Hello AP world history students and welcome to the second session of our reviews and today we're going to be covering a whole span of issues because I want to make sure that we get to all the content content content let's try that again the content is going to include everything from the colonial age all the way up to the age of industrialization then we're going to talk a little bit about DBQs so really quick if you came to the on the the in-person review that we did you know that Dr. K Dr. Kfalis and myself Mr. Zucker, we did the review. Unfortunately, at the time, our Zoom wasn't working, so we could not record the session. So, Dr. Kfales is off with a whole bunch of students out in Greece right now, so she can't do the recording. But I want to give her the credit here. Everything you're going to see in the presentation, this is her incredible ci creativity, incredible intelligence. She did such a great job the other day with our presentation. But I promised her while she's off with students in Greece and I'm at home relaxing that I would take care of the presentation. That's why you're just going to hear from me, Mr. Zucker for the presentation, but thank you to Dr. Kfalis for everything she did. So, let's get going off of this. It's a little bit of a long presentation because we're going to deal with both content and we're going to deal with the DBQ, but I hope all this is going to be really helpful to you. So, let's get started here and we're going to start off with incentives for exploration. So, this is about that colonial period where we're going to see Europe now be move from being sort of the laughingstock of the world to being the primary mover and player in the world. So, why did this happen? So please remember that back you know 496 AD is when uh Europe falls apart and it fell apart because of the collapse of Rome and after that we had all this collapse in Europe. Basically it collapsed down to all these different sort of like cities and regional areas and small kingdoms right that was its huge handicap and its huge strength because what was going to happen was that all these areas were going to become super competitive with one another. And what were they out for? Well they were out for Asian riches. They wanted to get out to the marketplace of China and to India. And one of the biggest reasons that that pushed out there was the Black Death. The Black Death had spread from China all the way out to India and then Middle East and then out to Europe at that time. And so Europe was trying to find new ways to enrich itself after the destruction of the Black Death. And on top of that, they wanted to get around the the dependence upon Muslim empires, especially the Ottoman Empire, which had been uh charging them taxes to go through in order to have trade. Now, some of the reasons why the Europeans were able to do this, they were really close to uh the Atlantic Ocean. So, two major countries, Spain and Portugal, went out onto the Mediterranean Sea and the Atlantic Ocean, and they went around to Africa in order to find trade routes out to India. And as they were competing with each other, keep in mind, both of these Catholic countries, right? But there was a pro possibility of them going to war against each other. So, they sat down with the pope and worked out something called the Treaty of Tortois. Now, I'm not a big fan of always having to memorize every fact in history, uh, but this one's a big one because the Treaty of Tortois really breaks up the world. From here on out, according to Europe, you were going to have on the east side of the world was going to be the Portuguese. On the west side of the world would be Spain. One exception, which was Brazil, and that was going to go to the Portuguese. Now, what this created was a competition amongst what was going to become nation states, and Spain and Portugal would be our very first ones. Uh the other thing that was really important for this time period was the development of financial uh types of ways to to provide investments for this. So this is when you're going to see banks start to arise especially in place like Italy. You saw uh joint stock companies that were arising that would pull their investments together. You also saw monarchs who would invest in colonies around the world. Okay. So the big one that becomes so important of course at this point is the Colombian exchange. Uh the Columbian exchange was an exchange between Europe and all the areas that were found within Meso America, especially within Brazil and Mexico and so forth. And we want to remember those because they're so important in the exchange that takes place. And who ends up benefiting? Well, both sides benefit, but in the end really, it's Europe who's going to benefit a little bit more. And here's why. The old world or Europe is going to end up bringing certain things like livestock, horses. They would cultivate sugar and rice. They brought over slaves to do a lot of this. And especially they brought over diseases like smallpox, measles and influenza. Uh for the new world they're going to contribute back to Europe things like turkeys, alpacas, yams, potatoes, tomatoes, caco, uh corn and beans and they also contribute disease in this case syphilis. So so why can I say then that Europe benefits out of this? Well, Europe tends to benefit more because the diseases are far more destructive on the natives than they are on the Europeans. Plus, the types of agricultural goods that are brought back to Europe provide a massive huge uh boom in population because of nutrition. And so that's going to lead to things like the Renaissance. It's going to lead to development of nation states. It's going to make it very much more possible for Europeans to urbanize at this time period. Plus, even keep in mind what was brought over to the Americas, things like horses or pigs or cattle. Those are good things, right? Well, kind of. Except the problem is when those things were brought over, those animals were brought over, they tended to do a lot of destruction to the local environment just by walking around or eating things and that caused a lot