Transcript How To Do an AHAP DNQ - New Providence School District

How To Do
an AP Euro
B
Q
D
Thanks to Ms. Susan M. Pojer Horace Greeley H. S.,
Chappaqua, NY for material and formatting idea
A “Dazzling” D.B.Q.
Is Like a Tasty Hamburger
First You Must Place an Order
(Prepare to Write)
Menu:
Analyze
the
Question
• You cannot write an adequate answer without a clear
understanding of the question
• Understand key terms in the question (prompt).
– Analyze – Determine components, examine their nature and
relationship
– Assess/Evaluate – Judge value or character of something; evaluate
positive and negative; give an opinion regarding the value of;
discuss the advantages and disadvantages of
– Compare – Examine for the purpose of noting similarities/differences
– Contrast – Examine in order to show points of difference
– Describe – Give an account of; tell about; give a word picture of
– Discuss – Talk over; write about; compare or examine by argument
or from various points of view; debate; present different sides
– Explain – Make clear or plain; make clear the causes or reasons for;
make known in detail; tell the meaning of
Don’t Forget Your Drink
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Social
Political
Religious
Intellectual
Technological
Economic
•All DBQs should address either political, economic, and social
aspects
•(You will know what to address because those specific words will
be in the question)
Place Your Order
(Develop a Thesis)
• Thesis – your opinion on the given topic
• Thesis may be stated in your opening
paragraph (it may be in your final paragraph).
The reader must immediately know your
position on the question before reading the
rest of your essay. For full credit on your
essays you must clearly state your position
and indicate how you will support it.
Make It a Combo Meal
(Group Documents)
• Read through the documents and see how they relate to the question
• Notice who is writing or saying it and what perspective they are taking –
are they taking a position?
• Group the people by either what they are saying, believe in, or what social
class they belong to, etc. Doing this step will allow you to establish the allimportant “point of view” in your essay. While writing this essay you must
write about what different people were thinking during the time.
• Notice how many documents are given, in order to pass this essay you
should use most, if not all of the documents given.
• Treat charts, graphs, maps, or pictures very seriously. They provide good
information and are included for a purpose. Discuss their meaning and
incorporate in your essay.
• Some documents will be more important than others as they relate to the
question more significantly, but they all are relevant.
• On scratch paper write down a table of some kind and categorize each
document. This will make it easier when writing your essay.
The Introductory
Paragraph
The “Top Bun” of your essay!
4-6 sentences
The Introductory Paragraph
1. Establish TIME & PLACE.
2. Create a clear, THESIS STATEMENT.
3. Allude to the SUB-TOPICS or
categories you will discuss to support
your thesis statement
No “laundry list!”
4. Focus on the question at hand—do
NOT begin with a “flowery” sentence!
The “”Meat”” Paragraphs
The “tasty” part of your essay!
8-12 sentences+ per paragraph
The “”Meat”” Paragraphs
1. Identify your sub-topic or category in
the first sentence.
2. Include the documents that are relevant
to support the ideas in the paragraph.
3. Use most of the documents given.
4. Bring in supportive outside information.
This is helpful, but not essential!!
* o.i.’s = “outside information”
* o.k. = “outside knowledge”
* Why were these documents selected?
Questions to Ask Yourself About
the Documents
1. Attribution  Who is this person?
2. Why might they be significant?
3. What is the point of view (POV) of the author?
4. How reliable and accurate is the source?
5. What is the tone or intent of the document
author?
6. What other information does this document call
to mind? Use all available clues.
7. How is this document linked to other documents?
Remember, docs. can be used in a variety of ways!
How to Reference a
Document in Your Essay
1. Thomas Paine, in his pamphlet, Common
Sense, said: “………………….”
2. Joe Smith, a mid-Western delegate to the
Republican convention in 1912, agreed
with…..
