Download pdf - COMPARISON MODULE OVERVIEW - World History Digital ...need to have extensive knowledge of Korean history, although the activities for Day 1 and Day 2 provide useful content introduction

COMPARISONMODULE//Day31

COMPARISONMODULEOVERVIEW

SKILL:COMPARISON CONTENT:APWORLDC.F. KEYCONCEPT6.3

ThismodulefocusesoncomparisonthroughanexaminationofSouthandNorthKorea.Thetwoactivitiesleadtowardadocument-basedquestion(DBQ)thataddressestheeconomicimpactofdifferingideologies.

AftertheKoreanWar(1950-1953),theroleofthestateinthedomesticeconomyvaried,andnewinstitutionsofglobalassociationsemergedandcontinuedtodevelopthroughoutthetwentiethcentury.

DAY1

Whatisthestate’sroleindevelopingtheeconomy?

CLASSACTIVITY:ComparingNorthandSouthKoreathroughSourcesStudentswork collaboratively to compare the roles that the state, ideology, andhistoricaldevelopmentsplayedinthedevelopmentofNorthandSouthKorea’seconomiesafterWorldWar II until the 1980s. During the activity, students construct evidenced-basedinterpretationsusingNorthandSouthKoreansources,culminatinginathesisstatementandcontextualization.

APALIGNEDASSESSMENT:LongEssayQuestion(LEQ)Long Essay Question—Thesis and Contextualization Focus: “Develop an argument thatevaluates the extent to which the governments of North and South Korea differed indevelopingtheireconomies.”

DAY2

Howdideconomicmodels,ideologies,andpoliticalstructuresdifferbetweenNorthandSouthKoreaafter1950?

CLASSACTIVITY:EscapeRoom!!!!!ComparingNorthandSouthKoreaStudentsworkingroupstoapplycontentknowledgefrompre-assignedhomeworkreadingsaboutNorthandSouthKorea toa sequenceofpuzzles inan “escape room” scenario. Theactivity involves some advance teacher and student preparation, but the puzzlework andgroupinteractionreinforcematerialthatissometimeschallenging.

APALIGNEDASSESSMENT:LongEssayQuestion(LEQ)LongEssayQuestion—Thesiswriting:“EvaluatetheextenttowhichideologiesinfluencedtheoutcomeofeconomicorpoliticalplanninginNorthKoreaorSouthKoreaafter1951.”

DAY3 Studentscanpracticethreetargeteddocument-basedquestionskills:thesiswriting,

contextualization,andsourcing.StudentsdonotneedextensiveknowledgeofKoreanhistory.TeacherscouldalternativelyassignstudentstowritethefullAP-alignedDBQ.

APALIGNEDASSESSMENT:Document-BasedQuestion

Document-Based Question: Evaluate the extent to which political ideologiesaffectedtheeconomiesofKoreaafter1945.


COMPARISONMODULESOURCES

DAY1

AUTHOR SOURCE DATE

1. MaoZedong TelegramtoFilippov(JosefStalin) 19522. KimIl-sung SpeechtotheKoreanWorkers'PartyCentralCommittee 19563. KimIl-sung Speechtothe5thCongressofKoreanWorkers'Party 19704. NorthKorea Propagandapostertargetedat“YoungHeroes” 19855. SyngmanRhee LetteronU.S.economicdevelopmentofSouthKorea 19546. ParkChung-hee Semi-autobiographicalaccountofSouthKorea'sprogress 19717. KimDae-jung SpeechaddressingSouthKorea'seconomy 19858. KwanS.Kim Workingpaperaddressing“TheKoreanMiracle” 1991

DAY2

AUTHOR SOURCE DATE1. C.Wolf,Jr.

andN.Levin ReportonattemptstomodernizeNorthKorea 20082. BruceCumings Influencesondevelopment 20053. JongwooHan Political,economic,andideologicalfeatures 20134. CIA Memorandumoneconomicdevelopment 19725. JongwooHan ArticleonKoreaneconomicdevelopment 2018

DAY3

AUTHOR SOURCE DATE

1. SyngmanRheePresidentialInauguralAddress 19482. KimIl-Sung Speech,“OnEliminatingDogmatism…” 19553. YiSujong“DeclarationoftheSeoulNationalUn.Students'Assoc.” 19604. ParkChung-hee ToBuildaNation 19715. Anonymous Studentfliersandslogans 1980s6. KimDae-jung PresidentialInauguralAddress 19987. NorthKorea Publicityposter,50thanniversary 1998


DAY 3 BASEDONA60-MINUTECLASS

LessonQuestion:Howdopoliticalideologiesaffecteconomicdevelopment?

