Era of good feelings dbq



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APUSH Name _________________________________________

Mr. Jablonsky


ERA OF GOOD FEELINGS DBQ

HIPPO Document Analysis
Prompt: Historians have traditionally labeled the period after the War of 1812 the “Era of Good Feelings.” Support, refute, or modify this classification of the time period.


Nationalism



Sectionalism




Historical Context: What is the context of this historical document? What was going on in the time period and/or location?

Intended Audience: What audience did the author intend this document for? How would that affect what or how they would portray the subject?

Point of View: What’s the POV of the author? Think about his/her background and position in society, outlook on the world, etc.

Purpose: Why was this document created? What are they trying to convince the reader of?

Outside Information: What specific historical information outside of the document can you connect to the document? How does it better help you better understand the document?
Document A

Supports Sectionalism or Nationalism

Organizational Category (Bucket)





H

I

P

P

O















Document B

Supports Sectionalism or Nationalism

Organizational Category (Bucket)





H

I

P

P

O
















Document C

Supports Sectionalism or Nationalism

Organizational Category (Bucket)





H

I

P

P

O















Document D

Supports Sectionalism or Nationalism

Organizational Category (Bucket)





H

I

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P

O
















Document E

Supports Sectionalism or Nationalism

Organizational Category (Bucket)





H

I

P

P

O

*1820 Compromise of 1820 (slavery becoming a national issue)


*Jefferson retired from politics

*John Randolph (Virginia Congressman, cousin to Jefferson, slaveholder, Democratic Republican)


*Former President


*Wealthy
*Slaveholder
*Virginian
*Political philosopher
*Democratic Republican

*Express concern over growing differences between the North and South (sectionalism)


*Express fear that slavery will divide the Union

*Missouri Compromise

(Maine=free state, Missouri=slave state, 36 30’ line)
*slavery
*free states vs. slave states


Document F

Supports Sectionalism or Nationalism

Organizational Category (Bucket)





H

I

P

P

O
















Document G

Supports Sectionalism or Nationalism

Organizational Category (Bucket)





H

I

P

P

O















APUSH Name _________________________________________

Mr. Jablonsky


ERA OF GOOD FEELINGS DBQ
Prompt: Historians have traditionally labeled the period after the War of 1812 the “Era of Good Feelings.” Support, refute, or modify this classification of the time period.

Your task is to write the first two paragraphs of an essay on the DBQ we have studied this week. Your first paragraph will be an introduction. Your second paragraph will be a body paragraph connected to a bucket of your choice (I suggest you keep it simple and focus on politics or economics).


INTRODUCTION OUTLINE

  1. General statement. Briefly introduce the reader to the subject (time and place).

  2. Establish your basis for analysis: Using the topic from the question and what you wrote in your general statement, why is this topic worth discussing?

  3. Provide roadmap sentence that establishes three major sub-topics (buckets) you plan to discuss.

  4. Finish paragraph with a clear thesis statement that establishes the purpose of the essay (Therefore…).

Helpful Intro Reminders

*Use the terms “nationalism” and “sectionalism”

*You should have at least 2 specific buckets

*Your thesis statement must make clear whether you support, refute, or would choose to modify the label the “Era of Good Feelings”


BODY PARAGRAPHS

  1. Topic Sentence: A main idea statement that supports your thesis (What bucket will you use to argue your point?)

  2. Historical Information: 2-3 sentences using relevant outside information and sourcing the documents (for DBQs) to add evidence to your topic sentence claim. Be specific and thorough!

  3. Analysis: 2-3 sentences analyzing your evidence to explain its meaning and how it proves your topic sentence and thesis to be credible. Answer the “so what” question.

  4. Repeat Steps 2 & 3 for the next related document or bit of outside info

  5. End with a clincher sentence that ties up the paragraph and mirrors your topic sentence

Helpful Body Paragraph Reminders

*Integrate at least 2 of the documents (see back for citation)

*Explain each document you use through at least one part of HIPP (see back)

*Ensure your analysis proves your topic sentence/thesis (Good or Bad Feelings? Nationalism or sectionalism? Relation to bucket)

*Connect specific outside information (O) to each document and try to provide an additional example of outside information (key terms & concepts)

ANALYZING THE DOCUMENTS


When responding in full to a DBQ, you will need to incorporate 6 or 7 of the 7 total documents into your essay. In your analysis, you will need to explain each with at least one part of the HIPP method.
Historical Context – To place a document within an historical context, identify the particular historical trend or process in which the document fits. Write a sentence which describes the context, explain how the document participates in that historical trend or process. Include the phrase “the historical context of this document is ______ ,” and “is shown by _____.”

Intended Audience – If you know the ‘intended audience’ of the author write sentences which describe the audience. In describing author’s intended audience include the phrases “the author’s intended audience was ______” and “is shown by______.”
Point of View (POV) – Put simply, to do POV identify an important aspect of WHO the author is, and explain HOW the author’s personhood might have impacted what s/he wrote.
Purpose – If you pick up on a ‘purpose’ of the author in producing the document, write sentences which describe the purpose conveyed. In describing author’s purpose in creating a source include the phrases “the author’s purpose in writing was to ______” and “is shown by______.”
Outside Information – This is not technically part of your analysis (HIPP) but you are graded for using additional information (key terms and concepts). You are given an extra point if your essay “offers plausible analysis of historical examples beyond/outside the documents to support the stated thesis or relevant argument.”
CITING THE DOCUMENTS

Examples of integrating Document B

Good: Another example of nationalism was John Calhoun’s insistence in 1917 that the nation needed to become more unified (Doc. B).
Bad: Another example of nationalism is shown in Document B, where John Calhoun says that the nation needed to unify.

Cite the document’s source/title, not the letter. “Says” should be in the past tense.
Ugly: As we can see, nationalism is shown in Document B where John Calhoun says that the nation needed to unify.

Avoid personal pronouns (“we”). Cite the document’s source/title, not the letter. “Says” should be in the past tense.

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