2016 – DBQ WRITING
AP EUROPEAN HISTORY
WHAT IS AN AP EURO DBQ?
AP Euro DBQs are multi-paragraph essays that do not
simply measure what you know (in formal writing fashion) but
what you can do. (in formal writing fashion)
Similar to an FRQ…
1. You are given a prompt w/ similar tasks & terms
2. You are going to construct a thesis which is the
foundation of the essay
3. You are going to construct body paragraphs that support
& develop you thesis
IT’S JUST PUTTING THE PIECES TOGETHER
THESIS & ARGUMENT
1. Thesis → presents a thesis that makes a historically
defensible claim and responds to all parts of the
question.
•
•
Simply has to work (a “check mark” thesis)
Same location
2. Argumentation → an EXCELLENT thesis, that is
referred to throughout the essay.
•
Your use of documents are explained / aligned with the
thesis you begin with
DOCUMENT ANALYSIS
3. Uses the content of at least SIX of the documents
to support the stated thesis or a relevant
argument
•
Simply need to directly reference 6 documents
4. Explain the significance of author’s POV, context,
audience, and/or purpose (CAP) for at least FOUR
documents.
•
“what makes this person have this perspective?”
EVIDENCE & CONTEXT
5. Contextualization → “paint the picture around the
specific terms being addressed.”
The docs are the ornaments, talk about the tree
•
•
•
•
•
Industrial Revolution as a whole
Urbanization
Women in the workplace / society / role in the family
Illegitimacy Explosion
6. Evidence Beyond the Documents → an additional
piece of specific evidence beyond those in the
documents to support or qualify the argument
•
•
•
Factory Act
Mines Act
Wages before / after 1820
SYNTHESIS
7. Synthesis → extends the argument by explaining the
connections between the argument and one of the
following:
a) Historical Development in a different period, situation, or
geographical period
•
•
•
Industrial Competition – Exploration Competition
Enlightenment – Renaissance Humanism
Balance of Power Diplomacy – Italian city-states – Peace of
Westphalia – Congress of Vienna
b) A course theme (political / social / etc.) that is not the focus
of the essay
•
Italian renaissance artists - middle class entrepreneurs
STEP #1: TASKS & TERMS
Prompt:
Discuss how the profound social changes introduced by the Industrial
Revolution affected women working in the factories. To what extent did
women’s experiences reflect continuities with traditional working-class ways
of life?
Tasks: a.) Discuss
Terms:
b.) To what extent
a.) social changes of Ind. Rev. – affected women in working class
b.) women’s experiences reflect continuities w/ traditional way of
life
DOCUMENT ANALYSIS
1. What do you know about the author / source…
2. What is the main idea / point of the document –
how does it relate to the prompt (what are they saying
regarding working-class women in the new Industrial society, what
are they saying whether this is a new phenomenon or not – pgs. 738
- 739)
3. What category (or categories) would you label it as in
regards to the prompt (try to find 3 separate categories
/ body paragraphs)
APPARTS (IF YOU SO CHOOSE)
•A udience → who is this written to / or for
•P lace & time → a German soldier in the trenches may have
different perspective compared to others
•P rior knowledge → what do YOU know about it
•A uthor → what characteristics does author have
•R eason for writing → writer’s objective, ulterior motive
•T he main idea → knowledge / interpretation
•S ignificance → why did the writer of the dbq include this
CATEGORIES
DISCUSS HOW THE PROFOUND SOCIAL CHANGES INTRODUCED BY
THE INDUSTRIAL REVOLUTION AFFECTED WOMEN WORKING IN THE
FACTORIES. TO WHAT EXTENT DID WOMEN’S EXPERIENCES REFLECT
CONTINUITIES WITH TRADITIONAL WORKING-CLASS WAYS OF LIFE?
