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SKILL:�Contextualization
Explain the causes and effects of environmental changes in the period from 1900 to the present.
9.3 �C. ENV
Desertification is when the land is starting to degrade in drylands and it loses the biological productivity that it once had to certain accidents that happen.
Deforestation is the permanent removal of trees to make room for something besides forest.
What we will learn:
Examine the role humans play in the development of deforestation, desertification, air pollution, & climate change.
We will practice the art of explaining contextulization.
What we will do:
Skill Introduction
DBQ Rubric (1 point):�This is a broader historical context that relates to the actual prompt/question.
Contextualization should be 2 or 3 detailed sentences with three examples (S.F.I.) of specific events/processes that led up to the question/prompt.
What does this look like for you & your essay?
Human Impact on the Environment
Human Impact on the Environment
EFFECTS
Competition & Conflict
Debate: Climate Change
W.H.O claims that 2025, half of the world will lack clean & safe drinking water.
Scientific vs. Social Consensus
Let’s Practice: Contextualization
Prompt:
Develop an argument that evaluates the extent to which competition for resources increased since 1900.
Hints:
Develop an argument that evaluates the extent to which competition for resources increased since 1900.
Brainstormers:
TAKEAWAYS
Learning Objective:
Contextualization
1. First paragraph (DBQ, LEQ)
2. 2-3 S.F.I. (historical development) ��3. 2-3 Sentences
1. Environmental stress: desertification, deforestation, water pollution, climate change [debate].
BONUS Practice: SAQ
B. Explain one DIFFERENCE between the human impact on the environment between 1750-1900 &1900-present.
Not a good response:
B. One difference was that from 1750-1900 the impact more localized in urban areas whereas today climate chage impacts everyone, worldwide.
BONUS Practice: SAQ
B. Explain one DIFFERENCE between the human impact on the environment between 1750-1900 &1900-present.
Good response:
B. One difference has been the location of the impact. From 1750-1900 the impact was more localized to urban areas, like London, because factory production was limited and located only near cities, but today, with billions of people driving cars around the world the entire plant is at risk of cliamte change.
B. One difference has been the location of the impact. From 1750-1900 the impact was more localized to urban areas, like London, because factory production was limited and located only near cities, but today, with billions of people driving cars around the world the entire plant is at risk of cliamte change.
Identify
Connection to explanation
S.F.I �= 4.
BONUS Practice: LEQ
Prompt:�“In the period after 1900, the role of the state in the economy varied, with many states adopting policies to control or manage their economies.�� Develop an argument that evaluates the extent to which one or more states controlled their economies in this time period.”
BONUS Practice: LEQ
Prompt:�“In the period after 1900, the role of the state in the economy varied, with many states adopting policies to control or manage their economies.�� Develop an argument that evaluates the extent to which one or more states controlled their economies in this time period.”
Thesis/Claim:
Rubric:�Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning. (1 point)
“The twentieth century included several examples of states controlling their economies, such as he Soviet Union, which used communist ideology to justify a centralized economic planning, while the U.S.A. managed their economy with capitalism.”
Contextualization:
Rubric:�Describes a broader historical context relevant to the prompt. (1 point)
“World War I upset the global political and economic order and led to the establishment of new totalitarian states, and at the same time many nations were leaning towards free market capitalism. However, once the Great Depression hit, all nations had to manage their economic systems.”
Evidence:
Rubric:�Provides specific examples of evidence relevant to the topic of the prompt. (1 point)�Based on your topic sentences.
“Josef Stalins’s Five Year Plan is one of the best examples of communist states controlling their economies.”
“Adam Smith’s idea of lassie Fair capitalism was used in the U.S.A. which was meant to reduce the states involvement in the economy.
Topic sentence #1
Topic sentence #2
Historical �Reasoning:
Rubric:�Uses historical reasoning (e.g., comparison, causation, continuity and change over time) to frame or structure an argument that addresses the prompt. (1 point)
-Explaining the role of ideologies and economic theories, such as Marxism, Neoliberalism or Keynesian economics, in informing states’ economic policies in the twentieth century �
-Explaining the role of new technologies, such as mass media or the Internet, on states’ ability to control or direct their economies
Historical �Reasoning:
Rubric:�Uses historical reasoning (e.g., comparison, causation, continuity and change over time) to frame or structure an argument that addresses the prompt. (1 point)
-Explaining the role of wars and wartime resource mobilization on governments’ ability and/or willingness to regulate the national economy
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- Explaining the role of economic cycles in increasing or lowering the appeal of ideas and policies of government economic regulations
Extra Point for Complexity
Demonstrates a complex understanding of the historical development that is the focus of prompt, using evidence to corroborate, qualify, or modify an argument that addresses the prompt. (1 extra points)i
Explaining relevant connections across time & space, such as explaining why the economic policies, like communism, became discredited later in the century & most nations have settled on a version capitalism.