Lesson Three

Asia Rising and Yellow Promise/Yellow Peril – Lesson 04

Visual Documents-Based Question

Perceptions of a Turning Point

Introduction
This lesson is based on the widespread use of Document-Based Questions (DBQ) as a tool for students to enhance their synthesis, analysis, organizational, and essay-writing skills. Many Document-Based Questions use visual documents, but none use only visuals. This Visual-Based Question (VBQ) asks students to complete the same steps as a standard DBQ, but uses only visual documents in order to advance students’ visual literacy skills. This VBQ is virtually identical to the format of a written text-based DBQ. However, the actual steps of synthesis and organization required in a Document-Based Question answer have been explicitly included in this VBQ so that students of all levels and abilities can more easily perform the tasks and understand the underlying skills required for those tasks. Even those who have completed AP History Courses will benefit from considering and refining their own thinking processes involved in analyzing, organizing, and synthesizing information.

The content for this VBQ is the 1904-1905 Russo-Japanese War, which was a turning point in world history. All major nations were involved in this conflict whether through political alliances, financing, or fighting. Because international guidelines for postcards had been standardized, people all over the globe visualized the events and understood their importance using the same medium. All nations and people viewed this war through the same lens—postcards. In this lesson students will analyze worldwide perceptions of this conflict.

National History Standards

Objectives
At the conclusion of this activity, students will be better able to:

1. Read and analyze visual texts.

2. Synthesize and organize information.

3. Understand varied perceptions and responses to the Russo-Japanese War and Japan’s ultimate success in this conflict.

Time Required
One or two class periods

Materials and preparation
Individual Internet access for each student, or:
Printed copies of the VBQ (PowerPoint) for each student

Procedure:
Lesson 01A and lesson 01B are highly recommended prior to this lesson.

1. Introduce students to the concept of a Visual-Based Question (VBQ). Many students will be familiar with the concept and processes of the Document-Based Question. Inform students that a VBQ follows the exact same format but is made up exclusively of visual texts. The purpose of the Visual-Based Question is to analyze and synthesize texts to come to a higher understanding of certain historical events.

2. Introduce students to the steps of the VBQ. They are exactly the same steps as those of a standard DBQ:

Analysis
Organization
Synthesis
Generalization
Essay writing

3. Instruct the students to work on the VBQ individually. For more guided instruction, stop the students after each section and check their progress.

4. Prior to the start of the lesson, decide whether to have the students generate the thesis and support for that thesis and write the essay; or to stop after they have generated the thesis and support. Assessments of completed written essays should be similar to standard Document-Based Question essays.

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