The Document Based Question DBQ The AP World

The Document. Based Question (DBQ)

The AP World History Exam: An Overview The multiple-choice section of the examination accounts for half of the student's exam score, and the free-response section for the other half. Type of Question # of Questions Timing Multiple Choice 70 55 minutes Document-Based Question 1 50 minutes (includes a 10 minute reading period) Continuity and Change-Over 1 -Time Essay 40 minutes Comparative Essay 40 minutes 1

DBQ A. 10 -minute planning period in which you: 1. read the documents 2. group the documents 3. brainstorm outside information B. 40 -minute writing period

Unique Components of the DBQ 1. You must use and cite documents, with the goal of citing ALL documents. 2. You must show the POINT OF VIEW (POV) of the author might demonstrate bias/prejudice. 3. You must reference an ADDITIONAL DOCUMENT (that is not included in the document set) that may support your thesis.

DBQ Grading Rubric Basic Core (7 points total) Score 1 Point Has acceptable thesis. 1 Point Demonstrates understanding of basic meaning of all documents or all but one. Merely listing or grouping the documents does not suffice. Must include a short explanation of the document. 2 Points Supports thesis with appropriate evidence from all or all but one document AND be connected to thesis. 1 Point 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 the intended outcome may have influenced the author’s opinion. 1 Point Analyzes documents by grouping them in AT LEAST one clear way. 1 Point Identifies and explains the need for one type of appropriate additional document or source. Expanded Core (2 points possible) *Student must achieve all 7 basic core points to be eligible. Has a clear, analytical, and comprehensive thesis. Shows careful and insightful analysis of the documents · Analyzes POV in more than two documents. · Analyzes the documents in additional ways—groupings, comparisons · Brings in relevant “outside” historical content. · Identifies more than one type of appropriate additional document or provides a particularly sophisticated explanation of why the additional document is necessary.

Read the prompt carefully and thoroughly. Mark it to indicate the key words, phrases, or tasks required. Reading the prompt and any supplied historical background might also help you get some ideas about how to organize the essay. Sadly, to disregard these cautions means that you are in danger of joining the hundreds of students each year who write a beautiful essay with all the major elements yet still earn 0 points because they totally misinterpret the question.

Do not panic if you know little or nothing about the topic of the question. This question tests your ability to read, analyze, synthesize, and communicate those skills effectively in writing. Sure, knowing something about the topic is great help, but it is not essential to writing a solid DBQ.

Read the documents. You can anticipate between 5 and 10 documents for each DBQ. Always mark the documents for key words, ideas, and phrases that seem to be important and always make a few notes in the margins next to the document to record your ideas as you read.

Jot down your thoughts as you read the docs. After you have read a few documents, you should begin to see some connections or contradictions between the documents. Underline or circle key ideas in each document. You will refer to these marks after you begin writing the essay. Begin a list of these ideas in the margins of your test booklet so you can refer to them later.

After you finish reading, group the documents. Combine docs that have similarities. Group them by time period, region, types of sources, theme, or other criteria. Have at least THREE groups. Make a quick chart/graphic organizer. This will assist you with recording your ideas and figure out an analysis scheme. Example: Politics: Docs 1, 2, 5 Economy: Docs 4, 7, 8 Society: Docs 3, 6, 9

Buddhism grouping Welcomed/Favored/Pro Docs 1, 2, 3, 5 Resisted/Not Favored/Con Docs 4, 6 Those groups are your body paragraphs!!

Write a thesis. Grouping the docs allows you to form a thesis. What is the relationship between groups? Can you connect them as causes and effects? Can you organize them as similarities and differences? Can you see positive and negative aspects? Thesis: Answers the prompt by taking a position, and introduces a “road map” that provides a structural framework for the rest of your essay. Writing “There were many responses to the spread of Buddhism” will not earn expanded core because this thesis is too vague.

Write your body paragraphs. Each body paragraph should be tied to a grouping. Write strong topic sentences that clearly tell the reader what the body paragraph will argue. Use evidence from the documents to support your thesis. ALSO incorporate outside information (info not found in the docs) to support your thesis.

Cite your documents. After each point, cite the docs using parenthetical citation, since it is the preferred method. Stretch goal: Use ALL of the provided docs.

Use POV Think about a person’s gender, occupation, social class, religion, ethnicity, education, etc. influence what he or she says or how he or she says it. Explain how that factor affects the document. Try to include a POV reference for EACH document.

POV Example The annual Martin County Tigers vs. Southfork Bulldogs Homecoming Football Game was played Friday night. Due to family commitments, I was unable to attend the game. The game was decided when Lyle Dankenbring caught a touchdown pass on the last play of the game, giving the Tigers 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 several people in an attempt to obtain the truth. As you read each point of view ask yourself, “what is the validity of each person’s (or author’s) point of view and what is their expertise in the area of high school football. Are they biased?

POV Example Lyle Dankenbring, Martin County wide 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!” Where does this person’s (or author’s) point of view come from? Is he biased?