APCURRICULUMFRAMEWORKREFERENCE

CenteredonThematicLearningObjectiveCUL-2—Explainhowreligions,beliefsystems,philosophies,andideologiesaffectedpolitical,economic,andsocialdevelopmentsovertime.KeyConcept6.3—AftertheKoreanWar(1950-1953),theroleofthestateinthedomesticeconomyvaried,andnewinstitutionsofglobalassociationsemergedandcontinuedtodevelopthroughoutthetwentiethcentury.

I. Statesrespondedinavarietyofwaystotheeconomicchallengesofthe20thcentury.

A. Incommuniststates,suchastheSovietUnionandChina,governmentscontrolledtheirnationaleconomies,oftenthroughrepressivepoliciesandwithnegativerepercussionsfortheirpopulations.[NorthKorea]

C. InnewindependentstatesafterWorldWarII,governmentsoftentookonastrongeconomicroleinguidingeconomiclifetopromotedevelopment[largerdevelopment]

D. InatrendacceleratedbytheendoftheColdWar,manygovernmentsencouragedfree-marketeconomicpoliciesandpromotedeconomicliberalizationinthelate20thcentury[SouthKorea]

HistoricalReasoningSkills:COMPARISON,CAUSATION

OVERVIEW

Thisactivityisdesignedtoengagestudentsinthreeparticularskills involvedinwritingadocument-basedquestion:thesisstatement,contextualization,andsourcing.StudentsdonotneedtohaveextensiveknowledgeofKoreanhistory,althoughtheactivitiesforDay1andDay2provideusefulcontentintroductiontothisDBQactivity.Studentswill havetheentireclassperiodtoengagewiththreeskills involvedinwritingandevaluatingthedocument-basedquestion,whichcomprises25%oftheirAPWorldHistoryexamscore.Teachersshouldnotethattheycanexpandthislessontohavestudentswriteafull DBQiftimepermits.

MATERIALSNEEDEDFOR:

Homework• Copiesofthedocument-basedquestionforeverystudent

InClassActivity• GalleryWalkinstructionsdocumentforbreakdownandanalysisofprompt• Markers• Butcherpaper• Graphicorganizerforcontextualizationoftheargumentandthesisrefinement• Handoutsforsourcingthedocuments


SEQUENCEOFINSTRUCTION

HOMEWORKOVERVIEW HOMEWORK(30MINUTES):

HomeworkDocument: Document-BasedQuestion(p.8)Studentswillreadthedocuments(teachersmightchoosetoincludethepromptorsimplyallowstudentstofocusonthedocuments)addressingthepoliticalideologiesthataffectedtheeconomiesofKoreaafter1950.Thepurposeofthehomeworkisto:

a. PreparestudentstounderstandthepromptanddocumentsforthisDBQ. b. HavestudentsgainpracticeinthreeoftheessentialtasksfortheDBQ.

Teacher Notes IfteachersarenotabletoassigntheDBQashomework,studentscantaketimeinclasstoreadovertheDBQinordertoprepareforreadingthesampleessays.Withthisapproach,studentswillnothavetimetowritetheirownthesisandcontextualizationstatementsunlessthislessoniscarriedovermorethanoneclassperiod.Onealternativeistoassignthethesisstatementashomeworkforthenextday.

Teaching Tip TeachersmaywanttheirstudentstopracticewritingthefullDBQratherthanjustprovidingcontextualization,sourcingthedocuments,andwritingthethesisstatement.Teachersmightchoosetousetwoclassperiodsinordertoallow

studentstowriteafullDBQ.Thislessonhasbeendesignedforflexibilitysothatteacherscanmakedecisionsbasedonthespecificneedsoftheirstudents.

