DBQ- Question 1- Green Revolution Examples
BASIC CORE (competence)
0–7 Points
1. Has acceptable thesis.
-The thesis must be explicitly stated in the introduction or the specified conclusion of
the essay.
- The thesis may appear as one sentence or multiple sentences.
- A thesis that is split among multiple paragraphs is unacceptable.
- A thesis that merely restates the prompt is unacceptable.
- The thesis cannot be counted for credit in any other category.
1 Point
2. Understands the basic meaning of documents.
- Students must address all of the documents.
- Students must demonstrate understanding of the basic meaning of all but one of the
documents.
- Merely restating verbatim or quoting the content of the documents without providing
context does not adequately demonstrate an understanding of basic meaning.
1 Point
No point The Green Revolution had various causes and consequences. The main cause of the revolution was worldwide hunger. The Green revolution affected the environment negatively, but had positive and negative consequences on the economies of various countries. 1 point The primary catalyst for the Green revolution was the need to eradicate worldwide hunger and even starvation. In the 20th century there was still a large percentage of the world engaged in primitive agricultural methods with no means of advancing their economies. The Green Revolution increased the worldwide food supply and even helped the world outpace food supply in relation to overall population. Economically the Green revolution created social mobility, newfound collaboration, and the need for more cash investments and labor force. For some people groups it even helped to break down historic social systems such as the Caste System. Environmentally the Green Revolution negatively affected the genetic diversity of crops, which led to the pollution of the agricultural environment. The revolution also led to the need for increased irrigation, which has caused conflict and violence. 1 Point… it is easy The Green revolution had positive consequences by creating enterprising people and competition within the local economies. (Doc 5) 3. Supports thesis with appropriate evidence from all or all but one document.
2 Points
for 2 points:
- Specific and accurate evidence must be explicitly drawn from all but one of the documents.
- A document that is simply listed does not count as using the document as evidence.
For 1 point:
- Specific and accurate evidence of must be explicitly drawn from a all but 2 of the document
- A document that is simply listed does not count as using the document as evidence.
No point The Green revolution had positive consequences by creating more industrious people and competition within the local economies. (Doc 5) 1 point Famers in Punjab were said to have been pioneers of the Green Revolution. They were characterized as enterprising people so much that the Indian minister of food Chidambaram Subramiam stated that without them there the Green Revolution would not have been such a success. There was even a new economic competition that was created in Punjab with everyone striving to use the technology in the most effective way. (Doc 5) No point The Green Revolution negatively affected the environment by reducing genetic diversity. (Doc 8) 1 point The Green Revolution negatively affected the environment by reducing genetic diversity. Dr. Vandana Shiva stated that Green Revolution was ultimately a failure. From an agricultural perspective the revolution created vulnerability for the soil, erosion, and water shortages which caused many farmers to have to leave there land. The effects of the revolution also benefited the big corporations instead of the farmers that the revolution was started for. There was also an increase in violence and conflict as a result of the changes to the environment of Punjab India. These changes have caused more discontent and violence, especially through he need to compete over the access to water. (Doc 8) 4. Analyzes point of view in at least two documents.
1 Point
Students must correctly analyze point of view in at least two documents.
- Point of view explains why this particular person might have this particular opinion or what
particular feature informs the author’s point of view.
- Students must move beyond mere description by explaining a document’s tone, the characteristics
of the author, the intended audience, and/or how the intended outcome may have influenced the
author’s opinion.
- Students may challenge the veracity of the author’s opinion or point of view, but they must move
beyond a mere statement that the author is “biased” by providing some plausible analysis.
- Mere attribution is not sufficient. Attribution is copying or repeating information verbatim from
the source line of the document.
POV It is interesting that the minister paints such a successful picture of Punjab when doctor Vandana Shiva reports a much different reality of Punjab. The minister’s point of view might be affected by the fact that the Indian government is receiving heavy financial aid to make this technology work for his country. His job could also be tied to the success. Also he might not be properly assessing the whole situation by taking in account only one area of India. POV President Truman might have chosen to address this worldwide issue in his inaugural address because of the timing of his presidency. This is only four years after World War II. He states that that imperialism has not place in his plans. His point of view could highly be affected by the worldwide peace movement and his desire to lead the U.S. and world into an era of peace. He is also the president who authorized the usage of the atomic bombs therefore he knows first hand the effects of political, economic, and social inequality which can lead to the dominance of one people over another. 5. Analyzes documents by grouping them in two ways.
- Students must explicitly and correctly group the documents in two ways.
- A minimum of two documents (used appropriately) constitutes a group or subgroup.
- Groupings must coherently address the question specifically.
1 Point
6. Identifies and explains the need for one type
of appropriate additional document or source. 1 Point - Students must identify an appropriate additional document, source, or voice and
explain how the document or source will contribute to analysis of answering the
question.
No point There are no documents representing actual farmers. It would be helpful to hear their perspective and how they felt. WHY!!!!!!!!!!! How would it help you analyze the question? 1 point There are no documents representing actual farmers. It would be helpful to hear their perspective. The farmers are the individuals who are actually using this technology and see the effects of the technology first hand. Their responses would be helpful to be able to evaluate the consequences of the Green Revolution and there opinions about the changes that have come to their homeland as a result of the revolution.