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 • • • • 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!