Download DBQ Prompt

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DBQ Grading Scale
9 = 100% (A+)
8 = 95% (A)
7 = 88% (B+)
6 = 84% (B)
5 = 78% (C+)
4 = 74% (C)
3 = 68% (D+)
2 = 64% (D)
1 = 55% (F)
0 = 50% (F)
DBQ Prompt
Using the documents, ANALYZE THE
SOCIAL AND ECONOMIC
EFFECTS of the global flow of
silver from the mid-sixteenth century
to the early eighteenth century.
Possible areas of analysis
• Economic and Social Effects on
China, England, Spain
• Changing Effects over Time (early,
middle, late)
• Specific positive and specific
negative effects on economies and
societies
Sample Theses
• The global flow of silver during the 16th to the 18th
centuries affected China by threatening the traditional
Confucian social order, had inflationary effects on both
China and Spain, and caused a greater need for trade
between England and Asia.
• The global flow of silver made changes to the values of
Chinese society from the 16th to the 18th centuries.
The flow of silver also was viewed as having positive
economic effects, such as increased trade and wealth,
at the beginning of the period but negative economic
effects, such as inflation and greater competition,
towards the end of the period
• The global flow of silver caused inflation and social
unrest but enriched many people in both Europe and
Asia.
Groupings
• UNACCEPTABLE:
– Docs 1, 3, and 5 all reflect the social impacts on
China.
• ACCEPTABLE:
– The global flow of silver threatened the Chinese
social order by challenging Confucian social values
(Docs 1, 3, and 5).
Example Groupings
• Region/Point of Origin (Spanish, Chinese,
British)
• Profession
• Negative/Positive effects of the flow of silver
(For Groupings ONLY!!!)
• Economic purpose
• Competition
• Changing Chinese attitudes over time
Document Interpretations
• Doc 1 – “Frugal” does not mean “poor” and
“extravagant” does not mean “rich” – this
document is making a commentary on Confucian
values of frugality and avoiding unnecessary
spending
• Doc 2 – The Spanish were not buying
cobblestones – the author is trying to paint a
picture about how much silver was being used to
buy goods from China – enough cobblestones to
pave the streets of Manila = A LOT OF SILVER!!!
POV Analysis
• Chinese documents –
– Confucianism
• Values which support traditional Chinese
society/economy
• Elevation of trade which is counter to Confucian values
• Wanted to recover profits on goods lost to European
middlemen
– Protect/advocate for local constituency against
central gov’t policies which support trade for
silver
POV Analysis
• Spanish documents
– Scholar: Personal economic effects (EX: high
prices/inflation)
– Priest: Emphasis on social effects on Indians due to his
job to minister/convert Native Americans, pity,
compassion, etc.
• British documents
– Competition for trade/wealth with
Portuguese/Spanish (mercantalism)
– Rivalry with other European nations even if Asian
goods not necessary (nationalism)
What many of you wrote…
• In Group No. 1, Doc 2 says that “high prices
ruined Spain” and that the Spanish bought too
many cobblestones to pave streets. He says
this because he is a scholar and would know
about such things because he wrote a book
called the Manual of Deals and Contracts.
What you should have written…
• One negative economic effect caused by the global
flow of silver was inflation. This was especially true in
Spain which had an overabundance of silver. A Spanish
scholar at the time, Tomas de Mercado, observed that
“high prices ruined Spain” caused by the trade for
Asian goods with Spanish silver. He comments on how
huge the quantity of silver which flowed out to China
was by saying “…the streets of Manila…could be paved
with granite cobblestones brought from China as
ballast…(DOC 2)” He most likely takes this sarcastic
tone because as a Spaniard, he was probably severely
affected by the high prices he had to pay everyday for
both necessary and luxury goods.
Additional Documents
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Chinese peasant
S. American Indian laborer
Chinese merchant
Any source in Japan
Spanish/Portuguese colonial settler or Indian
Spanish N. American silver source (shown on
historical map)
• Any source from N. Africa (shown on historical
map)
BUT….
Additional Documents
• You MUST ALSO explain:
– How this would help you to answer the question
– How this additional point of view would provide
further insight into the understanding of the
historical subject related to the essay prompt