CLASSACTIVITY:WARMUP/INTRODUCTION

WARMUP/INTRODUCTION(10MINUTES):

ACTIVITY1: BRAINSTORMORGANIZATION(5MINUTES)

Studentswilldiscussthepromptandbrainstormseveralpossiblewaystoorganizethedocumentsinresponsetotheprompt.Ingroupsofthreeorfour,studentswillusethewarm-uppartoftheclassroomorganizertodiscusspossiblewaystoorganizeanargument.TheywillidentifypossiblecomponentstoorganizeintoaworkingthesisandwriteitatthetopofapieceofbutcherpaperthatwilldevelopintoaGalleryWalkdocument(p.13)bytheendofclass,butitshouldbemadeclearthatthecomponentsaretentativeatthispoint.Studentgroupswilldiscusstheorganizationoptionsandtentativethesiscomponentsinordertochooseonesystemoforganizationtousefortheotheractivities.

ACTIVITY2: BRAINSTORMCONTEXT(5MINUTES)

Studentswillbrainstormcontextualizationoptionstousefortheargumentchosenbytheirgroup.Thegraphicorganizerwilldirectthemtodiscussions,butitshouldbemadeclearthattheircontextualizationistentativeandwilldependonthefinalthesisdecision.


Teacher Notes Thewarm-upactivitiesaredesignedtoprovideafirstpassthroughtheargument-organizationprocess.TeachersshouldencouragestudentstoexploretheoptionsinashortamountoftimeinordertohelpthemadjusttotimeconstraintsinarealDBQsetting.

Teaching Tip Teachersalsohavetheoptionofaskingstudentstoworkonthepromptanalysis

andcontextualizationactivitiesaspartofthehomework,butstudentsmaybelessintimidatedwhenallowedtocompletethoseactivitiesingroups.Sincethegoalof

thelessonistohavestudentsbetterorganizetheirargumentsinpreparationforwritingtheDBQ,teachersmightbebetteroffaskingstudentstoconsideranargumentstructureandcontextualizationduringthehomeworkreading,buttheyshouldclarifythattimewillbegivenforgroupworkduringtheclassroomwarm-up.


CLASSACTIVITYPART1:DOCUMENTSOURCING,CONTEXTUALIZATION,ANDTHESISREFINEMENT

CLASSACTIVITY(35MINUTES):

ACTIVITY1:DOCUMENTSOURCING(22MINUTES)

StudentswillworkintheirgroupstoanalyzethedocumentsoftheDBQusingtheDocumentSourcingforDBQhandout(p.14).Studentswilldiscussandwritepossiblewaystoevaluatetheuseofeachdocumentincraftingaresponsetotheprompt.Eachstudentcantakenotesonseparatehandouts.Thentheycancomparetheirindividualsourcingideasastheyanalyzethehistoricalsituation,intendedaudience,purpose,andpointofview(HIPP)foreachdocument.GroupswillchoosethebestresponsesforeachdocumentandcompleteonecopypergroupoftheGroupCopyofDocumentSourcingforDBQhandout(p.18)topresenttotheclassforthegallerywalk.Theycaneitherwritethesourcingchoicesbyhand,orpastethesourcinghandoutdirectlyontotheGalleryWalkdocument(p.13).

Teaching Tip

TeachersmaywanttoassigntheHIPPhandoutaspartofthehomeworkassignmentsothatstudentscanspendmoreofthetimeinclassidentifyingstrongexamplesofeachcomponentfromtheirgroupmembers’responses.

Teaching Tip TeachersmaywanttohavestudentscopytheirHIPPresponsesontoasheetofbutcherpaper,ortheycantapeorpastetheirgroupcopyontothebutcherpaperastheycombinetheactivitiesforthegallerywalk.

