1. No category

How to DBQ
2004 DBQ: Responses to Buddhism in China
Name ________________________
June 30, 2012
Bill Strickland
East Grand Rapids High School
East Grand Rapids, MI
[email protected]
http://moodle.egrps.org/course/enrol.php?id=136
Teachers,
Here’s what I use to introduce the DBQ to my students. Since the 2004 DBQ (Buddhism in China) is
early in the 1st semester, I use it to teach good document analysis skills. This lesson is divided into
several sections which I teach over 3-4 class periods. (I have 58 min classes, 5 days/week)
I.
General Advice for All Essays,
p. iii
II.
The DBQ,
p. iv
III.
The Question
p. 1
IV. The Historical Background
p. 3
V.
p. 4
Reading & Analyzing Documents
VI. Pulling It All Together
p. 15
VII. The Thesis
p. 18
VIII. The “Missing Piece”
p. 21
IX. Appendixes:
Appendix A: Shoe Activity
Appendix B: Suggested Generic DBQ Structure
Appendix C: “Bias Rules”
Appendix D: Must Do/Not Do’s for DBQs
Appendix E: Using Documents for the DBQ
Appendix F: Frequent DBQ Mistakes
Appendix G: “Power Writing” for DBQs
p. 22
p. 24
p. 35
p. 25
p. 26
p. 27
p. 34
Bill Strickland, East Grand Rapids High School
[email protected]
ii
How to DBQ
June 30, 2012
How to DBQ Classroom Calendar
Note: I see my students on a “traditional” schedule, 58 minutes/day, 5 days/week.
Day
Homework to be completed before class
Students should read/complete ...
Class activity
• Introduction: General Advice for all
Essays1
• Sect. I: The Question
• Sect. II: Historical Background
• Sect. III: Analyzing the Documents
Lead the whole class activity through a careful
reading & analysis of the question, the Historical Background paragraph, and each of the six
documents. By the end of the class hour students should understand “what” the individual
documents say and how they individually relate
to the question.
• Sect IV: Pulling It All Together
• Sect V: Thesis
• Sect VI: Additional Document
By the end of this hour students should: understand how each of the documents contributes
the “what” to the question, and how the
documents relate to each other.
3
(optional depending on your students’
skills)
Point of View/Context
I use Monica Bond-Lamberty’s excellent
Mastering POV Powerpoint.2
4
Write DBQ Essay in Class
1
2
When I use this lesson in class, I spend a full class day (58 min/class) on the document analysis (p. 1-12)
and a second day for the rest of this handout. Then I “call an audible” whether to spend a day on Point of
View, based on their questions during the first two days. Then on the final day, I give them the whole
hour to write an actual DBQ on (you guessed it) this same exact question. Given that they’ve spent two
or three full days analyzing the question and the documents they have no excuse for not writing a great
essay. Obviously that doesn’t always happen, but it encourages good writing habits from the very
beginning of the year, rather than spending months breaking them of bad habits.
Hope this helps,
Bill Strickland
East Grand Rapids High School
East Grand Rapids, MI
[email protected]
1
This is entirely optional. The “General Advice” section is really just background material that gives students the
larger context for how the DBQ fits into the AP exam, as well as introducing the DBQ Generic Rubric. In my own
classroom, I don’t assign these pages now because my students have already read this information in previous weeks.
2
See my website for more detail.
Bill Strickland, East Grand Rapids High School
[email protected]
iii
How to DBQ
June 30, 2012
General Advice for All Essays
Remember the overall structure of the APWH Exam? On the day of the national exam, you’ll have just
finished 70 Multiple Choice questions in 55 minutes. You’ll then have a 5-10 minutes break before starting the Essay section. Below is a table summarizing how the Essay Section fits into the overall exam.
Weight
50%
# of
Questions
70
Time
Allowed
55 minutes
Suggested
Pace
~ 45 seconds
per question
Free Response (Essay)
50%
5 Min Break
Section
Multiple
Choice
16.67%
16.67%
16.67%
DBQ
Document Based
Question
CCOT
Continuity &
Change Over Time
Comparative
(Compare and
Contrast)
10 minute mandatory reading/planning period,
then 120 self-budgeted minutes to write all 3 essays.
40-45 minutes
35-40 minutes
35-40 minutes
Mandatory Reading Period
When the Essay section begins, you’ll receive a green booklet containing all three essays questions:
the DBQ; the CCOT; and the Comparative. You have 10 minutes to read all the questions, including
the documents for the DBQ, take notes, and plan your essays. You are NOT allowed to actually begin
writing during these 10 minutes.
Big Mistake #1: Wasting 10 min Reading/Planning Period
One of the biggest mistakes students make during the AP Exam is not using the 10minute mandatory reading/planning period to plan and outline their essays. Too often
students simply stare into space, think about what they’re going to do after school, etc.
You’re can’t start writing your actual essays during these 10 minutes, but the time is a
great opportunity to:
1. brainstorm evidence
2. write an outline of your essays’ paragraph structure
3. write a 1st draft of your essays’ theses.
As the next two hours unfold, you can then look back over your notes and outline to make
sure you write as good an essay as possible.
Maximizing your Score
Plan More, Write Less3
3
Great advice from Chirs Wolfe, Bellermine College Prep, San Jose, CA.
Bill Strickland, East Grand Rapids High School
[email protected]
iv
How to DBQ
June 30, 2012
You do not have to write the DBQ first. You can write the essays in any order. There’s no “trick” for
which to write first, last, etc. Also note that while the exam proctor will remind you during the writing
time that “you have x minutes remaining,” you can spend as much or as little time as you want on each
essay, so you’ll need to be self-disciplined in order to write three high-quality essays in the time allowed.
Maximizing your Score
Each point on an Essay is worth more than 2.5 Multiple Choice questions!
Core Scoring
Next, realize that APWH essays are graded according to a rubric. The rubric for each type of essay is
slightly different, but all three essays’ rubrics require the essay to satisfy 5-6 “Core” characteristics.
If, and only if, all of these “Core” characteristics are satisfied, then the essay is eligible for “Expanded
Core” (extra credit) points. The “Expanded Core” categories are basically just the same as the Core
categories, but require a higher quality of performance. The Rubrics are structured this way to encourage
students to write well-rounded essays. On a practical level this means it is crucial to know what the
“Core” characteristics are so that one can satisfy all the “Core” requirements, as well as then possibly
earning “Expanded Core” points. The “Core” characteristics are worth 7 points, while the Expanded
Core is worth 2 additional points. Thus, the maximum possible score for each essay is 9.
Asset Model
One last thing to note is that the scoring of the essays is done on a so-called asset model. That is, the
scorers want to give you every point that you deserve and are looking for every opportunity to do so.
What this means, practically speaking, is that they will read over your errors rather than remove points.
So, be daring and do everything that is required and more. Do not let fear of errors hold you back to a
timid standard on the AP World History essays. Study the rubrics in this section so that you know what
is scored on each essay.
The DBQ (Document Based Question)
Purpose of the DBQ
The purpose of the DBQ is to test students’ ability to do what professional historians actually do: use
and interpret historical documents to make conclusions based on those documents. It is NOT a test of
students’ prior knowledge (you’re not expected to know anything about the topic before the exam) but
rather a test of students’ skills to perform a variety of analytical tasks. Why is this important to realize?
When you first read a DBQ question, you will most likely have absolutely no idea about the topic.
Relax! That’s normal. No one is expected to know anything about the topic. That’s what makes a DBQ a
“level playing field.” No one has any advantage over anyone else.
Maximizing your Score
Don’t panic when you read the DBQ Question! You’re not expected to know anything
about the topic. The purpose of the DBQ is to test your skills, not your knowledge.
Bill Strickland, East Grand Rapids High School
[email protected]
v
How to DBQ
June 30, 2012
The DBQ “Core” Rubric
Official Description
Points
Shorthand Description
1
Has an acceptable Thesis
1
Thesis
2
Addresses all of the documents and demonstrates understanding of all or all but one.
1
Meaning
of Documents
Supports thesis with appropriate evidence from all or
all but one document.
2
Supports thesis with appropriate evidence from all but two
documents.
1
4
Analyzes the point of view of at least two documents.
1
Point of View
5
Analyzes documents by grouping them in two or three ways,
depending on the question.
1
Grouping
6
Identifies and explains the need for one type of appropriate
additional document or source.
1
Additional
Document
3
Evidence
In addition to the 7 points possible in the “Core” above, students can earn up to two “Expanded Core”
(extra credit) points for doing any of these “Core” tasks exceptionally well. But ALL seven of the
“Core” points must be earned before an essay is eligible for “Expanded Core” credit.
Big Mistake #2: The Purpose of the Rubric
The Rubric is meant as a guide for essay Readers to score the essay, not as an outline for
students in how to write the essay. Although the DBQ Rubric lists six “Core” characteristics, that does NOT mean that students should write the essay in the order of these characteristics. Do NOT write a “Point of View” paragraph, then a “Grouping” paragraph, etc.
