AP World History
2006 How to teach the Document-Based Question
or
C.S.I. Bartram Trail
We are trying to catch a moving
train. - Anton Striegl
Write an essay that:
• Has a relevant
thesis and supports that
thesis with
evidence from the documents.
• Uses
all of the documents.
• Analyses the documents by
grouping them in as many ways as
possible. Does not simply summarize the documents individually.
• Takes into account the sources of the documents and analyses the
authors’
point of view.
• Explains the need for at least one
additional document.
You may refer to relevant historical information not mentioned in
the documents.
There are no shortcuts or magic
formulas.
Teach the rubric. The documents drive the essay.
2006 DBQ Scoring Guide (Operational Rubric)
BASIC CORE (competence)
Score
(1 point)
(1 point)
• Has an acceptable
thesis.
• Understands the basic meaning of the
documents. (may
misrepresent one document)
• Supports
thesis with appropriate evidence from all or all but (1-2 points)
one of the documents.
• Analyzes
point of view in at least two documents.
(1 point)
• Analyzes documents by grouping them, in two or three ways.
(1 point)
• Identifies and explains the need for one type of
(1 point)
appropriate additional document or source.
Total 7 points
•
(1-2 points)
EXPANDED CORE (excellence)
Max score 9
Expands beyond the basic core of 1-7 points. A
student must earn 7 points in the basic core before
earning points in the expanded core.
Basic Core (competence)
1.
Thesis
• The thesis must be explicitly stated in the
introduction or conclusion of the essay.
• It may appear as one or two connected sentences.
• A split thesis or a mere restatement of the question
is not acceptable.
• The thesis must address the social and economic
effects of the global flow of silver as indicated in
the documents.
Students MUST
Take a Stand Sigrid Reynolds
2. Understands the basic meaning of the documents
• There are eight documents. Students must
address
all documents and demonstrate
understanding of basic meaning in at least
seven documents. Listing the documents
separately or listing the documents as part
of a group does not sufficiently demonstrate
an understanding of the basic meaning.
3. Supports
thesis with appropriate evidence
from all or all but one of the documents.
• For 2 points:
Evidence must be drawn from seven or eight
documents and must be connected to thesis.
• For 1 point:
Evidence must be drawn from six documents
and connected to thesis.
4. Analyzes
point of view in at
least two documents.
• POV explains why this particular person might have this
particular opinion OR what particular feature informs the
author’s POV.
• Students must move beyond mere description of that
individual by considering and explaining the tone, the
characteristics of the author, the intended audience, and/or
how outcome may have influenced the author’s opinion.
• Mere attribution is not sufficient. Attribution is copying or
repeating information verbatim from the source line of the
document.
P. O. V.
•The key to being successful in AP
begins with reading the text.
•Don’t worry about the text. All you
need to read is the Princeton Review.
Now for the Football DBQ
SITUATION DESCRIPTION:
• The annual Mandarin Mustangs versus
Bartram Bears football game was played
Friday night. Due to family commitments I
was unable to attend the game. The game
was decided when Ryan Mole caught a
touchdown pass on the last play of the 4th
quarter giving Mandarin a 14-10 victory.
• Monday morning when I arrived at school
"everyone" was talking about the "catch"
and the victory. What I want to know is
what REALLY happened and just how
great of a play this catch actually was.
• Throughout the day I spoke to the following
people in an attempt to obtain the truth. As I
review each source I must constantly ask
myself “what is the validity of each person's
comment and what is their particular
expertise in the area of high school
football.”
DOCUMENT 1
• Tom Robard, Newspaper Reporter, The
Florida Times Union
• The annual Mandarin-Bartram Trail football
game ended in dramatic fashion when Ryan Mole
caught the game winning touchdown pass as time
expired. Mole made a leaping catch and landed
safely in the end zone capping an improbable
come from behind win for the Mustangs.
• (Note: most high school game results are phoned into the newspaper
sports desk)
DOCUMENT 2
• Ryan Mole, Mandarin receiver who
caught the winning pass
• Did you see that catch?! I mean it was
great! Man I knew I had it! That D-back
was nothing! I ran right by him and just
reached out and pulled it in. Focus, real
focus!! We're number 1!!