Teaching Tip Teacherswillwanttocirculateamongthegroupstoprovidehintsforsourcing,remindgroupsthatmaterialalreadyprovidedinthedocumentsdoesnotcountforsourcing,andkeepworkmovingforward.Timeremindersarekey.Studentsshould

cometounderstandtheimportanceofdevelopingafastpacewhenanalyzingdocuments.TeacherscanremindstudentsthatonlyonecomponentoftheHIPPsourcingisrequiredperdocument,butthatpracticinganalyzingdifferentpartsofHIPPhelpsbuildskillandspeed.

Teaching Tip TeacherscanfindthefullhandoutwithsourcetextembeddedinthefollowinglinkforDocumenttoSourceforDBQ.

ACTIVITY2:CONTEXTUALIZATION(6MINUTES)

Studentswillworkintheirgroupstofurtherdevelopthecontextualizationtheybrainstormedinthewarmup.Studentswillextendtheirbrainstormedideasandwritethreetofivesentencesofcontextfortheirworkingthesisandthedocumentstheyhavesourced.TheywillusetheContextualizationandThesisRevisionhandout(p.20)tocompiletheirexamplesandchoosetheonethatbestalignswiththegroup’sworkingthesis.Theywilltransferthatexampleontothegallerywalkbutcherpaper.

https://docs.google.com/document/d/1I-d0N2aaVnb8ETbOUudSQdwYcPunXBPC44f7aguy3z0/edit


ACTIVITY3:THESISREFINEMENT(7MINUTES)StudentswillusetheContextualizationandThesisRevisionhandout(p.20)toreviewtheprompt,documentsourcing,andcontextualizationtorefinethethesistheirgroupwillusetostatetheirargument.TheywillwritetherevisedthesisontheGalleryWalkdocument(p.13).

CLASSACTIVITYPART2:GALLERYWALKANDDEBRIEF

CLASSACTIVITY(15MINUTES):

ACTIVITY1:GALLERYWALK(15MINUTES)Studentswillpastetheirbutcherpaperandgallerywalkdocumentworkontotheclassroomwalls.Studentswilltakeagallerywalktoreviewatleasttwootherpostersandevaluatedifferentstructurescreatedbyothergroups.

ACTIVITY2:OPTIONALDEBRIEFStudentswillanalyzeanddiscussthecomponentsofeachgroup’sDBQpracticework.Teacherscandirectthediscussionthroughthefollowingpossiblequestions:• Howmanydifferentargumentorganizationsdidyounoticeinthegallerywalk?• Wouldyouchangeanythingaboutthecontextualizationandthesisyouandyourgroupcreated?


IN-CLASSACTIVITYMATERIALS

Document-BasedQuestionSuggestedreadingandwritingtime:1hour

Youshouldspend15minutesreadingthedocumentsand45minuteswritingyourresponse.

Note:Youmaybeginwritingyourresponsebeforethereadingperiodisover.

Directions

Question1isbasedontheaccompanyingdocuments.Thedocumentshavebeeneditedforthepurposeofthisexercise.

Inyourresponse,youshoulddothefollowing.

• Respondtothepromptwithahistoricallydefensiblethesisorclaimthatestablishesalineofreasoning.• Describeabroaderhistoricalcontextrelevanttotheprompt.• Supportanargumentinresponsetothepromptusingspecificandrelevantexamplesofevidencefrom

atleastsixdocuments.• Foratleastthreedocuments,explainhowtheauthor’spointofview,author’spurpose,historical

situation,and/oraudienceisrelevanttoanargument.• Explainhowatleastoneadditionalpieceofhistoricalevidencebeyondthosefoundinthedocuments

relatestoanargumentaboutthequestion.• Useevidencetocorroborate,qualify,ormodifyanargumentthataddressestheprompt.

1. EvaluatetheextenttowhichpoliticalideologiesaffectedtheeconomiesofKoreaafter1945.


DOCUMENT1

SOURCE:SyngmanRhee,PresidentofSouthKorea1948-1960,PresidentialInauguralAddress,15August1948,http://syngmanrhee.kr/20/?q=YToxOntzOjEyOiJrZXl3b3JkX3R5cGUiO3M6MzoiYWxsIjt9&bmode=view&idx=263903&t=board.

