Situate historical events, developments, or processes within the broader regional, national, or global context in which they occurred in order to draw conclusions about their relative significance.
Make connections between a given historical issue and related developments in a different historical context, geographical area, period, or era, including the present.
Make connections between different course themes and/or approaches to history (such as political, economic, social, cultural, or intellectual) for a given historical issue.
‘LC’ and ‘BC’ represents the local and broad context of your topic, process, or event. This is “setting the scene” for you essay, and on the DBQ essay there is a separate point on the rubric for contextualization. Your contextualization needs at least one specific piece of evidence that is not found in the body paragraphs or synthesis
What was happening at the time the event occurred or the document was written/ created that might have had an influence?
What was happening at the specific place where an event occurred? In the country as a whole? In the larger region? In the world?
How does a specific event relate to larger processes? How do larger processes shape a specific event?
How does the context in which a source is read or viewed inform how it is understood?
How do we practice this in class?
First 3 to 5 sentences of DBQ and Long Essay,
In class we learn it with Graphic Organizers, Practice Essays, Lectures...
Why are the questions significant for analysis?
Historians examine the historical context of events to understand why things happened the way they did. Context is different from causation in that instead of focusing on specific events or actions that may have caused another event to occur, historians refer to context as the larger constellation of developments and processes that may not have served as a specific cause but may still have influenced an event. In other words, the context of an event often influences its course, even if it did not cause the event. Context can operate on many different levels, from the local to the global. Understanding the historical situation that a source was created within is crucial in making sense of primary sources.
Where you prove that you can do this on the exam
The DBQ, Long Essay, and Multiple Choice
Instructional Strategies for the Underlying Questions
When discussing a specific event, such as the Civil War, students make a list of 10 things that were happening in the decade before its outbreak. Discuss whether each was a direct cause or part of the larger context. For those that are identified as context, discuss how they influenced the course of the Civil War.
Students research what was happening locally, regionally, and internationally at the time an important work was published. They explain how a passage from this work reflects one or more of these contexts.
Students read a section from the textbook concerning an example of early industrial development such as the Lowell mills and a secondary source that describes the market revolution in the early 19th century in general terms. In class, discuss how the example reflects the more general description of the market revolution. As part of the class discussion, identify other major developments of the period, such as the cult of domesticity or the Second Great Awakening. Ask students how these developments may have influenced the workers in the Lowell mills.
After discussing a propaganda poster from World War I, ask how the poster might be received in a different context, such as during World War II.
Email: Patenl@nv.ccsd.net AP/Honors United States History Senior Class Advisor
Class Schedule P1 - APUSH P2 - US Hon P3 - US Hon P4 - US Hon P5 - US HonP6 - PREP P7 - PREPP8 - US Hon