AP World History
Creating Groups by
Analyzing the Documents
Grouping the Documents
• Properly grouping documents is
requirement # 5 (Common Core)
• Students MUST be able to create at least
(three) groups
Analyzing Documents
• As part of the basic core requirement # 2,
the student must also understand the
basic meaning of the document
• Students may not misinterpret the
meaning of more than one document
• Requires students to be able to properly
analyze documents
Analyzing Documents
•
Read the question carefully; what is it
asking?
• Review documents carefully for clues:
1. Author
2. Document type
3. Purpose of writing
Sample Document
Source: Zong, Mi, a leading Buddhist scholar, favored by
the Tang imperial household, essay, “On the Nature of
Man,” early ninth century C.E.
“Confucius, Laozi, and Buddha were all perfect sages.
They established their teachings according to the
demands of the ages and the needs of various human
beings. They differ in their approaches in that they
encourage the perfection of good deeds, punish wicked
ones, and reward good ones; all three teachings lead to
the creation of an orderly society and for this they must
all be observed with respect.”
Important Points
•
•
•
Author – a Buddhist scholar
Favored by the Tang Dynasty
Wants to reconcile the teachings of
Buddha with those of Confucius and
Laozi
1. Would allow Buddhism to remain in Tang
Emperor’s favor
2. Would keep Buddhism in China and men
like Zong Mi in positions of power
Grouping Documents
•
Possible ways to groups documents:
1.
2.
3.
4.
5.
Pros and Cons
Good and Bad
Positive and Negative
Themes/Stances
Categories/Topics
Using the Same Format
• Use the same format for all three free
response questions
• Document Based Question
• Change Over Time
• Compare and Contrast
WARNING -WARNING
• NEVER – NEVER – NEVER – NEVER –
Use a personal pronoun in your writings
• I, me, my, mine DO NOT EXIST in AP
World History Writing
• One personal pronoun will void your
essay! IMMEDIATE ZERO!!!!!!!!!!!!!!!!
The Three Sentence
Thesis Statement
• The “Introductory Statement”
• The “Although Statement”
• The “Explanation Sentence”
Introductory Statement
• Restates the question in an answer format
• Tells the reader what the student will be
writing
• Most importantly, leads to the “although
statement.”
Although Statement
• Key sentence in the first paragraph; AND
• Key sentence on the “entire” paper
• By default, tells the reader the student’s
position
• Worded correctly, guides the reader
throughout the student’s paper
Explanatory Sentence
• Tells the reader how or why the student’s
point is in the correct position
• Focuses on the “main” portion of the
Although Sentence, not the whole thing
• Helps student set-up the paragraphs
Sample DBQ Question
• Based on the following documents,
analyze the responses to the spread of
Buddhism in China.
• Don’t Forget – What additional
document(s) would you need to evaluate
the extent of Buddhism’s appeal in China?
Sample Introductory Statement
• After being founded in India during the
sixth century B.C.E., Buddhism spread to
other parts of Asia, including China, often
causing conflict between its followers and
those other beliefs.
• Sentence explains that Buddhism spread
to China, became popular among some,
and caused potential problems.
Sample Although Statement
• Although Buddhism soon attracted many
followers in China, over time there arose a
conflict between those who followed
Buddha and those who favored the
teachings of men, such as Confucius.
• Sentence clearly establishes that
Buddhism became popular, and was
challenged by traditional teachings.
Sample Explanatory Sentence
• Those who opposed Buddhism saw it as a
threat to traditional teachings of men such
as Confucius, and possibly a threat to
imperial power.
• Sentence provides opening for student to
analyze the various reasons for growing
opposition to Buddhism in China.
Sample Change Over
Time Question
• Analyze the cultural and political changes
and continuities in one of the following
civilizations during the last centuries of the
classical era.
• Chinese 100 C.E. – 600 C.E.
• Roman 100 C.E. – 600 C.E.
• Indian 300 C.E. – 600 C.E.
Keys to this Thesis Statement
•
Students must have a relevant thesis
that:
1. Addresses all parts of the question
2. Shows change over time / or continuity
3. Analyze that process of change over
time and/or continuity
Sample Introductory Statement
• From 100 C.E. to 600 C.E. there were
many political changes that occurred in
Rome, some brought by domestic
changes and many brought on by outside
forces.
• Sentence explains the student’s paper
topic, including the time period, location,
and factors that effected change.