1. The separation of the family unit
2. Work has become more physically / Mentally
demanding / Dangerous
3. Motherhood / role as homemaker
4. Challenge to femininity / more sexually active
CATEGORIES
1. The separation of the family unit
(docs: 1,4)
2. Work has become more physically /
Mentally demanding / Dangerous
(docs: 2,5,6,7)
3. Motherhood / Role as Homemaker
(docs: 2,4)
4. Challenge to femininity / more sexually
active
(docs: 3,5,)
CATEGORIES
DISCUSS HOW THE PROFOUND SOCIAL CHANGES INTRODUCED BY THE INDUSTRIAL
REVOLUTION AFFECTED WOMEN WORKING IN THE FACTORIES. TO WHAT EXTENT DID
WOMEN’S EXPERIENCES REFLECT CONTINUITIES WITH TRADITIONAL WORKING-CLASS WAYS OF
LIFE?
I.
Discussion of Ind. Rev. social changes affected
women working in factories
a) Work was more time consuming, rigid, and structured, as to
make motherhood and homemaking more challenging
• Docs #4,#7, #1
b) Due to these new challenges and dynamics in industrial
work, proper female behavior becomes questioned
• Docs #3, #5, #6
II. To what extent are these experiences a continuity
with traditional working-class ways of life
• Docs #1, #2, #6
CHOOSE YOUR CATEGORIES, LOOK AT
YOUR PROMPT, AND, CREATE YOUR
THESIS
• Though work for working-class women still remained
physically demanding, new changes brought on by the
Industrial revolution led to a break up of the family unit,
a greater challenge in raising children, and a whole
new level of physical and mental strain.
• Working class women had a rougher time following the
industrial revolution, due to the demands of the modern
factories and extensive coal mines.
• There were many profound social changes that made
work among working-class women much more
demanding than ever before.
ACTION AT GHS 2009
JUNIOR CLASS WERE WINNERS THAT YEAR
Five individual responses from people who were there:
1. Junior Football Player
2. Senior Cheerleader
3. Principal
4. Over-protective mother of a Freshman girl
5. Sophomore band member
3 IMPORTANT POV POINTS TO CONSIDER
1. POV is an analysis of the SOURCE not the
DOCUMENT
2. POV analysis must be explicitly REASONABLE
3. POV analysis must be explicitly RELEVANT
POV & CAP
WHAT MAKES THIS PERSON HAVE THIS PERSPECTIVE
Point-of-View (POV)
• Authorial
• Reliability
• Tone or Intent
Context – what’s the story behind it / big picture
Audience – who is it written for (public / private) how
does it sway its targeted audience
Purpose – why did this person write / say this
DEMONSTRATING POINT OF VIEW / BIAS
(AUTHORIAL)
Show your awareness that the gender, occupation, class,
religion, nationality, political position, or ethnic identity of
the author could influence his/her views.
• Example:
• “Mr. Hart, a long time cynic of the GHS marching band, was obviously critical of
the band’s performance at the Rose Parade.”
• “Senator Davidson, leader of the Republican Senate Committee, was naturally in
disagreement of President Obama’s plan for health care reform due to the longstanding feud between Republicans and the President’s administration.”
POINT OF VIEW / BIAS
RELIABILITY
Examine a source for its reliability and accuracy by
questioning if the author of the document would be in a
position to be accurate.
• Example:
• Mr. Hart’s book, “How to Survive & Thrive at GHS,” is probably
accurate, since he has worked and observed student life and
culture at Glendora High School for over 17 years.
POINT OF VIEW / BIAS
TONE OR INTENT
Examine the text of a document to
determine its tone (satire, irony, indirect
commentary, etc.) or the intent of the author.
Especially useful for visual documents,
like art work or political cartoons.
Example: Michaelangelo, through his
sculpture of David, intended to glorify
not simply himself or the human body,
but the strength and vitality of Florence
as the center of culture and economic
dominance among the other competing
city-states.
