Introduction to “Extended Analysis”
At this point in AP Euro you have had some practice analyzing several historical documents and making connections to the
larger themes they illustrate. This unit we will have our first Document Based Question. In DBQs, you are required to do
“extended analysis.” This means you have to go a bit beyond just explaining the document. Let’s take a look below.
How to Use Documents in a DBQ
First explain content of the document: What is the document stating? How does the information connect to the
prompt that you are answering? This must be done with each of the documents that you use in the DBQ
Extended Analysis: Ways that analysis of a document can be extended beyond its connection to the prompt or
topic. Consider that all of this extended analysis is a way for you to question the reliability of the information
within the document and this must be done with at LEAST 4 of the documents you use.
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Intended Audience: Who is the document written for? Is it a speech? Is it a diary entry? How might the
audience have affected the reliability of the source/document?
Purpose of the Document: Why did the author create the document? Is this an official government report?
Historical Context: Where and when was the document produced? What external events might have affected
the author’s viewpoint? How does context affect the reliability of the source?
Author’s Point of View: Who is the author? What is his/her place in society? What is his/her occupation?
How might knowing that help us understand why the author is making the statement?
Part 1: Homecoming Dance Documents
Practice “extended analysis” with the documents below. Pay attention to the sentence frames you can use to
support your analysis. Use binder paper to write your analysis statements.
Outside historical information – this is the kind of information you would find in a textbook that relates to the themes in the documents and
provide background. This is “outside information” you can bring into your analysis.
The homecoming dance in mid-October is well attended by 9th and 10th graders, but historically has lacked a large amount of
attendance by juniors and seniors. There are many activities at the homecoming dance, including, most recently, a photo
booth and games table.
Ms. Greenberg is a 36 year old high school teacher. She loves teaching history, and she cares about her students. She does
not like staying up late and often falls asleep on the couch before 9pm watching history documentaries. She doesn’t like being
away from her 3 year old son at night. She is not up to date on current music, and the most recent song she knows the words
to is “Mo’ Money Mo’ Problems” (Sean “P-Ditty” Combs and Biggie Smalls – 1997) Ms. Greenberg chaperoned the
Homecoming Dance last year to fulfill a requirement for supervising a Redwood event.
Document 1:
Ms. Greenberg in an e-mail to a friend regarding chaperoning at the 2014 Redwood Homecoming Dance.
“ I just got home – I’m so tired. The Homecoming Dance was crowded and loud. It started at 8pm. Why couldn’t it start at a more
reasonable time, like 4pm? My son is already asleep and I didn’t get to say goodnight!
The music was loud and awful, it sounded like a cat in a washing machine. That is… until ‘90s flashback time: finally – some excellent
music! I felt like dancing! As I walked through the dance floor I saw how much fun my students were having and it made me so happy.
They were talking with friends, dancing and having a great time. When the dance was over finally I looked at my watch -11pm! I was tired
but happy and excited. It ended up being a great experience. Better even than the twelve part documentary series about Louis XIV I was
going to watch that night!”
1. WRITE “Point of View” analysis: Ms. Greenberg has stated several beliefs and feelings about the 2014 homecoming dance. Connect her
POV about some aspects of the dance to her biographical information above. When writing point of view we have connect the document
to authors’ place in society, occupation, beliefs, life experience. We also have to explain why those beliefs, occupations, life
experience would make them have this point of view.
Possible sentence frames for POV:
Ms. Greenberg would likely believe/feel/say __________________________________________________because she is a
_____________________________________. (Make sure to explain why _________________s would feel this way).
Ms. Greenberg’s opinions on _______________________ would make sense because…..
DISCUSS: How would you write “historical context” analysis of this document? Where and when was the document
produced? What external events might have affected the author’s viewpoint? How does context affect the reliability of the
source?
Document 2:
Ms. Greenberg October 30 2014 in an interview for the Redwood Bark
“Dances are an important part of Redwood culture. They are an opportunity to allow students to connect with one another in
ways beyond academics. They provide a safe and communal environment for students to have fun. Chaperoning is a valuable
professional experience for me, and one I wish I could do more often. The great music is also a big plus.”
2. WRITE “intended audience” analysis:
Possible Sentence frame for “purpose of document”
Because this is a quote in the Redwood Bark, and is likely to be read by _______________________________, it makes
sense that Ms. Greenberg would say ___________________________ because….
DISCUSS: How would you write a “purpose of document” analysis?
Sentence Frame: Because this document is a _________________, Ms. Greenberg would likely say ____________ because.
Document 3:
“Steve” (the name has been changed to keep this student anonymous), 11 th grader, Redwood High School. October 2014 in a
conversation with his friend “Matt.”
“The homecoming dance was overall super lame. So…on Saturday night my friends and I were playing video games. Another friend called
us and said he was actually going to the dance and he told us he didn’t want to go by himself. So we all decided YOLO: we would go to
this dance, but maybe just as a joke. Maybe just to make fun of freshmen….We got there, and I was right – totally lame and lots of 9th
graders and irritating sophomores. But then we discovered the games table, and some really good snacks! Before we knew it we were
having tons of fun, my friends and I even took several pictures in the photo booth. This dance should definitely be attended by more 11 th
graders, then maybe it wouldn’t be so lame.”
3. WRITE another Point of View. (see sentence frames above)
DISCUSS: What other “Extended Analysis” might work well for this document?
Part 2: Real AP Euro Documents – Extended Analysis of Hobbes/Locke/Bossuet
Use your Hobbes/Locke/Bossuet documents to write an extended analysis. You already have your initial analysis explaining
their views on the best relationship between government and society. Now extend your analysis by using intended audience,
purpose of document, historical context, or point of view.
WRITE an extended analysis for all three of the documents. You can choose which extended analysis to use.