Keys to the Document Based Question Essay

1. Keys to the Document Based Question Essay

2. What are the keys for success on the AP DBQ? • Know how the essay is scored • Break down the question effectively • Develop a strong thesis • Use the documents appropriately

3. Review the Rubric • Notice: • Split rubric= must get all 7 core points before earning expanded points • Focus on 7 core points • Scored based on value-added= points are not deducted, they are only awarded for positive contributions

4. The Basic Core • 1pt—Thesis • 1pt—Understand basic meaning of the documents (may misinterpret one) • 2pts—supports thesis with evidence from all documents • 1pt—Analyze POV in two or more documents • 1pt—Group in 2 to 3 ways • 1pt—Additional Document

5. Breaking Down the Question: • Underline directive word= analyze vs. evaluate, describe vs. discuss, compare vs. contrast • Establish boundaries for writing= time period & region • Recall prior knowledge= note any information that you remember within the prescribed boundaries

6. NOT READING THE QUESTION • The questions asked for social and economic impacts of the flow of silver in the global trade network between the 16th and 18th centuries.

7. Develop a Strong Thesis: • Form generalizations relevant to question based on prior knowledge= 1 or more sentences, preferably in introduction. Include time frame & region. • Use the documents= analysis/grouping will help you form your thesis statement

8. Therefore… • Your thesis should have the time period • “Between the 16th and 18th centuries…” • Your thesis should address the global trade network • “the global flow of silver impacted…” • Your thesis should address economic and social impacts • “societies by ________ and economies by ____”

9. Student Samples • “Silver changes the economy and trade” • “All were effected differently socially and economically” • “The British, Spanish and Ming were all affected”

10. With your group • Revise your thesis statements. Be prepared to share your new examples with the class.

11. Organize the Body Consistently: • Topic sentence: tied to thesis & introduces controlling idea • 2. Alternate between documented evidence from your groupings & interpretive commentary (analysis) • 3. Clincher: ties paragraph together – what reader should walk away with

12. TOPIC SENTENCES • Each topic sentence should relate to one section of your thesis statement. • Read through your topic sentences—are they organized? Clear? Do they reflect your thesis?

13. Use Direct Support in Body: • Understand basic meaning of documents= you may misinterpret one without penalty • Group documents in two to three ways= based on author, date written, point of view or other criteria

14. ISSUES • Some of you are STILL not citing documents • A few are simply listing documents in chronological order. This is NOT evidence of grouping!!!! • This essay especially showed many people who did not understand the meaning of documents! • You should know WHO wrote it, WHEN it was written and WHY

15. Understand the document! • “In document 8, a helpless slave writes…” • “In Document 4, the author talks about how the silver trade helped the British empire/”

16. COMMON MISTAKES! • Lumping documents together! • “ As shown in documents 2, 4 & 7…”

17. NOT ADDRESSING DOCUMENTS—CAN YOU NAME WHICH DOC. THESE ARE FROM? • “Silver made people wealthy” • “Businesses did less trading and wanted products paid for with silver” • “Commerce gained laws to make sure people who felt entitled to silver got it.” • These summaries could be from several different documents!

18. Addressing the Documents • Show you understand the meaning of the document. • Address each specifically (by author, country, region, time period) • Don’t address the topic generally—reader should know exactly what the doc. says before you analyze.

19. Body (Con’t) • Analyze the point of view in at least two documents • Cite one additional document/source not mentioned that would have helped you better answer the question

20. POINT OF VIEW SAMPLES • “The author seems to value this a lot because he is coming from a society where feudalism is important.” • “The Europeans believed…” • IT IS NOT ABOUT WHAT SOCIETY THINKS BUT WHO THE AUTHOR IS AND WHY HE THINKS WHAT HE DOES!!!!!!!!! • “He seems happy to know they are profitable b/c he may care about his economy.” • HE SEEMS….HE MAY….. BE CLEAR, BE DECISIVE AND BE KNOWLEDGABLE OF YOUR TOPIC.

21. GOOD POV ANALYSIS ADDRESES THE FOLLOWING QUESTIONS • Who created the source and why? Was it created through a spur-of-the-moment act, a routine transaction, or a thoughtful, deliberate process? • Did the recorder have firsthand knowledge of the event? Or, did the recorder report what others saw and heard? • Was the recorder a neutral party, or did the creator have opinions or interests that might have influenced what was recorded? • Did the recorder produce the source for personal use, for one or more individuals, or for a large audience? • Was the source meant to be public or private? • Did the recorder wish to inform or persuade others? Did the recorder have reasons to be honest or dishonest? • Was the information recorded during the event, immediately after the event, or after some lapse of time? How large a lapse of time?

22. ADDT’L DOCUMENT • Needs to be a PRIMARY source • Needs to be believable (historically possible) • Needs to better help you answer the question or one aspect of the questions (READ THE QUESTION!!!!!!!!!!!!!!)

23. Good additional documents find the voice not being heard…. • Bad examples—Russians, British scholars, merchants (why are these bad)? • Weak example—Muslims • Good examples—Japan, Portugal, Indian laborers, Chinese peasants (why are these stronger examples)?

24. Basic Skills • Use past-tense when talking about the past • No “I” or “me” • Don’t pose questions—just answer them • Avoid general, useless phases (“the economy went down”) • Use correct words (“majorily”, “disfavored”) • Paragraphs need a topic sentence that relates back to your thesis. • TIME MANAGEMENT—too many people wrote furiously up to the end. Leave time to review your essay, making sure you have addressed each part of the rubric and have an organized essay.

25. Advanced skills • Work your p.o.v. analysis into a group rather than disjointedly discussing it separately. This will improve the flow of your essay. • (ex—analyze why the Spanish priest is concerned about the treatment of Indian laborers within the social impact group).

26. Clinch with a Good Conclusion: • Reinforce thesis= clarity of argument is critical, but do not simply restate • Explain the significance of the evidence= answer the question “So what?”