STUDENT MATERIALS

QUICK SOURCING – INTERNATIONALISM

Preparation
• Download Primary Sources—Internationalism
• 3x5 note cards or cut up paper

Purpose
This sourcing collection, along with the Quick-Sourcing Tool, gives you an opportunity to practice a quicker kind of sourcing than you do in the sourcing
practice progression. The tool and the process for using it—specifically designed for unpacking document collections—will help you be successful when
responding to document-based questions (DBQs).

Process
If you are unfamiliar with the Quick-Sourcing Tool or the process for using it, we recommend reviewing the Quick-Sourcing Introduction activity in Lesson 1.2.

The Quick-Sourcing Tool can be used any time you encounter a set of sources and are trying to respond to a prompt or question, as opposed to the deeper
analysis you do when using the HAPPY tool that is part of the sourcing progression.

First, take out or download the sourcing collection and review the guiding question that appears on the first page. Then, take out or download the Quick-
Sourcing Tool and review the directions. For Part 1, you’ll write a quick summary of each source in terms of how it relates to the guiding question (we
recommend using one note card or scrap of paper for each source).

For Part 2, which uses the first four letters of the acronym from the HAPPY tool, you only have to respond to one of these four questions. You should always
include the historical significance or “why” (the “Y” in “HAPPY”) for any of the four questions you choose to respond to.

In Part 3, you’ll gather the evidence you found in each document and add it to your note cards so you can include it in a response later. Once each document
is analyzed, look at your note cards and try to categorize the cards. There might be a group of documents that support the claim you want to make in your
response, and another group that will help you consider counterclaims, for example.

To wrap up, try to respond to the guiding question.

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 STUDENT MATERIALS

QUICK SOURCING – INTERNATIONALISM Name: Reina AlDakheel Date:

Directions: Use the questions below to help you analyze and sort through the sources. After you examine the sources individually, it’s helpful to consider
how you might group them in ways that help you support your argument. You may find yourself moving back and forth between the Individual Sources and
Sourcing Collection sections as you work to understand how they can both individually and collectively help you respond to the prompt.

Question/Prompt:

Individual Sources Sourcing Collection

Use note cards to record information about each document. This will help you keep track of the supporting ideas Think about how you might group different documents in a
and evidence you have identified in each source, and will allow you to sort and group the cards as you work to way that helps you support your claims and think about or
create your response. refute counterclaims.
Part 1 Which documents are best for helping you respond
Summarize—What does this document say about the topic of the prompt? to the question/prompt with evidence?
Source 1: This source describes the Solo Y. Conference, which brought together scientists from Europe and America.
By engaging in conversation on physics, quantum physics, and radiation, they were able to prolong a period of quiet. 1. I believe the fourth source I was successful in its
` aim of fostering international cooperation to uphold
Source 2: Phillip Kerr played important parts in two plays and several writings. peace in the first half of the twentieth century because
it brought together women from all walks of life from
Source 3: Throughout his life, J.A. Hobson backed a variety of social groups, including liberalism and socialism. However, the statement's later
iteration backed a potent global authority. across Europe to discuss issues that were more
significant than the nationalist ideologies that plagued
Source 4: The multinational assembly of women, which comprised women from all around Europe, is discussed in this source. the majority of the world later in the twentieth
The 28th President of the United States, Woodrow Wilson, was very interested in international issues. He employed a set of guidelines known as the century.
Fourteen Points for Peace, sometimes known as the Fourteen Points, to guide the talks that would end World War I.
The six factors with the biggest significance are listed below.

