HOW TO DBQ

1. HOW TO DBQ AP World History – DBQ Essay

2. Changes from “Old” to “Revised” Exam

3. What is a “DBQ?” On the AP Exam, the Document Based Question is: • An evaluation of your ability to formulate and support an argument based on evidence from the documents. • A determination of your ability to analyze primary source documents including analysis of the point of view, purpose, historical context, and/or audience of the author of the primary source. • A assessment of your ability to put primary sources in context of the historical events, developments, or processes relevant to the question. • An evaluation of your ability to include evidence from outside the documents that would support your argument. • A determination of your ability to extend your argument by making connections between your argument and other historical periods, geographical area, world history themes, or another discipline or field of study.

4. Primary Source Analysis Partner Question: What is a primary source?

5. Examples of Primary Sources

6. Primary Source Analysis The purpose of analyzing primary sources in AP World History is: • To “act” like “real” historians • To gather evidence on which to base an argument • To understand historical trends and points of view

7. DBQ Essay – How do I write it? • Carefully read the essay prompt as well as any historical background information you are given. • Read and analyze the documents carefully. • Respond to the essay prompt based on the evidence you find in the documents. • Write a clear THESIS that addresses the essay prompt. • Show how your thesis is in the CONTEXT of broader historical events, developments, or processes (relevant to the question). • Use EVIDENCE from your documents that show how they CORRABORATE, CONTRADICT, and/or QUALIFY your argument. • Provide EVIDENCE from outside the documents that would support your argument. • Analyze the documents for author’s POINT OF VIEW, PURPOSE, HISTORICAL CONTEXT, and/or AUDIENCE. • CONNECT your argument to a different historical period, geographical era, another world history theme, or discipline.

8. Document-Based QuestionRubric • This is an “asset-based” rubric. • In other words, you can only “get” or earn points. Points cannot be “taken away” or lost. • NO “double-dipping” • Each point is earned for exhibiting different skills • The essay is graded on a 0 to 7 point scale • There is no partial credit of points • ALL DBQ’s will be made up of 7 documents • At least 1 document will be visual (map, chart, art, graph, etc.)

9. Generic Scoring Guide for AP World History Document-Based Question • Let’s take a look at the “Generic Scoring Guide!” • All DBQ’s also have a “scoring rubric” created to determine your score on the DBQ • BUT we don’t get to see this until AFTER the AP Exam • AP World History Readers will “norm” the scoring rubric to make it fair for all students based on a sample of student essay responses. • Your AP World teacher will “norm” the scoring rubric for your in-class DBQ with the other AP World teacher after each reads at least 3 essay responses from his students and 3 from the essay responses of the other teacher’s students.

10. Document-Based QuestionRubric • Thesis • presents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion – 1 point • Argument Development • Develops and supports a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence, such as contradiction, corroboration, and/or qualification – 1 point

11. Document-Based QuestionRubric (continued) • Document Analysis – • Utilizes the content of at least six of the documents to support the stated thesis or a relevant argument– 1 point • Explains the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least fourdocuments– 1 point

12. Document-Based QuestionRubric (continued) • Using Evidence Beyond the Documents – • Contextualization – Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question – 1 point • Evidence Beyond the Documents – Provides an example or additional piece of specific evidence beyond those found in those found in the documents to support or qualify the argument – 1 point

13. Document-Based QuestionRubric (continued) • Synthesis – Extends the argument by explaining the CONNECTIONS between the ARGUMENT and ONE of the following: • A development in a different historical period, situation, era, or geographical area. • A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history) • A different discipline or field of inquiry (such as economics, government, and politics, art history, or anthropology). - 1 point

14. More things to know . . . You will: • Use all the documents to support your thesis and address the essay prompt • The rubric says 6 but this gives you one chance to not use a document effectively/correctly! • Use parenthetical documentation • Ex: “AP World History is the best class (Doc 1)!” • Not just summarize or paraphrase the documents • You need to show how the evidence supports your thesis! • Understand that ALL documents are relevant and should be used. • Be able to read and analyze 7documents AND write your essay within the allotted 55 minutes.