Amongourpeopletherearethosewhobelievethatwithoutadictatorshipthereisnowaytomoveforwardfromthesedifficulttimesorthosewhothinkthatthereisnomethodotherthandictatorshipbecausetheyholdtheviewwelackthewisdomandabilitytosolvetheseriousproblemcreatedbythedestructivecommunistmovement.Butweallthinkthisisregrettable.

Wewillneverpermitourdemocraticprinciples,whichgiveuspermanentbenefits,tobeinvalidatedbecauseoftemporaryobstacles.Ithasbeenprovenbyhistorythatdictatorshipcannotbringaboutfreedomorprogress.

T r a n s l a t e d b y G r e g g B r a z i n s k y

DOCUMENT2

SOURCE:KimIl-sung,leaderofNorthKorea1948-1994,speech,“OnEliminatingDogmatismandFormalismandEstablishingJucheinIdeologicalWork,”1955.

Itisofparamountimportancetostudy,andwidelypublicizeamongtheworkingpeople,thehistoryofourcountryandofourpeople'sstruggle,beforeanythingelse.

Thisisnotthefirsttimewehaveraisedthisquestion.Asfarbackastheautumnof1945,thatis,immediatelyafterliberation,weemphasizedtheneedtostudythehistoryofournation'sstruggleandtoinherititsfinetraditions.Onlywhenourpeopleareeducatedinthehistoryoftheirownstruggleanditstraditions,cantheirnationalpridebestimulatedandthebroadmassesbearousedtotherevolutionarystruggle.

Yet,manyofourfunctionariesareignorantofourcountry'shistory,andsodonotstrivetodiscoverandcarryforwarditsfinetraditions.Unlessthisiscorrected,itwilllead,inthelongrun,tothenegationofKoreanhistory.….

Itisimportantinourworktograsprevolutionarytruth,Marxist-Leninisttruth,andapplyitcorrectlytotheactualconditionsofourcountry.TherecanbenosetprinciplethatwemustfollowtheSovietpattern.SomeadvocatetheSovietwayandotherstheChinese,butitisnothightimetoworkoutourown?

ThepointisthatweshouldnotmechanicallycopyformsandmethodsoftheSovietUnion,butshouldlearnfromitsexperienceinstruggleandMarxist-Leninisttruth.So,whilelearningfromtheexperienceoftheSovietUnion,wemustputstressnotontheformsbutonlearningtheessenceofitsexperience.

S o u r c e : M a r x i s t s I n t e r n e t A r c h i v e

http://syngmanrhee.kr/20/?q=YToxOntzOjEyOiJrZXl3b3JkX3R5cGUiO3M6MzoiYWxsIjt9&bmode=view&idx=263903&t=board

http://syngmanrhee.kr/20/?q=YToxOntzOjEyOiJrZXl3b3JkX3R5cGUiO3M6MzoiYWxsIjt9&bmode=view&idx=263903&t=board


DOCUMENT3

SOURCE:YiSujong,studentleader,“DeclarationoftheSeoulNationalUniversityStudentsAssociation,”April1960.

Wehavesteppedoutfromtheivorytowerintothestreets[totakepartinthedemonstration]againstSyngmanRhee[’s]regime.Byparticipatinginthewhirlwindofhistoricalcurrents,wewanttoplanttheseedsofreason,truth,freedom,andthespiritoftheuniversityinthebarrensoilofourcountry.

Inthenameofreasonandconscience,weherebyindicttheregimeinpowerforcreatingthepresentmiseryandevilanddemandtherectificationofthecurrentintolerablesituation.Wefirmlybelievethatthebleakrealityfacingourcountryiscausedbytheabuseofdespoticpowerbythepresentregime,whichfalselypretendstofollowdemocracyandfreedom.Thepoliticalhistoryofdemocracyhasbeenahistoryofthestruggleforfreedom.Ithastaughtusthatdespotism,whateverformitmaytaketodominatethepeople,isnothingmorethanapapertiger.

