Lawrence Clark Powell

1. “Write to be understood, speak to be heard, read to grow...” E. Napp Lawrence Clark Powell

2. TO Practice Is To Prepare • The World History AP examination consists of 70 multiple-choice questions and three essays • Students will be given 55 minutes to complete the 70 multiple-choice questions and 130 minutes to complete the free-response section (the three essays) • Of the 130 minutes for the free-response section, students will begin with a mandatory 10-minute document-reading period for the DBQ essay • During the 10-minute document-reading period, students may take notes on the documents but may not work on an actual essay E. Napp

3. After the mandatory 10-minute document-reading period, students may begin writing essays. Students should spend roughly 40 minutes on each essay. Obviously, the DBQ essay should be the first essay written while the documents are still fresh in the student’s mind. Therefore, let’s practice writing an actual DBQ essay from an actual World History AP examination (courtesy of ETS and the College Board). E. Napp

4. From The 2007 World History AP Examination (Courtesy Of College Entrance Examination Board): 1. Using the documents, analyze Han and Roman attitudes toward technology. Identify one additional type of document and explain briefly how it would help your analysis. E. Napp

5. E. Napp

6. Han Documents Document 1: Source: Han government official, writing to local officials concerning flood prevention, early second century B.C.E. I request that you establish water conservation offices in each district and staff them with people who are experienced in the ways of water. There should be one high official and one deputy with just enough workers to meet the need. For the area on both sides of each river select one person as a chief hydraulic engineer. Order inspections of the waterways, the walls of the cities and their suburbs, the dikes and rivers, canals and pools, and government buildings and cottages, and supply enough workers to those who are to carry out the repair work in each district. E. Napp

7. Analysis: Document 1 • Who is the author of the text or what is the source of the document? • Provide any relevant information about the author (gender, religious affiliation, background, socioeconomic class, ethnicity, etc.) or about the source. • When was the text written? E. Napp

8. What is the author’s or source’s point of view or opinion? • What part of the question does the document address? E. Napp

9. Document 2: Source: Huan Guan, Han government official, Discourses on Salt and Iron, first century B.C.E. In earlier times workers were allowed to do both foundry work and salt-boiling as long as they reported the work and paid a tax. Tools manufactured by individual families to do this work were well-made. Today the iron tools that workers are required to use are produced by the state using convict labor; these tools are often crude and not very functional. E. Napp Document 2 continues on next slide

10. In previous times the tools manufactured by workers for their own use and for sale were of excellent quality. Now that the state has monopolized the salt and iron trades, most of the tools provided to the workers are hard and brittle and the responsible government officials are often not available to take complaints. Good implements are hard to come by. Salt and iron are now sold at very high prices by the state and many common people cannot afford to buy either. Some of the poorest peasants now have no choice but to till the soil with wooden plows and cannot afford salt to season their food. E. Napp

11. Analysis: Document 2 • Who is the author of the text or what is the source of the document? • Provide any relevant information about the author (gender, religious affiliation, background, socioeconomic class, ethnicity, etc.) or about the source. • When was the text written? E. Napp

12. What is the author’s or source’s point of view or opinion? • What part of the question does the document address? E. Napp

13. Now, that there are Two Documents • Is this document similar to a previous document? • Is any conceivable strategy for organizing documents emerging yet? E. Napp

14. Document 3: Source: Huan Tan, upper-class Han philosopher, New Discourses, about 20 C.E. Fuxi* invented the pestle and mortar. Later on, the pestle and the mortar were cleverly improved in such a way that the whole weight of the body could be used, thus increasing the efficiency ten times. In time, the power of animals – donkeys, mules, oxen, and horses – was added. Later, water power was also applied, and the benefit was increased a hundredfold. *Fuxi is a mythological wise emperor. E. Napp

15. Analysis of Document 3: • Who is the author of the text or what is the source of the document? • Provide any relevant information about the author (gender, religious affiliation, background, socioeconomic class, ethnicity, etc.) or about the source. • When was the text written? E. Napp

16. What is the author’s or source’s point of view or opinion? • What part of the question does the document address? • Is there potential for categorization with previous documents? E. Napp