15. Thesis • This is where you state your argument or assertion or the statement you are supporting with evidence. • Has to be a “historically defensible claim” • Has to be relevant to the prompt (!!!) • Has to be supported by evidence from the documents • Has to address ALL parts of the question • Should be included in your introductory paragraph • It can also be in your conclusion but let’s try to keep it in your 1st paragraph! • Should be concise and to the point • No rambling, include big words that you don’t know how to use, flowery or excessively obtuse language, etc. • K.I.S.S.!!!

16. Contextualization • This is where you will explain what is happening in the historical record during this time period and show how your argument is connected to these broader historical events, developments, or processes “immediately relevant to the question.” • This means you have to use relevant historical information to show your argument is part of the “bigger picture” of history during the time period given. • You have to “know stuff” about the historical period! • This will probably appear in your thesis paragraph or in your second body paragraph. • This is not confused with “historical context” of the Sourcing of the Documents part of the rubric • BIG “C” versus little “c”

17. Argument Development (Using Evidence from the Documents) • You will use evidence from the documents to support your argument • You will SHOW how the evidence supports your argument • No paraphrasing or summarizing the documents • No using quotes from the documents without showing how the quotations support your thesis. • No using long quotes – you don’t have time and it generally is considered by the readers as summarizing the document • You will identify the documents by their author not by their document number • “The Han Emperor said,….” NOT “Document 5 says….” • But you can use parenthetical citations – “The Han Emperor says…(Doc 5).” • You will try to find similarities in documents that you can use as a basis for your body paragraphs (we used to call this “grouping”). • Corroboration – combining evidence from multiple documents to support a single aspect of your thesis • Contradiction – using evidence from the documents as a counter-argument to the thesis of your essay • Qualification – using evidence to present an argument that is subsequently made more complex by noting exceptions to the argument contained in your thesis.

18. Sourcing the Documents • Might be the hardest part of the DBQ response! • You are analyzing the document to: • Show the significance of the author’s point of view (i.e. the author’s bias due to gender, social class, occupation, religion, etc.) • Show the significance of the author’s (intended) purpose of creating the document (e.g. to persuade, to threaten, etc. – BUT NEVER JUST TO “INFORM!”) • Show the significance of the historical context of the document (i.e. what was happening at the time the document was created that might have influenced the author?) • Show the significance of the author’s (intended) audience (e.g. government officials, the ruler, the peasants, the military, etc.) • Ask yourself “Why does he/she say what he/she says and why is that significant?” • You have to do this for AT LEAST 4 DOCUMENTS • But you will attempt this for all 7 just to give you some insurance!

19. Evidence from Outside the Documents • This is where you need to “know stuff” about the subject of the essay that is not contained in the documents. • You would include this in one of your body paragraphs to either CORROBORATE, CONTRADICT, or QUALIFY your argument. • Probably best to introduce this as “A piece of evidence missing from the documents is…” or something to that effect • Helps the reader know you are using evidence from outside the documents • You have to SHOW how this evidence is related to your argument!

20. Synthesis • Might be the 2nd hardest part of the DBQ! • You have to CONNECT your argument to: • A development in a different historical period, situation, era, or geographical area. • A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history) • A different discipline or field of inquiry (such as economics, government, and politics, art history, or anthropology). • This will probably appear near the end of your essay – perhaps as part of your conclusion!

21. Synthesis Different period, situation, era, area - a comparison that leads to analytical realization e.g. Lin-Manuel Miranda looking at Alexander Hamilton and seeing similarities to Rap Artists Hamilton the hip-hop musical

22. Synthesis SPICE THEMES: Social = people vis a vis other people: class, gender, race Political = government, military, laws Interactions with Environment = climate, natural disasters, demography, migrations (don’t forget the humans!) Cultural = language, religion, art, music, food, fashion Economic = trade, industry, labor

23. Synthesis Different Discipline – Connect argument to art history, archeology, anthropology, sociology, economics, physics, environmental science (see graph), etc.

24. Let’s try to analyze some documents! Using your document packet and the DBQ organizer, you will analyze each of the documents from a past AP World History exam.