POV Example Morgan Naylor, Martin County 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 Tigers! Those Southfork guys had no chance. And you should have seen those Southfork girls! Their cheers were sloppy and screechy. No wonder we won! We’re number 1!” Where does this person’s (or author’s) point of view come from? Is she biased?

POV Example Demetrius Johnson, Southfork Defensive back who covered Dankenbring: “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. Martin County is nothing but a bunch of cheats! “ Where does this person’s (or author’s) point of view come from? Is he biased?

POV Example Juan Kalb, Offensive Coach, Martin County High School: “Great catch! Unbelievable! Lyle 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!” Where does this person’s (or author’s) point of view come from? Is he biased?

POV Example Owen Dyson, Football Referee, excerpt from his game report to the Florida High School Activities Association: “It was a clean and simple catch resulting in a touchdown. No penalty was involved. ” Where does this person’s (or author’s) point of view come from? Is he biased?

“Confucius, Laozi, and Buddaha were all perfect sages. They established their teachings according to the demands of the ages and the needs of various 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 be observed with respect. ” Source: Zong Mi, a leading Buddhist scholar, favored by the Tang imperial household, essay, “On the Nature of Man, ” early ninth century C. E.

KEYS TO FINDING POINT OF VIEW IN THIS DOCUMENT Author was Buddhist scholar, “favored” by the Tang ruler A Buddhist scholar “in high position” in a time when Buddhism was being threatened would expectedly extol the virtues of Buddhism Ties Buddhism to traditional Chinese philosophies of Confucius and Laozi

A SAMPLE POINT OF VIEW USING THIS DOCUMENT There a variety of ways for students to include point of view in their paper; some are more sophisticated than others As a Buddhist scholar in a time when Buddhism is being threatened in China, it is expected that Zong Mi would closely tie Buddhism to Confucianism in order to keep his “favored” position at the imperial court.

POINT OF VIEW Practice looking for Point of View Each group has a specific document to review, looking for “Point of View” Remember, some keys might include: Name or Position of Author Description or Nationality of Author Type of Document or Date of Document

FURTHER EXPLAINATION Students should analyze each document: Is author male, female? Government official? From a particular social class? How might author’s “position” or title have influenced what was written or said? Is document an “official” pronouncement, a newspaper article, a speech, or maybe a diary or private letter?

POINT OF VIEW To earn credit on the expanded core rubric, you must analyze POV in AT LEAST TWO DOCUMENTS.

Ask for an additional document (AD). At the end of each body paragraph, ask for an additional document and explain why you need it. Explain the need for an additional document that is possible, relevant, not already supplied, and specific. Example: “An additional document that shows the actual numbers of converts to Buddhism during this time, preferably in a graph, would be useful in determining whether or not the worries of the authors in documents against Buddhism were grounded. ”

Write a conclusion. Quickly summarize your essay, BUT stand out by showing connections to a future event (change-over-time). It can be one sentence if you are running short of time. ALWAYS aim for including a conclusion. The only reason that you should leave one out is if you run out of time.

Check your work. Confirm that you’ve used and cited all docs, you finished each body paragraph with a request for an additional document (explaining why that doc would help you answer the question more effectively), and that you have addressed POV. Always check your spelling, use of past tense, capitalization, and other grammatical issues.

Aim: How Can I Write AP World History Essays? Do Now: Using a Venn Diagram, compare and contrast Miley Cyrus and Taylor Swift. Tuesday September 10, 2013

Imagine that students 200 years from now are learning about pop music of the early 21 st Century. What kind of primary and secondary sources would they read about Miley and Taylor? • • • Album reviews Social media Biographies Autobiographies Etc. Each of those sources have a POINT OF VIEW (POV) that reflects BIAS and PREJUDICE. In the DBQ you also need to point out POV. Example

Developing a Thesis Statement Based on the information in your Venn Diagram, what conclusions can you draw? Using your conclusions, you will now create a thesis statement. A thesis statement should be a specific argument (1 -2 sentences) that answers the question at hand. When lacking a question, create your own! Example: While Miley Cyrus and Taylor Swift are both ____ and _____, Miley/Taylor is a superior _____ because ____ and ______.

AP World History Thesis Practice Example Test Question Prompt: Compare and contrast the Roman Empire during 206 BCE-220 CE with the Spanish Empire of the sixteenth century. What differences do you see in thesis statements below? A: “There were many similarities and differences between the Roman Empire during 206 BCE-200 CE and the Spanish Empire of the sixteenth century. ” B: “There were many similarities and differences between the Roman Empire during 206 BCE-220 CE and the Spanish Empire of the sixteenth century. One was land-based while the other was sea-based yet they both grew rich from conquest of territory outside their boundaries. ”

5 Steps to Attack the DBQ 1. 2. 3. 4. 5. Thesis Statement Author’s Point of View Grouping Historical Documents Translating Historical Documents Additional Historical Documents