Big Mistake #3: The Minimum Requirements of the Rubric
When the Rubric gives a minimum requirement (e.g. “at least two documents,” or “two or
three ways,” the Teacher chooses the minimum, not the student. So how many should you
do? Aim high. A good general rule is the “Rule of 3.” If it says “two or three,” assume
you should give three. If it says, “at least two,” give three because the required minimum
can’t be any lower than two, but could be higher.
Bill Strickland, East Grand Rapids High School
[email protected]
How to DBQ
1
June 30, 2012
Section I: The Question:
The Question:
Based on the following documents, analyze the responses to the spread of Buddhism in China. What
additional kind of document(s) would you need to evaluate the extent of Buddhism’s appeal in China?
1. What is the question asking you to do? (What’s the verb in the question? Restate the verb in your
own words.)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. O.K., now what is the object of the verb? ([verb] what? [verb] where? [verb] when?) Make sure you
focus your essay so that it answers ALL of these “Key Word(s)” characteristics.
What? (the topic)4 _________________________________________________________________
_________________________________________________________________________________
Where? (the place) ________________________________________________________________
_________________________________________________________________________________
When? (the time) __________________________________________________________________
_________________________________________________________________________________
4
Teachers: Students will be tempted to answer that the topic (the “what”) is “Buddhism.” WRONG! or “the spread
of Buddhism.” also WRONG! The correct topic is “the responses to the spread of Buddhism.” Any essay discussing
something other than “the responses to the spread of Buddhism” will be wasted effort, earning few, if any, points.
Students must learn to parse questions and focus on the “key words” that define the question. Hopefully, the subject
of every sentence in their essay will be “the responses to the spread of Buddhism,” rather than “Doc #1 says …”
Plan More, Write Less.
Bill Strickland, East Grand Rapids High School
[email protected]
2
How to DBQ
June 30, 2012
Big Mistake #4: Vague Answers Irrelevant to the Question
THE biggest and most common mistake that students do not …
Answer
the
Question
Seems pretty simple, doesn’t it? “Don’t most students answer the question?,” you may
wonder. Surprisingly, the answer is “No.” Instead of answering the question, students
answer a question related to or similar to the question, or what they wish the question
asked, but not the question that is actually written on the paper. This is a huge “no-no.”
•
One way to help yourself focus on the question is to identify the question’s verb.
Usually the verb is “analyze” “Analyze” is DIFFERENT than “summarize.” Most
students merely summarize rather than analyzing.
“Summarize” = “what happened”
•
“Analyze” = “why it happened.”
Another tactic to help yourself answer the question is to break the question into it’s
specific parts. Each question has a what, a where, and a when. Every sentence in your
essays must relate to the question. You must not get off track and talk about a slightly
different where, or a when that you heard a great story about, or a what that you know
a ton of information about. Anything you write that does not “answer the question” is
irrelevant, and will not help your score, no matter how well written or informative.
Don’t waste your time writing irrelevant information! Plan MORE, write LESS.
Teachers: Getting students to analyze rather than merely summarize is perhaps one of the greatest
challenges in teaching. My students are so accustomed to summarizing that they unconsciously and
repeatedly slip back into “Book Report/Summarization” mode unless they make a deliberate effort to
think at a higher level. I used to be very critical of them for this behavior until I tried to imagine how I
would feel if I were doing a DBQ for the first time. They’ve been instructed to ‘Read and summarize”
for their entire academic career. Now suddenly along comes this crazy AP World History teacher who
says, “I don’t care about whether you can read, understand and summarize. I assume you can do those
simple tasks. I want you to do something different, something more challenging. I want you to analyze.
The trouble is that student usually don’t even know what the verb “analyze” means! I often use Legos as
an analogy to help students understand this point. Rather than summarizing (“That’s a house. It has a red
roof and a blue door.”) analysis requires students to take the house apart, name “important” individual
bricks, describe the relationship among various bricks, and determine the role certain bricks play in the
house as a whole.
Big Mistake #5: Summarizing Documents
The purpose of any essay is to ANSWER THE QUESTION. Too often students’ DBQs
sink to a mere summarization of the documents. The DBQ is NOT “about the documents,” it’s just a “normal” essay question. The documents are not “the point” of the
DBQ. The documents are merely raw materials to help students answer the question.
See Section IV “Pulling it All Together” on p. 16 for more on this important point.
Bill Strickland, East Grand Rapids High School
[email protected]
3
How to DBQ
June 30, 2012
Section II: The Historical Background
The DBQ can be on any topic from any time period and any geographical region. Intimidating, right?
Not really. Remember the purpose of the DBQ? (To assess students’ skills at doing what historians do,
NOT whether students know what historians know.) Fight the instinct to panic and show your reader how
well you can read, think, and write!
Big Mistake #6: Historical Background
Too many students don’t realize that the Historical Background paragraph is there to help
them. Don’t ignore the HB information. The exam writers have given it to you for a
reason. Make sure you know how the historical background relates to the question and
how to use the background information to help you write a better essay.
The exam writers know that students need some hints to help them place the DBQ question into the
larger context of “everything” in world history. That’s exactly what the Historical Background is: the
exam writers’ gift to you. It helps by:
•
•
“Jogging your memory,” calming and reassuring you during the high-pressure of the exam. (“Oh
yeah, now I’m beginning to remember when we studied this general topic/era/region.”)
Giving valuable hints that suggest connections you should make in your essay.
Historical Background: Buddhism, founded in India in the sixth century BCE, was brought to
China by the first century C.E., gradually winning converts following the collapse of the Han
dynasty in 220 C.E. Buddhist influence continued to expand for several centuries. Between
220 C.E. and 570 C.E., China experienced a period of political instability and disunity. After
570 C.E., the imperial structure was restored.
1. What theme(s) does the HB’s information relate to? How do those theme(s) relate to the theme of the
question?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Are there any hints in the HB paragraph that will influence how you read, interpret, and categorize
the documents? Based on the information in the HB, how are you going to read the documents any
differently than you would if you hadn’t read the HB? After all, the writers went to some effort to
give this HB information. What use will you make of it?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Bill Strickland, East Grand Rapids High School
[email protected]
How to DBQ
4
June 30, 2012
Section III: Reading and Analyzing the Documents
Document Characteristics
What notes should one take as one reads the documents? Much of that depends on the question being
asked, but there are several common characteristics in each document that one should look for because
any of these characteristics can influence how a document should be interpreted/analyzed. The acronym
“SOAPSTone” is often useful as a guide for these characteristics.
Subject
What is the main topic of this document?
Occasion
When was this document produced? Was it created for a particular event or occasion, or
even during an era when other similar documents were produced?
Audience
Who was this document’s intended audience? Was the document written to be read
privately by a specific person (who?), a public announcement, or an official
proclamation?
Purpose
Why was this document produced? What was the purpose or motivation of the
writer/author of the document, based on what limited information you have about them?
What effect did the author hope this document would have? What did the author want the
reader(s) of this document to do?
Speaker
Who was the Speaker of this document? Was it an official person representing a
government, or an informal, anonymous individual? Usually a document’s author and
speaker are the same individual, but occasionally they may actually be different. (e.g. a
speech may be written by a speech writer, but spoken by a government official)
Tone
Is there any apparent tone or “voice” in this document that would influence one’s
interpretation? Is it filled with any apparent emotion? (e.g. sarcasm, exuberance, anger,
disdain, admiration, etc.) Underline any unusual vocabulary in the document that serves
as a clue to this interpretation.5
Additional Document
After you read a document, you’ll be able to use information in the document to help answer the
question, but no single document contains everything needed to answer the question fully. No matter
how much information a document contains, it will never provide the answer to all parts of the question,
and in fact it will often raise new questions.
So, what kinds of information would you like to have to help answer the question better? You don’t have
to name a specific actual document, but you must do two things with this Additional Document:
1. Describe the kind of information you’d like to see in an additional document.
2. Explain of how that information would help a historian answer the question more
completely. (“…because it would help” is not an acceptable answer.) What would you do
with such information? What conclusion could you make with “Information x” that you can’t
make now?
We’ll come back to the Additional Document later in Section VII on p. 19.
5
These questions are all taken from Ane Lintvedt’s APWH Listserv message, 4/28/2004.
Bill Strickland, East Grand Rapids High School
[email protected]
How to DBQ
5
June 30, 2012
Characteristics Shared with Other Documents (aka “Grouping”)
After you’re finished reading all the documents, look back over your SOAPSTone notes written. Do you
notice any characteristics that more than one document share? These characteristics are vitally important
to note because they will become the topic sentences of your essay’s body paragraphs.
