Rainforest DBQ presentation
‌
Rainforest‌‌
DBQ‌ ‌
‌
Essential‌‌Question:‌ ‌
‌
Should‌‌humans‌‌be‌‌able‌‌to‌‌modify‌‌the‌‌environment‌‌of‌‌the‌‌
Amazon‌‌Rainforest?‌ ‌
‌
Pick‌‌2‌‌of‌‌the‌‌following‌‌reasons‌‌to‌‌expand‌‌on:‌ ‌
● Economical‌ ‌
● Political‌ ‌
● Environmental‌ ‌
● Cultural‌ ‌
‌
What‌‌is‌‌a‌‌DBQ?‌ ‌
DBQ‌‌stands‌‌for‌‌Document‌‌Based‌‌Question.‌‌It‌‌is‌‌a‌‌type‌‌of‌‌essay‌‌that‌‌provides‌‌you‌‌with‌‌
documents‌‌to‌‌serve‌‌as‌‌sources‌‌of‌‌information‌‌for‌‌your‌‌writing.‌‌Each‌‌DBQ‌‌you‌‌take‌‌will‌‌look‌‌very‌‌
similar.‌ ‌
‌
‌
1‌ ‌
Step‌‌1:‌‌Background‌‌Essay‌ ‌
Read‌t‌ he‌H
‌ istorical‌C
‌ ontext‌a
‌ nd‌w
‌ rite‌t‌ he‌f
‌ irst‌s‌ entence‌o
‌ f‌y
‌ our‌e
‌ ssay.‌T
‌ his‌s‌ tep‌w
‌ ill‌l‌et‌‌
the‌r‌ eader‌k
‌ now‌w
‌ hat‌t‌ he‌e
‌ ssay‌i‌s‌a
‌ bout‌a
‌ nd‌g
‌ ive‌y
‌ ou‌i‌deas‌f
‌ or‌w
‌ riting‌y
‌ our‌i‌ntroduction.‌ ‌
‌
The‌A
‌ mazon‌r‌ ainforest‌i‌s‌a
‌ n‌e
‌ normous‌t‌ ropical‌r‌ ainforest‌i‌n‌S
‌ outh‌A
‌ merica.‌T
‌ he‌r‌ ainforest‌‌
seems‌t‌ imeless,‌y
‌ et‌i‌t‌i‌s‌c
‌ hanging‌r‌ apidly.‌F
‌ or‌t‌ housands‌o
‌ f‌y
‌ ears,‌s‌ mall‌g
‌ roups‌o
‌ f‌i‌ndigenous‌‌
peoples‌h
‌ ave‌m
‌ ade‌t‌ heir‌h
‌ ome‌h
‌ ere,‌m
‌ aking‌a
‌ ‌l‌iving‌b
‌ y‌h
‌ unting‌a
‌ nd‌g
‌ athering.‌I
‌ n‌m
‌ ore‌r‌ ecent‌‌
times,‌o
‌ ther‌g
‌ roups‌h
‌ ave‌c
‌ ome‌t‌ o‌t‌ he‌r‌ ainforest,‌i‌ncluding‌l‌oggers‌w
‌ ho‌c
‌ lear‌t‌ he‌l‌and‌f
‌ or‌‌
resources‌a
‌ nd‌t‌ o‌m
‌ ake‌w
‌ ay‌f
‌ or‌o
‌ ther‌a
‌ ctivities,‌c
‌ attle‌r‌ anchers‌w
‌ ho‌l‌et‌t‌ heir‌c
‌ attle‌g
‌ raze‌‌
the‌n
‌ ewly‌c
‌ leared‌l‌and,‌a
‌ nd‌‌
rubber‌t‌ appers‌w
‌ ho‌g
‌ ather‌‌
the‌s‌ ap‌f
‌ rom‌r‌ ubber‌t‌ rees‌‌
to‌m
‌ ake‌l‌atex‌m
‌ aterials‌‌
and‌c
‌ ar‌t‌ ires‌(‌ and‌m
‌ any‌‌
other‌t‌ hings).‌I
‌ n‌a
‌ ddition,‌‌
the‌r‌ ainforest‌i‌s‌o
‌ f‌g
‌ reat‌
interest‌t‌ o‌e
‌ nvironmental‌‌
groups,‌w
‌ hich‌a
‌ re‌‌
organizations‌t‌ hat‌w
‌ ork‌t‌ o‌‌
protect‌t‌ he‌n
‌ atural‌w
‌ orld.‌‌ ‌
‌
Each‌o
‌ f‌t‌ hese‌g
‌ roups‌h
‌ as‌i‌ts‌o
‌ wn‌i‌deas‌a
‌ bout‌t‌ he‌A
‌ mazon‌r‌ ainforest.‌T
‌ he‌r‌ ubber‌t‌ appers,‌‌
farmers,‌c
‌ attle‌r‌ anchers,‌a
‌ nd‌l‌oggers‌w
‌ ant‌t‌ o‌u
‌ se‌t‌ he‌r‌ ainforest‌t‌ o‌m
‌ ake‌a
‌ ‌l‌iving.‌‌
Indigenous‌p
‌ eoples‌w
‌ ant‌t‌ o‌m
‌ aintain‌t‌ heir‌t‌ raditional‌w
‌ ay‌o
‌ f‌l‌ife.‌E
‌ nvironmental‌g
‌ roups‌w
‌ ant‌‌
to‌p
‌ reserve‌t‌ he‌r‌ ainforest‌i‌n‌i‌ts‌n
‌ atural‌s‌ tate‌t‌ o‌p
‌ reserve‌t‌ he‌p
‌ lant‌a
‌ nd‌a
‌ nimal‌s‌ pecies‌t‌ hat‌‌
exist‌i‌n‌i‌t.‌T
‌ hese‌d
‌ ifferences‌h
‌ ave‌l‌ed‌t‌ o‌l‌and‌u
‌ se‌c
‌ onflict,‌o
‌ r‌a
‌ rguments‌a
‌ bout‌t‌ he‌b
‌ est‌
ways‌t‌ o‌u
‌ se‌t‌ he‌l‌and.‌I
‌ n‌t‌ his‌D
‌ BQ,‌y
‌ ou‌w
‌ ill‌l‌ook‌a
‌ t‌a
‌ ‌v‌ ariety‌o
‌ f‌s‌ ources‌a
‌ nd‌d
‌ ecide‌h
‌ ow‌t‌ he‌‌
Amazon‌R
‌ ainforest‌s‌ hould‌b
‌ e‌u
‌ sed.‌ ‌
Stop‌‌and‌‌Discuss‌‌Questions:‌ ‌
Take‌‌a‌‌look‌‌at‌‌the‌‌image,‌‌what‌‌stands‌‌out‌‌to‌‌you?‌ ‌
‌
What‌‌kind‌‌of‌‌conflicts‌‌do‌‌you‌‌think‌‌might‌‌exist‌‌because‌‌there‌‌are‌‌so‌‌many‌‌different‌‌
uses‌‌of‌‌the‌‌rainforest?‌ ‌
‌
2‌ ‌
The‌‌Geographic‌‌Setting‌‌-‌ ‌T
‌ ropical‌r‌ ainforests‌a
‌ re‌a
‌ ‌t‌ ype‌‌
of‌b
‌ roadleaf‌e
‌ vergreen‌f
‌ orest‌f
‌ ound‌n
‌ ear‌t‌ he‌e
‌ quator,‌‌
where‌t‌ he‌c
‌ limate‌i‌s‌w
‌ arm‌a
‌ nd‌w
‌ et‌a
‌ ll‌y
‌ ear.‌T
‌ he‌A
‌ mazon‌‌
rainforest‌i‌s‌t‌ he‌l‌argest‌t‌ ropical‌r‌ ainforest‌i‌n‌t‌ he‌w
‌ orld,‌‌
covering‌m
‌ ore‌t‌ han‌2
‌ ‌m
‌ illion‌s‌ quare‌m
‌ iles-‌m
‌ ore‌t‌ han‌h
‌ alf‌‌
the‌s‌ ize‌o
‌ f‌t‌ he‌U
‌ nited‌S
‌ tates.‌M
‌ ost‌o
‌ f‌t‌ his‌v‌ ast‌r‌ ainforest‌‌
lies‌i‌n‌B
‌ razil.‌H
‌ owever,‌i‌t‌a
‌ lso‌c
‌ overs‌p
‌ arts‌o
‌ f‌C
‌ olombia,‌‌
Ecuador,‌P
‌ eru,‌B
‌ olivia,‌a
‌ nd‌V
‌ enezuela.‌‌ ‌
‌
IMAGE:‌‌South‌‌America‌‌with‌‌the‌‌Amazon‌‌basin‌‌on‌‌display,‌‌and‌‌an‌‌outline‌‌of‌‌the‌‌U.S.‌‌for‌‌size‌‌
reference.‌h