of destruction for the development in the new world. Now the reason why all this is brought up is for example this uh particular statue is a really good example of what happens because of the Columbian exchange. Now, the superficial way of looking at the statue is, hey, look, there's a statue within an area like El Salvador and and here we have a statue of somebody who represents local uh people, right? You can see that in the tone of the skin and in the facial expression and the type of things that are being worn and so forth. And this is demonstrating spread of Christianity. There we go. If this was in a DBQ, we're all done, right? No. This is such a complicated statue. It's so important because think about it for a moment. What is happening here? We see the dispersion of European culture, Christianity, into the Americas. We see a native being represented, but it's not any native. It's a native who is black. Why black? Because of the spread of slavery into this area. We're seeing this as both a statue of oppression, uh, because people who are being brought over are slaves and they're being expected to cultivate things like sugar, but also an expression of the people there of the positivity of their identity. So we can go really ind depth on this and see major things of the Columbian exchange, slavery and the development of sugar out of the statue. We can also see it as an expression of people locally as they are mixing cultures together, their own uh indigenous cultures along with Christianity. It's being spread as well. Okay. Uh this was a checkpoint that we did with the students off of this. The Columbian exchange involved which of the following new connections in the year 1450 to 1750 and the answer ended up being D here. So as you're looking over the answer you can look at it for yourself and C the African population the western hemisphere western hemisphere of food to Europe and Africa Africa and European diseases. So notice there the mixture because of the Columbian exchange. Okay. So the next thing we want to talk about then are Asian empires of this time period especially the Philippines is a good example of this. So, as the Portuguese spread out, they went into the Indian Ocean. And you might remember the the primary thing that's really important I want you to remember about the Portuguese as they go out. There are two things really. As they get around uh Africa, they establish what are called port cities. And they also introduce something new to the Indian Ocean, and that is the use of cannons. Now, the reason why it's so important is that up until now, as far as we know, there really wasn't much violence in Indian Ocean. The Portuguese are going to bring that in as they're competing for new and newer trade. Now, one of the areas they get to is the Philippines. And they're on the Philippines. They establish colonies. They spread out Christianity and they start to provide um they start to fight for a way to bring back a lot of goods. Their major competition at that time period is going to be China. China demands tribute from the local areas and tries to limit the Portuguese and their ability to spread out into these areas. So, we want to remember three major maritime empires. Remember, and and just to help you out a bit too, in early civilization, probably didn't study about this in your class so much because this goes back before the class begins, we have hunter and gather societies. Then we get up to the time period we studied, which is when empires form, landbased empires. Now, what we're seeing is what we call maritime based empires. What the heck is that? A maritime based empire is an empire based upon the sea, based upon the use of naval ships. And we have three big ones, right? The Portuguese are the first. Remember, the Portuguese are the ones who go out there first because they're located by the Mediterranean Sea and by the Atlantic Ocean. So, they're going to go out and they're going to establish a trade route going around Africa all the way out to India and that's going to allow them to trade in that area. The English are going to establish what's called the British East India Company. Okay, this was where the British government established mercantalism and they gave a monopoly over to this company. The company went all the way out to India and eventually takes over India and has its own military in order to do that. And then that becomes backed by the British monarchy, the British uh society in order to get things like Indian cotton. Then we have the Dutch. The Dutch in the Netherlands established their own Dutch East India Company. Okay, the Netherlands are going to play a significant role in this area. Now that's a little funny because the Netherlands to be quite honest overall are not that powerful throughout this time period. Um they are most powerful really in their ability to establish a banking system, not really to go out and establish a lot of colonies around the world. What they did do was that they tend to be pretty brutal in their suppression of local people in order to try to get up their local uh colonial uh attempts. So when the English got out to the new world, there are some things that are going to create this to happen. There are what we call push factors pushing them out and then pull factors bringing them in from the local areas. So some of the push factors that are going to be important that we want to remember because they really do establish, you know, why it was possible for Europe at this time period to do these colonial efforts. Uh for one thing, there was that stability that comes out of the English monarchy at the time period, the Elizabethan English monarchy. And the reason why was that they had just been attacked by the strongest navy in the world at that time period, the Spanish Armada. But the Spanish Armada was destroyed, by the way, not by the English, but by the weather and climate and the seas, the English Channel surrounding England destroyed the Spanish Armada. And that allowed for at that time period uh the English monarchy to become more and more stable. On top of that at that time period