JustasweareveryproudofthecourageousstruggleouruniversitywagedagainstthedespotismofCommunisminitsshorthistory,wetakegreatprideinresistingthedespotismoftheextremeright-wingpoliticalgroup,whichhasputashamfacadeondemocracy.Thefoundationofmoderndemocracyisfreedom.Andyet,wearenowwitnessingourfreedombeingtakenaway—nay,ourfreedomisbeingeradicatedintotalbythedespoticregime.

P e t e r H . L e e , W i l l i a m T h e o d o r e d e B a r y , a n d Y ô n g h o C h ' o e . S o u r c e s o f K o r e a n T r a d i t i o n , V o l . 2 : F r o m t h e S i x t e e n t h t o t h e T w e n t i e t h C e n t u r i e s , C o l u m b i a U n i v e r s i t y

P r e s s , 2 0 0 0 . U s e d w i t h p e r m i s s i o n o f C o l u m b i a U n i v e r s i t y P r e s s .

DOCUMENT4

SOURCE:ParkChung-hee,PresidentofSouthKorea1963-1979,ToBuildaNation,1971.

WhenItookoverpowerastheleaderoftherevolutionarygroupon16May1961,Ifelt,honestlyspeaking,asifIhadbeengivenapilferedhouseholdorabankruptfirmtomanage.AroundmeIcouldfindlittlehopeorencouragement.Theoutlookwasbleak.

Toachievethisstability,themilitaryrevolutionarygovernmenttemporarilysuspendedpoliticalactivitiesofstudents,thepress,laborunions,andothersocialandpoliticalorganizations,whichhadcausedpoliticalcrisesandsocialunrestduringtheruleoftheDemocraticPartyregime.Wealsomadeitclearthatciviliangovernmentwouldberestoredin1963.

Meanwhile,weorganizedaplanningcommitteeofcollegeprofessorsandexpertswithspecializedknowledgeinmanyfields.Bymobilizingthemaximumavailableexpertiseforgovernmentadministrationandpolicymaking,weintendedtoholdincheckthearbitrarinessandrashnessofthemilitaryofficers.Theestablishmentofthiscommitteeservedasaturningpoint.Koreanprofessorsbegantoshowpositiveinterestintherealitiesofthecountryandtopresentpolicyrecommendationsonthebasisofscientificanalysesofthecountry’ssituation.Eventhoughnotalloftheserecommendationscouldbejustifiedintermsofefficiencyandrationality,theiradvicewasofgreathelptotherevolutionarygovernment.ThustheConfuciantraditionofYiKorea,inwhichscholarsplayedapositivepartingovernmentaffairs,seemstohavebeenrevived.


DOCUMENT5

SOURCE:AnonymousquotationsfromSouthKoreanstudentfliersandslogans,1980s.

“Ourtargetisthecompradorchaebolthatexploitsthemasses’laborwhileremainingblindtotheiravariciousness.”

“Let’sdismantlethecompradorchaebolsthatfilltheirbelliesbysellingthenation!”

“Teardownthethieving,swindling,monopolisticchaebol!”

DOCUMENT6

SOURCE:KimDae-jung,PresidentofSouthKorea1998-2003,PresidentialInauguralAddress,February1998.

MyFellowCitizens:Youhavedemonstratedremarkablepatriotismandpowerevenintoday’sdifficulties.WehaveaccomplishedapeacefultransitionofpowereveninthemidstoftheIMF[InternationalMonetaryFund]Crisis.Youhavegatheredgoldtoovercomethenationalcrisisandhavealreadycollectedover$2billioningold.Iamveryproudofyourpatriotism,whichismorevaluablethangold.

Ourworkerssharetheburdenandagreetonoraises,despitethechallengestheyfaceeveryday.Businesseshavebuiltasurplusforthepastthreemonthsbyfocusingonincreasedexports.ThispatrioticcommitmentandtheresilienceoftheKoreanpeopleisearningwidespreadrecognitionacrosstheglobe…

T r a n s l a t e d b y Y o u n g e u n K i m


DOCUMENT7

SOURCE:OfficialNorthKoreangovernmentpublicitypostercommemoratingthe50thanniversaryofthefoundingofthegovernment,displayedinPyongyangandotherareasinNorthKorea,1998.