Note: You won’t be able to complete this part of analyzing the documents until you finish reading all the
documents. So, after you read each individual document and note that document’s characteristics, go
back for a “2nd pass” at all of the documents and look for characteristics that appear in more than one
document. Examples of the kinds of shared characteristics might (hypothetically) include:
• Buddhism became less popular after imperial structure was restored in 589 C.E. (as seen in
Doc #4 by Han Yu and Doc #6 by Emperor Wu)
• Government officials frequently tried to influence imperial attitudes toward Buddhism. (as
seen in Doc #4 by Han Yu and Doc #5 by Zong Mi)
• Chinese often didn’t trust Buddhism because it was “foreign” or “unfamiliar” (as seen in
Doc #3 by the Anonymous scholar and Doc #4 by Han Yu)
• Chinese often relied on Buddhism to provide a spiritual sanctuary from the cares of everyday
life. (as seen in Doc #2 by Zhi Dun or Doc #5 by Zong Mi)
Maximizing your Score
Compare documents to each other. For example: Zhi Dun (Doc #2) and Zong Mi
(Doc #5) were both Buddhist scholars, but Zhi Dun favored Buddhism exclusively,
while Zong Mi spoke favorably about Buddhism, Confucianism, and Daoism.
Why the difference?
Context (aka “Point of View” or POV)
The purpose of the DBQ is to test students’ ability to do what professional historians actually do. Well,
what do professional historians do? One essential task is to interpret historical documents. History is not
just facts, a large part is also interpretation of facts. This is one area that makes history both fun and
controversial, because different historians interpret identical documents differently.6
So as you read and interpret each document, what clues are there that any particular document means
anything other than the literal words on the paper? Are there any reasons why although a document says
“x” it should be interpreted as meaning something more, less, or different? All the intangible circumstances surrounding a document that influence how one should interpret that document comprise what is
called the “Context.”
If this concept seems vague or meaningless to you, imagine that two people tell you exactly the same
words. Would you interpret and respond to each person identically, or would you take each person’s
identity into account when you weigh whether to take their words seriously? For instance:
6
This bring up a related point. As long as your interpretation of the documents is plausible, your reader will never
grade your writing according to whether he/she agrees or disagrees with your interpretation of the documents. It is
of course possible to misinterpret documents, which does carry a penalty for Rubric category #2, but as long as you
include all the documents somewhere in your essay and misinterpret no more than one document, you’ll earn full
credit for your interpretation(s).
Bill Strickland, East Grand Rapids High School
[email protected]
How to DBQ
6
June 30, 2012
Document 1
“If you park your car there, you’ll get in trouble,” says your six-year-old sister.
Document 2
“If you park your car there, you’ll get in trouble,” says the police officer.
You’d interpret these two statements very differently, wouldn’t you? Obviously the identity of the source
makes a huge difference in how seriously one interprets the document. Note, however, that one should
not automatically come to the conclusion that Document 1 is “wrong” while Document 2 is “right.”
(Can you think of any circumstances that might make your sister be correct? Just because she’s six years
old doesn’t mean she’s automatically wrong, it just means that you’d probably want some more
information re: the context of your sister’s comments before you render judgement on her words. After
all, she might have just heard your parent say, “If that car isn’t moved out of the middle of the street
[your name] will be punished!”)
Context is far more subtle than simply labeling documents as “right” or “wrong.” You have to be very
specific in deciding to what degree a document should be interpreted a certain way. Ultimately, you
should be able to place each document on a spectrum of the document’s “trustworthiness.”
Value
What characteristics strengthen/enhance
the value of this document?
Limitations
What characteristics limit/reduce
the value of this document?
So, how does one interpret the context surrounding a document? Some common ways are listed below.
(Many are SOAPSTone characteristics with which you’re already familiar.)
1. Who produced this document? Is this author have any special knowledge about the topic? How
credible is this author? Discuss the author’s gender, age, ethnicity, social status, religion, level of
education, intellectual or political philosophy, etc.
2. When was this document produced? What else was happening at that time? Can it be connected
with a significant historical event or era? (Think back to the Historical Background information.)
Note the date of each document. Was this doc created before/after/at the same time as any other
document?
3. Who was the intended audience? Was the document written to be read by a specific person? Is it
a public announcement, a private letter to a friend, or an official proclamation?
4. Why was this document produced? What was the author’s purpose or motivation, based on what
limited information you have about them? What effect did the author hope this document would
have? What did the author want the reader to do after reading the document?
5. Is there any apparent tone or “voice” in this document that would influence one’s interpretation?
Is it filled with any apparent emotion? (e.g. sarcasm, exuberance, anger, disdain, admiration, etc.)
Underline any unusual vocabulary in the document that serves as a clue to this interpretation.
Bill Strickland, East Grand Rapids High School
[email protected]
How to DBQ
7
June 30, 2012
If these questions seem too overwhelming to remember, here’s a simplified way of earning
Context/POV:
Maximizing Your Score: Context/POV
Answer this question re: each document:
Why did this person create this document at this time?7
Big Mistake #7: Misuse of “Bias”
Too many students attempt to interpret the value or limitation of historical sources by
using the term “bias.” While it is entirely legitimate to analyze bias in historical
documents, most students do it so poorly that it actually hurts their score. (Students think
they’ve interpreted more than they really have, and smugly stop trying to think any
deeper.)
The term “bias” can be used effectively, but only IF you answer these 4 questions:
1) The specific topic/issue about which the doc/author is biased. (Is the author biased
toward everything?)8
2) In what direction is the document biased? Remember that bias can be positive and/or
negative. Is the document/author in favor of a particular issue, or against it? If you
just say, “the author is biased,” your reader won’t know whether the author is biased
for or against something.
3) How much bias does the document contain? Someone can be strongly biased in favor
of their favorite sports team or slightly biased against a political philosophy, etc.
4) Why is the document (or document’s author) biased? (Cannot simply repeat a word in
the doc’s source info. Bias must “connect” a specific characteristic of the context
behind the doc to a specific characteristic in the text of the doc.)
7
8
I first received this advice from Ane Lintvedt, McDonough School, MD.
Here’s a vignette that illustrates this point. Practically every year one of my students uses the term “bias” in a vague
or inappropriate way, such as writing, “Doc #3 is biased because the author is British.” When I anonymously quote
such an example out loud to the class I immediately declare that I won’t award credit for such a statement. When the
students ask, “Why not?” I respond, “Because you’re Sophomores.” There’s usually an awkward pause, and then one
brave student quite understandably asks, “Why does being a Sophomore mean the bias statement won’t earn any
credit for Context/POV?” “Absolutely nothing,” I respond. “What does being British have to do with being biased?
Are all British completely “biased” about everything? Are you saying that all British persons were never objective or
reliable on any topic and any time?” At that point there’s usually a chuckle around the classroom as my students
realize how simplistic and inappropriate the “biased because he’s British,” attempt was, and how much more specific
(and more difficult) truly valid historical interpretation really is.
Bill Strickland, East Grand Rapids High School
[email protected]
8
How to DBQ
SOAPSTone Characteristics
• Subject: life, desire, = sorrow
• Occasion: Buddha’s 1st sermon. He had just
reached enlightenment. Earliest of doc’s
(by ~800 years)
• Audience: Buddha’s followers
• Purpose: Spiritual enlightenment, answer to
the “meaning of life”
• Speaker: the Buddha [Enlightened One]
• Tone: Spiritual solution to earthly problems
June 30, 2012
•
•
•
•
Characteristics shared with another Doc
Teachings reflected by Zhi Dun (Doc #2)
Inspired followers like Zong Mi for centuries,
(Doc #5)
Purpose: Persuade reader/listener
Is the cause of all other documents’ reactions
Document 1
Source: According to Buddhist tradition, “The Four Noble Truths,” the first sermon preached by the
Buddha (563 BCE-483 BCE), India, fifth century BCE.
The First Noble Truth is the Noble Truth of Sorrow. Birth is sorrow, age is sorrow, disease is sorrow,
death is sorrow, contact with the unpleasant is sorrow, separation from the pleasant is sorrow, every wish
unfulfilled is sorrow.
The Second Noble Truth is the Noble Truth of the Arising of Sorrow, it arises from craving, which leads
to rebirth, which brings delight and passion, and seeks pleasure-the craving for sensual pleasure, the
craving for continued life, and the craving for power.
The Third Noble Truth is the Noble Truth of the Stopping of Sorrow. It is the complete stopping of that
craving, so that no passion remains, leaving it, being emancipated from it, being released from it, giving
no place to it.
The Fourth Noble Truth is the Noble Truth of the Way that Leads to the Stopping of Sorrow.
Additional Document
• How many people agreed with/followed?
• Did political rulers support/resist?
•
•
•
Context
Buddha’s purpose: to teach/inspire
This document represents the beginning of
Buddhism itself.
Written outside of China, therefore will have
to overcome “fear of foreigners” later by
Chinese.
OK, now it’s your chance to read the actual documents and take your notes.
Bill Strickland, East Grand Rapids High School
[email protected]
How to DBQ
June 30, 2012
Document #1
Source: According to Buddhist tradition, “The Four Noble Truths,” the first sermon preached by the
Buddha (563 BCE-483 BCE), India, fifth century BCE.
The First Noble Truth is the Noble Truth of Sorrow. Birth is sorrow, age is sorrow, disease is sorrow,
death is sorrow, contact with the unpleasant is sorrow, separation from the pleasant is sorrow, every wish
unfulfilled is sorrow.
