Writing an in-class DBQ essay WHAP style Using your ten and forty minutes properly T.E.A.M.G.A.P O O O O O O O O On the testing day there will be no rubric so try to remember this: T-thesis should always address task (underline and return back to it) it should be in the introductory paragraph E- evidence should come from the documents cited and with… A- analysis explaining how the evidence supports persuasively your thesis M-meaning of the documents and how they can provide understanding of how they support your thesis and how they can be… Grouped- by theme, time, region, perspective, class in a least three ways . A-additional document or missing voice. What kind of additional document or perspective would add a stronger narrative and what value would it provide and P; Point of view or as of at least 2(3 would be better) documents. What to do with the ten minutes given Underline the task and revisit often because you will need to address it in your thesis Look at sources and see if you can identify ways to group them Are there any obvious biases (title, region, rank, gender, date)? Underline key pieces of info like data, strong wording, caricatures, personal knowledge about the document. Then… O Introduce what you know about the subject O Write down thesis ( get it out of the way) O Write down additional document and its importance (although it makes good writing sense to put it in the conclusion, you are just writing a rough draft and have gotten 2 points done in the intro) O Remember, you can’t make it to the expanded core until you get all the basic Additional document mad-lib O An extra document that would help the analysis would be a (specifically identified type of document) written by a (specifically described person). This document would be helpful to the analysis because (rationale).“ O An extra document that would help my analysis is from, for example, a political treatise written by a fascist or Nazi political scientist, someone who believes that "deserving the power you hold" is a weak idea and that "power" should be seized without regard to "deserving it." This extra document would be useful because it would explain the point of view of a political theoretician who, unlike all the others, believes that somehow justifying the "right" to hold power is nonsense and calls the rationalizations of the other authors into question O Try more then one if you have the time Grouping O After the ten minutes, you should have a pretty good idea of at least three groups. O Each group will be a separate paragraph which utilizes the evidence and analysis persuasively to support the thesis (already underlined in the task. O Should begin filtering in appropriated POV POV mad-lib O (Person writing the document), a (RELEVANT description of the person), point of view about (group subject) is (emotional or analytical state) because (explanation of why the person thinks the way he does). (Person) is (reliable/not reliable) because (explanation). O Adolf Hitler's point of view about the Jews of Europe while Chancellor of Nazi Germany was one of revulsion and disgust because of his ongoing and firm belief that they were a genetically "dirty," barbaric race responsible for all the world's evils. While Hitler's point of view about Jews is a reliable source in understanding Nazi ideology because he was mostly responsible for shaping its racial theories, his point of view about Jews is not reliable when evaluating the state of Jews' actual influence in the world because of the rabid hatred that led him to believe that they wielded more power than they actually had." Now the expanded core O Provide a historical context: this is where you O O O O O show what you know about a subject Provide global historical More POV Provides full analysis (explains why) More Additional documents Remember, you can’t get to the expanded core until you fulfill all of the criteria for the b Basic Core Historical skills and knowledge required to show competence. 1. Has acceptable thesis. 1 Point 2. Understands the basic meaning of all documents. (may misinterpret one document) 1 Point 3. Supports thesis with appropriate evidence from all documents. (Supports thesis with appropriate evidence from all but 1 document) 2 Points 4. Analyzes point of view in at least three documents. 1 Point 5. Analyzes documents by grouping them in at least 3 ways, depending on the question. 1 Point (1) 6. Identifies and explains the need for 1 Point one type of appropriate additional document or source. Expanded Core Historical skills and knowledge required to show excellence. Expands beyond basic core of 1-7 Points. The basic core of a 0-2 Points score of 7 must be achieved before a student can earn expanded core points. Examples: Has a clear, analytical, and comprehensive thesis. Shows careful and insightful analysis of the documents. Uses documents persuasively as evidence. Analyzes point of view in most or all documents. Analyzes the documents in additional ways – groupings, comparisons, syntheses. Explains why additional types of document(s) or sources are needed.