PosterfeaturesPresidentKimIl-sung(left)andhiswifeKimJeong-suk.Translation:“Let’shaveaharvestfulloffruitsandmeat!”

“ K i m J o n g I l ’ s s u s h i c h e f r e t u r n s a f t e r f l e e i n g f o r l i f e , " b y P a u l a H a n c o c k s , C N N , S e p t e m b e r 1 9 , 2 0 1 2 , f r o m I m p e r i a l C h i n e s e R e g e n c y : A d v o c a c y v i a R e g e n c y f o r

C o n s t i t u t i o n a l M o n a r c h y i n C h i n a


GalleryWalkInstructionsforDBQSkillsPractice

Directions

1. Writeafirstdraftforthethreesectionsbelow.2. ReviseyourThesisinsection43. Transferyouranswerstothebutcherpaperusingmarkersandthebutcherpaperprovided.Giveeach

sectiononefourthofthepage.

1.WorkingThesis:Writethisatthetopofyourgroup’sbutcherpapertouseasyourroadmapthroughdiscussionsaboutsourcingandcontextualization.

2.HIPPSourcing:Choosethebestsourcingforeachdocumentbasedontheworkingthesisstatement.Youmayhandwritethesourcingorpastethegroup’sdocumentdirectlyontothebutcherpaper.

3.Contextualization:Choosethebestcontextualizationfortheworkingthesisandwriteitclearlybelowthesourcing.

4.ThesisRevision:Reviewtheprompt,sourcing,andcontextualizationtodetermineanychangesthatmightneedtobemadetothethesisstatement.Oncethegrouphasdecidedonanychanges,revisethethesisstatementandtransferontothebutcherpaper.

Whenallgroupshaveputtheirgallerywalkpapersondisplay,eachgroupshouldexaminetheresponsesofothergroupsandcomparethem.Bereadytodiscussstrengthsofthegallerywalkpages.


DocumentSourcingforDBQDirections UsetheHIPPtechniquetoanalyzesourcingforthefollowingdocuments.Asyousourceeachdocument,considerhowitwouldoperateinthecontextofwritingadocument-basedquestion.Inwhatoverallcontextcanthedocumentsbeplaced?Willthesourcingdescriptionyoucreatefitintoanoverallargumentthatrespondstotheprompt?Writeoneortwosentencesdevelopingyoursourceanalysisforeachofthecomponentsandbereadytodiscussthiswithyourgroupmembers.

Historicalcontext:

Whateventsweredevelopingintheplaceandthetimeperiodinwhichthedocumentwasproduced?Howdothoseeventsapplytothecreationofthedocument?Towhatbroadhistoricaltheme(s)doesthesourcerelate?

Intendedaudience:

Forwhomwasthesourcecreated?Wastheintendedaudiencebroaderthanthestatedaddressee?

Purposeofdocument:

Whatwastheauthorhopingtoachievebyproducingthesource?

Pointofviewofauthor:

Basedontheauthor’sidentity,howdoestheauthorviewthetopic?Don’tjustrestatethedocument’scontent.Discusstheauthor’ssupport,opposition,and/orconcernsaboutthetopicbeingaddressed.Rememberthateachauthorhasmultiplecomponentstoher/hisidentity,suchasgender,socialbackground,economicstatus,politicalpersuasion,ethnicity,nationality,religion,andrace.Whichpartoftheauthor’sidentityinformsthecreationofthedocument?

DOCUMENT1

SOURCE:SyngmanRhee,PresidentofSouthKorea1948-1960,PresidentialInauguralAddress,15August1948.

H

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DOCUMENT2

SOURCE:KimIl-sung,leaderofNorthKorea1948-1994,speech,“OnEliminatingDogmatismandFormalismandEstablishingJucheinIdeologicalWork,”1955.

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P

DOCUMENT3

SOURCE:YiSujong,studentleader,“DeclarationoftheSeoulNationalUniversityStudents’Association,”April1960.

H

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DOCUMENT4

SOURCE:ParkChung-hee,PresidentofSouthKorea1963-1979,ToBuildaNation,1971.

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DOCUMENT5

SOURCE:AnonymousquotationsfromSouthKoreanstudentfliersandslogans,1980s.

