Hippoing Documents Analyzing Documents H I P P

Hippoing Documents Analyzing Documents

H. I. P. P. Oing Documents Historical Context: Analysis of ‘Historical Context’ involves connecting a document to specific historical events, to specific circumstances of time and place, and/or to broader regional, national, or global processes. Identifying the ‘Historical Context’ places the document within broader trends which are contemporary to the source. It might also connect the document across time to earlier and later eras, or across space to events happening in different places. Intended Audience: Explain to the Reader who the author had in mind when he/she created the document. Purpose: Explain to the Reader why was the document created? Point of View: Point of view is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation. Outside Information: Explain to the Reader one piece of outside information that is not contained in the document (but is spurred from the document) and why it is important to that time period.

H. I. P. P. Oing Phrases in your Notebook/Essay Historical context: “the historical context of this document is__________. ” Intended Audience: “the author’s intended audience was __________” and “is shown by________. ” Purpose: “the author’s purpose in writing was to _______” and “is shown by_______. ” Point of View: “the author’s point of view in this document was __________” and “is shown by_______. ” Outside Information: Make sure you use the Outside Information to Answer The Question (ATQ) within the time period!!!

Document Choices for your homework: (Black Death) ü Reading Selections: You must find a Twitter reading selections within the time period being discussed in class that are between 120 – 150 words. These selections should help inform you about the particular time period. They can be either primary or secondary sources. ü Historical Pictures/Political Cartoons: You can choose a historical picture or political cartoon that took place during a certain time period in European History. Make sure the Picture or Cartoon helps to teach you more about the time period through HIPPOing. ü Graphs or Charts Graphs or charts that describe a factor/s of a time period can also be used as a HIPPOing document. WARNING: These documents will be more difficult to HIPPO! Bring 6 copies of the Document. HIPPO the document

Lets practice Hippoing! Columbus Discovers America (1492), Saturday October 13 th “At dawn many of these men came down to the shore, all are, as already, said, youths of good size and very handsome: their hair is not wooly, but loose and course like horse hair, they have broader heads and foreheads than I have seen in any other race of men, and the eyes very beautiful not small, none of them are black, but of the completions of the inhabitants of the Canaries, as it is to be expected, for it is east [and] west with the island of Hierro in the Canaries, in the same line [latitude]. All without exception have very straight limbs, and no bellies, and very well formed. They came to the ship in canoes, made out of trunks of trees all in one piece, and wonderfully built according to the locality, in some of them forty or forth-five men came, others were smaller, and in some but a single man came. H I P P O

Cortes and La Malinche meet Moctezuma in Tenochtitlan, November 8, 1519. H I P P O

H I P P O

Bartolomé de las Casas Condemns Spanish Treatment of the Indians (circa. 1510) In exchange for his life of services, an Indian received 225 maravedis, paid them once a year as pin money or cacona, as Indians call it, which means bonus or reward. This sum bought a comb, a small mirror, and a string of green or blue glass beads. I believe the above clearly demonstrates that the Indians were totally deprived of their freedom and were put in the harshest, fiercest, most horrible servitude and captivity which no one who has not seen it can understand. Even beasts enjoy more freedom when they are allowed to graze in the fields. When the Indians were allowed to go home, they often found it deserted and had no other recourse than to go out into the woods to find food and die. When they fell ill, which was very frequently because they are a delicate people unaccustomed to such work, the Spaniards did not believe them and pitilessly called them lazy dogs, and kicked and beat them, and when illness was apparent they sent them home as useless. H I P P O

The Plan

Document Choice for your homework: (Black Death) ü Reading Selections: You must find a “Twitter reading” selections within the time period being discussed in class that are between 120 – 150 words. These selections should help inform you about the particular time period. They can be either primary or secondary sources. ü Historical Pictures/Political Cartoons: You can choose a historical picture or political cartoon that took place during a certain time period in Europe’s History. Make sure the Picture or Cartoon helps to teach you more about the time period through HIPPOing. ü Graphs or Charts Graphs or charts that describe a factor/s of a time period can also be used as a HIPPOing document. WARNING: These documents will be more difficult to HIPPO! Bring 6 copies of the Document. HIPPO the document

Step 2 • When you come back tomorrow, you will have a document and you have hippoed it as well. Step 3 You will be put in a group of 6 or 7 class members. You will read each document they bring to the table. Your task is to see if they have hippoed it. If not, help them to HIPPO it right. Step 4 After reading all the documents, you will create a Document –Based question. Example question: Analyze the various responses to the outbreaks of plague from the fifteenth to the eighteenth centuries. Discuss the beliefs and concerns that these responses express. Step 5 You will create a poster which has your constructed question and the documents of your group following the question. Step 6 You will write a thesis paragraph using the following steps in the next slide

INTRO Paragraph with thesis statement 1 st sentence – Broad context/time-period 2 nd sentence – HISTORICAL CONTEXT (explain the immediate backdrop for your essay) 3 rd sentence – THESIS – specifically answer all parts of the question.

Parts to a Thesis

The thesis sentence is the most important sentence in any essay. It must be clear, properly structured, and in the correct place. 14

Thesis Checklist • To be effective, remember there are three things your thesis must do. Before you go on to the body of the paper, check to see if your thesis has all 3 necessary elements. If it does not, go back and rewrite your thesis so that your FRQ/DBQ response successfully does its job. • The thesis must address all parts of the question. • The thesis must contain 3 organizational categories • The thesis must be clear, concise, analytical and specific

XYZ Thesis • 1. XYZ: Answer the question in the first part of your thesis and then follow it up with your Plan of Attack (POA). The POA should consist of your organizational categories. • Example: Analyze the causes of the French Revolution of 1789. • The French Revolution broke out because of political, economic, and social problems in France, which had existed since the time of Louis XIV. The 3 rd estate lacked voting and political power, the tax structure was unfair to the lower classes, and the 3 rd estate still owed feudal dues and obligations to the nobility, contradicting the Enlightenment idea that all men are created equal. ”

Check INTRO Paragraph with thesis statement 1 st sentence – Broad context/time-period 2 nd sentence – HISTORICAL CONTEXT (explain the immediate backdrop for your essay) 3 rd sentence – THESIS – specifically answer all parts of the question.

Lets write the DBQ essay

Lets read sample DBQ essays and understand the rubric.

HOW TO FORMAT A LEQ/DBQ INTRO Paragraph 1 st sentence – Broad context/time-period 2 nd sentence – HISTORICAL CONTEXT (explain the immediate backdrop for your essay) MAIN BODY Paragraphs 3 rd sentence – THESIS – specifically answer all parts of the question Four Types of Essay: 1 st Paragraph/Thesis point -- Use supporting evidence (for a DBQ use the docs and some relevant outside evidence) 2 nd Paragraph/Thesis point -- as above Historical Causation Continuity and Change over Time Compare and Contrast Turning Point 3 rd Paragraph/Thesis point – as above (also the occasional Competing Historical Narratives) CONCLUSION Paragraph 1 st sentence - Repeat the THESIS 2 nd sentence - EXTEND THE ARGUMENT (what was the significance of these events in a wider context? ) 3 rd sentence – LINK TO SIMILAR HISTORICAL ISSUE/DEVELOPMENT (in earlier or later period), EXPLAIN HOW LINKED - SYNTHESIS

DBQ Rubric

Congratulations for writing your first DBQ essay