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?

March 26th, 2013

CW 8.7: Effects of WWI DBQ

Page 2

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 Congress
Feb.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?

March 26th, 2013

CW 8.7: Effects of WWI DBQ

Page 3

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 civilizingAll 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
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?

March 26th, 2013

CW 8.7: Effects of WWI DBQ

Page 4

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
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?

March 26th, 2013

CW 8.7: Effects of WWI DBQ

Page 5

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
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?

March 26th, 2013

CW 8.7: Effects of WWI DBQ

Document 6

Page 6

March 26th, 2013

CW 8.7: Effects of WWI DBQ

Document 7

Page 7

March 26th, 2013

CW 8.7: Effects of WWI DBQ

Page 8

What were the effects of WWI?

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Point

March 26th, 2013

Thesis Paragraph
Use of Evidence

CW 8.7: Effects of WWI DBQ

Support of Thesis

Page 10
Document Grouping

POV Analysis

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.

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 students
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
authors opinion.

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.

The documents used support

the students 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 fails to address the

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

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

Student does not have a thesis

statement at all.

TWO or more of the

documents fail to support
thesis statement or contradict
the thesis, but student makes
attempt to support thesis.
Student does not attempt to
support thesis statement with
the use of documents.

Student attempts to group

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

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

Student fails to address more

than two documents or all
documents are misinterpreted.

Student does not attempt POV

analysis.