The Second Noble Truth is the Noble Truth of the Arising of Sorrow, it arises from craving, which leads
to rebirth, which brings delight and passion, and seeks pleasure-the craving for sensual pleasure, the
craving for continued life, and the craving for power.
The Third Noble Truth is the Noble Truth of the Stopping of Sorrow. It is the complete stopping of that
craving, so that no passion remains, leaving it, being emancipated from it, being released from it, giving
no place to it.
The Fourth Noble Truth is the Noble Truth of the Way that Leads to the Stopping of Sorrow.
Bill Strickland, East Grand Rapids High School
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Document #2
Source: Zhi Dun, Chinese scholar, author, and confidant of Chinese aristocrats and high officials during
the period when northern China was invaded by central Asian steppe nomads, circa 350 CE.
Whosoever in China, in this era of sensual pleasures, serves the Buddha and correctly observes the
commandments, who recites the Buddhist Scriptures, and who furthermore makes a vow to be reborn
without ever abandoning his sincere intention, will at the end of his life, when his soul passes away, be
miraculously transported thither. He will behold the Buddha and be enlightened in his spirit, and then he
will enter Nirvana.*
*Nirvana: the extinction of desire and individual consciousness
Bill Strickland, East Grand Rapids High School
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Document #3
Source: Anonymous Chinese scholar, “The Disposition of Error,” China, circa 500 CE.
Question: If Buddhism is the greatest and most venerable of ways, why did the great sages of the past
and Confucius not practice it? In the Confucian Classics no one mentions it. Why, then, do you love the
Way of the Buddha and rejoice in outlandish arts’? Can the writings of the Buddha exceed the Classics
and commentaries and beautify the accomplishments of the sages?
Answer: All written works need not necessarily be the words of Confucius. To compare the sages to the
Buddha would be like comparing a white deer to a unicorn, or a swallow to a phoenix. The records and
teachings of the Confucian classics do not contain everything. Even if the Buddha is not mentioned in
them, what occasion is there for suspicion?
Question: Now of happiness there is none greater than the continuation of one’s line, of unfilial conduct
there is none worse than childlessness. The monks forsake wives and children, reject property and
wealth. Some do not marry all their lives.
Answer: Wives, children, and property are the luxuries of the world, but simple living and inaction are
the wonders of the Way. The monk practices the Way and substitutes that for worldly pleasures. He
accumulates goodness and wisdom in exchange for the joys of having a wife and children.
Bill Strickland, East Grand Rapids High School
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Document #4
Source: Han Yu, leading Confucian scholar and official at the Tang imperial court, “Memorial on
Buddhism,” 819 CE.
Your servant begs leave to say that Buddhism is no more than a cult of the barbarian peoples spread to
China. It did not exist here in ancient times.
Now I hear that Your Majesty has ordered the community of monks to go to greet the finger bone of the
Buddha [a relic brought to China from India], and that Your Majesty will ascend a tower to watch the
procession as this relic is brought into the palace. If these practices are not stopped, and this relic of the
Buddha is allowed to be carried from one temple to another, there will be those in the crowd who will
cut off their arms and mutilate their flesh in offering, to the Buddha.
Now the Buddha was a man of the barbarians who did not speak Chinese and who wore clothes of a
different fashion. The Buddha’s sayings contain nothing about our ancient kings and the Buddha’s
manner of dress did not conform to our laws; he understood neither the duties that bind sovereign and
subject, nor the affections of father and son. If the Buddha were still alive today and came to our court,
Your Majesty might condescend to receive him, but he would then be escorted to the borders of the
nation, dismissed, and not allowed to delude the masses. How then, when he has long been dead, could
the Buddha’s rotten bones, the foul and unlucky remains of his body, be rightly admitted to the palace?
Confucius said: “Respect ghosts and spirits, but keep them at a distance!” Your servant is deeply
ashamed and begs that this bone from the Buddha be given to the proper authorities to be cast into fire
and water, that this evil be rooted out, and later generations spared this delusion.
Bill Strickland, East Grand Rapids High School
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How to DBQ
June 30, 2012
Document #5
Source: Zong Mi, a leading Buddhist scholar, favored by the Tang imperial household, essay, “On the
Nature of Man,” early ninth century CE.
Confucius, Laozi and the Buddha were perfect sages. They established their teachings according to the
demands of the age 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.
Bill Strickland, East Grand Rapids High School
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Document #6
Source: Tang Emperor Wu, Edict on Buddhism, 845 CE.
We have heard that the Buddha was never spoken of before the Han dynasty; from then on the religion
of idols gradually came to prominence. So in this latter age Buddhism has transmitted its strange ways
and has spread like a luxuriant vine until it has poisoned the customs of our nation. Buddhism has spread
to all the nine provinces of China; each day finds its monks and followers growing more numerous and
its temples more lofty. Buddhism wears out the people’s strength, pilfers their wealth, causes people to
abandon their lords and parents for the company of teachers, and severs man and wife with its monastic
decrees. In destroying law and injuring humankind indeed nothing surpasses this doctrine!
Now if even one man fails to work the fields, someone must go hungry; if one woman does not tend her
silkworms, someone will go cold. At present there are an inestimable number of monks and nuns in the
empire, all of them waiting for the farmers to feed them and the silkworms to clothe them while the
Buddhist public temples and private chapels have reached boundless numbers, sufficient to outshine the
imperial palace itself.
Having thoroughly examined all earlier reports and consulted public opinion on all sides, there no longer
remains the slightest doubt in Our mind that this evil should be eradicated.
Bill Strickland, East Grand Rapids High School
[email protected]
15
How to DBQ
June 30, 2012
Section IV: Pulling It All Together
Now that you’ve analyzed all the documents individually, it’s time to start the fun part of comparing the
documents to each other. There are a bezillion ways to do this, but here are some of the most common.
•
Chronological - Sort the documents in historical order.
Date
Doc #
SOAPSTone Characteristics
1
3
2
4
1
3
2
4
1
3
2
4
1
3
2
4
1
3
2
4
1
3
2
4
Notice any trends or patterns?
(e.g. changes over time, documents that
agree with or contradict each other?)9
Remember the Historical Background information? (p. 3) Do you see any relationship between the
characteristics you listed in the table above and the timeline described in the Historical Background
section?
9
Use your notes on the Historical Background paragraph (p. 3) to help with this chronological categorization.
Bill Strickland, East Grand Rapids High School
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How to DBQ
•
June 30, 2012
Look back over your notes on the documents (p. 7-12). Make a list of all the SOAPSTone characteristics that are shared by more than one document or author. Note: Documents can belong in more
than one group/category. (because documents have more than one characteristic!)
Caution: Do NOT summarize the documents. Your reader already knows what the documents
“say.” Your job is to interpret the evidence in the documents in order to answer the question.
Remember the topic? (the “what” = “the responses to the spread of Buddhism.”) The subject
of every sentence should be the responses to the spread of Buddhism, NOT what the docs ‘say.’
Wrong “Doc #4 is strongly
anti-Buddhist.”
Right “Han Yu’s rejection of Buddhism as a “cult” was possible now that
“Zong Mi says that all the
religions are equal.”
“Zong Mi recommended a policy of toleration for all religions. (Doc #5)
Sentence’s subject = “response to the spread of Buddhism = “recommended
toleration for all religions”
Confucianism had been restored under an emperor. (Doc #4)” Sentence’s
subject = “response to the spread of Buddhism” = “rejection”
Organizing the Evidence
This characteristic …
(must be “a response”)
10
is shared by these
doc’s/authors10 …
as shown by this specific word(s) from the
document. (cite 1-3 words, 5 maximum)
There must be at least 2 documents that share each characteristic, but each group could include more than the 3
rows reflected in this table. Any characteristic that is present in only 1 document is inadmissable because it is not a
characteristic that is shared by a “group” of documents as required by the rubric.
Bill Strickland, East Grand Rapids High School
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17
How to DBQ
June 30, 2012
Now, look at your characteristics list on the previous page. You may not realize it, but you’ve
just outlined/organized the body paragraphs for your essay! Simply change the titles on
the table’s columns:.
•
•
•
The characteristic in the left column = Paragraph’s topic sentence.
The middle column list of which docs/authors share the characteristic = the documents/authors to
include in that paragraph.
The right column citing the specific words = the specific evidence that supports that paragraph’s
topic.
So take another look at the table on the previous page, this time with different titles for each column.
Outline of My Essay
Paragraph subject
(Topic Sentence)
Must be “a response …”
Doc’s/authors to
include in this
paragraph
Bill Strickland, East Grand Rapids High School
Examples to use as evidence that support your
interpretation of the document.
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18
June 30, 2012
Section V: The Thesis
OK, so now you’ve spent considerable time reading, sifting, and analyzing these documents. Can you
still remember why you did all this work? Oh yeah, it was in order to ANSWER THE QUESTION!
Based on the following documents, analyze the responses to the spread of Buddhism in China.
•
Your task is to write an essay that answers this question, drawing on all the documents you’ve read
and analysis you’ve already done. The hardest part is actually coming up with a good thesis
statement. Look back on your notes in the “Organizing the Evidence” table (p. 14)
•
•
How do you interpret the evidence reflected in the documents?
