors in conventions.

o has significant historical misinterpretation.

o no apparent thesis or topic statement.CITATIONS are a pre-requisite for scoring.

Score: FFB 1-2 APR 3 Meets 4 EX 5-6


The following prerequisites must be present in order for DBQ to be completed, turned in, and/or graded.

1. Ink or word processed2. Legible3. In essay Format 4. Documents must be internally cited

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Bibliography Page

(You must use MLA citation for all sources used in your essay. Use the following websites for information on how to cite sources using MLA format: http://www.easybib.com/, http://www.citelighter.com/, or http://owl.english.purdue.edu/owl/resource/747/01/ )

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http://owl.english.purdue.edu/owl/resource/747/01/

http://www.citelighter.com/

http://www.easybib.com/

Holistic Rubric – Grades 3-12SCORE POINT 6

Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in

development and organization that often shows insight.

in-depth and/or creative exploration of the topic using rich, relevant, and credible details.

a strong, perhaps creative, beginning, and a satisfying conclusion.

specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.

intentional and committed interaction between the writer and the reader.

effective and/or creative use of a wide range of conventions with few errors.

o insightful with no historical errors.o makes original and specific connections

using resources.o uses background knowledge for all support

content.o thesis is prompt-driven and fits seamlessly

in opening paragraph.o relies on a variety of the documents and

includes outside resources, all of which are cited correctly

SCORE POINT 5

Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic

development and organization a balanced and thorough explanation

of the topic using relevant details. an inviting beginning and a satisfying

sense of closure. a broad range of carefully chosen

words crafted into phrases and varied sentences that sound natural.

awareness of the reader and commitment to the audience and topic.

effective use of a wide range of conventions with few errors.


o makes obvious connections using relevant resources.

o uses background knowledge consistently.

o includes clear thesis statement in the opening paragraph.

o appropriately relies on a variety of the documents and may use outside sources, all of which are cited correctly

SCORE POINT 4

Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a

clear and coherent presentation of ideas with order and structure that can be formulaic.

relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.

a recognizable beginning and ending, although one or both may be somewhat weak.

effective word choice that is functional and, at times, shows interaction between writer and audience.

somewhat varied sentence structure with good control of simple constructions a natural sound.

control of standard conventions although a wide range is not used; errors that do not impede readability.


o makes connections using some resources.

o uses background knowledgeo thesis statement is clear.o cites multiple documents correctly

SCORE POINT 3Response is inadequate in written communication, demonstrated by broad or simplistic ideas that are

understood but often ineffective. attempts at organizing that are

inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.

developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing.

reliance on clichés and overused words that do not connect with the reader; limited audience awareness.

monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.

limited control of standard conventions with significant errors.

o Historically accurate but overly generalo loosely makes connections to some

resources.o uses background knowledge/facts with

some connections.o includes a thesis, though it is not very

clear.o cites multiple documents correctly

SCORE POINT 2Response is poor in written communication, demonstrated by overly simplistic and sometimes

unclear ideas that have insufficiently developed details.

sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow.

missing beginning and/or ending. repetitive, monotonous, and often

misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.

lack of audience awareness. little control of basic conventions

resulting in errors impeding readability.

o Contains multiple historical errorso loosely uses background

knowledge/facts with no connections.o includes a general topic statement, but

not a thesiso uses more than one document

correctly but relies on one document OR cites only one document

SCORE POINT 1Response is inferior in written communication, demonstrated by lack of purpose or ideas and

sequencing. organization that obscures the main

point. an attempt that is too short to offer

coherent development of an idea, if it is stated.

extremely limited vocabulary that shows no commitment to communicating a message.

sentences with confusing word order that may not permit oral reading.

severe and frequent errors in conventions.

o has significant historical misinterpretation.

o no apparent thesis or topic statement.CITATIONS are a pre-requisite for scoring.

Score: FFB 1-2 APR 3 Meets 4 EX 5-6