‌ ttp://stanford.edu/group/spatialhistory/cgi-bin/site-bk/pub.php?id=73‌‌ ‌
‌
Stop‌‌and‌‌Discuss‌‌Questions:‌ ‌
How‌d
‌ oes‌t‌ he‌s‌ ize‌o
‌ f‌t‌ he‌A
‌ mazon‌R
‌ ainforest‌c
‌ ompare‌t‌ o‌t‌ he‌s‌ ize‌o
‌ f‌t‌ he‌U
‌ nited‌S
‌ tates?‌ ‌
‌
What‌c
‌ onclusions‌c
‌ an‌y
‌ ou‌d
‌ raw‌a
‌ bout‌t‌ he‌i‌mportance‌o
‌ f‌t‌ he‌A
‌ mazon‌R
‌ ainforest?‌ ‌
‌
‌
‌
A‌M
‌ any-Layered‌E
‌ cosystem‌-‌ ‌A
‌ ‌r‌ ainforest‌i‌s‌a
‌ ‌c
‌ omplex‌e
‌ cosystem‌t‌ hat‌h
‌ as‌s‌ everal‌l‌ayers.‌‌
An‌a
‌ mazing‌v‌ ariety‌o
‌ f‌p
‌ lants‌a
‌ nd‌a
‌ nimals‌l‌ive‌i‌n‌t‌ he‌v‌ arious‌l‌ayers‌o
‌ f‌t‌ he‌r‌ ainforest.‌‌
Rainforests‌c
‌ over‌o
‌ nly‌a
‌ pproximately‌6
‌ ‌p
‌ ercent‌o
‌ f‌E
‌ arth's‌s‌ urface,‌b
‌ ut‌t‌ hey‌a
‌ re‌h
‌ ome‌t‌ o‌‌
about‌5
‌ 0‌p
‌ ercent‌o
‌ f‌t‌ he‌w
‌ orld's‌l‌iving‌s‌ pecies.‌‌
Scientists‌u
‌ se‌t‌ he‌t‌ erm‌‌biodiversity‌t‌ o‌d
‌ escribe‌t‌ he‌v‌ ariety‌o
‌ f‌p
‌ lant‌a
‌ nd‌a
‌ nimal‌s‌ pecies‌‌
that‌l‌ive‌i‌n‌a
‌ ‌p
‌ articular‌a
‌ rea.‌T
‌ he‌g
‌ reat‌b
‌ iodiversity‌o
‌ f‌r‌ ainforests‌a
‌ ttracts‌s‌ cientists‌o
‌ f‌‌
different‌‌specialties‌w
‌ ho‌c
‌ ome‌t‌ o‌s‌ tudy‌t‌ he‌p
‌ lants‌a
‌ nd‌a
‌ nimals‌t‌ here.‌‌ ‌
Other‌g
‌ roups‌o
‌ f‌p
‌ eople‌h
‌ ave‌d
‌ ifferent‌r‌ easons‌f
‌ or‌c
‌ oming‌t‌ o‌t‌ he‌r‌ ainforest.‌S
‌ ome‌p
‌ eople‌‌
come‌t‌ o‌c
‌ lear‌l‌and‌f
‌ or‌f
‌ arming‌a
‌ nd‌r‌ anching,‌w
‌ hich‌r‌ esults‌i‌n‌‌deforestation‌,‌o
‌ r‌t‌ he‌r‌ emoval‌‌
of‌t‌ rees‌f
‌ rom‌l‌arge‌a
‌ reas.‌O
‌ ther‌p
‌ eople‌a
‌ re‌m
‌ ore‌i‌nterested‌i‌n‌s‌ ustainable‌‌development‌,‌‌
which‌m
‌ eans‌f
‌ inding‌w
‌ ays‌t‌ o‌u
‌ se‌t‌ he‌r‌ esources‌o
‌ f‌t‌ he‌r‌ ainforest‌w
‌ ithout‌d
‌ estroying‌i‌t.‌ ‌
Stop‌‌and‌‌Discuss‌‌Questions:‌ ‌
Which‌‌groups‌‌of‌‌people‌‌mentioned‌‌in‌‌the‌‌first‌‌section‌‌would‌‌be‌‌responsible‌‌for‌‌
deforestation?‌ ‌
‌
Which‌‌groups‌‌people‌‌mentioned‌‌in‌‌the‌‌first‌‌section‌‌would‌‌be‌‌responsible‌‌for‌ ‌
sustaining‌‌the‌‌rainforest?‌ ‌
‌
3‌ ‌
‌
T‌he‌‌World's‌‌Largest‌‌Rainfores‌t‌-‌ ‌T
‌ he‌A
‌ mazon‌b
‌ asin‌c
‌ overs‌m
‌ uch‌o
‌ f‌n
‌ orthern‌B
‌ razil‌a
‌ nd‌‌
several‌o
‌ ther‌c
‌ ountries‌i‌n‌S
‌ outh‌A
‌ merica.‌I
‌ t‌c
‌ ontains‌t‌ he‌w
‌ orld's‌l‌argest‌r‌ ainforest.‌I
‌ t‌‌
receives‌8
‌ 0‌t‌ o‌1‌ 15‌i‌nches‌o
‌ f‌r‌ ain‌a
‌ ‌y
‌ ear.‌T
‌ he‌A
‌ mazon‌r‌ ainforest‌i‌s‌h
‌ ome‌t‌ o‌m
‌ ore‌t‌ ypes‌o
‌ f‌‌
plants‌a
‌ nd‌a
‌ nimals‌t‌ han‌a
‌ ny‌o
‌ ther‌p
‌ lace‌o
‌ n‌E
‌ arth.‌‌ ‌
‌
The‌L
‌ ungs‌o
‌ f‌t‌ he‌E
‌ arth‌-‌ ‌M
‌ any‌p
‌ eople‌a
‌ round‌t‌ he‌w
‌ orld‌w
‌ orry‌a
‌ bout‌t‌ he‌f
‌ ate‌o
‌ f‌t‌ he‌A
‌ mazon‌‌
rainforest.‌A
‌ ‌m
‌ ajor‌r‌ eason‌f
‌ or‌t‌ heir‌c
‌ oncern‌i‌s‌t‌ hat‌t‌ ropical‌r‌ ainforests‌a
‌ ffect‌l‌ife‌f
‌ ar‌‌
beyond‌t‌ heir‌b
‌ orders.‌T
‌ he‌t‌ rees‌a
‌ nd‌o
‌ ther‌p
‌ lants‌t‌ hat‌g
‌ row‌i‌n‌t‌ hese‌d
‌ ense‌f
‌ orests‌h
‌ ave‌‌
been‌c
‌ alled‌t‌ he‌"‌ lungs‌o
‌ f‌t‌ he‌E
‌ arth."‌‌ ‌
‌
The‌‌nickname‌‌"Lungs‌‌of‌‌the‌‌Earth"‌‌comes‌‌
from‌‌the‌‌key‌‌role‌‌that‌‌rainforests‌‌play‌‌in‌‌
Earth's‌‌carbon-oxygen‌‌cycle.‌‌The‌‌
carbon-oxygen‌‌cycle‌‌consists‌‌of‌‌a‌‌series‌‌of‌‌
events‌‌that‌‌turn‌‌a‌‌gas‌‌called‌‌carbon‌‌dioxide,‌‌
or‌‌CO2,‌‌into‌‌oxygen‌‌and‌‌then‌‌convert‌‌the‌‌
oxygen‌‌back‌‌into‌‌CO2.‌‌Carbon‌‌and‌‌oxygen‌‌are‌‌
"cycled"‌‌among‌‌the‌‌living‌‌things‌‌that‌‌need‌‌
them‌‌to‌‌survive.‌‌Scientists‌‌believe‌‌that‌‌the‌‌
Amazon‌‌rainforest‌‌alone‌‌creates‌‌about‌‌one‌‌
quarter‌‌of‌‌Earth's‌‌ox‌yg
‌ en.‌ ‌
Stop‌‌and‌‌Discuss‌‌Questions:‌ ‌
What‌i‌s‌s‌ ignificant‌a
‌ bout‌t‌ he‌A
‌ mazon‌R
‌ ainforest?‌ ‌
‌
Why‌i‌s‌t‌ he‌A
‌ mazon‌R
‌ ainforest‌s‌ ometimes‌c
‌ alled‌t‌ he‌“‌ Lungs‌o
‌ f‌t‌ he‌E
‌ arth”‌ ‌
‌
Background‌‌Essay‌‌modified‌‌from:‌h
‌ ttps://www.upperdarbysd.org/cms/lib/PA02209738/Centricity/Domain/156/GeoText%20Ch.12.pdf‌ ‌
‌
‌
4‌ ‌