was a new movement within England called uh the enclosure movement. So up in that till that time period uh very small farmers or or people who were homeless or people who were poor could could go onto somebody's land and just do something that we call squatting on the land. Meaning they would just establish some kind of house on the land and every morning they would wake up and go collect like like loose loose corn or loose wheat, right? basically the trash of the land and they would use that in order to feed their families. Well, the benefit to them was that gave them something in order to survive and the local landlord then could basically have their land cleaned so that they could grow new food. However, that's going to change with industrialization. When industrialization comes, they want to try and make sure that they have the machines and the new techniques. They want to push these people off the land. So, they they do that. They push them off the land and then they enclose it with fences. So what ends up happening? All those people end up going to local cities like London. And in London, what they're going to find there is either jobs or poverty. The people who find jobs help to build up the industrial revolution. The people who find poverty are going to look for other areas of the world to go to. And in that particular case, colonialism. So that establishes the ability for England to have colonies. Now, this is going to start to create a lot of tensions uh in this area both in in local area of our industrialization. There are other tensions. They're not directly related to this like the Protestant Reformation like the tensions between parliament and the king but that pushes people to look for new opportunities in this case the colonies. Now what are the pull factors? Why do people go to places like the Americas or India or so forth? Well for one thing there's the promise of abundant land. You know basically you know America is that time in that time period is seen as the new Jerusalem. Like there's all these opportunities for new land out there that you can get to and establish yourself. And at this time, land is central to everything. It's it's a big symbol. If you get land, you have wealth. Wealth gives you status. And that status is going to end up giving you power. Now, in the northern part of America, so that's areas like Massachusetts and Connecticut, most religious societies tended to get established. Societies like the Puritans or the Quakers. But in the area that we call the Chesapeake, which would today be a place like Virginia or North Carolina or South Carolina, tobacco is found. And that's a huge abundant crop that's going to make people rich. So, of course, people are moving out there in order to get a hold of that. So, this is our next checkpoint. Uh here we have this picture that that serves as a short answer question for one of the recent AP tests. Okay. Explain one way in which the event depicted in the image reflects economic changes in Asia in the 18th century. So, if we take a look here, we can see uh one of the British representatives going up to an Indian um Indian leader at this time period. Okay. And what is this demonstrating? It's demonstrating the power of India. But at the same time, what's changing is the British East India Tea Company coming in and forming trade, but also slowly encroaching as far as power goes. Okay, now let's get over to the Enlightenment. One of my favorite time periods to teach about, and here's why. The Enlightenment changes everything in the way people think about. We're still struggling with the ideas of the Enlightenment today. Think about what comes before the Enlightenment. The idea of hierarchy, the idea of the church, the monarch, they are the ones who are in control. Well, we get a challenge from this from a lot of these thinkers at this time period. There's a ton of them that we could talk about, but our two big ones I want to talk about are John Lockach and Adam Smith. John Lock is on the political side. He's the one who comes across with the ideas we know so well, right? That we have the rights of life, liberty, and the pursuit of proper private property or what we know as the pursuit of happiness, right? And on the opposite side, Adam Smith who comes up with the idea of capitalism. Free up the markets. Let people compete. Let people innovate. What's the commonality behind all this? An attack on hierarchy. An attack on this idea that there's this one way of doing things that's centralized under one authority that's been given by God. And that basically it's a top- down hierarchy. The Enlightenment challenges that and says, "No, no, no. Power comes from the people." And it comes from the people in the sense of their rights and their innovation and their creativity. Well, eventually this leads up to a an attack on kings and governors and mayors and and the aristocracy and it eventually leads to the notion of nationalism. Now, nationalism in in some ways reflects what these enlightenment thinkers were thinking about and in some ways it almost conserves them as well. In other words, I mean makes them more conservative. So, what ends up happening is these nation states starts forming and they form really under the idea of how can we make things efficient? How can we make things in a way that has a clear organization that allows people to become more effective and efficient at their economic tasks? Well, in order to do this, we have cultural uh boundaries. So, for example, within a nation state, you have one language. Sure, if you want to speak a language at home, that's fine. But in the marketplace, we're going to have one language that everybody understands that makes trade efficient back and forth. Boundaries are formed across nations. and and it said basically you know within those boundaries there is a shared religion a shared culture a shared government. This is the opposite of what was in the past sort of multithnic states in which basically you could have multiple different groups living in their lo own local areas giving their allegiance to a sultan or to a king or to a sha but