DOCUMENT 3
• Pat Brickey, Offensive Coach, Mandarin
High School
• Great catch! Unbelievable! Ryan has heart
and no quit in him. When it mattered I knew
he would come through. He's tough, a real
gamer! I had the team focused. We were
ready to play. Never a doubt!
DOCUMENT 4
• Breanna Jones, Mandarin Cheerleader Captain
• It was a totally awesome catch! We won the game
and, like totally disgraced that other team. I knew
we would win after our half-time show, and we
did! We rock! Go MHS! Those Bartram guys had
no chance. And you should have seen those
Bartram Trail girls! Their cheers were sloppy and
screechy. No wonder we won!!! We're number 1!!
DOCUMENT 5
• Laurie Graack, Mandarin teacher who
attended the game to watch her son play
• Mandarin played real hard. The boys were great. It
was a great catch that won a hard fought game.
The noise in the stands after the game was
unbelievable. Everyone was hugging each other
and screaming.
DOCUMENT 6
• Demetrius Johnson, Defensive back who
covered Ryan, Bartram Trail High School
• We were robbed. That guy never caught the ball,
he was lying there on the ground and the ball fell
in his hands. He pushed me and the ref never saw
nothing. Mandarin is nothing, but a bunch of
cheaters!
DOCUMENT 7
• Sean Ramirez, Bartram Trail High
School
• What can I say? Demetrius played him real
tight. Mandarin ended up on the ground
with the ball and the touchdown. Some
nights you just aren't lucky, some you are.
DOCUMENT 8
• Owen Dyson, Football Referee, excerpt
from his game report to the Florida High
School Athletic Association
• It was a clean and simple catch resulting in
a touchdown. No penalty was involved.
DOCUMENT 9
• Robert Benson, Assistant Football Coach,
University of Florida. Excerpt from his
scouting report.
• #83 Ryan Mole, Senior. Position: Wide
Receiver. Height: 5'6". Weight: 155.
• Comment: Has poor hands and only average
speed.
2002 AP Euro, Manchester DBQ
Source: Robert Southey, English Romantic poet, after visiting
Manchester in 1807, Colloquies on the Progress and
Prospects of Society,1829.
A place more destitute than Manchester is not easy to
conceive. In size and population it is the second city of the
kingdom. Imagine this multitude crowded together in narrow
streets, the hoses build of brick and blackened with smoke:
frequent buildings among them as large as convents, without
their antiquity, without their beauty, without their holiness,
where you hear from within, the everlasting din of machinery;
and where, when the bell rings, it is to call the wretches to
their work instead of their prayers.
2002 AP Euro, Manchester DBQ
Source: Thomas B. Macauley, liberal Member of Parliament
and historian, essay, "Southey's Colloquies," 1830's.
People live longer because they are better fed, better lodged, better
clothed and better attended in sickness, and these improvements are
owing to the increase in national wealth which the manufacturing system
has produced. Mr. [Robert] Southey has found a way, he tells us, in
which the effects of manufactures and agriculture may be compared. And
what is this way? To stand on a hill, to look at a cottage and a factory,
and to see which is prettier. Does Mr. Southey think that the English
peasantry live, or ever lived, in substantial and ornamented cottages, with
box hedges, flower gardens, beehives and orchards?
5. Grouping
• Analyzes documents by grouping them, in
two or three ways, depending on the
question.
Shoe grouping
Stuffed animal grouping
6. Identifies and explains the need for one type of
appropriate additional document or source.
• Students must identify an appropriate
additional document or source and explain
how the document or source will contribute
to an analysis of the effects of the silver
trade.
Expanded Core (excellence)
•
•
•
•
•
Expanded thesis
Careful and insightful analysis of documents
Analyzes P.O.V. in more than two documents
Brings in relevant “outside” historical evidence
Identifies more than one additional document or
provides a particularly sophisticated explanation
of why the additional document is necessary.
DBQ Essential Tools List:
1. Manchester DBQ (2002 AP Euro Exam)
www.thecaveonline.com
2. Football DBQ (PowerPoint) on POV
www.thecaveonline.com
3. Parental DBQ
http://myschoolonline.com/fl/mrderryberryshistoryclass
4. AP College Central (most recent DBQ and info)
www.collegeboard.com
5. My email
BarthDerryberry@yahoo.com