H

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DOCUMENT6

SOURCE:KimDae-jung,PresidentofSouthKorea1998-2003,PresidentialInauguralAddress,February1998.

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DOCUMENT7

SOURCE:OfficialNorthKoreangovernmentpublicitypostercommemoratingthe50thanniversaryofthefoundingofthegovernment,displayedinPyongyangandotherareasinNorthKorea,1998.

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GroupCopyofDocumentSourcingforDBQ

Directions Asagroup,usetheHIPPsourcetechniquetoanalyzesourcingforthefollowingdocuments.Asyouandyourgroupmembersdiscussthesourcingofeachdocument,considerhowitwouldoperateinthecontextofwritingadocument-basedquestion.Whichofthesourcingpossibilitiesworksbestforeachdocument?Dotheyconnecttotheoverallargumentyourthesisdescribes?Onceyouandyourgroupmateshavechosenthesourcingforthedocument,identifywhichtypeofsourcingitisandwriteoneortwosentencesexplainingitssignificanceintheboxesbelow.Youwillattachyoursourcingexplanationstoyourgallerywalkpresentation.

Historicalcontext:

Whateventsweredevelopingintheplaceandthetimeperiodinwhichthedocumentwasproduced?Howdothoseeventsapplytothecreationofthedocument?Towhatbroadhistoricaltheme(s)doesthesourcerelate?

Intendedaudience:

Forwhomwasthesourcecreated?Wastheintendedaudiencebroaderthanthestatedaddressee?

Purposeofdocument:

Whatwastheauthorhopingtoachievebyproducingthesource?

Pointofviewofauthor:

Basedontheauthor’sidentity,howdoestheauthorviewthetopic?Don’tjustrestatethedocument’scontent.Discusstheauthor’ssupport,opposition,and/orconcernsaboutthetopicbeingaddressed.Rememberthateachauthorhasmultiplecomponentstoher/hisidentity,suchasgender,socialbackground,economicstatus,politicalpersuasion,ethnicity,nationality,religion,andrace.Whichpartoftheauthor’sidentityinformsthecreationofthedocument?

DOCUMENT1

TypeofSourcing(H,I,P,orPOV?):

DOCUMENT2



DOCUMENT3


DOCUMENT4


DOCUMENT5


DOCUMENT6


DOCUMENT7



ContextualizationandThesisRevisionforDBQ

CONTEXTUALIZATION

ToearnthecontextualizationpointinaDBQ,yourresponsemustrelatethetopicoftheprompttobroaderhistoricalevents,developments,orprocessesthatoccurbefore,during,orcontinueafterthetimeframeofthequestion.Thispointisnotawardedmerelyforaphraseorreference,sotwotofivesentencesshouldbedeployedtodevelopthecontextualization.

Directions

Basedontheprompt,considerthreebroaderhistoricalevents,developments,orprocessesthatcontributedtothegeneraltopicsharedbythedocuments.Besureyourcontextualizationexamplesconnectclearlytoyourworkingthesisstatement.Onceyouhavedevelopedthreecontributingfactors,choosethestrongestexampleofcontextualizationforyourgroup’sargument.Writeitonyourgallerybutcherpaper.

Example1:

Example2:

Example3:


THESISREVISION

Nowthatyouhavechosensourcinganalysisforthesevendocumentsanddevelopedcontextualizationforyourgroup’sargument,returntoyourworkingthesisstatement.Discussthefollowingquestions,makinganyrevisionstothethesisstatementthatareneededtosupportyourargumentbasedonyoursourcinganalysis.

Writetheworkingthesishere:

Question1:Doesthethesisstatementanswerallpartsoftheprompt?

Doesanythingneedtobeaddedtothethesisstatementtoaccountforallofthedocuments?

Question2:Doeseachdocumentprovideevidencethatsupportsthethesisstatement?

Foranythatdonot,dotheycontradictthethesisstatementinawaythatcanbeanalyzedandexplained?

Question3:Whatchangesshouldbemadetothethesisstatement,ifany?

Rewritethethesiswithanyappropriatechangesbelow.