Sometimes,‌‌the‌‌most‌‌difficult‌‌sentence‌‌to‌‌write‌‌in‌‌an‌‌essay‌‌is‌‌the‌‌first‌‌one.‌‌
The‌‌historical‌‌context‌‌will‌‌help‌‌you‌‌do‌‌this.‌‌From‌‌that‌‌paragraph,‌‌we‌‌need‌‌to‌‌
find‌‌the‌‌WHO,‌‌WHAT,‌‌WHEN,‌‌and‌‌WHERE‌‌of‌‌this‌‌essay.‌ ‌
‌
WHO-‌‌____________________________________________________‌ ‌
WHAT-‌‌___________________________________________________‌
WHEN-‌‌___________________________________________________‌ ‌
WHERE-‌‌__________________________________________________‌
‌
Now,‌‌we‌‌need‌‌to‌‌combine‌‌those‌‌4‌‌pieces‌‌of‌‌information‌‌into‌‌one‌‌“historical‌‌
context‌‌statement.”‌‌Give‌‌it‌‌a‌‌try‌‌below.‌‌Write‌‌one‌‌sentence‌‌that‌‌states‌‌all‌‌
of‌‌the‌‌elements‌‌that‌‌you‌‌identified…‌‌ ‌
‌
This‌‌will‌‌be‌‌the‌‌first‌‌sentence‌‌of‌‌your‌‌essay.‌ ‌
‌
Historical‌‌Context‌‌Statement:‌‌
_____________________________________________________‌
_____________________________________________________‌
_____________________________________________________‌
_____________________________________________________‌
_____________________________________________________‌ ‌
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~‌ ‌
REFLECTION‌‌QUESTION‌‌FOR‌‌DAY‌‌1:‌ ‌
‌
Based‌‌on‌‌what‌‌you‌‌have‌‌seen‌‌so‌‌far,‌‌do‌‌you‌‌think‌‌that‌‌people‌‌should‌‌be‌‌able‌‌
to‌‌modify‌‌the‌‌rainforest?‌ ‌Why‌‌or‌‌why‌‌not‌‌(evidence)?‌ ‌
_______________________________________________‌
_______________________________________________‌
_______________________________________________‌
_______________________________________________‌
_______________________________________________‌ ‌
5‌ ‌
Step‌‌2:‌‌Analyze‌‌the‌‌Documents‌ ‌
‌
This‌s‌ tep‌w
‌ ill‌t‌ ake‌s‌ ome‌t‌ ime,‌b
‌ ut‌i‌t‌i‌s‌i‌mportant‌b
‌ ecause‌t‌ his‌i‌s‌w
‌ here‌‌
you‌w
‌ ill‌g
‌ et‌m
‌ ost‌o
‌ f‌y
‌ our‌i‌nformation‌f
‌ or‌t‌ he‌e
‌ ssay.‌A
‌ s‌y
‌ ou‌r‌ ead‌a
‌ nd‌‌
examine‌e
‌ ach‌d
‌ ocument,‌y
‌ ou‌m
‌ ust‌d
‌ o‌3
‌ ‌t‌ hings:‌ ‌
‌
ON‌‌YOUR‌‌OWN:‌ ‌
take‌3
‌ 0‌s‌ econds‌t‌ o‌r‌ ead‌a
‌ nd‌o
‌ bserve‌t‌ he‌p
‌ oster.‌ ‌ ‌
● Title‌ ‌
● Caption‌ ‌
● Image/‌g
‌ raphic‌ ‌
‌
AS‌‌A‌‌GROUP:‌ ‌
● Assign‌a
‌ ‌l‌eader‌(‌ leader‌w
‌ ill‌s‌ tay‌b
‌ ehind‌a
‌ nd‌j‌ oin‌t‌ he‌n
‌ ext‌g
‌ roup)‌ ‌
● Discuss‌w
‌ hat‌y
‌ ou‌h
‌ ave‌n
‌ oticed‌a
‌ bout‌t‌ he‌d
‌ ocument‌ ‌
● Answer‌t‌ he‌s‌ caffolding‌q
‌ uestion(s)‌ ‌
● Get‌a
‌ ‌p
‌ ost‌i‌t‌n
‌ ote‌(‌ correct‌c
‌ olor)‌ ‌
○ Main‌i‌dea‌ ‌
○ For‌o
‌ r‌a
‌ gainst‌m
‌ odification‌o
‌ f‌t‌ he‌r‌ ainforest‌ ‌
○ Evidence‌y
‌ ou‌f
‌ ound‌t‌ o‌s‌ upport‌y
‌ our‌i‌dea‌ ‌
‌
SWITCH‌‌GROUPS‌ ‌
● Repeat‌t‌ he‌O
‌ N‌Y
‌ OUR‌O
‌ WN‌s‌ ection‌a
‌ bove‌ ‌
● Previous‌g
‌ roup‌l‌eader‌e
‌ xplains‌t‌ he‌p
‌ ost‌i‌t‌n
‌ ote‌f
‌ rom‌t‌ heir‌g
‌ roup‌ ‌
● New‌g
‌ roup‌c
‌ ompetes‌t‌ he‌A
‌ S‌A
‌ ‌G
‌ ROUP‌S
‌ ECTION‌a
‌ bove‌ ‌
‌
‌
‌
6‌ ‌
Thinking‌‌Map‌ ‌
‌
Essential‌‌Question:‌S
‌ hould‌‌humans‌‌be‌‌able‌‌to‌‌modify‌‌the‌‌
environment‌‌of‌‌the‌‌Amazon‌‌Rainforest?‌ ‌
‌
Start‌‌by‌‌labeling‌‌the‌‌categories.‌‌What‌‌are‌‌two‌‌possible‌‌
ideas‌‌that‌‌can‌‌be‌‌found‌‌in‌‌these‌‌sources?‌ ‌
‌
‌
7‌ ‌
‌
Source‌‌A‌
‌
Document‌S
‌ upports:_______‌ ‌
‌
‌
‌
‌
SOURCE:‌‌‌Bruce‌‌Plante,‌T
‌ ulsa‌‌World,‌‌‌2019‌
‌
Document‌‌Analysis‌‌Questions‌ ‌
1.
2.
3.
What‌i‌s‌m
‌ eant‌b
‌ y‌t‌ he‌“‌ Lungs‌o
‌ f‌t‌ he‌E
‌ arth”?‌ ‌
‌
‌
Why‌i‌s‌t‌ he‌e
‌ arth‌w
‌ earing‌a
‌ n‌o
‌ xygen‌m
‌ ask?‌ ‌
‌
‌
What‌i‌s‌t‌ he‌i‌ntended‌m
‌ essage‌o
‌ f‌t‌ his‌p
‌ olitical‌c
‌ artoon?‌ ‌
‌
8‌ ‌
Source‌‌B‌
‌
Document‌S
‌ upports:_______‌ ‌
Source:‌‌information‌‌compiled‌‌impart‌‌from‌‌Earth‌‌Talk‌‌featured‌‌on‌‌ThoughtCo,‌‌Sep.‌‌2,‌‌2021‌
‌
Document‌‌Analysis‌‌Questions‌ ‌
1.
Why‌i‌s‌t‌ he‌A
‌ mazon‌R
‌ ainforest‌c
‌ onsidered‌t‌ o‌b
‌ e‌a
‌ ‌p
‌ harmaceutical‌‌
wonderland?‌‌ ‌
‌
2.