Sample Although Statement
• Although the Roman culture continued to
affect Europe and other parts of the world
for many centuries, the political climate of
Rome changed as barbarian invasions
and economic crises caused instability in
the Roman Empire.
• Sentence sets up the paper; addresses
continuity (culture) and change (political).
Sample Explanatory Statement
• Rome underwent many political changes
from the time of the Roman Republic to
the division of the Empire, and the
collapse of the Western Empire.
• Sentence explains that the division and
collapse of the Empire was due to political
reasons.
Sample Compare and
Contrast Question
• Within the period from 1450 to 1800,
compare the processes (e.g. politlcal,
economical, social) of empire building in
the Spanish Empire with the empire
building process of one of the following:
• The Ottoman Empire OR
• The Russian Empire
Key to the Thesis Statement
•
Student’s relevant thesis must:
1. Address similarities AND differences in
empire building
2. Address BOTH the Spanish Empire and
either the Ottoman or Russian Empire
3. Be accurate for the time period 14501800.
Sample Introductory Statement
• From 1450-1800, the Spanish Empire rose
and collapsed primarily on the discovery of
riches in the New World, while the
Ottoman Empire arose primary on the
basis religious belief and political power.
• Sentence explains that the student will be
talking about the Spanish and Ottoman
Empires.
Sample Although Statement
• Although, the Spanish Empire arose
primarily as a result of economic
prosperity, it wasted much of that wealth,
while the Ottoman Empire was able to
consolidate because of its cultural and
political strength.
• Sentence explains the basis premises of
both the Spanish and Ottoman Empires.
Sample of Explanatory Sentence
• Both the Spanish and Ottoman Empires
valued religious conformity; but, the
Ottoman Empire was able to consolidate
because of its cultural and political
strength.
• Sentence explains that the student will
discuss religious (cultural) similarities, as
well as differences.
The Basic Core
• Students must obtain points to get “to the
gate.”
• Most often missed point is “point of View”
• Possible to obtain Extended Core points
ONLY if students obtain ALL Basic Core
points
The Basic Core
• Requirement # 4 – Students will analyze
“Point of View” in at least THREE
documents.
• Demonstrating “Point of View” or “Bias”
indicates student is capable of writing an
in-depth paper.
Point of View
•
•
•
It is prejudice or influence
“Why” author said what he/she said
“Why” includes factors that influenced
the author’s position
• Keys to these factors found:
1. In the document themselves (information
in the box)
2. Through outside knowledge
Key Factors
• Several factors influence determination of
bias or Point of View: Name, position,
nationality, document date and/or
document type
• Authors place in society
• Evaluating reliability of the source
• Recognizing that different types of documents
were authored to serve different purposes
• Much information is located “in the box”
saving students valuable time.
Key Factors
• Students should analyze each document:
• Is the author male or female? Government
official? From which social class?
• How might the author’s position have
influenced what was written or said?
• Is document “official’” newspaper article,
diary entry, or private letter?
Sample Document
Source: Zong, Mi, a leading Buddhist scholar, favored by
the Tang imperial household, essay, “On the Nature of
Man,” early ninth century C.E.
“Confucius, Laozi, and Buddha were all perfect sages.
They established their teachings according to the
demands of the ages and the needs of various human
beings. They differ in their approaches in that they
encourage the perfection of good deeds, punish wicked
ones, and reward good ones; all three teachings lead to
the creation of an orderly society and for this they must
all be observed with respect.”
Keys to Finding Point of
View in this Document
• Author was a Buddhist scolar “favored” by
the Tang ruler
• Buddhist scholar in a time of change, or
turmoil, would expectedly praise Buddhism
• “Essay” might or might not be important
Point of View
• Acceptable to use point of view, but veer
from the word bias.
• Always answer “Why.”
• Students who understand point of view
have an easier time getting “Expanded
Core Credit.”
Additional Documents
• DO NOT FORGET to identify and explain
the need for three types of appropriate
additional documents or sources
• Conclusions are not required or scored,
use missing documents in lieu of a
conclusion
THE EXPANDED CORE
•
•
1.
2.
3.
4.
There are several possible ways for students
to achieve Expanded Core Points
Recommend students concentrate on these
four:
Persuasive use of documents as evidence.
Addressing all parts of the question thoroughly.
Analyzing most of the documents extensively
Additional groupings or other forms of analysis
Themes in History Acronyms
•
•
•
•
•
•
•
P – Political
E – Economic
R – Religion
S – Society and Social Structures
I – Intellectual and Intelligence
A – Art
N – Natural Resources and World