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HIGH LEVEL DOCUMENT BASED QUESTION This DBQ adheres to New York State Learning Standard 1- History of the United States and New York, Commencement Level, Key Ideas #2 and #4. Additionally, this lesson plan corresponds with the National Social Studies Curriculum Standards thematic strands of power, authority, and governance.
This Document Based Question (DBQ) may be used in the classroom in various ways. First, students may build their own DBQ scaffolding questions in pairs, as a group, or on their own in class using WWII images and captions as resources. Second, the teacher may decide to select specific images to include as scaffolding questions. Finally, images can be selected either by the teacher or the students and included with the following primary sources to form a comprehensive DBQ assignment. However, at least four photographic images must be used as scaffolding documents.
Also, visit the National Archives “Power of Persuasion” exhibit
DIRECTIONS
This Document Based Question (DBQ) consists of two parts. Part A includes scaffolding questions for each primary source. Answer each scaffolding question in the space provided. Part B is the DBQ. Write an essay that fully answers the DBQ.
HISTORICAL CONTEXT
During WWII the U.S. media played a pivotal role in bringing war into the homes of Americans. Newspaper articles, political cartoons, magazine reports, press conferences, and movies all targeted the American public.
DOCUMENT BASED QUESTION
How did the media help shape popular opinion during World War II?
TASK Answer each scaffolding question in the space provided based on the corresponding primary source. Answer the DBQ using information from at least five of the primary sources in Part A and your knowledge of United States history.
GUIDELINES
- Support your essay with specific facts and details
- Write in an organized and logical manner
- Include a clearly developed introduction and conclusion
- Include information from at least three of the documents in Part A
Part A
Document 1
“I have seen that face many times at the great moments of his life. It is afire with scorn, anger, hate, revenge, triumph. He steps off the monument and contrives to make even this gesture a masterpiece of contempt. He glances slowly around the clearing, and now, as his eyes meet ours, you grasp the depth of his hatred.”
-William Shirer, American Foreign Correspondent, Radio Broadcast from Berlin, 1940
SCAFFOLDING QUESTION
Why does Shirer call Hitler’s actions a masterpiece?
Document 2
“The world is face to face with an organized, ruthless, and implacable movement of steadily expanding conquest. Hitler is a sinister and pitiless conqueror who has reduced more than half of Europe to abject serfdom.”
-Secretary of State Cordell Hull, Radio Address, 1940
SCAFFOLDING QUESTION
Who does Secretary of State Hull compare Hitler to? What effect might this comparison have on radio listeners?
Document 3
“Correspondents have a job in war as essential as military personnel… Fundamentally, public opinion helps win wars.”
-General Eisenhower, Supreme Commander of the American Forces WWII, Date unknown
SCAFFOLDING QUESTION
What is essential during wartime according to General Eisenhower? Why?
Document 4
SCAFFOLDING QUESTION