17. Document 4 Source: History of the Early Han Dynasty (government-sponsored history), about 200 C.E. Tu Shih was appointed governor of Nanyang [about 31 C.E.]. He was a generous man and his policies were peaceful. He destroyed evil-doers and established the dignity of his office. Good at planning, Tu Shih loved the common people and wished to save their labor. He invented a water-powered blowing-engine for the casting of iron agricultural implements that allowed people to enjoy great benefit for little labor. His invention has been widely adopted and used. E. Napp

18. Analysis of Document 4: • Who is the author of the text or what is the source of the document? • Provide any relevant information about the author (gender, religious affiliation, background, socioeconomic class, ethnicity, etc.) or about the source. • When was the text written? E. Napp

19. What is the author’s or source’s point of view or opinion? • What part of the question does the document address? • Is there potential for categorization with previous documents? E. Napp

20. Roman Documents Document 5: Source: Cicero, upper-class Roman political leader, On Duty, first century B.C.E. Now, as to which crafts and other means of earning a living are suitable for a gentleman to practice and which are degrading, we have been taught more or less the following: Vulgar and unbecoming to a gentleman are all the jobs hired workers take on, whose labor is purchased rather than their skill. All craftsmen spend their time in vulgar occupations; no workshop can have anything enlightening about it. E. Napp

21. Analysis of Document 5 • Who is the author of the text or what is the source of the document? • Provide any relevant information about the author (gender, religious affiliation, background, socioeconomic class, ethnicity, etc.) or about the source. • When was the text written? E. Napp

22. What is the author’s or source’s point of view or opinion? • What part of the question does the document address? • Is there potential for categorization with previous documents? E. Napp

23. Document 6: Source: Plutarch, Greek-born Roman citizen and high official, describing second-century B.C.E. Roman political leader Gaius Gracchus, first century C.E. He was especially anxious about road building and paying attention to utility as well as to that which was beneficial to grace and beauty. For the roads were carried straight through the country without wavering, and were paved with quarried stone, and made solid with tightly packed sand. Hollows were filled up and bridges were built across whatever wintry streams or ravines cut the roads. E. Napp

24. And both sides were an equal and parallel height with the result that the road for its entire course had a level and beautiful appearance. Besides these things, he measured the whole road mile by mile and set up stone columns as distance indicators. He also placed stones on either side of the road at lesser intervals so that it would be easier for those who had horses to mount them from the stones without requiring a groom to help. E. Napp

25. Analysis of Document 6 • Who is the author of the text or what is the source of the document? • Provide any relevant information about the author (gender, religious affiliation, background, socioeconomic class, ethnicity, etc.) or about the source. • When was the text written? E. Napp

26. What is the author’s or source’s point of view or opinion? • What part of the question does the document address? • Is there potential for categorization with previous documents? E. Napp

27. Document 7: Source: Seneca, upper-class Roman philosopher and adviser to Emperor Nero, first century C.E. I do not believe that tools for crafts were invented by wise men. The question of whether the hammer or the tongs came first does not seem important to me. Both were invented by someone with a mind that was nimble and sharp, but not great or elevated. E. Napp

28. Analysis of Document 7 • Who is the author of the text or what is the source of the document? • Provide any relevant information about the author (gender, religious affiliation, background, socioeconomic class, ethnicity, etc.) or about the source. • When was the text written? E. Napp

29. What is the author’s or source’s point of view or opinion? • What part of the question does the document address? • Is there potential for categorization with previous documents? E. Napp

30. Document 8: Source: Frontinus, Roman general, governor of Britain, and water commissioner for the city of Rome, first century C.E. All the aqueducts reach the city at different elevations. Six of these streams flow into covered containers, where they lose their sediment. Their volume is measured by means of calibrated scales. The abundance of water is sufficient not only for public and private uses and applications but truly even for pleasure. The water is distributed to various regions inside and outside E. Napp

31. the city, to basins, fountains and public buildings, and to multiple public uses. Compare such numerous and indispensable structures carrying so much water with the idle pyramids, or the useless but famous works of the Greeks. E. Napp