What do the characteristics that you’ve detected in the documents add up to?
It is vitally important that you write your thesis after you’ve examined the evidence in the documents.
Perhaps the greatest mistake you can make is to choose a thesis in a knee-jerk manner when you first
read the question, because then as you read the documents you will tend to selectively favor only the
evidence that supports your thesis and ignore any evidence that contradicts your thesis. The DBQ is
designed to test your ability to interpret all relevant evidence and develop a thesis that reflects that
evidence. To write your thesis before examining all of the evidence is to fail the DBQ before you even
start. This is a fundamental error. Even professional historians struggle to maintain the objectivity when
examining the complexities of all relevant evidence.11
The whole purpose of the DBQ is to test your ability to do what historians actually do: Develop
arguments that are supported by interpret evidence objectively to develop
11
If you want to see an example of a wannabe-historian who refuses to acknowledge evidence that contradicts his
own interpretation, see PBS’ 1421 DVD that examines Gavin Menzies’ theory that the Chinese admiral Zheng He
discovered the Americas approximately 75 years before Columbus. When I show the dvd, my students squeal with
delight as Menzies interprets various facts in just the right way that support his interpretations, while ignoring
evidence that obviously (and overwhelmingly) contradict his interpretations. Menzies is the poster-child example of
how NOT to be a good historian.
Bill Strickland, East Grand Rapids High School
[email protected]
19
How to DBQ
June 30, 2012
Here’s a guide to the most common mistakes students make when attempting to write a thesis.
Mistake
Example
No Thesis
Thesis not
related to the
question
Thesis repeats
or just paraphrases the
question
1
Thesis Thesis is too
vague
Mentioning
individual
docs
or
Grouping
Docs
12
How to Fix It
Pre-writing organization. Read the question, then
plan/outline your response before you begin to write.
Plan More, Write Less
Most Chinese are
Buddhists …
Read the question. Make sure every sentence in your
essay is relevant to the topic, time, and place that the
question asks.
China has over a
billion people today … Topic = What?
Time = When?
Place = Where?
Buddhists like to
meditate …
Note what the verb in the question asks you to do.
Analyze � Describe � Justify � Trace.
There were many
responses to the
spread of Buddhism
in China.
Try to “argue” your thesis. Could you take an
“opposite” position? If not, then the thesis doesn’t
really say anything. The thesis must “take a stand.”
Avoid the “thesis killer” words12 (very, many,
Buddhism had a large
things, a lot/lots, stuff, ways, really, etc.).
impact on China.
Some Chinese rejected This isn’t “wrong” so much as just unnecessary and
Buddhism, (Doc #4
a poor use of time. Your reader already knows the
and #6)
documents. If you eliminated the “Doc #4 & #6”
would the sentence be any worse? How will telling
your reader which documents you’ll use to do x, y,
or z help your score?
This sentence IS a good topic sentence for a body
paragraph, but it’s not appropriate for the Thesis
paragraph. The Thesis is supposed to be your overall
conclusion after analyzing the docs. Mentioning
individual documents in the Thesis is too detailed.
I have a rule in my classroom, “Any thesis that contains these words is automatically vetoed.” Possibly the hardest
skill to learn is the ability to form a sophisticated, complex thesis. One strategy I’ve learned (from Geri McCarthy of
Barrington, RI) is to require students to begin their thesis with either “While”, “Although”, or “Despite/In spite of.”
These words strongly encourage students to formulate a mature thesis that helps structure the rest of their essay.
Once students can consistently write a competent thesis sentence, then I concentrate on having them develop an
essay preview/outline of later paragraphs. The result should be a thesis paragraph that is several sentences long (the
paragraph should NOT just be a single sentence).
Bill Strickland, East Grand Rapids High School
[email protected]
20
How to DBQ
June 30, 2012
OK, now pull together everything you’ve done: your reading & understanding of the documents; their
content; author’s characteristics; etc. Write your thesis statement. (1-2 sentences)
My Thesis (Argument)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
The rest of the Thesis Paragraph (How will you prove your Argument?)
Now summarize the main points that you’ll use to support your thesis. (This part of the Thesis Paragraph
should preview the topic sentences of your later body paragraphs.) This takes some time and a lot of
practice to do well, but if you can learn to plan your thesis and outline your essay, it will make the actual
writing TONS easier. By the time your reader finishes the Thesis Paragraph, s/he should know WHAT
your thesis is, and have an idea of HOW what evidence you will use to prove it.
Main Point / Body
#1 ________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Main Point / Body
#2 ________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Main Point / Body
#3 ________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Main Point / Body
#4, etc._____________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Bill Strickland, East Grand Rapids High School
[email protected]
21
How to DBQ
June 30, 2012
Section VI: The Additional Document
OK, so you’ve answered the question using the documents as evidence to support your thesis. The
problem is that there are only a handful of documents. They can’t possibly represent EVERY conceivable piece of relevant evidence. Are there any pieces of evidence relevant to the question that AREN’T
already represented in the documents? Can you think of any kinds of documents that would help you
answer the question more completely?
You can add the “Additional Document” suggestion at virtually any point in your essay. It’s most
common to add it at the end of the essay, or at the end of the thesis paragraph, but the best essays call for
an additional document in every body paragraph to supplement the evidence supporting that paragraph’s
topic sentence.
“Historians could better [make what conclusion?] if a document from a [type of source] that
dealt with [subject matter] existed.”
or
“In order to [describe what conclusion you’d like to be able to draw] historians would need a
[kind of document] showing [describe what kind of information desired].”
Missing
Information /
Additional
Document
Type of
information/
evidence
How would this document would help answer
the question more completely? How would an
historian use this document? What conclusion
could historians make using this document
that isn’t possible to make now?
Big Mistake #7: Additional Document
The most common mistake is that students simply forget to even ask for an Additional
Document. Even when they do, students don’t adequately explain how/why such a
document is necessary. The most common unsuccessful types are:
“It would help to have a document from a peasant.” HOW would it help? Same for a
document written by a woman, someone from Greenland, etc.
“It would help because there aren’t any documents written by a peasant.” So what?
How/why do you think a peasant’s perspective would help historians answer the
question? This isn’t a poll surveying public opinion re: Buddhism. There aren’t any
documents written by illiterate left-handed giraffes, either. How would a peasantauthored document ‘help’ more than one authored by an illiterate left-handed giraffe?
Describe HOW and WHY you think a peasant might think differently than the existing
authors, and HOW/WHY historians would CARE. If you don’t explain the HOW and
WHY you won’t earn the point.
Bill Strickland, East Grand Rapids High School
[email protected]
22
How to DBQ
June 30, 2012
Appendix A: The “Shoe Activity”13
Here’s a simple & easy activity that demonstrates the complexity of good historical analysis. Note: there
are dozens of variations on this lesson, so this is not at all the only way to do this. If you’re serendipitously inspired in the middle of the activity, go with your own intuition.
1.
2.
3.
4.
5.
Ask for 3-4 student volunteers, and immediately send them out of the room.
Ask the remaining students to take off one of their shoes.14 (ANY shoe)
Pile all the shoes up into one big heap.
Invite one volunteer to come back into the room. Ask that person to “organize the shoes
I ask them to organize the shoes in 3 or more groups. The only rules for the groups are:
A. The shoes in each group must share a common characteristic.
B. There must be at least 2 shoes in each group.
6. Allow the volunteer a minute to sort the shoes. When he/she is finished, ask them to give a “Name”
to each group of shoes.
7. Repeat steps 4-5-6 above until each volunteer has had the opportunity to participate.
8. Discuss and debrief activity with students.
Variations
1 While volunteers are sorting the shoes into groups, having the rest of the students be absolutely silent
and write down the names of the categories that they perceive each volunteer used.
2 Poll the class as to which volunteer sorted the shoes into the “best” groupings.
3 Instead of giving volunteers no guidance at all, ask them to “Evaluate the wear patterns on the
shoes.” This will reinforce the purpose of this lesson as an analytical tool in a persuasive argument.
Post-activity discussion might ask, “Why did you think this group of shoes had ___ characteristic?”
4 Offer extra credit originality/creativity. Students who can create a category that no other student in
the room thought of get a special reward. To give you an idea of how inspired students can be, here
are some of the nominations my students have suggested:
Common Possible Groupings:
• age of shoe
• athletic shoes (e.g. tennis)
• brand name
• casual
• color
• cost
• formal
• heel (pumps, flats, etc)
• left/right
• size
• toe style (open/closed)
• winter/summer
Sophisticated/Creative Groupings
• age/grade level of shoe owner
• attractiveness of shoe
• attractiveness of shoe’s owner
• gender of shoe’s owner
• motivation of shoe’s owner for wearing (e.g. “He/she was late
for school this morning, which is why he threw on these
clunkers,” or “He/she wanted to impress another person
because they’re trying to ask them out on a date.”)
• popularity (e.g. “This is the shoe to have!”)
• price vs. value (e.g. “You paid how much for those?”)