in the end there was no commonality that drew them all together. Now there's a commonality politically then borders start to wall off who is going to be a part of a nation state. This creates an us versus them. Anybody outside of the borders are not us. We are the nation. Okay, whatever that means. And it starts to create this idea of sovereignty. The idea that we make up as a nation, we make up our own decisions. It's a famous treaty that comes at the end of the Protestant Reformation called the Treaty of Westfailia that says that every nation will have its own religion. Now, that's just for the Protestant Reformation, but think about why that's so important and what that's saying. What that basically is saying is we are a part of a nation. We have an identity in this case a religious identity and nobody from the outside can tell us what we are going to do. There's us versus them. It's going to be important later on when we study about other issues. So this eventually leads then into some major uh revolutions that take place. So we want to remember there are three big ones that we're going to remember. Um we have the American Revolution, the French Revolution, the Haitian Revolution. Actually I'm going to say four because there is a Latin American or what we call Crayola revolutions. Now if you think about it, each one of these revolutions is different. The American Revolution, we're very familiar with that in America, right? July 4th, no taxation without representation. The French Revolution, which was sort of this disorderly revolution that ended up in chaos, right? But was based upon these really idealistic goals of creating equality amongst all people. Haitian Revolution, a revolution of of African slaves who gained freedom and then established their own identity within Haiti. And then in Latin America, we had middle class people saying, "We want to have our own local representation." Well, what's the commonality behind all of them? Notice what all of them are saying. We want to have local representation for ourselves. Now, keep in mind though, that might sound really pretty cool on its surface, but typically the people arguing for that were middle class merchants who said, "We want it for ourselves, but not those people over there." So, oftentimes they excluded the poor, they excluded slaves, they excluded women, they excluded Native Americans or indigenous people in different places, right? And that eventually led to more revolutions based upon those same ideals. So the abolitionist movements getting rid of slavery, the feminist movements arguing that women deserved a seat at the table for voting and then eventually more and more argumentation in things like higher education in the public sphere being able to work and being able to be represented throughout society. So this was our next one that we did uh as a checkpoint uh to do a quick recall of naming a cause leading revolutionary group document or effect of one of the African uh Atlantic revolutions. So thinking back in your class of going over that okay this all leads up to probably the biggest and most successful of all the revolutions and that's the industrial revolution if you think about it today we live under the industrial revolution the industrial revolution remember gets started in England and why well everybody kind of guessed at our review session correctly so the biggest reason why is the discovery of coal the discovery of coal fuels the industrial revolution and that took place in England but there are other things that led to the industrial revolution in England as well uh the development of a banking system you have to have that in order to have an industrial revolution. Where's your investment power going to come from if you don't have that? Plus, England had these extensive colonies throughout the world that they could get raw resources to bring back and make finished goods. Plus, on top of that, Britain had gone through a whole bunch of wars. But by the time of the industrial revolution, they're settled. They'd gone through like the war of the roses. They had gone through a fight with France, but they had established at that point after the Spanish armada got sunk. They established themselves of having a clear government with stability and that allowed them to then develop their economy. And of course, they had a huge labor source in London because of the enclosure movement, people moving from rural areas into urban areas. So industrialization gets started in England, but then it spreads out throughout the entire world. So you want to remember these because we tend to think of industrialization as you know Britain and Europe and and to some extent that's true because it does get started in Britain. It gets strengthened within Europe but what we forget is how it spread out to the rest of the world. So like for example the Ottoman Empire. The Ottoman Empire was this Islamic Empire that had dominated for so long. But now these there were these new groups, the young Ottomans and then the young Turks who attempted to industrialize at the time by establishing reforms like the Tanzamat reforms which were attempt to bring in both economic and cultural ideas um from Europe and the West. In China, China at the time period well we can't really say actually that China attempted to industrialize because kind of the opposite. uh China lost in the opium wars, okay, to the British. And at that time, they had a chance called the self-strengthening movement to bring in industrialization, but they chose not to go in that route. They chose to try to keep their traditional Confucianism led to two major rebellions. You know, the Taiping Rebellion in about the 1840s, okay? And the Taiping Rebellion led to millions of deaths in northern China. And it was against at that time period what they viewed as being the corruption of theQing Empire. And then in the 1890s, there's another revolution called the Boxer Revolution where the Chinese tried to uh Chinese people out in the rural areas tried to establish their strong Confucianism. Behind all of this, China decides to remain Confucious, remain