Transcript AP World History DBQ

AP World History DBQ
Write to get a nine
What do I need to know about
History?
• Nothing
• You do not need to know much of anything
about history to do well on this part of the
exam
• The more you know, the better your essay
will be, but it’s still possible to get a 9
without knowing much at all.
Information
• ALL of the information you will need to
complete your essay is contained in the
documents.
• It is your job to organize, interpret, and
analyze these documents.
• Writing the DBQ (Document Based
Question) is a skill and like all other skills,
can be learned.
Practice makes permanent, but
perfect practice makes perfect!
First 10 Minutes
• Reading and organizing time.
• You cannot write in your essay booklet
• Spend this time working on the DBQ since
this essay requires the most reading and
preparation time
First 10 Minutes – Understanding
the Question
• First, read the question. Underline the words
that are most related to your task.
• “Using the documents, analyze the social and
economic effects of the global flow of silver
from the mid – 16th century to the 18th century.
Explain how another type of document would
help you analyze the effects of the flow of
silver bullion in this period”.
First 10 Minutes – Understanding
the Question
• What did you underline?
• I underlined :
– Social
– Economic
– Global flow of silver
• These key words will be a unifying link throughout
the essay
• The timeframe is unimportant b/c all documents deal
with that time
• The other document is important, but not just yet…
The First 10 Minutes –
Understanding the Question
• You are being asked to show how the flow
of silver all over the world effected peoples’
lives (social) and the economy.
• Did you get that from your analysis of the
question?
First 10 minutes – Historical
Background
• 1st – Underline key words in the question
• 2nd – Read the historical background (on the
next slide)
First 10 Minutes – Historical
Background
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•
•
•
The historical background
sets the scene for the
documents
But the essay “is not a
scene…it’s an arms race”,
and you get no points for
bringing in background
information.
Use the big guns – the
documents!
You are to use the
documents in your
essay…not background
information!
First 10 Minutes – Document
Reading and Analysis
•
•
•
•
1st – Underline question
2nd – Read background
3rd – Read the documents
Read ALL information in the document,
including the source (becomes important later)
First 10 Minutes – Understanding
the Question – Think PERSIA:
• Political Influences • Economic Influences
– State control of
− Structure
trade/Industry
− War
– Agriculture/industry
− Popular
importance
Participation
– Labor Systems
− Treaties
– Levels of Technology
− Courts/Laws
– Levels of Int’l Trade
− Loyalty to Leader
– Gender & Slaves
− Courts/Laws
– Money System
− Leaders
PERSIA Continued
• Religious Influences • Social Influences
– Importance on Social
interaction
– Holy Books
– Beliefs/teachings
– Conversion – role of
missionaries
– Sin/salvation
– Dieties
–
–
–
–
–
Family order
Gender relations
Social classes
Entertainment
Life Styles
PERSIA Continued
• Intellectual Influences
–
–
–
–
–
–
Art and Music
Writing and Literatue
Philosophy
Math/Science
Education
Inventions
• Area: Geographic
Influences:
– Location
– Physical
– Movement
First 10 Minutes – Analysis of
Documents
Use the margins to write notes, underline key
phrases, and begin to organize your documents into
categories according to the PERSIA acronym:
1
P
2
3
X
E
4
5
X
X
X
X
6
X
X
X
X
X
X
X
I
A
8
X
R
S
7
X
X
X
X
X
X
First 10 Minutes – Document
Reading and Analysis
• 1st – Underline question
• 2nd – Read background
• 3rd – Read the documents and start making
categories
• 4th – Re-read the question to make certain you
are on the right path
But I’m Slow!
• Welcome to pressure! There is no time to be
slow, but if you go a couple minutes over the 10,
it’s alright.
• Just make sure you are not going more than 15 or
20 minutes because you will be taking the time
from other essays.
How It’s Scored – Basic Core
Basic Core
Points
Is the thesis acceptable?
1
Does the student address all of the documents and demonstrate
understanding of all or all but one?
1
Has the student supported the thesis with appropriate evidence from
all but one of the documents?
2
(1)
(Has the student supported the thesis with appropriate evidence from
all but two documents?)
Has the student analyzed point of view in at least two documents?
1
Has the student analyzed the documents by grouping them in two or
three ways?
1
Has the students identified and explained the need for one type of
appropriate additional document?
1
TOTAL
7
How It’s Scored – Expanded
Core
Expanded Core
Points
Does the student have a comprehensive, analytical, and explicit
thesis?
0-2
Has the student shown careful and insightful analysis of the
document?
Has the student used the documents persuasively as evidence?
Has the student analyzed bias and point of view in most or all
documents?
Has the student analyzed the documents in additional wayssyntheses, comparisons, or groupings?
Has the student brought in relevant “outside” historical content?
Has the student explained the need for more than one type of
appropriate additional documents?
Total
2
Do You Have A Thesis?
• You have to have one to start out right.
• An AP reader can tell in seconds if you essay is
going to be strong or not.
• Your thesis can be more than 1 sentence.
• Your thesis must contain specific information that
responds to the question
A Good Thesis Has 2 Parts…
1. Specifically address the terms of the
question
2. Set up the structure for the rest of your
essay
Using Evidence to Support Your
Thesis
• You must analyze the documents, not just list them.
• List: “The global flow of silver can be seen in documents
4,5, and 6.
• Analysis: “The global flow of silver hindered the
development of indigenous people in several ways. The
subjugation and forced labor of the natives in the South
American silver mines (doc 4) did not allow them to
develop society because they could not participate in any
native institutions. The mass slaughtering of the Japanese
(doc 5) shows how oppressive the government was under
the Tokugawa; people had become afraid to interact and
did not develop at the same rate of their European
counterparts”.
Pictures
• Analyze the pictures to the same degree you
would the documents.
• Remember – a picture is worth 1,000 words!
P.O.V. – Point of View
Point of view:
• Does the occupation of the author give the
document more reliability?
• Does class, religion, national background, gender
influence what is mentioned?
• Does the type of document affect the content (i.e.
journal, letter, public address)?
• Timing
• Intended audience
• Tone (sarcastic, triumphant, haughty, etc.)
Remember Your Groupings!
• At least 1 more group than they ask for but no
less than 3.
• The more groups the better (as long as it doesn’t
stink)
• A document can be used in more than 1 group.
Additional Document
• Every grouping needs an additional document
(or more)
• What type of document, who wrote it (general
to names), why it would be useful.
• “An additional document by a Chinese
merchant that describes the manner in which
trade was conducted would be helpful because
it would give insight into how the flow of silver
was affecting this class of people”.
Outline
I.
II.
•
•
•
III.
•
•
•
IV.
•
•
•
V.
Thesis
Group One
Documents supporting thesis
POV on one doc
Additional Doc
Group Two
Documents supporting thesis
POV on one doc
Additional Doc
Group Three
Documents supporting thesis
POV on one doc
Additional Doc
Conclusion
Start with these basics and you’re
well on your way to a 9!