32. Analysis of Document 8 • Who is the author of the text or what is the source of the document? • Provide any relevant information about the author (gender, religious affiliation, background, socioeconomic class, ethnicity, etc.) or about the source. • When was the text written? E. Napp

33. What is the author’s or source’s point of view or opinion? • What part of the question does the document address? • Is there potential for categorization with previous documents? E. Napp

34. Sorting Time • Look for complexities • Don’t simply sort in the obvious way • A culture has its preferences but within that very same culture, there may be contradictions or dissenting voices • Like the Lego figure in the image, maybe the red has something in common with the blue E. Napp

35. And Don’t Forget the Missing Voice • The “missing voice” is the point of view that is missing in the documents • For example, were any of the sources from women? • Were any of the sources from peasants? • Were any of the sources from the landed gentry? • Who was not represented? • In order to receive total points for the basic core points, the student must identify one type of additional document needed and for expanded core points, the need for two or more additional document types must be included E. Napp

36. But The Missing Voice Can Also Be • A Map • A Diagram • A Chart with specific information • A Journal Entry Most importantly, the student must explain why the missing document would be useful in answering the question. E. Napp

37. And Don’t Forget The Question: • “Identify one additional type of document and explain briefly how it would help your analysis.” E. Napp

38. Who is the “Missing Voice”? • Make a list of at least two additional document types needed in the space below: E. Napp

39. Remember Scoring For The Basic Core • Acceptable thesis (1 point) • Addresses and shows understanding for all (or all but one) of the documents (1 point) • Thesis is supported by evidence from all documents or all but one (2 points) -But if only supported by all but two documents, only 1 point • Analyzes point of view in two or more documents (1 point) • Analyzes documents by clustering them in two or three ways (1 point) • Identifies one type of additional document and explains why it is needed (1 point) E. Napp

40. The Expanded Core • If the student addresses all tasks required for full points in the basic core, the student is eligible for the expanded core points • Expanded Core: -Expands beyond the basic core -The student has addressed all aspects of the basic core’s task and provided more information than was required by the basic core E. Napp

41. But What About The Thesis? • Clearly, the thesis is the foundation upon which the essay is built • So, how does the student create a thesis statement for this essay? -Look at the question again -What conclusions reached from the documents answer the question? E. Napp

42. Hmmm, it seemed that in three of the four documents concerning the Han, innovation and efficiency regarding technology were encouraged by the elite but in one document, a state monopoly led to inferior technology. Conversely, in two of the four documents concerning the Romans, innovation and technological efficiency were considered negatively yet in two documents, these very traits were praised. E. Napp

43. Tips For The Thesis Paragraph • Present a clear, analytical, and comprehensive thesis or at least, an acceptable thesis • Correctly identify the nature of the documents • Tell the reader how the documents will be categorized E. Napp

44. Sample Thesis Paragraph A society’s attitudes toward technology often determines the degree of its inventiveness and progress. Yet sometimes within the very same society, conflicting views regarding technological innovation exist. While scholars and officials in Han China often encouraged inventiveness, there were some government policies that actually discouraged it. In Roman society, a greater degree of dissent regarding technology existed. Some Roman writers and philosophers praised Roman inventiveness while others considered the work of the hands as degrading and beneath scholarly pursuits. Even today, technology has its proponents and its detractors. E. Napp

45. Of Course, There Are Many Roads • There is not one acceptable thesis statement but many • Yet an acceptable thesis statement clearly addresses the question, the nature of the documents, and the categorizations which will be employed E. Napp

46. Final Reminders: • Aim for -An acceptable, clear, analytical, and comprehensive thesis statement -Address and show understanding of all documents -Support thesis with evidence from all documents -Analyze point of view in all documents -Analyze documents by grouping or clustering in multiple ways -Identify the missing voices E. Napp

47. TO Be Prepared Is To Succeed • Read for understanding • Consider each document’s point of view • Determine missing voices • Craft a strong thesis statement • Use evidence to support the thesis statement • Write a balanced essay that incorporates all documents E. Napp

48. A DBQ Is Great Practice For Developing An Analytical Mind E. Napp