3. The 19c historian, Frederick Jackson
Turner, felt that …………………. (Doc. E)
Avoid: “In Document E, …”
POV
• Relating authorial point of view to author’s place in
society:
– “Since Martin Luther had been deemed a heretic and was dependent
upon local princes for protection, it is not surprising that he would be
so vehement in condemning events that many linked to him and that
were causing such civil unrest. (doc. 7)”
• Evaluating the reliability of the source:
– “Lichtenstein may not be a completely reliable source, however,
since he was pleading his own case and clearly had something to
gain. (doc. 10)”
• Recognizing that different kinds of documents serve
different purposes:
–
“It is important to note that Lorenz Fries is commenting in a secret
report probably not meant for publication; therefore, he is likely able
to be more frank and honest than he might have been in a public
document. (doc. 8)”
Specific Directions for DBQ
•
Write an essay that:
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Provides an appropriate, explicitly stated thesis that directly addresses all parts
of the question and does NOT simply restate the question.
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Discusses a majority of the documents individually and specifically.
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Demonstrates understanding of the basic meaning of a majority of the
documents.
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Supports the thesis with appropriate interpretations of a majority of the
documents.
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Analyzes the documents by explicitly grouping them in at least three appropriate
ways.
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Takes into account both the sources of the documents and the authors’ points of
view.
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You may refer to relevant historical information not mentioned in the documents.
POV
Examples of UNACCEPTABLE point-of-view analysis:
• “Count Wilhelm von Hennenberg, in a letter to Duke
Albert of Prussia, noted that nobles were surprised
when peasants turned from attacking priests and
monks to the property of the nobility. (doc. 11)”
– Why unacceptable? This is merely attribution with no attempt at
further analysis beyond the stated information from the document
itself; the statement does not explain why Hennenberg held these
views.
• “Because this is a statement written by two preachers,
it accurately reflects the attitudes of the people during
this time period. (doc. 5)”
– Why unacceptable? Again, this is really just attribution, since the
statement makes no effort to explain how or why these two
preachers would be authoritative voices of the people.
The Concluding
Paragraph
The “Bottom Bun” of your essay!
It holds it all together!
3-4 sentences
The Concluding” Paragraph
1. Start with a “concluding phrase.”
2. Restate your thesis statement a bit
differently.
3. Put your essay answer in a larger historical
perspective.
End of some trend/movement/idea, etc.
Beginning of some trend/movement/idea
End of one & beginning of another.
Do NOT end on the note that this is the
reason we are where we are today!
Rubric
• 0-9 scale
• “core-scoring”
– How many historical skills were used in
your response
• 1 point each
Rubric
You can earn 0-6 points
• “Basic Core” skills
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Understanding the basic meaning of documents
Making use of the majority of documents
Having an acceptable thesis
Supporting a thesis with documentary evidence
Providing analysis of bias in at least three
documents
– Demonstrating the ability to group documents
Rubric
You can earn 0-3 additional points
• “Expanded Core”
– Incorporating outside knowledge in the essay
– Using every document or almost every document
– Having an analytical and comprehensive thesis
– Discussing bias in a number of documents
– Using documents skillfully as evidence
– Creating additional groupings of documents
Put It All Together, And . . . .
Ummmmm, Burger!
I Mean, A Perfect Essay!
Leave a Tip
• Before you start writing, always
organize your thoughts
– Outline
– Table
– Graphic organizer
YOU
CAN
DO
IT!!
DO-NOW In Class:
Create a rough draft in outline form using this format:
1. Write out your introductory paragraph.
2. Create a loose outline of your “meat” ¶s in
this manner:
Skip a line from your intro. ¶
Identify the “theme”/thesis of this first
“meat” ¶ [underline or highlight it]
Indent bullets listing all facts/doc. info.
and other “o.i.”s that you will need in that ¶
When done with that ¶, skip a line and do the same
for the other “meat” ¶s
3. Skip a line after your last “meat” ¶ and write your
concluding ¶ out in full.
Outline Format
Write out your introductory paragraph in full,
underlining your thesis statement.
¶1  sub-topic title
 Information from a document (Doc-B)
 Information from another document (Doc-E)
 Some outside information (OI)
 Different info. from the same document (Doc-E)
¶2  sub-topic title
 Information from a document (Doc-A)
 Some outside information (OI)
 Some outside information (OI)
 Information from another document (Doc-H)
Outline Format
¶3  sub-topic title
 Information from a document (Doc-C)
 Information from another document (Doc-D)
 Some outside information (OI)
 Information from another document (Doc-F)
 New information from the same document
(Doc-F)
 Some outside information (OI)
 Some outside information (OI)
Write out your concluding paragraph in full.