farming. They're going to fall far behind. Uh because of that, the United States at this time period has a massive industrialization wave that takes place first in the 1830s and what's called the market revolution, which is small, but in the 1860s, a huge wave of industrialization. And because the United States is a North American continent, they're going to see a a massive growth in their economy because they have so many places that they can both produce and sell goods to. Now, Japan is going to do the opposite of China. They do something called the Maji Restoration. So, they were kind of forced open by the United States. Guy named Commodore Perry in the 1830s comes and says or 1850s, sorry, comes and says, "Hey, you better open up your markets or we're going to blow you out of the water." So, they say, "Okay, fine." So they open up their markets and then they centralize their government and they start to produce and they become a powerhouse within Southeast Asia. Latin America also attempted at this time period to industrialize. There were a group of people who tried to reform Latin America. They're called the liberals or the positivists. They attempted to reform Latin America by opening up to outside investment. They had tons of resources in which they could do this. Resources like guano and rubber and livestock and fruit. Their biggest problem is the United States is going to take uh take advantage of the situation. Their companies are going to come down and really exploit those resources and not invest back into these countries. And then last off, Russia attempted to do a state-led industrialization effort. Uh they're going to fail in this effort and it's going to lead to the communist revolution. Why did they fail? Because they never really got rid of surfom and that's going to keep most of their people in the farming areas. It doesn't develop their cities quick enough. So what are the effects of industrialization? Well, huge positives. Uh we're going to see massive amount of social uh social mobility. People who move from farms to cities see a huge uh increase in their their living abilities and and and what they're able to make on a daily basis. There tons of jobs, tons of new innovations. We have urbanization that's taking place. But at the same time, people are going to hit a wall as far as the depth of of of how hard it is to get industrialization going. Uh people worked about 14 to 17 hours per day. They made about $6 per week and that was men. Women made $3 a week. Uh children made $1.50 for that time period. Uh children faced horrible working conditions especially in coal mines. Many died from what was called black lung. Uh both men and women also faced really horrible working conditions. This eventually led to the unionization movement. It led to the desire in many countries for socialism to try to reform much of what was going on. And of course there was pollution in the cities as well as outside of the cities as well. So industrialization is a mixed bag as as far as its effects. So here's our next checkpoint. All the following contributed to rise of industrialization in Western Europe in North America except so if we take a look at this D the increased rates for labor because that was going to be an effect of the problems of industrialization. Okay. So now we wanted to get into the DBQ and I'm going to walk you through really quick and if you want to take a break. I know I've been talking for a long time. Go ahead and pause the video. Come on back because we're going to talk a little bit about the DBQ and about how you might want to think about setting up your DBQ so you can be super successful. So take a break, come on back and let's talk in a few minutes. Okay, welcome back. Let's start off with the rubric for the DBQ. And I want to make a big deal about this because you know when most people think of the DBQ, they think, "Oh my gosh, this is such the beast of what you have to do." And you're right, it really is. The DBQ is an incredible it's a lot of stuff that you have to do. But here's the good news. If you ever ask students, you know, what was your favorite part of the AP exam at the end of the test, right? How can you have a favorite part of the test? If you ever ask them, they'll tell you that the DBQ was their their favorite part of the test. And the reason why is because you're being given information. You're being given documents. And they're absolutely correct. When you take the DBQ, you're first thing you're going to do is scan the question. When you do, your mind is going to start racing. You're going to be like, I remember this from class. Here's what I'm going to write. Don't do that. Scan the question. Yeah, you're going to start thinking about what you learned from class. That's okay. But the big thing you really want to do is to read the documents because the documents are your evidence. That's what's going to give you what you need in order to write this essay. So, what are you going to get graded on? Well, number one, you've got to have a thesis. And we would suggest that you have a counter thesis and thesis. It's going to help you out with the documents. I'll explain that in a minute. That's a point. Next up is contextualization. So the way I like to explain contextualization, think of it as like backstory, right? So if you like playing video games, if you like the story of Batman, if you like the Avengers, if you like a Star Wars, right? All these stories have an origin story or a backstory. You need to know that in order to make sense out of what's going on now. And that's contextualization. In your introductory paragraph, I like to say try to provide three big movements, okay? That are going to lead up to what you're going to talk about inside the essay. So there's a point right there. The next thing that you guys are going to do is address three documents. Now, I'm going to actually say you should address all seven. If you do address just three, you get a point. Now, in many ways, that doesn't make a lot of sense for the next thing you got to do, right? Because the next thing you have to do is provide at least four