25. The Practice DBQ Prompt: Using the documents provided and your knowledge of World History, analyze the degree to which communist movements affected women’s struggle for rights in the twentieth century.

26. Doc 1: Alexandra Kollontai Russian Communist revolutionary and member of the Bolshevik government, autobiography, Soviet Union, 1926 • Marxism will bring women’s liberation • Author noticed a lack of concern for women’s rights in 1905 among Bolsheviks • Author dismisses efforts of Russia’s “bourgeois” women • Author helped achieve improvements for women under Bolsheviks

27. Doc 2: Mariia Fedorovna Muratova, Soviet official in the Women’s Department of the Bolshevik Central Committee, working in Soviet Uzbekistan, 1930 • Soviet communism seeking to end veiling in Uzbekistan among party members • Veiling seen as remnant of feudal past • Directive for party members to end veiling in their families

28. Doc 3: Communist North Vietnamese Constitution of 1960 • Communist North Vietnam promising full equality for women • Constitution declares: • Equal pay • Paid maternity leave • Access to maternity care, child-care, and education

29. Document 4 Source: Study published by the National Science Foundation, Washington, D.C., 1961. PERCENTAGE OF WOMEN AMONG RESEARCH AND PROFESSIONAL PERSONNEL IN THE SOVIET UNION, 1947-1959

30. Doc 4: Study published by the National Science Foundation, Washington, D.C. 1961 • Majority of data shows women not equal to men in USSR • PHD’s • Professors • Associate Professors • Senior Researchers • Women close to parity in Junior Research category

31. Document 5 Source: “Encourage Late Marriage, Plan for Birth, Work Hard for the New Age” propaganda poster for the Chinese Cultural Revolution, published by the Hubei Province Birth Control Group, Wuhan city, circa 1966-1976. “Encourage Late Marriage, Plan for Birth, Work Hard for the New Age,” published for the Wuchang Town Birth Control Group, Wuhan City 1970s (colour litho), Chinese School, (20th century) / Private Collection / DaTo Images / Bridgeman Images

32. Doc 5: “Encourage Late Marriage, Plan for Birth, Work Hard for the New Age,” propaganda poster for the Chinese Cultural Revolution, published by the Hubei Province Birth Control Group, Wuhan city, 1966-1976 Chinese communism provides women opportunities in key, high-tech jobs Women are needed to help China modernize Poster promotes delaying child birth so women can join labor force

33. Doc 6: Fidel Castro, president of Cuba, speech to Federation of Cuban Women, 1974 Castro admits that women didn’t attain equality in communist Cuba Women have high communist credentials Never overcame patriarchy Castro promises to continue the struggle

34. Document 7 Source: Open letter circulated by anonymous women’s group in Romania, addressed to Elena Ceausescu, wife of Romanian Communist Dictator Nicolae Ceausescu, 1980. Published in a French periodical in 1981. Where is our agricultural produce, dear “First Lady of the country,“*? We would dearly love to know it, from yourself, in your capacity of communist woman, wife and mother, where is our foodstuff? Where on earth could one find cheese, margarine, butter, cooking oil, the meat which one needs to feed the folk of this country? By now, you should know, Mrs. Ceausescu, that after so many exhausting hours of labor in factories and on building sites we are still expected to rush about like mad, hours on end, in search of food to give our husbands, children, and grandchildren something to eat. You should know that we may find nothing to buy in the state-owned food shops, sometimes for days, or weeks on end. And finally if one is lucky to find something, as we must stand in endless lines, which in the end stop all desire to eat and even to be alive! Sometimes we would even feel like dying, not being able to face the suffering, the utter misery and injustice that is perpetrated on this country. “First lady Elena Ceausescu was known for her lavish lifestyle.