EXAMPLES OF POV / CAP
• The fact that these working conditions are laid out in a
Land register, which is recognized as a formal agreement
between landowner and worker, it most likely provides an
accurate description. (doc. 1)
• Based on the fact that this woman has worked in both
urban and rural environments, her testimony proves quite
valuable. (doc.2)
• As a male worker, Matthew Crabtree might not know the
true rates of illegitimacy or be aware of other elements in
the lives of his women co-workers. (doc.3)
POV - CAP
• As a male worker, Matthew Crabtree stands to gain leverage
as an employee if both women and children are removed
from the workforce. Therefore, his testimony could possibly
be skewed. (Doc. 3)
• This excerpt by Engels is probably a biased source since as a
radical socialist and fellow colleague of Karl Marx, he would
naturally condemn all aspects of industrial life. (doc.4)
• Annie Besant, in writing a book and titling it “White Slavery in
London,” is clearly trying to sway public opinion in taking a
negative view towards the treatment of female factory
workers. By comparing women to slaves, and the factory
owner as a “slave owner,” she is deliberately attempting to
build public contempt for such labor practices. (Doc.6)
SOME ORGANIZATION POSSIBILITIES..
• Two body paragraphs discussing changes,
one body paragraph evaluating to what
extent are conditions different.
• Three body paragraphs discussing changes,
and include the “to what extent”
throughout the bodies.
THE INTRODUCTORY PARAGRAPH
4 – 6 SENTENCES
1. Establish TIME & PLACE.
2. Allude to the SUB-TOPICS or categories you will discuss to
support your thesis. (great place of contextualization #5)
3. Create a clear, THESIS STATEMENT.
4. Never cite documents in the intro, save it for your bodies
INTRO & THESIS
Since the middle-ages, working class women have been a fixture in
the labor force throughout the European landscape. In the traditional
rural-agrarian environment, it was not uncommon for women to fill the
role of wife and mother while maintaining the household and working
with their men in the fields. Beginning in the latter-part of the 18th
century, innovations in agriculture, technology, and manufacturing
culminated into what is commonly referred to today as the Industrial
Revolution. Early on, family units were hired as a whole, enabling the
family to stay together and many women able to care to their children
and husband. As the effects industrialization and urbanization evolved,
though, throughout the 19th century, women of the working class would
still be looked upon to run households and be good mothers, but would
be forced to balance these responsibilities while laboring in the new
industrial factories, as well as the mines which fed them. As the role of
women and their position in society was questioned in the previous
generation through the likes of the Enlightenment and the French
Revolution, women’s position in society would also evolve through the
new industrial and urban landscape of the 19th century. Though labor for
working-class women still remained physically demanding as it did in
prior generations, new changes brought on by this Industrial revolution
led to a break-up of the family unit, a greater challenge in raising
children, and a whole new level of physical and mental strain.
THE “BODY” 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. (at least 2)
4.
Be sure to indicate Point-of-View (POV) or bias.
5.
Bring in supportive evidence (#6) / outside information
when you can to help tell the story and provide thorough
analysis
Be clear as to why these documents were
selected?
BODY #1
A profound change that the industrial revolution had upon urban
working class women was the separation of the family unit on the job.
As clearly documented in the Silesian land register in 1790, women were
not only allowed, but expected to work side-by-side with their husbands
and other male family members throughout most of the day. This was
quite typical of all work places prior to the onset of factories. Women
eventually began to earn wages through the cottage industry, yet were
still within the family setting. The fact that these working conditions are
laid out in a Land register, which is recognized as a formal agreement
between landowner and worker, most likely proves it to be an accurate
description. (doc. #1) As families made their way to industrial / urban
centers, whole families were initially hired as a unit. Though due to the
innovation in energy and technology, primarily in the textile industry,
factory work became segregated and family units were split apart. As
noted by Friedrich Engels in his work detailing the condition of the
working class in Manchester, “the employment of women at once
breaks up the family.” Most textile mills, by the mid 19th century, were
advanced such as the one Engels is describing, and no longer provided
families to work them while staying in close proximity. Engels, whose
father owned a textile mill, was witness to these working conditions first
hand and therefore serves as a credible source of information. (doc.4)