• relative shoe size (e.g. “Is this shoe bigger, smaller, or the same
size as the volunteer’s?”)
Post-Activity Discussion
13
I don’t know the proper source to cite for this activity. The first I heard of it was from an APWH Listserv
message, dated 11/3/2003 by Matt Allen of Byram Hills High School.
14
In order to avoid foot odor some teachers substitute Beanie Babies, stuffed animals, etc. for the shoes.
Bill Strickland, East Grand Rapids High School
[email protected]
How to DBQ
23
June 30, 2012
There is no single “right” answer that students “should” have used to analyze the shoes. There are a
myriad of legitimate ways to categorize shoes. While this seems obvious to bystanders, I try to remember
that many of my students think that the “goal” of learning how to write essays is to write the one and
only one “correct answer” to the question. Essay writing involves all of AP World History’s Historical
Thinking Skills. The purpose of an essay question is not to see whether students know the right answer,
but to ask them to develop an argument. Historical interpretation is inherently subjective, constantly
evolving and relies on evidence to build a logical argument.
I’ll never forget one of my classes had a particularly enthusiastic group of students who were wonderfully open and non-defensive with each other. At the start of this activity they looked at me like,
“C’mon, how interesting can this be?” and “Why are we wasting our time doing this?” Twenty minutes
later we were all laughing and giving each other a hard time at how they felt that “Chris” didn’t know
the first thing about shoes, so his/her categorization really wasn’t meaningful, but “Mary” was such a
clothes-hound, that her analysis was much more significant.
Also, students should recognize the importance of looking at all the shoes and planning how they want
to organize them before actually doing so. The point is that they should also read all the DBQ’s documents before sorting them into appropriate groups, and they should do so before they begin to write their
essay.
Caveat
I try to point out one important limitation this activity has: Because shoes are physical objects, one
cannot sort a single shoe into two groups simultaneously. (e.g. “brown” and “left foot”) Historical
documents can exist in two different analytical categories simultaneously. (e.g. A document might be
BOTH “confident” AND “selfish,” and a dozen other characteristics.) This is an important concept to
remember when students are scrambling to organize their essays while trying to remember to include
each document into one of the groups/paragraphs.
Teaching Tip
The DBQ rubric requires students to address all the documents, correctly understand all but one
document, and to analyze the documents by grouping them in 2 or more groups, depending on the
question.” In order to reinforce this idea that historical documents/evidence have multiple
characteristics, I offer “extra credit” to any student who includes at least one document in more than one
group.
Bill Strickland, East Grand Rapids High School
[email protected]
24
How to DBQ
June 30, 2012
Appendix B: Suggested Generic DBQ Structure15
Thesis Paragraph
•
•
•
•
Background/Context (Optional. “Where does this question fall in the larger context of history?”)
Thesis Statement
“Road Map” (outline of later categories of document Groupings/Analysis)
Additional Document (Optional)
Body Paragraph #1 (1st Group of Analyzed Doc’s)
• Topic Sentence (what characteristic do these doc’s share, and how does that support the thesis? See
tables on p. 16-17)
• Evidence Doc #1 (what text from doc #1 supports the thesis or this paragraph’s topic?)
Analysis of doc #1 (see the “SOAPSTone” notes that you took on each document)
• Evidence Doc #2 (what text from doc #2 supports the thesis or this paragraph’s topic?)
Analysis of doc #2
• Evidence Doc #3 (what text from doc #3 supports the thesis or this paragraph’s topic?)
Analysis of doc #3
• How these doc’s relate/compare to each other. (The fullest understanding of any individual
document emerges only when that document is viewed within the wider context of ALL the
documents.)
• Additional Doc (Describe what evidence this document should contain and how/why this evidence
would be useful in better answering the question)
• Conclusion/Transition Sentence
Additional Body Paragraphs as needed
• Check to make sure that all doc’s are included, with explicit discussion of specific Evidence and
POV analysis from each doc.
Conclusion
• Include Additional Doc (if not included previously)
• Restatement/Summarization of Thesis
Writing Tip: Avoid any sentence in your essay that begins, “Doc #___ says ‘…’” This is merely
summarizing the document. Your teacher/reader already knows that information better than you do.
Your job is to interpret the information in the doc’s to make an argument or draw a conclusion.
15
I don’t really think there is one particular “best” way to structure a DBQ. I include this just because many of my
students say it helps them focus while they’re writing.
Bill Strickland, East Grand Rapids High School
[email protected]
Appendix C: “Bias” Rules
“Bias” Rules
If you use “bias”
you must describe the:
1) Topic/Issue
2) Direction
3) Degree
4) Cause
Bill Strickland, East Grand Rapids High School
[email protected]
Appendix D: “Must Do’s” for Essay Rubrics
June 30, 2012
DBQ
Rubric
1
2
Thesis
Doc
Meaning
Must Do’s
• Focus on the Question (bull’s eye, the “what,”
“where,” and “when”)
• Be in 1st or last Paragraph
• Address all “PERSIA” topics/categories in the
question. (aka “Answer the Question!”)
• “While, Although, Despite, In spite of ”
• “Road Map” / Preview Body Paragraph Topics
(How will you prove/support your thesis?)
• “Thesis Killer” Words (very, many,
things, lots, stuff, ways)
• Only 1-sentence ¶. (Expand to outline/
preview/forecast your argument in
later ¶s)
• Attempt to understand all documents. (cannot ignore
or leave out any document)
• No sentence should discuss “the doc”
in the nominative clause.
• “Doc #2 says …” (summarization
of doc)
• Sentences that begin w/ the word
“Doc # …”
• Discussing doc’s in numerical order.
• Long quotations (2-3, max 5 words)
• Correctly interpret all but one document
Evidence
• Supports thesis w/ specific evidence (a unique word,
short phrase, or characteristic in/of each document)
from all or all but 1 doc..
4
POV
(Context
Analysis)
• Analyzes POV in at least 2 (preferably 3) docs.
• “SOAPSTone” Author’s motive, intended
audience,
• How does this characteristic change one’s
interpretation of this doc?
• Why did THIS person create THIS doc at THIS time?
5
Grouping
(Content
Analysis)
• Group doc’s by a shared characteristic
• �3 Groups, organized around ¶ Topic Sentence,
e.g. “Gov’t authorities used their power to their
own advantage.” (Doc’s 2, 7, 4)
• Each Paragraph must discuss �2 documents
6
Add’l
Doc/Info
• Identify additional doc/info.
• Explain the need for the additional doc/info. What
conclusion could you make w/ additional info?
• Ask for 2nd Add’l Doc (easy possible 8th point)
3
Should NOT Do’s
• “bias” (without connection to characteristic) e.g. “Doc #2 author’s is
biased because he is British.”
• “It would be nice to have a doc from
…” (why would it ‘be nice?’)
• “because none of the doc’s are from a
peasant/woman” is NOT enough.
Ideal Body Paragraph Template
•
•
•
•
•
Topic Sentence (what characteristic do these doc’s share, and how does that support the thesis?)
Evidence Doc #1 (what text from doc #1 supports this paragraph’s topic/thesis?) POV/Analysis of doc #1
Evidence Doc #2 (what text from doc #2 supports this paragraph’s topic/thesis?) POV/Analysis of doc #2
Evidence Doc #3 (what text from doc #3 supports this paragraph’s topic/thesis?) POV/Analysis of doc #3
How these doc’s relate/compare to each other. (The fullest understanding of any particular document emerges only
when that document is viewed within the wider context of all the documents.)
• Additional Doc (be sure to relate how/why this doc would be useful in answering question) What info do none of the
doc’s contain that relates to the question & this paragraph’s topic sentence?
• Conclusion / Transition to next Paragraph.
Bill Strickland, East Grand Rapids HS
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Continuity & Change Over Time (CCOT)
Rubric
Must Do’s
Should NOT Do’s
Be in 1st or last Paragraph
Answer the Question (What, Where, When)
Include 1 Cont. and 1 Change (often part of above)
“While/Although/Despite (A continued), (B changed).”
Include Beginning & Ending Dates of Question
� Thesis “Killer” Words (very,
many, things, lots, stuff, ways)
• (A + B) both
(continued & changed)
1
Thesis
•
•
•
•
•
2
Addresses
Parts of
Question
• Discuss 2 continuities (3 if possible)
• Discuss 2 changes (3 if possible)
• Include beginning of the time period of the question in
your answer. (Changed from what?)
� only changes (no cont’s)
� only continuities (no changes)
3
Evidence
•
•
•
•
� “snapshots”
� “then vs. now” comparisons
(first it was like this, then it
ended up as that.)
4
Global
Context
• Contextualize events “inside” the question to the larger
world historical context “outside” the question.
(“zoom out”)
5
Analysis of
Change/Cont
• Explains reason(s) for a change or continuity. WHY?
because
led to
caused by
due to
affected
impacted
came from
in order to
Give 6 specific examples of evidence (for 2 pts)
Give 3 specific examples of evidence (for 1 pt)
Give dates where possible (“Must Know Dates”)
Examples should explain how change happened, how
early became middle and then became late. Use
active/transitive verbs and adverbs (evolved, morphed,
developed, slowly, quickly, intermittently)
Comparative
Description
Must Do’s
•
•
•
•
Be in 1st or last Paragraph
Answer the Question (What, Where, When)
Include 1 Sim & 1 Diff (usually part of above)
“While/Although/Despite (A was sim), (B was diff).”