documents in support of your argument, support of your thesis. That's why it's important you do more than three documents. But if you address three documents, you get a point. If you provide four documents for support, you get a point. So, there's two more points, right, inside of the essay. So, so far we got thesis, we got contextualization, addressing documents, you got support. So, four out of seven already, right? Most students, believe it or not, around the country will get this or less. They will get four or three. So, if you can get that alone, you're already in a really good spot. Now, we just got to get you over that. Do a little bit more. And the next thing you want to do is to make sure that you provide at least two sourcings of documents. Now, in my class, that's happy. I know in some of the other classes a tippo, it really doesn't matter. It's the same idea. is providing basically historical context, audience, point of view, purpose, outside details, right? That kind of an idea for uh for the documents. Now, I would suggest you don't want to just do two. You want to try and aim for four. Why four? Because that's going to give you complexity. So, one of the paths to complexity is four documents. Let's say you don't get that. We'll talk about that in a minute, too. It doesn't matter because if you can get above two or above, then you're already okay for that that first point, right? Even if you don't get complexity. Okay? So, we got that. Now, you've got to make sure you provide at least one in your whole essay, one piece of outside information. If you do that, you get a point. So, now think about what we've got here. We've got thesis. We've got contextualization. We've got addressing documents. We've got uh providing support to the argument. We pro we provide our happier hippo analysis. We have our outside detail. Last off is our contextualization is our is our um is our complexity. And complexity, there are so many different ways now you can get complexity. I like to teach and most teachers do do a counter thesis thesis and we're going to talk about in a minute how to structure that. Another way of doing it is four happy analysis. Another way of doing it is seven documents. Okay. So how do you set up a DBQ though? I mean what's your process when you're going through? Well, first you're going to read the question and when you do ask yourself what is the question asking you to do for time period for content meaning you know what the history is all about. And then last, the historical thinking skill, meaning is this about uh cause and effect, change of continuity, comparison, and contrast. Now, when you're done doing that, and literally that should take you less than a minute. Now, what you're going to do is read all the documents, read them over, and look for at least two patterns. Look for a pattern for your thesis and a pattern for your counter thesis. Okay, what do I mean by that? What I mean is this. Typically, most students are going to read through and say, you know, four or five of these documents, I can build a thesis off of that. There's like two or three of these documents. I can't figure out what are you going to do with these. That can be the basis of your counter thesis. Okay. So, now we've got, you know, scanning the essay, you know, scanning the prompt, reading through the documents, you figure out what you want to do as far as your patterns go off of that. And now what you're going to do is order them up into your body paragraphs. And you're going to want to figure out which are the documents that you can provide that happy analysis for off of it. Okay. Now that we're done with all that, we're actually going to use an example of an essay that we have. In this particular case, it's the it's a DBQ that was used. Okay. Evaluate the extent to which economic factors led to the outbreak of the Mexican Revolution. Okay. Uh Dr. Kvalis liked to make a big deal out of this and I I'm glad she did. I don't particularly teach this, but I think this is a really cool idea that she teaches her students that you always want to look for the actor. What's the actor in the prompt? In this particular case, it's economic factors, right? In my class class, that would be the inspect themes. Okay, but that I think that's pretty cool what she's coming up with there. The next off is the action or what I call historical thinking skills. So cause and effect. Okay? And then acted upon in this particular case. And this is the historical information. This case, the Mexican Revolution. So look, even though we teach it a little bit differently, very similar ideas on what you're going to do to scan the question. Okay. Now, we're going to go through several documents. We're not going to do all seven, but we're going to go through several documents and take a look at what you can do off of this. So first document is a document that was given in the DBQ that has a ton of information. It's a table. It's like, oh my gosh, what are you going to do with this table? Right. So I want you to see a basic answer and what we call the Loyola standard of an answer. So in the basic answer we have in document one, the chart shows that the foreign powers have invested millions of dollars in Mexico. This document shows that foreign countries probably held influence over the Mexican government, which means they can make policies that favor foreign business interests than the people of Mexico. So pretty good argument here. I mean what we have here is a basic description of what this document was about. We have a really good support for the argument, right? So what's the difference between this and what we would call the loyalist standard? What we know you are capable of doing. So here's the loyalist standard. In 1911, Marian Lecter, US Council to Chihuahua, published a report showing the types of investments made in Mexico by the British, the US and Mexico itself. So notice there we've got a good description of what the document is about. The data indicated the British and US far outspent Mexico and key industries such as oil and railroads. The US invested approximately 644 million