What‌a
‌ re‌t‌ he‌p
‌ ositive‌e
‌ ffects‌o
‌ f‌s‌ pecies‌l‌iving‌i‌n‌t‌ he‌r‌ ainforest?‌ ‌
‌
3.
4.
What‌c
‌ an‌y
‌ ou‌t‌ ell‌a
‌ bout‌t‌ he‌a
‌ mount‌o
‌ f‌m
‌ edicine‌t‌ hat‌c
‌ omes‌f
‌ rom‌‌
the‌r‌ ainforest?‌ ‌
‌
What‌c
‌ ould‌b
‌ e‌t‌ he‌e
‌ ffect‌i‌f‌d
‌ eforestation‌c
‌ ontinues?‌ ‌
9‌ ‌
Source‌‌C‌
‌
Document‌S
‌ upports:_______‌ ‌
‌
‌
‌
‌
Source:‌‌Internet‌‌Geography‌‌
‌
Ranching‌‌involves‌‌clearing‌‌an‌‌area‌‌of‌‌rainforest‌‌then‌‌rearing‌‌cattle‌‌on‌‌the‌‌land.‌‌Deforestation‌‌
leads‌‌to‌‌the‌‌destruction‌‌of‌‌the‌‌nutrient‌‌cycle,‌‌which‌‌means‌‌the‌‌land‌‌can‌‌only‌‌sustain‌‌herds‌‌for‌‌
a‌‌short‌‌period‌‌because‌‌the‌‌quality‌‌of‌‌pasture‌‌quickly‌‌declines.‌‌The‌‌cattle‌‌then‌‌have‌‌to‌‌be‌‌
moved‌‌on‌‌to‌‌a‌‌recently‌‌cleared‌‌area‌‌of‌‌land.This‌‌leads‌‌to‌‌permanent‌‌mass-clearing‌‌of‌‌the‌‌
rainforest‌‌for‌‌temporary‌‌use.‌‌ ‌
‌
Document‌‌Analysis‌‌Questions‌ ‌
1. What‌a
‌ re‌t‌ he‌m
‌ ajor‌c
‌ auses‌o
‌ f‌d
‌ eforestation‌i‌n‌t‌ ropical‌f
‌ orests?‌ ‌
‌
2. What‌p
‌ ercentage‌o
‌ f‌d
‌ eforestation‌i‌s‌d
‌ ue‌t‌ o‌c
‌ attle‌r‌ anching?‌ ‌
‌
3. What‌i‌s‌a
‌ ‌p
‌ ositive‌o
‌ f‌h
‌ aving‌a
‌ ‌l‌arge‌p
‌ ortion‌o
‌ f‌l‌and‌b
‌ eing‌u
‌ sed‌t‌ o‌‌
raise‌c
‌ attle?‌
‌‌
10‌ ‌
Source‌‌D‌
‌
Document‌S
‌ upports:_______‌ ‌
‌
‌
‌
Aerial‌‌footage:‌‌The‌‌photos‌‌reveal‌‌a‌‌thriving,‌‌healthy‌‌community‌‌with‌‌baskets‌‌full‌‌of‌‌manioc‌‌and‌‌papaya‌‌fresh‌‌
from‌‌their‌‌gardens.‌ ‌Photo‌‌by‌©
‌ ‌‌G.‌‌Miranda/FUNAI/Survival‌ ‌
‌
Brazil’s‌‌Amazon‌‌is‌‌home‌‌to‌‌more‌‌uncontacted‌‌tribes‌‌than‌‌anywhere‌‌in‌‌the‌‌world.‌ ‌There‌‌are‌‌thought‌‌to‌‌
be‌‌at‌‌least‌‌100‌‌isolated‌‌groups‌‌in‌‌the‌‌Amazon.‌ ‌Very‌‌little‌‌is‌‌known‌‌about‌‌these‌‌people.‌ ‌What‌‌we‌‌do‌‌
know‌‌is‌‌that‌‌they‌‌wish‌‌to‌‌remain‌‌uncontacted:‌‌they‌‌have‌‌shot‌‌arrows‌‌at‌‌outsiders‌‌and‌‌airplanes,‌‌or‌‌
they‌‌simply‌‌avoid‌‌contact‌‌by‌‌hiding‌‌deep‌‌in‌‌the‌‌forest.‌ ‌Many‌‌are‌‌nomadic‌‌hunter‌‌gatherers‌‌constantly‌‌
on‌‌the‌‌move,‌‌able‌‌to‌‌build‌‌a‌‌home‌‌within‌‌hours‌‌and‌‌abandon‌‌it‌‌days‌‌later.‌‌Others‌‌are‌‌more‌‌settled,‌‌
living‌‌in‌‌communal‌‌houses‌‌and‌‌planting‌‌crops.‌ ‌Illegal‌‌loggers‌‌and‌‌cattle‌‌ranchers‌‌are‌‌invading‌‌their‌‌
land‌‌and‌‌bringing‌‌disease.‌ ‌Their‌‌way‌‌of‌‌life‌‌is‌‌a‌‌risk.‌‌ ‌
‌
Source:‌‌Survival‌‌International‌,‌‌March‌‌2019‌‌
‌
‌
Document‌‌Analysis‌‌Questions‌ ‌
1. What‌‌does‌‌uncontacted‌‌mean?‌ ‌
‌
2. How‌‌does‌‌deforestation‌‌influence‌‌the‌‌current‌‌way‌‌of‌‌life‌‌for‌‌the‌‌Uncontacted‌‌Natives‌‌of‌‌
Brazil?‌ ‌
‌
3. Your‌‌opinion:‌‌Do‌‌you‌‌think‌‌that‌‌it‌‌matters‌‌whether‌‌a‌‌native‌‌group‌‌of‌‌people‌‌hold‌‌onto‌‌their‌‌
way‌‌of‌‌life‌‌when‌‌the‌‌rest‌‌of‌‌the‌‌world‌‌is‌‌living‌‌with‌‌modern‌‌comforts?‌ ‌Explain.‌ ‌ ‌
‌
11‌ ‌
Source‌‌E‌
‌
Document‌S
‌ upports:_______‌ ‌
‌
There's‌‌no‌‌economic‌‌recovery‌‌in‌‌sight‌ ‌
‌
In‌‌the‌‌previous‌‌decade,‌‌Brazil‌‌was‌‌celebrated‌‌as‌‌one‌‌of‌‌the‌‌five‌‌emerging‌‌economies‌‌with‌‌superfast‌‌
rates‌‌of‌‌economic‌‌growth‌‌that‌‌would‌‌surpass‌‌developed‌‌economies‌‌by‌‌2050.‌ ‌The‌‌other‌‌countries‌‌
included‌‌Russia,‌‌India,‌‌China‌‌and‌‌South‌‌Africa.‌‌ ‌
‌
However,‌‌Brazil’s‌‌economic‌‌performance‌‌of‌‌this‌‌decade‌‌shows‌‌that‌‌it‌‌is‌‌slipping‌‌out‌‌of‌‌that‌‌group.‌‌ ‌
‌
And‌‌there‌‌is‌‌still‌‌more‌‌bad‌‌news:‌‌since‌‌the‌‌beginning‌‌of‌‌the‌‌year,‌‌economists‌‌have‌‌more‌‌than‌‌
halved‌‌their‌‌expectations‌‌of‌‌economic‌‌growth‌‌for‌‌2019‌‌to‌‌a‌‌rate‌‌not‌‌very‌‌different‌‌from‌‌that‌‌seen‌‌in‌‌
the‌‌past‌‌two‌‌years.‌ ‌
‌
‌
‌
‌
Source:‌‌Daniel‌‌Gallas‌‌&‌‌Daniele‌‌Palumbo,‌‌BBC‌‌News‌,‌‌May‌‌2019‌
‌
Document‌‌Analysis‌‌Questions‌ ‌
1. From‌‌January‌‌to‌‌May‌‌of‌‌2019,‌‌how‌‌did‌‌the‌‌GDP‌‌of‌‌Brazil‌‌change?‌ ‌
‌
2. What‌‌was‌‌the‌‌real‌‌GDP‌‌growth‌‌in‌‌2014-2016‌‌in‌‌Brazil?‌ ‌
‌
3. How‌‌might‌‌slow‌‌or‌‌no‌‌GDP‌‌growth‌‌affect‌‌a‌‌nation?‌ ‌
‌
4. In‌‌your‌‌opinion,‌‌does‌‌Brazil‌‌have‌‌a‌‌legitimate‌‌need‌‌to‌‌modify‌‌the‌‌Amazon‌‌rainforest‌‌to‌‌