1
Thesis
2
Addresses
Parts of
Question
• Discuss 2 similarities (3 if possible)
• Discuss 2 differences (3 if possible)
3
Evidence
• Give 6 specific examples of evidence (for 2 pts)
• Give 3 specific examples of evidence (for 1 pt)
4
5
Direct
Comparison
Analysis of
Sim/Diff
• Makes at least 1 relevant, direct comparison (“Cue” words:
also, as well, both, shared, in addition, like, similarly, too, however,
on the other hand, conversely, differently, disagree, in contrast, either,
neither, in opposition to, unlike, in contrast to, while)
Should NOT Do’s
• (A + B) were both
(similar & different)
� Parallel/Indirect Comp’s
(“This happened here. [Period]
That happened there.”)
• Put a comma btwn this & that, here & there.
• Explains reason(s) for a similarity/difference WHY?
because
led to
caused by
due to
affected
impacted
came from
in order to
Bill Strickland, East Grand Rapids HS
[email protected]
Appendix E: “Using” Documents
for the AP World History DBQ
June 30, 2012
Students often ask, “How many documents do I have to use for the DBQ?” Well, there is no simple answer, because there are four different Rubric
categories that require students to “use” documents, each for a different purpose, and each Rubric category requires the “use” of a different number
of documents.
Rubric
Official Description
Shorthand
Description
Addresses all of the documents
2
and
demonstrates understanding of
all or all but one.
3
Supports thesis with appropriate
evidence from all or all but one
document.
4
Analyzes point of view in at
least two documents.
5
Analyzes documents by grouping
them in two or three ways,
depending on the question.
Bill Strickland, East Grand Rapids HS
Historical Thinking Skill
(or Cognitive Task)
Required Number
of Documents
Acknowledging Existence
of Evidence
Must attempt to understand all documents.
(cannot ignore or “leave out” any document)
Meaning
Reading Comprehension
Evidence
Historical Argumentation
Appropriate Use of Relevant
Historical Evidence
POV
Appropriate Use of Relevant
Historical Evidence
Contextualization
Grouping
Analysis
28
Must correctly understand all but one
document.
All or all but one document = 2 pts
All but two docs = 1 pt
No less than 2 (but minimum could be more)
No less than 2 (but minimum could be 3)
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Appendix F: Frequent DBQ Mistakes
Question:
June 30, 2012
Based on the following documents, analyze the responses to the spread of Buddhism in China. What additional kind of
document(s) would you need to evaluate the extent of Buddhism’s appeal in China?
Historical Background: Buddhism, founded in India in the sixth century B.C.E., was brought to China by the first century C.E., gradually winning converts following the collapse of the Han dynasty in 220 C.E. Buddhist influence continued to expand for several centuries. Between
220 C.E. and 570 C.E. China experienced a period of political instability and disunity. After 570 C.E., the imperial structure was restored.
Category
Mistake
How to Fix It
Not reading the question Essays are difficult to do, especially under pressure in limited time. Taking 5+ minutes to organize
your thoughts helps in several ways: 1) It will focus your thesis directly on the question, rather
to know EXACTLY
than some tangent; 2) Your essay will be a 2nd draft, while your pre-writing notes act as a mental
what it is asking.
Pre-Writing
“1st draft”; 3) You can think of specific examples to support your thesis/argument.
PWO
Organization
Read the question several times. What is it asking? What words seem important in guiding how
you organize your response? Are there any categories that lend themselves to organizing your
response? Plan More, Write Less
Ignoring or not using
the historical background information.
Historical
Background
HB
Bill Strickland, East Grand Rapids HS
The HB info is designed to HELP YOU! You don’t know what the DBQ will ask, right? You’re
thinking to yourself, “How can they possibly expect me to remember everything I’ve learned all
year?” Well, the HB info is there to refresh your memory, to give you clues as to how to structure
your essay, what information is important, and place the question in the larger context of all
you’ve learned.
With this specific DBQ question, the HB information practically outlines a chronological structure
for you: 1) Buddhism gradually wins converts following the collapse of the Han dynasty; 2)
Buddhist influence continues to expand during the period of political instability and disunity; 3)
Imperial structure is restored in 570 C.E.
Can you anticipate likely comparisons or contrasts? (e.g. “Contrast the Chinese responses to
Buddhism during the period of political instability and disunity to the responses after imperial
structure was restored..” “How did the political status of China affect Chinese attitudes toward
Buddhism?)
29
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Appendix F: Frequent DBQ Mistakes
Mistake
Example
1A No Thesis
1B
Thesis not related
to the question
Most Chinese are Buddhists.
• Identify the verb in the question. What is the question asking you to do?
China has 1.3 billion people.
• Identify the “key words” of the question that specify the topic, location and
time period. (The “What, Where, and When”)
Thesis just repeats There were many responses to
1C or paraphrases the the spread of Buddhism in
question
China.
1D
Thesis is too
vague
Mentioning
individual docs
or
1E Grouping Docs
How to Fix It
Pre-writing organization. Read the question, then plan/outline your response before
you begin to write.
Buddhists often meditate.
1
Thesis
June 30, 2012
Buddhism had a large impact
on China.
Some Chinese rejected Buddhism. (Doc #4 and #6)
The docs can be grouped in
several ways: Docs #1 & #5
favored Buddhism, Docs #4 &
#6 opposed Buddhism.
Try to “argue” your thesis. Could you take an “opposite” position? If not,
then the thesis isn’t an acceptable thesis.
Avoid the “thesis killer” words16 (very, many, things, a lot, big, large, huge,
etc.).
This isn’t “wrong” so much as just unnecessary and a poor use of time. Your
reader already knows the documents. If you eliminated the “Doc #4 & #6”
would the sentence be any worse? How will telling your reader which
documents you’ll use to do x, y, or z help your score?
The Thesis is supposed to be your overall conclusion of all the docs.
Mentioning individual documents in the Thesis is too detailed.
16
My classroom rule is “Any thesis that contains the words ‘very,’ ‘many,’ ‘things,’ ‘lots,’ ‘stuff,’ ‘ways,’ or ‘really’ is automatically vetoed.” Possibly the
hardest skill to learn is the ability to form a sophisticated, complex thesis. One tactic I’ve learned (from Geri McCarthy of Barrington, RI) is to require students
to begin their thesis with either “While,” “Although,” or “Despite/In spite of.” These words strongly encourage students to formulate a mature thesis, which in
turn helps structure the rest of their essay.
Bill Strickland, East Grand Rapids HS
30
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Appendix F: Frequent DBQ Mistakes
Mistake
Example
How to Fix It
Document(s) not
Essay never mentions a document,
referenced or used explicitly or implicitly.
2A at all in the essay
2
Misinterpretation
Meaning
of document
of Doc’s 2B
2C
Documents used
inappropriately
June 30, 2012
Pre-writing organization. As you outline your essay, note which
doc’s support each paragraph topic. If you still don’t use a doc, add
a topic to include the unused doc. You can NOT simply “ignore”
any document. Even if you MISunderstand a document, you must at
least include it in your essay and ATTEMPT to understand it.
The Anonymous Chinese Scholar
(Doc #3) is clearly attacking Buddhism. The questions are hostile and
meant to drive people away from
Buddhism.
Practice, practice, practice. Read documents of all sorts: text, photographs, maps, political cartoons, charts & graphs, etc.
Doc #2 says …
Don’t being any sentence with the word “document” or “in
document #…”
Note: This is not a fatal error. You CAN misinterpret 1 document
and still earn this Rubric point.
Using the word “Document”
The only place to write the word “document” is in parentheses after the end of a sentence. The subject of every
sentence should be “the responses to the spread of Buddhism.” The DBQ is NOT “about” the documents. The
documents are not “the point” of the DBQ, they are merely “raw materials” to help students answer the question
about “the responses to the spread of Buddhism.” Strive to spend your time answering the question rather than
discussing the documents.
Correct:
“Chinese initially favored Buddhism. (Doc #2)”
Incorrect:
“Doc #2 shows how Chinese initially favored Buddhism.”
“In doc #2 Zhi Dun favors Buddhism.”
Bill Strickland, East Grand Rapids HS
31
Subject = a response to Buddhism
Subject = “the doc.”
Just eliminate “in doc #2"
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Appendix F: Frequent DBQ Mistakes
Mistake
3A
3B
3
Evidence
3C
Example
How to Fix It
No specific evidence
used from documents
Evidence used from
documents unrelated
to the thesis.
Pre-writing organization should include a brief outline of each paragraph, including topic sentences. Once you know what each paragraph
will discuss, note which doc’s contain information relevant to that
paragraph.