in Mexico's railroad industry alone. The report shows that Mexico had welcomed significant foreign investment to a point that the US and British held influence over the country since pulling out of their investments. Now, notice the difference here. This goes much more into depth on that support by demonstrating what this was really about. That the document that we were seeing shows kind of like what we were saying before that Mexico had become so reliant upon the United States that when they had their revolution, it allowed for America to have much more power over Mexico. Okay, so notice here and the next thing is you know what's the historical context for this? Well, things like infrastructure spending, the use of resources like rubber, petroleum, there was a second industrial revolution happening at this time period and the benefits are really questionable because of the reliance on the United States. So now let's take a look quickly at what you could do as far as happy analysis goes. And we're going to provide some different types of happy analysis. I like to always say to my class with happy analysis, you always want to have what I call a call to action. meaning you're not saying what the author said but what they want people to do. Okay, so here we go. The report also illustrates typical patterns of economic imperialism by western nations. For instance, the British frequently invested in railroads such as in India under the guise of aiding in the civilization of underdeveloped countries. However, the industries in which the British and US invested primarily served to bolster their own industrialization efforts. This explains why the US allocated substantial funds to Mexico's oil industry, a critical resource in the 20th century. Thus, the report substantiates the notion that Mexico is subject to economic imperialism. So, where is this call to action that's taking place here? I mean, notice that this kind of analysis, guys, is so in-depth because it's getting into cultural issues, economic issues, and foreign policy issues. And in that very last line, there's your call to action. The report substantiates for people that it's okay that America is going to make Mexico into a client state for industrialization, imperialism. Okay. Second big source. Second big source comes from this guy named Milliano Zapata. Zapata was a rebel within Mexico at that time period. Okay? And he uh was trying to get Mexico to break away and and to have its independence and so forth. So here we have this folk song that he has created for people in order to rally them together for a revolution. Right? So here's our basic document two is a folk song about Ameiliano Zapata. The song states that Zapata loved and fought for the poor against the Mexican government. This document shows that poverty and loss of land, significant economic factors, played a role in the Mexican revolution because folk songs tended to reflect the sentiments of common everyday people. Not bad. Okay, this would get the points um for for a DBQ for um what they're expecting. But here's our Loyola standard because we know you're capable of it. In 1919, an anonymous author penned a folk song about the revolutionary leader Ameiliano Zapata shortly after his death. The song celebrates Zapata as a champion of the poor, noting that he was one of them and they resisted the perforio in defense of land reform and redistribution. This document highlights how poverty and the loss of land, both significant economic factors, contributed to the Mexican revolution. Folk songs like this often mirror the sentiments and struggles of ordinary people serving as a reflection of the broader social and economic issues of the time. Why is this the loyalist standard? Because it's bringing in so much stuff behind it. It's providing for much more of that happy analysis. And if we tie this in like with the audience here, what we're getting off of this is the idea that they are appealing to local common people in order to get them to rebel against the government at that time period because they're trying to rally together the peasantry. Okay, document number three. Okay, in document number three, we're going to get a newspaper article. Okay, and this newspaper article has this picture within it as well. So, what do we got for our basic document three? An image shows soldiers hitting Mexicans who are protesting widespread fraud in the election. This image shows that political factors such as fraudulent elections also led to the Mexican revolution since people were willing to take to the streets to voice their opposition to the Poran government. Okay, basic argument. Not bad. Not bad. They probably get some points for that uh with the DBQ. But here's our Loyola standard because we know you're capable of doing it. In 1892, Joseé Gualupe Pada crafted an illustration for a popular newspaper that depicted the Mexican military on horseback striking down protesters with their swords. Good explanation of the document. This violent response occurred during street protests ignited by allegations of widespread electoral fraud in the election of Porio Diaz, the long-erving president. This portrayal underscores that the revolution was not solely driven by economic factors. Political suppression also played a crucial role as the Mexican population felt they had no recourse for addressing their grievances and improving their conditions. So notice here we have a different theme from the one asked in the question about economics. Here we've got the political theme that's brought in and that gets us to our purpose. Okay, the purpose of this one again that idea of a call to action, okay, is that this particular newspaper is being used as a way to demonstrate and mobilize the need, okay, for a protest against the government at that time period. And it's it's identifying the people who are involved, peasants and women, okay, saying that there was a need for them to organize together to fight back against the government at that time period because of the dehumanization that the government was given. Okay. Document four. So in document four, here's our basic. In document four, the Mexican finance minister assures the working class that the government is not ignorant of bad working conditions, but that they can't force employers to make them better. His answer shows a dissatisfaction with the ways Mexico was industrializing with a large factor in the economic stability to cause the revolution. Okay, again, not bad. Would have gotten the points for college board, but yeah, you know what I'm going to say. We know you can do better. Loyalist standard. 