increase‌‌economic‌‌growth?‌‌Explain.‌‌ ‌
‌
12‌ ‌
Source‌‌F‌
‌
Document‌S
‌ upports:_______‌ ‌
‌
The‌‌unemployment‌‌problem‌‌isn't‌‌being‌‌solved‌ ‌
‌
Brazilian‌‌workers‌‌are‌‌the‌‌ones‌‌paying‌‌the‌‌price.‌ ‌
‌
The‌‌number‌‌of‌‌unemployed‌‌people‌‌has‌‌increased‌‌from‌‌7.6‌‌million‌‌in‌‌2012‌‌to‌‌13.4‌‌million‌‌this‌‌year.‌ ‌
‌
‌
‌
Brazilian‌‌President‌‌Bolsonaro‌‌thinks‌‌these‌‌numbers‌‌actually‌‌underestimate‌‌the‌‌real‌‌picture.‌‌He‌‌
believes‌‌the‌‌situation‌‌is‌‌worse.‌ ‌
‌
The‌‌official‌‌unemployment‌‌survey‌‌shows‌‌that‌‌28.3‌‌million‌‌people‌‌are‌‌under-utilized‌‌-‌‌which‌‌means‌‌they‌‌
are‌‌either‌‌not‌‌working‌‌or‌‌working‌‌less‌‌than‌‌they‌‌could.‌ ‌There‌‌are‌‌fewer‌‌people‌‌with‌‌formal‌‌jobs,‌‌while‌‌
wages‌‌are‌‌barely‌‌keeping‌‌up‌‌with‌‌inflation‌‌-‌‌which‌‌has‌‌been‌‌brutal.‌‌Since‌‌the‌‌beginning‌‌of‌‌Brazil's‌
recession‌‌four‌‌years‌‌ago,‌‌prices‌‌have‌‌gone‌‌up‌‌by‌‌25%.‌ ‌
‌
Source:‌‌Daniel‌‌Gallas‌‌&‌‌Daniele‌‌Palumbo,‌B
‌ BC‌‌News‌,‌‌May‌‌2019‌ ‌
‌
Document‌‌Analysis‌‌Questions‌ ‌
1. How‌‌many‌‌more‌‌people‌‌were‌‌unemployed‌‌in‌‌2019‌‌than‌‌in‌‌2012?‌ ‌
‌
2. What‌‌might‌‌be‌‌a‌‌consequence(s)‌‌of‌‌high‌‌unemployment‌‌for‌‌families‌‌in‌‌Brazil?‌ ‌
‌
3. In‌‌your‌‌opinion,‌‌does‌‌the‌‌country‌‌of‌‌Brazil‌‌have‌‌a‌‌responsibility‌‌to‌‌provide‌‌economic‌‌
opportunities‌‌through‌‌jobs‌‌for‌‌their‌‌citizens?‌‌Explain.‌‌ ‌
‌
13‌ ‌
‌
Source‌‌G‌
‌
Document‌S
‌ upports:_______‌ ‌
‌
‌
PHOTOGRAPH‌‌BY‌‌IVAN‌‌KASHINSKY‌
‌
‌
‌
A‌‌Road‌‌through‌‌the‌‌Amazon‌ ‌
‌
This‌‌road,‌‌running‌‌through‌‌Ecuador’s‌‌Yasuni‌‌National‌‌Park,‌‌was‌‌built‌‌by‌‌the‌‌Petroamazonas‌‌oil‌‌
company‌‌to‌‌move‌‌workers‌‌and‌‌machinery‌‌into‌‌the‌‌inner‌‌Amazon.‌ ‌The‌‌proposed‌‌Pucallpa-Cruzeiro‌‌
do‌‌Sul‌‌road‌‌would‌‌connect‌‌the‌‌interior‌‌communities‌‌of‌‌the‌‌Brazilian‌‌Amazon‌‌with‌‌export‌‌markets‌‌in‌‌
Peru’s‌‌urban‌‌centers‌‌and‌‌along‌‌the‌‌Pacific‌‌coastline.‌‌ ‌
‌
Source:‌N
‌ ational‌‌Geographic‌
‌
Document‌‌Analysis‌‌Questions‌ ‌
1. How‌‌might‌‌the‌P
‌ ucallpa-Cruzeiro‌‌road‌i‌mprove‌‌the‌‌economies‌‌of‌‌the‌‌countries‌‌of‌‌Brazil,‌‌
Peru‌‌and‌‌Ecuador?‌ ‌
‌
2. What‌‌benefits‌‌could‌‌come‌‌to‌‌the‌‌people‌‌in‌‌the‌‌interior‌‌communities‌‌as‌‌a‌‌result‌‌of‌‌this‌‌
road?‌‌ ‌
‌
‌
‌
14‌ ‌
‌
‌
‌
Step‌‌3:‌‌Thesis‌ ‌
This‌s‌ tep‌i‌s‌o
‌ ne‌o
‌ f‌t‌ he‌m
‌ ost‌i‌mportant‌i‌n‌w
‌ riting‌a
‌ ‌D
‌ BQ.‌Y
‌ our‌t‌ hesis‌i‌s‌t‌ he‌l‌ast‌s‌ entence‌‌
of‌y
‌ our‌i‌ntroduction,‌a
‌ nd‌i‌t‌i‌s‌t‌ he‌m
‌ ost‌i‌mportant‌s‌ entence‌i‌n‌t‌ he‌e
‌ ntire‌e
‌ ssay.‌T
‌ o‌w
‌ rite‌a
‌ ‌‌
thesis,‌y
‌ ou‌h
‌ ave‌t‌ o‌k
‌ now‌w
‌ hat‌t‌ ask‌y
‌ ou‌a
‌ re‌b
‌ eing‌a
‌ sked‌t‌ o‌c
‌ omplete.‌ ‌
‌
Task/‌‌Essential‌‌Question:‌‌ ‌
Should‌‌humans‌‌be‌‌able‌‌to‌‌modify‌‌the‌‌environment‌‌of‌‌the‌‌Amazon‌‌
Rainforest?‌ ‌
● Pick‌‌2‌‌of‌‌the‌‌following‌‌areas‌‌to‌‌highlight‌‌when‌‌your‌‌write‌‌your‌‌
response:‌‌economic‌‌influences,‌‌political‌‌influences,‌‌environmental‌‌
influences,‌‌cultural‌‌influences‌‌ ‌
‌
Now‌‌that‌‌you‌‌know‌‌what‌‌you‌‌have‌‌to‌‌do,‌‌you‌‌are‌‌ready‌‌to‌‌write‌‌your‌‌thesis‌‌
statement.‌T
‌ his‌‌will‌‌be‌‌the‌‌last‌‌sentence‌‌of‌‌your‌‌introduction.‌ ‌
‌
This‌‌is‌‌your‌‌1-sentence‌‌answer‌‌to‌‌the‌‌task‌‌question.‌‌In‌‌other‌‌words,‌‌you‌‌
need‌‌to‌‌answer‌‌all‌‌parts‌‌of‌‌the‌‌question‌‌in‌‌1‌‌sentence‌‌so‌‌that‌‌I‌‌know‌‌
basically‌‌what‌‌you‌‌will‌‌say‌‌in‌‌your‌‌essay.‌‌Give‌‌it‌‌a‌‌try‌‌below.‌ ‌
‌
Thesis‌‌Statement:‌‌
_________________________________________________________‌
_________________________________________________________‌
_________________________________________________________‌
_________________________________________________________‌ ‌
‌
You‌n
‌ ow‌h
‌ ave‌t‌ he‌f
‌ irst‌a
‌ nd‌l‌ast‌s‌ entences‌o
‌ f‌y
‌ our‌i‌ntroduction.‌T
‌ hat,‌h
‌ owever,‌i‌s‌N
‌ OT‌a
‌ n‌‌
entire‌i‌ntroduction.‌Y
‌ ou‌s‌ till‌n
‌ eed‌t‌ he‌s‌ entence(s)‌t‌ hat‌c