The unicorn mentioned in
Probably caused by lack of clear thesis and/or lack of pre-writing organDoc #3 is a mythical creature. ization. There isn’t a “quick fix” to this. The purpose of the essay to
make an argument. What IS your argument? You may have to ‘puzzle
and puzzle ‘til your puzzler is sore,’17 but the whole point of the essay to
make an argument. There is no ‘shortcut.’
Excessive quoting or As Zhi Dun says in Doc #2,
Try to use only a few words (max 5) from a document. Keep in mind,
paraphrasing of
“[followed by 3 lines of text]” your teacher/reader knows the documents better than you do. How will
documents
quoting whole sentences help your score? Your reader/teacher will think
you’re trying to make your essay look longer because you don’t want to
admit that you don’t really know what to write.
Summarizing
documents (aka
“Plot Summary”)
Doc #1 says …blah blah blah Virtually any sentence that begins, “Doc # says …” is guilty of summarDoc #2 says …blah blah blah izing documents rather than using evidence to support the thesis.
Even worse is when the 1st paragraph begins, “Doc #1 says …,” followed by the 2nd paragraph, “Doc #2 says …” This is what teachers/
readers call a “laundry list” essay. It’s merely a straight summation of
each individual document. (Which is precisely what the directions say
NOT to do!)
3D
17
June 30, 2012
With apologies to Theodore Geisel. (Dr. Seuss)
Bill Strickland, East Grand Rapids HS
32
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Appendix F: Frequent DBQ Mistakes
Mistake
Example
No POV/
4A Context given
How to Fix It
POV is really a very sophisticated skill. Don’t despair, you CAN do this, but it will
take work. (see below)
Attribution
Zhi Dun (Doc #2) is biased These words are quoted directly from the “source line” information above each
because he is a scholar
document. Merely repeating these words doesn’t count, in fact, it makes your
and confidant of aristoreader/teacher think you’re trying to “puff”
crats and high officials.
Quoting or
paraphrasing
documents
Doc #1 says …
Doc #2 says …
4B
4
Point of
View
(POV)
June 30, 2012
or
Context18 4C
Some good questions to ask in order to analyze POV are:
1) WHO produced it? Discuss the author’s gender, age, ethnicity, social status,
religion, intellectual or political beliefs, etc.
2) WHEN was it produced? Can it be connected with a significant historical event?
3) Who was the intended audience? Was the document written privately, written to
be read or heard by others (who?), an official document for a ruler to read,
commissioned painting, etc.
4) WHY? What was the motivation of the writer/producer of the document, based
on what you can surmise about them?
When you put all these together, you get the POV. Why did THIS person
produce THIS document at THIS time? Then you can evaluate how much you
“trust” the information in the document, or what you think was really going on.
Note: It is useful to consider the tone/vocabulary of the document, just as you
would in analyzing a piece of literature. It will sometimes convey the intent of the
author (anger, disdain, admiration, satire, etc.).19
18
Special Note: Occasionally students attempt to ‘Group Analyze POV’ by saying that 3 doc’s all share a particular POV. While this statement earns credit for
“Analyze by Grouping,” it does not “double dip” to earn POV credit as well. Both point #4 (POV) and #5 (Grouping) require analysis, but POV must be specific
to a single document, while Analysis by Grouping applies to a characteristic shared by multiple documents.
19
These POV methods and comments are from Ane Lintvedt’s AP World History Electronic Discussion Group message, 4/28/2004.
Bill Strickland, East Grand Rapids HS
33
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Appendix F: Frequent DBQ Mistakes
Mistake
5
Grouping
or
Content
Analysis
Example
June 30, 2012
How to Fix It
5A No groups exist
Pre-writing planning and organization.
Groups implied only by 1st part of essay
essay structure, not
discusses the
5B
explicitly stated
positives, the 2nd part
the negatives.
This does show at least a little organization, so it’s better than nothing, but
be more explicit and sophisticated..
Grouping only of whole Doc’s 1, 3, & 6 all
documents, not specific belong in one group.
5C characteristics of the
documents
Be more specific! Name the specific characteristic that is shared by the
documents. (e.g. “Supporters of Buddhism like the Anonymous Chinese
scholar and Zong Mi ignored or at least de-emphasized Buddhism’s nonChinese origins, (Doc’s 3, & 5) even as they had to defend Buddhism from
attacks by supporters of ‘native’ Chinese Confucianism. (Doc’s 4, 6)”
5D
Group includes only
1 document
5E Too few groups
Each body paragraph must refer to at least 2 documents.
Write AT LEAST 3 body paragraphs, each mentioning �2 docs.
What IS Content Analysis? (and how is it subtly different from ‘Grouping’?)
Content Analysis requires students to look for some CHARACTERISTIC that multiple documents share, then create a group under
the title of that characteristic. DON’T group whole documents, analyze characteristics OF documents. (That’s why one document
can belong to more than one group.)
Here’s a good exercise to practice this: Organize the doc’s into at least 3 groups, BUT (here’s the tricky part) ONE of the docs must
belong in ALL the groups. That way one has to analyze doc #x, and see that it really has several different characteristics:
Characteristic #1 makes it belong in Group A; Characteristic #2 makes it belong in Group B, etc. THAT’s real analysis!20
20
In my own class “double grouping” of documents is worthy of “Expanded Core” points. (Extra Credit)
Bill Strickland, East Grand Rapids HS
34
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Appendix F: Frequent DBQ Mistakes
Category
Mistake
Example
No additional
6A document requested.
6
Additional
Document
No reason/justification stated for
the additional
6B document.
June 30, 2012
How to Fix It
Earning the Additional Document point is so easy. All it takes is one
sentence to describe the additional document, and a second sentence to
describe how an historian would use it to more fully answer the question.
It would be good to
have a document
from a peasant.
Describe what information the missing document might contain and how an
historian might use it. (Why would it be good to hear from a peasant? What
questions would an historian be able to answer with a peasant’s perspective
that aren’t possible to answer now?)
“…so that historians could see how peasants felt’ is NOT an acceptable
answer.
Acceptable justifications could include …
At present one can only wonder whether Emperor Wu was the ONLY emperor opposed to Buddhism. If historians possessed an edict on religious
matters from a later emperor they could compare Emperor Wu’s (Doc 6) motives to that later emperor’s reasons.
If historians had some kind of census figures of how many Buddhists existed in a given city or region, they could better conclude how widely
Buddhism challenged Confucianism among the general population.
Bill Strickland, East Grand Rapids HS
35
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Appendix G: “Power Writing” for DBQs
When students are first aware of the DBQ rubric, they can easily be overwhelmed by the categories. They often wrongly conclude that they have to write three
sentences for each document, each sentence focused on earning a point in a separate rubric category.
Analyzing historical sources requires a combination of skills, from basic to highly sophisticated. High quality writing accomplishes satisfies multiple Rubric
Categories simultaneously. If a student analyzes a document’s Point of View (Category #4) they can/will almost automatically also earn credit toward Using
Evidence (Category #3) and Demonstrating Understanding. (Category #2) Assuming students have mastered the more “basic” skill of Reading Comprehension,
I recommend teaching students to “aim high” for Point of View. Obviously if they haven’t mastered Reading Comprehension, they’ll probably not be able to
analyze Point of View, but students should “aim” to write in a way that demonstrates as many Historical Thinking Skills as possible.
Rubric Categories
Note their “Hierarchical” Relationship
#4
POV
Why did
this author
create this doc
at this time?
#3 Evidence
What specific word/s
unique to this doc support
the argument of this paragraph?
#2 Demonstrates Understanding
Reading Comprehension
Did the student correctly understand this doc?
Acknowledge Existence
Did the student acknowledge that this doc exists?
Bill Strickland
Efficient “Power” Writing
“Zong Mi called each religion’s founder a “sage” because he was afraid to
anger his Confucian emperor.” This sentence earns credit toward three rubric
categories simultaneously: POV = author’s motive (“because”); Evidence =
the word “sage;” Understanding = the sentence as a whole; Acknowledging
Existence = simply mentioning the doc/author or any text from the document.
And the writer used only 17 words to do all this!
Inefficient “Writing to the Rubric”
“In Doc #5 Zong Mi says, “Confucius, Laozi and the Buddha were perfect
sages.” Acknowledges Existence of Doc #5 but does NOT demonstrate that the
writer Understands the Document’s Meaning, because they merely quoted the
document without any further comment. Also does NOT earn credit for Using
Evidence, because the only “Evidence” is a quotation without any argument to
support. Note also how the nominative clause of this sentence is “the document” rather than “responses to the spread of Buddhism.” This is why I don’t
allow students to start sentences with “Doc” or “In doc # …” 14 words of
effort with little to show for it.
“In Doc #5 Zong Mi supports Buddhism when he says that “all three teachings
lead to the creation of an orderly society and for this they must be observed
with respect.” Acknowledges Existence of Doc #5, also Demonstrates Understanding by characterizing Zong Mi as “support[ing] Buddhism.” Uses
Evidence, but quotes far too much of the document. Unfortunately this is a
common example of student writing. It’s not “wrong” per se, but it spends
31 words to earn very little credit toward Rubric points.
36
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