1992. The Mexican finance minister Matias Romero Aendano callously responded to a group of striking industrial workers that while the government empathized with their situation, it could not incentivize workers to offer better wages, fix poor working conditions, or open up more job opportunities. The workers anger and the resulting strikes they participated in are testament to the importance of exploitative labor conditions in sparking the Mexican revolution. It's clear that the appeal lazare ideology is informed by the necessity of the Mexican government to create economic conditions favorable to us. Notice how much is in there packed inside there. Good description, but then talking about all the problems workers face, the context of lazy affair, the context of foreign policy. So we're just packing in the historical context as well as the purpose as well. So here we get point of view. Being the finance minister of Mexico, Avandano is responsible for directing Mexican economic policy. In this role, he's bound by the needs of the Mexican economy, which is built on heavy US investment. Thus, he is obliged to suppress strikes and ensure production. So, here we get who is this guy? And we're not just being told here's his name. We're told who he is. He's the finance minister. Why does that matter? Because he really wants to make sure that Mexico remains in good with the US. So, he's going to he's going to stop strikes that are happening that might hurt that ability for that investment. Okay, a lot of documents, right? and we only got through half of the documents that would have been in an actual DBQ. So, we got a lot that we got to do. How are you going to structure this once you were done? So, one more slide. I promise this is it. This is it. We're almost there. Stick with me because this is probably one of the most important slides you could have because this is the slide that's going to tell you how to structure your DBQ. First off, go to the lefth hand side over here. We're going to start off in our introduction with a contextualization. Give me the three big things that lead up to this essay. What would I do in this case? Good question. Glad you asked. Think about what we've been talking about, okay? The growing colonialism and imperialism of the past, right? That led to US influence within Mexico. Talk about industrialization, the growth of new economies, right? And and the growth of industry. And then we could even talk about the Enlightenment, okay? That there was a a fight back against the ability for people to take away the sovereignty of Mexico. Okay? So, those would be my three big things. Now, I'm going to provide a counter thesis thesis. Now, remember, I told you about this. What is a counter thesis thesis? Here's how I explain it to my class. While X may be true, Y was more true because. Now, I know it's abstract, right? While X may be true, Y was more true because. But remember what our question was. Were there economic factors here? And what I could do is I could say my counter thesis. While some political factors opposing uh corruption and um and the centralization of power were important to revolutions in Mexico. overall economic problems of industrialization inequalities led to to peasant rebellions. So notice what I've done there. I've used some of the documents that were about politics and I've used most of my documents about economics. Now what I can do is establish in my first body paragraph. I'm going to establish an explanation of that counter thesis of politics. So remember some of the documents about politics, right? So now what I'm going to do inside of my body paragraphs, I'm going to have a topic sentence. I'm going to use those par those documents. Remember the loyalist standard, right? description of the document, support for the argument, happy analysis. Right? Inside of my counter thesis paragraph, I'm going to have maybe two to three documents at the most. Then I'm going to have two paragraphs that are going to defend my thesis. Now, notice here on this slide, they all have the same exact structure. Claim, you know, your topic sentence. You're going to have your uh your documents, okay, where you're going to describe them, say why they're important, provide happy analysis, and then you want to provide an outside detail. I would suggest one outside detail per body paragraph. In the end, how many body paragraphs do you need? You need three. Plus, you're going to have an introduction paragraph. So, you're going to have four paragraphs altogether. I know, I know some of you guys are saying, "Wait a second. What about the concluding paragraph?" Nowhere on the rubric does it say you have to have a concluding paragraph. I would just suggest you're not going to lose points if you do it. It's just a waste of your time. Structure. Really get into the essay itself. Introduction, counter thesis paragraph, two thesis paragraphs, you're out of there. You're all done. Now, I I know you still got the long essay to go, okay? And that's we're going to go over that when we get back from the break, but that's what you have to do as far as all that goes. Okay, guys. We did it. We did it. Yes. Okay, that's it. I know this is a long video, long uh review, but hopefully you hung in there and were able to get through it. Good luck on your AP test. You got the spring break right now. When we get back, you got your AP test coming up. I know you guys are doing going to do a great job. Thanks for watching this. Thanks for those of you guys who were able to show up to the review. We hope to see you at the last review right before the AP test. See you guys.