‌ ome‌i‌n‌t‌ he‌m
‌ iddle‌t‌ o‌g
‌ et‌y
‌ ou‌‌
from‌y
‌ our‌h
‌ istorical‌c
‌ ontext‌t‌ o‌y
‌ our‌t‌ hesis.‌T
‌ here‌a
‌ re‌m
‌ any‌w
‌ ays‌t‌ hat‌y
‌ ou‌c
‌ an‌d
‌ o‌t‌ his.‌
‌‌
15‌ ‌
Step‌‌4:‌‌Planning‌‌Your‌‌Easy‌ ‌
Before‌y
‌ ou‌c
‌ an‌b
‌ egin‌w
‌ riting‌y
‌ our‌e
‌ ssay,‌y
‌ ou‌s‌ hould‌a
‌ lways‌c
‌ reate‌a
‌ n‌o
‌ utline.‌ ‌
You‌c
‌ an‌t‌ ake‌n
‌ otes‌a
‌ nd‌b
‌ ullet‌p
‌ oints‌h
‌ ere‌t‌ o‌g
‌ ather‌y
‌ our‌t‌ houghts.‌ ‌
Introduction:‌ ‌
Historical‌C
‌ ontext:‌ ‌
‌
‌
Thesis‌ ‌
‌
‌
‌
Paragraph‌‌1:‌‌ ‌
Argument‌‌(Circle):‌‌ ‌
Economic‌
Paragraph‌‌2:‌‌ ‌
Argument‌‌(Circle):‌‌ ‌
‌political‌ ‌environmental‌ ‌cultural‌ Economic‌
‌political‌ ‌environmental‌ ‌cultural‌
‌
Source‌‌#:‌ ‌___________‌ ‌
Source‌‌#:‌ ‌___________‌ ‌
Source‌‌#:‌ ‌___________‌ ‌
(use‌‌at‌‌least‌‌2‌‌sources)‌ ‌
‌
Source‌‌#:‌ ‌___________‌ ‌
Source‌‌#:‌ ‌___________‌ ‌
Source‌‌#:‌ ‌___________‌ ‌
(use‌‌at‌‌least‌‌2‌‌sources)‌ ‌
Outside‌‌information‌‌that‌‌you‌‌could‌‌
include:‌ ‌
Outside‌‌information‌‌that‌‌you‌‌could‌‌
include:‌ ‌
‌
‌
‌
‌
‌
‌
Conclusion‌(‌R‌ elated‌t‌ o‌t‌ hesis)‌‌ ‌
‌
‌
‌
‌
16‌ ‌
Step‌‌5:‌‌Write‌‌Your‌‌Essay‌ ‌
Introductions‌‌ ‌
● Start‌b
‌ y‌w
‌ riting‌y
‌ our‌h
‌ istorical‌c
‌ ontext‌s‌ entence.‌T
‌ his‌i‌s‌t‌ he‌‌first‌‌
sentence‌‌o
‌ f‌y
‌ our‌i‌ntroduction.‌‌ ‌
● Now,‌ y
‌ ou‌n
‌ eed‌1‌ -2‌s‌ entences‌t‌ o‌g
‌ et‌t‌ o‌y
‌ our‌t‌ hesis.‌U
‌ se‌t‌ his‌t‌ o‌s‌ et‌u
‌ p‌‌
the‌e
‌ xamples‌t‌ hat‌y
‌ ou‌p
‌ lan‌t‌ o‌t‌ alk‌a
‌ bout‌i‌n‌y
‌ our‌e
‌ ssay‌(‌ in‌y
‌ our‌o
‌ utline).‌‌ ‌
● The‌l‌ast‌‌sentence‌‌o
‌ f‌y
‌ our‌i‌ntroduction‌s‌ hould‌b
‌ e‌y
‌ our‌t‌ hesis.‌R
‌ emember,‌‌
your‌t‌ hesis‌i‌s‌A
‌ LWAYS‌o
‌ nly‌ 1
‌ -SENTENCE‌‌a
‌ nd‌s‌ hould‌a
‌ nswer‌a
‌ ll‌p
‌ arts‌‌
of‌t‌ he‌t‌ ask‌q
‌ uestion‌w
‌ ithin‌t‌ hat‌o
‌ ne‌s‌ entence.‌‌ ‌
Body‌‌Paragraphs‌‌ ‌
You‌s‌ hould‌h
‌ ave‌a
‌ t‌l‌east‌o
‌ ne‌b
‌ ody‌p
‌ aragraph‌f
‌ or‌e
‌ ach‌a
‌ rgument‌y
‌ ou‌a
‌ re‌g
‌ oing‌t‌ o‌‌
make.‌F
‌ or‌t‌ his‌e
‌ ssay,‌y
‌ ou‌w
‌ ill‌ h
‌ ave‌2
‌ ‌b
‌ ody‌p
‌ aragraphs,‌o
‌ ne‌f
‌ or‌ e
‌ ach‌o
‌ f‌t‌ he‌‌
topics‌t‌ hat‌y
‌ ou‌s‌ elect.‌ ‌
● Each‌b
‌ ody‌p
‌ aragraph‌s‌ hould‌s‌ tart‌‌with‌‌a‌‌topic‌‌sentence‌.‌T
‌ ell‌u
‌ s‌w
‌ hat‌‌
your‌p
‌ aragraph‌w
‌ ill‌b
‌ e‌a
‌ bout‌‌ ‌
● After‌‌your‌‌topic‌‌sentence‌‌you‌‌will‌‌get‌‌into‌‌the‌‌substance‌‌of‌‌your‌‌
essay.‌‌F
‌ or‌e
‌ ach‌s‌ ource‌y
‌ ou‌u
‌ se,‌y
‌ ou‌s‌ hould‌h
‌ ave‌2
‌ -3‌s‌ entences‌o
‌ f‌y
‌ our‌‌
own‌t‌ houghts.‌‌Y
‌ ou‌c
‌ an‌i‌nclude‌s‌ ome‌b
‌ ackground‌i‌nformation,‌p
‌ rior‌‌
knowledge,‌o
‌ r‌c
‌ onnections‌t‌ o‌p
‌ ast‌e
‌ xperiences‌o
‌ f‌t‌ hings‌i‌n‌y
‌ our‌l‌ife.‌ ‌
● Use‌t‌ ransition‌s‌ entences‌w
‌ hen‌c
‌ hanging‌t‌ opics.‌T
‌ his‌m
‌ eans‌w
‌ riting‌a
‌‌ ‌
sentence‌l‌ike:‌“‌ Another‌r‌ eason‌t‌ hat‌w
‌ e‌n
‌ eed‌t‌ o‌p
‌ reserve‌t‌ he‌‌
rainforest‌i‌s...”‌A
‌ ny‌t‌ ime‌y
‌ ou‌c
‌ hange‌t‌ opics,‌A
‌ LWAYS‌u
‌ se‌a
‌ ‌‌
transition‌s‌ entence.‌ ‌
● Y
‌ ou‌s‌ hould‌a
‌ lso‌b
‌ e‌s‌ ure‌t‌ o‌n
‌ ot‌e
‌ nd‌a
‌ bruptly.‌ H
‌ ave‌a
‌ ‌s‌ entence‌a
‌ t‌‌
the‌e
‌ nd‌t‌ o‌w
‌ rap-up‌t‌ he‌b
‌ ig‌t‌ opic‌o
‌ f‌t‌ he‌w
‌ hole‌p
‌ aragraph.‌‌ ‌
Your‌b
‌ ody‌p
‌ aragraph‌w
‌ ill‌b
‌ e‌s‌ tructured‌s‌ omething‌l‌ike‌t‌ his:‌‌ ‌
●
●
●
●
●
Topic‌s‌ entence‌‌ (‌ E
‌ conomic,‌‌political,‌‌environmental,‌‌cultural)‌ ‌
document‌1‌ ,‌a
‌ nd‌1‌ -2‌ s‌ entences‌o
‌ f‌d
‌ ocument‌i‌nformation‌‌ ‌
Transition‌s‌ entence‌‌ ‌
document‌1‌ ,‌a
‌ nd‌1‌ -2‌ s‌ entences‌o
‌ f‌d
‌ ocument‌i‌nformation‌‌ ‌
A‌s‌ entence‌t‌ o‌w
‌ rap-up‌t‌ he‌p
‌ aragraph‌‌ ‌
Conclusions‌‌ ‌
Conclusions‌s‌ hould‌b
‌ e‌e
‌ asy‌b
‌ ecause‌y
‌ ou‌d
‌ on’t‌h
‌ ave‌t‌ o‌s‌ ay‌a
‌ nything‌n
‌ ew.‌‌ ‌
● Basically‌y
‌ ou‌s‌ tart‌b
‌ y‌j‌ ust‌ r‌ estating‌y
‌ our‌t‌ hesis‌i‌n‌d
‌ ifferent‌w
‌ ords.‌‌ ‌
● Next,‌s‌ ummarize‌e
‌ ach‌o
‌ f‌t‌ he‌t‌ opics‌y
‌ ou‌d
‌ iscussed.‌A
‌ ‌g
‌ ood‌w
‌ ay‌t‌ o‌d
‌ o‌ t‌ his‌‌
is‌t‌ o‌w
‌ rite‌o
‌ ne‌s‌ entence‌f
‌ or‌e
‌ ach‌d
