8th Grade Social Studies

World War I

DOCUMENT-BASED QUESTION

This question is based on the accompanying documents. It is designed to test your ability to work

with historical documents. Some of the documents have been edited for the purposes of the question.

As you analyze the documents, take into account the source of each document and any point

of view that may be presented in the document.

The following words may help you in writing your DBQ. Your DBQ must be both analytical and descriptive. The

following examples can be used to create a DBQ that is more analytical.

1. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate,

distinguish, examine, experiment, question, test.

2. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage,

organize, plan, prepare, propose, set up, write.

3. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core,

select, support, value, evaluate.

Guidelines:

In your essay, be sure to:

• Develop all aspects of the task

• Incorporate information from at least four documents

Incorporate relevant outside information

Discuss each aspect of your thesis evenly, be more analytical than descriptive.

• Support the theme with relevant facts, examples, and details

Use a logical and clear plan of organization, including an introduction that contains a thesis statement that

gives examples.

Develop a conclusion that restates the thesis and summarizes the essay.

discuss three ways in which World War I impacted American Society.

discuss three circumstances that led to the shift in the American position regarding entrance

into World War I.

Task:

Using the information from the documents and your knowledge of social studies, write an essay in which you:

Since its founding the United States had traditionally followed a foreign policy of non-

involvement in European Affairs. But by 1917, developments in transportation and communica-

tion brought distant parts of the world closer. Trade with Europe and concern for the future of

democracy eventually brought America into WWI. World War I changed many aspects of Ameri-

can society and led to a shift in U.S. foreign policy away from isolationism and toward involve-

ment in world affairs.

Historical Context:

Document 1

1. What was the main purpose of the document? [1]

2. Explain how did WWI changed Americans support for the law proposed in the document above? [2]

Document 2

3. What was the main purpose of the document? [1]

4. Explain the effect that this document had on Americans? [2]

Document 3

5. What does the ship represent in the cartoon [1]

6. What is the main idea of the political cartoon? [2]

Document 4

7. What is the main reason given by Wilson for the abandonment of U.S. neutrality and entry into WWI? [1]

8. Does Wilson expect to gain anything in exchange for America’s participation in the war? [2]

"Neutrality is no longer feasible or desirable where the peace of the world is involved and the free-dom of its peoples, and the menace to that peace and freedom lies in existence of autocratic govern-ments backed by organized force which is controlled wholly by their will, not by the will of the people. We have seen the last of neutrality in these circumstances…the world must be made safe for democ-racy: its peace must be planted upon the tested foundation of liberty. We have no selfish ends to serve. We desire no conquest, no dominion. We seek no indemnities for ourselves, no material compensation for the sacrifices we shall freely make. We are but one of the champions of the rights of mankind. We shall be satisfied when those have been made as secure as the faith and the freedom of nations can make them."

Woodrow Wilson- speech to U.S. Senate on January 22,1917.

Document 5

9. Explain two problems faced by African Americans in the South prior to the Great Migration [1]

10. How did WWI create opportunities for African Americans to move North during WWI? [2]

great migration to the

North 1915-1960

Document 6

11. Explain five ways that propaganda posters were used to influence Americans behavior to help support the war. [5]

World War I

U.S. Propaganda Posters

Document 7

12. What was the main purpose of the Espionage and Sedition Acts [1]

13. How effect did these laws have on Eugene V. Debs and Charles Schenck. [2]

1. Persons who commit the following acts may be fined up to

$10,000 and/or jailed for up to 20 years:

a. willfully cause insubordination, disloyalty, mutiny or

refusal of duty in the military forces . (Espionage Act)

b. prohibited disloyal, profane, scurrilous or abusive re-

marks about the form of government, flag or uniform of

the United States. It even prohibited the opposition to

the purchase of war bonds. (not investment advice!)

(Sedition Act)

The Espionage and Sedition Acts

What was the result of the Espionage Acts during World War I?

1. Eugene V. Debs, arrested and convicted for opposing the war, 10 years. Gained

over a million votes in a run for President while he was in prison.

2. Charles Schenck, member of the Socialist Party, sentenced to 15 years for publish-

ing pamphlets urging citizens to refuse to participate in the draft. He called the draft

slavery, among other things.

C. How were the Espionage and Sedition Acts challenged?

Supreme Court Case: Schenck v U.S.

1. Charles Schenck was arrested for violating the Espionage Act, passed by Congress

in 1914. The Espionage Act made it illegal to defame the government or do anything

that might retard the war effort. Schenck, a member of the Socialist Party, opposed

the war and printed and distributed pamphlets urging citizens to oppose the draft

which he likened to slavery. Schenck claimed his first amendment rights were violated.

2. The court ruled against Schenck saying that the Espionage Act did not violate the

first amendment and that in times of war the government may place reasonable limita-

tions on freedom of speech. Justice Oliver Wendell Holmes outlined the courts opinion

by explaining that when a "clear and present danger" existed such as shouting fire in a

crowded theater, freedom of speech may be limited.

14. How effect did these laws have on a U.S. citizens first amendment rights. [2]

8th Grade Social Studies

DBQ Quick Check List

1. Read the directions page including the historical context and the task.

2. Answer all of the short answer questions for each document.

3. Make sure all your short answers are in complete sentences using the

4. Create a graphic organizer and organize the documents to the task.

Task Documents

5. Create an introduction using the following method.

Introduction part 1: Start off with an interesting question, fact or quote.

Use the documents for ideas that you can turn into an interesting ques-

Introduction part 2: Reword or paraphrase the historical context. Make

sure to include who or what the essay is about and when and where

Introduction part 3: Create a thesis statement. First turn the task into a

question (the question does not go into the essay). The answer to

the question you created with short examples is your thesis. The the-

sis is always the last sentence of the introduction. Do not use citations in

6. Create a list of all the outside information you know about the task.

7. Create a QAD for each aspect of the task to organize your information before you

write the essay. The Answers to the QAD will be the topic sentences for each para-

8. Your essay must have an introduction, one body paragraph for each aspect of the

task and a conclusion. After each body paragraph include citations for each docu-

9. Your essay must have a conclusion that starts with “In conclusion,” followed by a

restatement of the thesis. Finally a summary of each body paragraph will finish off