Source 6: The majority of communists in the 1910s held an internationalist perspective. This arose because communists believed that rather than
between states, battles had always been fought between different socioeconomic classes. The Communist International was the officially recognized Can you group the documents in a way that will help
incarnation of communist internationalism. dated March 6.
you answer the question? Do any of them seem to
Source 7: Punch Magazine released this damaging story when the United States of America opted not to ratify the Treaty of Versailles. support, extend, or challenge the argument you hope
In the political cartoon, irony is used. It demonstrates a bridge that would enable the League of Nations to be established and demonstrates that
President Woodrow Wilson was substantially in charge of doing so. The position of the bridge is still missing, though. to make?
Source 8: Following the ratification of this pact, the League of Nations was officially founded. It detailed the obligations that members would have to
one another as well as the basic function that the League of Nations would have. Each country signed this "contract," promising to defend League
members from harm and to seek a peaceful resolution to disputes rather than allowing them to escalate into violence. The application process to join 2. The two sources—number one and number
the League was complete.
This multilingual poster celebrates the Olympic Games and their influence around the world. four—both brought together a number of
by displaying a long, continuous flag comprised of the flags of the competing countries. In Additionally shown are the city's coat of arms and a naked
classical Greek discus thrower.
ethnic groups to create traditions that would
stand the test of time.
Source 10: The Emperor of Ethiopia announces the Abyssinia Crisis, also referred to as the time of the Kingdom of Italy's invasion. employ the
appeal procedure outlined in the following section of the League of Nations. Financial sanctions were never fully implemented, even though the
League of Nations endorsed their use and adopted legislation to that end. Contrary to the League, Italy secretly allied with Britain and France,
withdrew from the League, and, after a protracted war, seized control of Ethiopia. The original language of the text was Amharic.

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QUICK SOURCING – INTERNATIONALISM Name:
Individual Sources
Use note cards to record information about each document. This will help you keep track of the supporting ideas
and evidence you have identified in each source, and will allow you to sort and group the cards as you work to
create your response.
Part 2
HAPP—Pick one of these to answer for each document. For each question, also state WHY this is
important or significant for responding to the prompt.
1. Historical context—Compare when the document created to the date of what is being studied.
What was going on during either of these times that might have influenced the creation of
this document?
2. Audience—For whom do you think the document was created? How might this information
help you better understand the document?
3. POV—Who is the author and what do you know about them? Is there any information on the
author’s CORNPEG (class, occupation, religion, nationality, political affiliation, education,
gender), or other characteristics that might help you better understand their point of view or
why they created the document?
4. Purpose—Why do you think the author created this document at this time and in this place?
5. What evidence will you use from the document to help you respond to the question?
Part 3
Gather the evidence you found in each document and add it to your note card so you can include it in a
response later without having to go back to the document.
STUDENT MATERIALS
Date:
Sourcing Collection
Think about how you might group different documents in a
way that helps you support your claims and think about or
refute counterclaims.
I believe the author wrote this article at this time and place
because it was one of the few occasions when the most influential
people and the innovators of some of the most historically
significant ideas were all in one place at the same time.
2. From 1914 to 1917, the viewpoint from Great Britain. Phillip
Kerr, the eleventh Marquess of Lothian, was a male imperialist, an
internationalist, and a Christian.
3. The aim of my article was to demonstrate how swiftly cultural
perspectives can change in the contemporary era. Even the most
enduring convictions can shift.
4. This source is intriguing because it demonstrates how women
who were thought to be from a lower socioeconomic class were
actively advocating internationalism.
5. He was an internationalist who developed the 14 Points as a
"solution" to the issues left behind by World War I, according to
historical records. Due of the similarities between the two
doctrines, communists have always been internationalists.
7. The purpose of this source was to emphasize the distinctions
between Belgium, France, the US, England, and Italy.
8. Observer: On June 28, 1919, a multinational committee
comprised of officials from the US government, France, and other
nations was constituted (it actually started on January 10, 1920).
Japan Italy as a symbol of Belgium Portugal, Serbia
Czechoslovakia Greece Poland and Romania
9. Historical Context: The Olympic Games were brought back in
an effort to promote internationalism in sport, but because they
pitted nations against one another, they may have had the opposite
effect.
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