‌ ocument‌t‌ hat‌y
‌ ou‌u
‌ se.‌ ‌
● F
‌ inally,‌w
‌ rap-up‌t‌ he‌e
‌ ntire‌e
‌ ssay‌w
‌ ith‌o
‌ ne‌ g
‌ ood‌c
‌ oncluding‌s‌ entence.‌
‌‌
17‌ ‌
‌
18‌ ‌
Peer‌‌Editing‌‌Direction‌ ‌
Directions:‌W
‌ ith‌‌a‌‌partner,‌‌read‌‌over‌‌each‌‌others’‌‌essays‌‌on‌‌the‌‌
computer.‌‌As‌‌you‌ ‌read,‌‌look‌‌for‌‌several‌‌things:‌‌ ‌
INTRODUCTION‌ ‌
● Highlight‌‌the‌‌HISTORICAL‌‌CONTEXT‌‌in‌O
‌ RANGE‌ ‌
● highlight‌‌the‌‌THESIS‌‌STATEMENT‌‌in‌ G
‌ REEN‌.‌‌ ‌
‌
BODY‌‌PARAGRAPHS‌ ‌
● highlight‌‌the‌‌TOPIC‌‌SENTENCES‌‌in‌G
‌ REEN‌.‌‌ ‌
● highlight‌‌any‌‌information‌‌that‌‌comes‌‌specifically‌ ‌from‌‌any‌‌of‌‌
the‌‌DOCUMENTS‌‌in‌P
‌ INK‌ ‌
● highlight‌‌any‌‌OUTSIDE‌‌INFORMATION‌‌in‌ Y
‌ ELLOW‌‌ ‌
‌
Conclusion‌ ‌
● Highlight‌‌the‌‌RESTATED‌‌THESIS‌‌STATEMENT‌‌in‌ G
‌ REEN‌.‌‌ ‌
‌
SUGGESTIONS‌ ‌
● Using‌‌the‌‌comment‌‌function‌‌under‌‌the‌‌“Review”‌‌tab,‌‌provide‌‌
comments,‌ ‌suggestions,‌‌or‌‌feedback‌‌throughout‌‌the‌‌essay.‌‌ ‌
‌
19‌ ‌
‌
Aledo‌‌ISD‌‌Common‌‌DBQ‌‌Rubric‌‌for‌‌On-Level‌‌Courses‌‌(6-12)‌
‌
‌
Reporting‌‌
Category‌‌ ‌
‌Scoring‌‌Criteria‌ ‌
Decision‌‌Rules‌ ‌
THESIS/‌‌
CLAIM‌ ‌
(0–1‌‌pt)‌ ‌
1‌‌pt.‌ ‌
Responds‌‌to‌‌the‌‌prompt‌‌with‌‌a‌‌historically‌‌
defensible‌‌thesis/claim‌‌that‌ ‌
establishes‌‌a‌‌line‌‌of‌‌reasoning.‌ ‌
HISTORICAL‌‌ 1‌‌pt.‌ ‌
Establishes‌‌time,‌‌place‌‌and‌‌story.‌ ‌
CONTEXT‌ ‌
‌
(0–1‌‌pt)‌ ‌
‌
●
●
●
make‌‌a‌‌claim‌‌that‌‌responds‌‌to‌‌the‌‌prompt‌ ‌
restate‌‌or‌‌rephrase‌‌the‌‌prompt‌‌ ‌
must‌‌include‌‌supporting‌‌details‌‌(2)‌ ‌
●
relate‌‌the‌‌topic‌‌of‌‌the‌‌prompt‌‌to‌‌broader‌‌historical‌‌
events,‌‌developments,‌‌or‌‌processes‌‌that‌‌occur‌‌before,‌‌
during,‌‌or‌‌after‌‌the‌‌events‌‌discussed‌‌(What‌‌else‌‌is‌‌
happening‌‌at‌‌the‌‌time?)‌ ‌
○ Who,‌‌what,‌‌when,‌‌where‌‌ ‌
‌
**not‌‌awarded‌‌for‌‌merely‌‌a‌‌phrase‌‌or‌‌reference**‌ ‌
EVIDENCE‌ ‌
(2‌‌body‌‌
paragraphs)‌ ‌
‌
(0–3‌‌pts)‌ ‌
‌
(2‌‌sources/‌‌
paragraph‌‌for‌‌full‌
credit)‌ ‌
Evidence‌‌from‌‌the‌‌Documents‌ ‌
1‌‌POINT‌ ‌
●
1‌‌pt.‌
Uses‌‌the‌
content‌‌of‌‌at‌
least‌‌‌two‌ ‌
‌OR‌
documents‌‌to‌
address‌‌the‌
topic‌‌‌of‌‌the‌
prompt.‌
‌
‌
‌ ‌‌pts.‌ ‌
2
‌Supports‌‌an‌ ‌
‌ ‌argument‌‌‌in‌ ‌
‌response‌‌to‌ ‌
‌the‌‌prompt‌ ‌
‌using‌‌at‌ ‌
‌least‌‌‌FOUR‌ ‌
‌Documents.‌ ‌
●
●
‌
2‌‌POINTS:‌ ‌
●
●
●
Evidence‌‌beyond‌‌the‌‌Documents‌ ‌
1‌‌pt.-‌Uses‌‌at‌‌least‌‌one‌‌additional‌‌piece‌‌of‌‌the‌‌
specific‌‌historical‌‌evidence‌‌not‌‌from‌‌the‌‌
documents‌ ‌(each‌‌paragraph)‌ ‌
ANALYSIS‌‌
AND‌ ‌
REASONING‌ ‌
(2‌‌body‌‌
paragraphs)‌ ‌
‌
(0–2‌‌pts)‌ ‌
‌
1‌‌pt.-‌For‌‌at‌‌least‌‌two‌‌documents,‌‌demonstrates‌‌
an‌‌understanding‌‌of‌‌the‌‌historical‌‌development‌‌
that‌‌is‌‌the‌‌focus‌‌of‌‌the‌‌prompt,‌‌using‌‌personal‌
commentary‌‌to‌‌connect‌‌the‌‌chosen‌‌evidence‌‌to‌‌
the‌‌thesis/claim.‌ ‌
1‌‌pt.-‌Demonstrates‌‌a‌‌true‌
understanding‌‌of‌‌the‌‌historical‌ ‌
development‌‌that‌‌is‌‌the‌‌focus‌‌of‌‌the‌ ‌
prompt.‌ ‌
‌
‌
‌
‌
**must‌‌be‌‌part‌‌of‌‌the‌‌argument,‌‌not‌‌merely‌‌a‌‌
phrase‌‌or‌‌reference**‌ ‌
accurately‌‌describe,‌‌paraphrase,‌‌or‌‌quote‌‌the‌‌content‌‌from‌‌at‌‌
least‌‌two‌‌of‌‌the‌‌documents.‌ ‌
use‌‌the‌‌content‌‌of‌‌the‌‌documents‌‌to‌‌support‌‌an‌‌argument‌‌in‌‌
response‌‌to‌‌the‌‌prompt‌‌ ‌
students‌‌must‌‌cite‌‌the‌‌document‌‌using‌‌one‌‌of‌‌the‌‌methods‌‌
provided‌‌in‌‌the‌‌slide‌‌show‌ ‌
accurately‌‌describe,‌‌paraphrase,‌‌or‌‌quote‌ ‌the‌‌content‌‌from‌‌at‌‌
least‌‌four‌‌documents‌‌ ‌
use‌‌the‌‌content‌‌of‌‌the‌‌documents‌‌to‌‌support‌‌an‌‌argument‌‌in‌‌
response‌‌to‌‌the‌‌prompt‌ ‌
students‌‌must‌‌cite‌‌the‌‌document‌‌using‌‌one‌‌of‌‌the‌‌methods‌‌
provided‌ ‌
Describe‌‌evidence‌‌&‌‌use‌‌more‌‌than‌‌a‌‌phrase/reference.‌‌
This‌‌additional‌‌piece‌‌of‌‌evidence‌‌can‌‌come‌‌from‌‌the‌‌
background‌‌essay,‌‌prior‌‌knowledge,‌‌or‌‌class‌‌discussions.‌ ‌
**this‌‌can‌‌be‌‌a‌‌hard‌‌point‌‌to‌‌get,‌‌ask‌‌for‌‌help‌‌if‌‌you‌‌need‌‌it**‌ ‌
●
●
●
explain‌‌how‌‌or‌‌why‌‌(rather‌‌than‌‌simply‌‌identifying)‌‌the‌‌