35. Doc 7: Open letter circulated by anonymous women’s group in Romania, addressed to Elena Ceausescu, wife of Romanian Communist Dictator Nicolae Ceausescu, 1980. Published in a French periodical in 1981. • Most women suffer in Communist Romania • Women did get factory jobs, but: • Food shortages hurt women and families • Women were stuck doing domestic work after long days in factories • Wives of party officials live rich lives

36. Thesis THESIS AND ARGUMENT DEVELOPMENT (2 Points) Thesis (1 point) Makes historically defensible claim that responds to all parts of the question. Thesis may be one or multiple sentences Thesis may be located either in the introduction or conclusion, but not split between the two. Thesis must be discrete, meaning it cannot be pieced together from multiple places. The thesis cannot be counted for credit in any other portion of the rubric. • Key Terminology • “Historically defensible claim” • Responds to all parts

37. Thesis Example that Works: “Communism furthered the struggle for women’s equality in the 20th century, but not as much as it said it did as shown by how women fought for their own rights, how others fought and viewed women’s rights, and how women were equal in theory, but not in actuality.”

38. Thesis Non-Example: One that doesn’t work: “Women in some of these countries (Vietnam and China) were given rights, but in most countries they continued to be held back from gaining power (USSR, Cuba, Romania).” Not related to communism

39. ARGUMENT DEVELOPMENT Argument Development (1 point) Develops and supports a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence, such as contradiction, corroboration, and/or qualification. • Key language: • Develops & supports a cohesive argument • Recognizes and accounts for historical complexity • Contradiction, corroboration, qualification • Rewards a student that develops and supports a cohesive/complex argument throughout the essay

40. Argument Development MODEL INTRO with competent THESIS Body 1: Communism promotes equality for women Discusses docs 1, 2, 3, CORROBORATION Body 2: Reality did not match the promise Discusses docs 4, 5, 6, 7 CONTRADICTION / QUALIFICATION Evidence in body paragraphs also supports argument Could still be earned without thesis (must have an argument) Argument must be complex

41. Argument Development non-Example: THESIS: Communism effected women’s rights in political, social, and economic ways TOPIC SENTENCE: The political ways…. TOPIC SENTENCE: The social ways… TOPIC SENTENCE: The economic ways… Simple structure is not enough!

42. B. Utilizing Docs as Evidence B. DOCUMENT ANALYSIS (2 points) Utilizing docs as evidence (1 point) Utilizes or deploys the content from at least six documents to support the stated thesis or a relevant argument. Cannot earn the point for merely quoting or paraphrasing the documents with no connection to the thesis or an argument. • DBQs will have 7 documents • Higher bar than simply accurately interpreting a document • Must utilize or “DEPLOY” 6 documents to support an assertion/arguments

43. Utilizing Documents: Example 1 Doc 1: Kollontai “noticed how little her party cared about the fate of working-class women”

44. Utilizing Documents: Example 2 Doc 2: “A female Soviet official explains that the Central Asian Muslim tradition of wearing veils opposes the fundamentals of the Communist Party… this shows how communists ideals supported equality.”

45. Utilizing Documents: Example 3 “In doc 5, a propaganda poster from communist China shows many women pursuing countless professional fields. This shows that Communist movements supported the advancement of women’s roles.”

46. Example of Unacceptable Utilization “Document 5 shows the communist government of China promoting a lot of industrial growth. The images show growth in many high-tech industries, such as manufacturing, aerospace, medicine, and science.” Not related to women’s rights

47. B. Sourcing/POV B. DOCUMENT ANALYSIS (2 points) • Sourcing docs (1 point) • Explains the significance of author’s point of view, author’s purpose, historical context, and/or audience for at least four documents. • Must source 4 documents • Four ways to do this: Explain the significance of: • Author’s point of view • Author’s purpose • Historical context (new - “Little c” context) • Intended audience

48. Sourcing by POV Must explain the SIGNIFICANCE of the author’s point of view

49. Sourcing: Successful Example - POV (Document 3) “In the North Vietnamese Constitution, it not only claims democracy, but claims women have complete equality to men, which they did not. It is a government document, so obviously it would glorify Vietnam as a country flooding with equality…”

50. Sourcing: Non-Example - POV “The author of document 2 is a government official who cares about women’s rights but many other people in her party didn’t.” Does NOT explain how being a government official shapes or informs what is said in the doc.