document’s‌‌point‌‌of‌‌view,‌‌purpose,‌‌historical‌‌situation,‌‌
or‌‌audience‌‌is‌‌relevant‌‌to‌‌their‌‌thesis/claim‌‌about‌‌the‌‌
prompt‌‌for‌‌each‌‌of‌‌the‌‌two‌‌documents‌‌sourced.‌‌ ‌
**in‌‌other‌‌words,‌‌what‌‌was‌‌it‌‌about‌‌the‌‌evidence‌‌that‌‌led‌‌you‌‌to‌‌your‌‌claim-your‌‌
analysis‌‌or‌‌reasoning**‌ ‌
demonstrate‌‌a‌‌complex‌‌understanding‌‌in‌‌a‌‌variety‌‌of‌‌ways,‌s‌ uch‌‌as:‌ ‌
●
Explaining‌‌complex‌‌issue‌‌by‌‌analyzing‌‌multiple‌‌variables‌ ‌
●
‌Explaining‌‌both‌‌similarity‌‌and‌‌difference,‌‌or‌‌explaining‌‌
multiple‌‌causes,‌‌or‌‌explaining‌‌both‌‌cause‌‌and‌‌effect‌ ‌
●
Explaining‌‌relevant‌‌and‌‌insightful‌‌connections‌‌with‌‌prior‌‌
knowledge‌ ‌
●
Confirming‌‌the‌‌validity‌‌of‌‌an‌‌argument‌‌by‌‌connecting‌‌multiple‌‌
perspectives‌‌across‌‌themes/‌‌documents‌
● Qualifying‌‌or‌‌modifying‌‌an‌‌argument‌‌by‌‌co‌nsidering‌‌d‌‌
alternative‌‌views‌‌or‌‌evidence‌‌(I‌‌think…‌‌but…)‌ ‌
‌
‌
20‌ ‌
DBQ‌‌Student‌‌Data‌‌Tracker‌‌For‌‌On-Level‌‌Courses‌‌(6-12)‌ ‌
‌
DBQ‌‌Student‌‌Data‌‌Tracker‌‌for‌‌On-Level‌‌Courses‌ ‌
‌
Use‌‌the‌‌feedback‌‌you‌‌received‌‌from‌‌your‌‌teacher‌‌on‌‌your‌‌feedback‌‌scoring‌‌form.‌ ‌Add‌‌a‌‌check‌‌mark‌‌on‌‌
the‌‌categories‌‌of‌‌the‌‌points‌‌that‌‌you‌‌earned‌‌on‌‌your‌‌DBQ‌‌writing.‌ ‌ ‌
‌
Reporting‌‌
Category‌‌ ‌
‌Scoring‌‌Criteria‌ ‌
‌
Self-‌ ‌
Evaluation‌ ‌
DBQ‌‌1‌‌ ‌
Points‌‌
Earned‌‌ ‌
Semester‌‌1‌ ‌
Self-‌ ‌
Points‌‌
Evaluation‌ ‌
Earned‌‌ ‌
DBQ‌‌2‌ ‌
Semester‌‌2‌ ‌
THESIS/‌‌
CLAIM‌ ‌
(0–1‌‌pt)‌ ‌
1‌‌pt.‌ ‌
Responds‌‌to‌‌the‌‌prompt‌‌with‌‌a‌‌historically‌‌defensible‌‌
thesis/claim‌‌that‌‌establishes‌‌a‌‌line‌‌of‌‌reasoning.‌ ‌
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CONTEXT‌
(0–1‌‌pt)‌ ‌
1‌‌pt.‌ ‌
Establishes‌‌time,‌‌place‌‌and‌‌story.‌ ‌
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1‌‌pt.-‌For‌‌at‌‌least‌‌two‌‌documents,‌‌demonstrates‌‌an‌‌
understanding‌‌of‌‌the‌‌historical‌‌development‌‌that‌‌is‌‌the‌‌focus‌‌
of‌‌the‌‌prompt,‌‌using‌‌personal‌‌commentary‌‌to‌‌connect‌‌the‌‌
chosen‌‌evidence‌‌to‌‌the‌‌thesis/claim.‌ ‌
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1‌‌pt.-‌Demonstrates‌‌a‌‌complex‌‌understanding‌‌of‌‌the‌‌historical‌ ‌
development‌‌that‌‌is‌‌the‌‌focus‌‌of‌‌the‌‌prompt.‌‌ ‌
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This‌‌understanding‌‌must‌‌be‌‌part‌‌of‌‌the‌‌argument,‌‌not‌‌merely‌‌
a‌‌phrase‌‌or‌‌reference‌ ‌
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EVIDENCE‌ ‌
(0–3‌‌pts)‌ ‌
Evidence‌‌from‌‌the‌‌Documents‌ ‌
1‌‌pt.‌
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Uses‌‌the‌‌content‌‌of‌‌at‌‌least‌‌‌two‌d
‌ ocuments‌‌to‌‌address‌‌the‌‌
topic‌‌‌of‌‌the‌‌prompt.‌
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1‌‌additional‌‌point‌ ‌
Supports‌‌an‌‌argument‌‌in‌‌response‌‌to‌‌the‌‌prompt‌‌using‌‌at‌‌
least‌‌three‌‌documents.‌‌ ‌
Evidence‌‌beyond‌‌the‌‌Documents‌ ‌
1‌‌pt.-‌Uses‌‌at‌‌least‌‌one‌‌additional‌‌piece‌‌of‌‌the‌‌specific‌‌
historical‌‌evidence‌‌(beyond‌‌that‌‌found‌‌in‌‌the‌‌documents)‌‌
relevant‌‌(background‌‌essay,‌‌class‌‌discussion,‌‌personal‌‌
experience/knowledge).‌ ‌
ANALYSIS‌‌
AND‌ ‌
REASONING‌ ‌
(0–2‌‌pts)‌ ‌
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Reflection:‌O
‌ f‌‌the‌‌points‌‌that‌‌you‌‌did‌‌or‌‌did‌‌not‌‌earn‌‌on‌‌the‌‌first‌‌DBQ,‌‌
which‌‌one‌‌or‌‌two‌‌components‌‌are‌‌you‌‌going‌‌to‌‌focus‌‌on‌‌for‌‌the‌‌next‌‌
DBQ‌‌writing‌‌assignment?‌ ‌
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Using‌‌the‌‌details‌‌in‌‌the‌‌rubric,‌‌explain‌‌what‌‌you‌‌need‌‌to‌‌include‌‌in‌‌order‌‌
to‌‌earn‌‌those‌‌points?‌‌ ‌
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7‌‌Total‌‌
Points‌‌
Available‌‌ ‌
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Total‌‌Points‌‌
Earned‌ ‌
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7‌‌Total‌‌
Total‌‌Points‌‌
Points‌‌
Earned‌ ‌
Available‌‌ ‌
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21‌ ‌