Download Report

THE IMPORTANCE OF THE
DBQ
• The DBQ counts as 22.5% (45% of Part
II) of the total score so it can play a
huge role in the AP Exam
• It is important to know how the DBQ is
scored, as well as how to write it in
order to get the highest possible grade
• Knowing how the DBQ is scored will
help prepare students to write a better
DBQ
THE BASIC CORE
• Students must obtain points 1-6 to get
“to the gate”
• Possible to get Expanded Core points
only IF students obtain all of the Basic
Core points
THE BASIC CORE
• Point 1 - Explicit thesis that directly
addresses the question
• Thesis must be explicit, not implied, and
must address all parts of the question
THE BASIC CORE
• Point 2 - Discusses a majority of the
documents individually and explicitly,
must use something in the “box”
• Students must use at least a majority,
and this is usually a bare minimum
THE BASIC CORE
• Point 3 - Demonstrates an
understanding of the majority of the
documents
• May have no more than one major error
in interpretation
– This major error usually involves
misinterpreting the document to the extent
that it is used in an incorrect grouping
THE BASIC CORE
• Point 4 - Supports the thesis with
appropriate interpretation of a majority
of the documents
• Students who miss Point 1, will
automatically miss this point, as well
THE BASIC CORE
• Point 5 - Analyzes “Point of View” or
“Bias” in at least THREE documents
• Tends to be the “Killer Point” for many
students, since many simply have not
been taught “Point of View”
THE BASIC CORE
• Point 6 - Analyzes the documents by
organizing them into at least THREE
distinct groups
• Some DBQs have ready-made groups;
some make the students work harder;
but, there are always at least three
possible groups
THE EXPANDED CORE
• Unlike the Basic Core, the Expanded
Core can be viewed as somewhat
subjective
• Up to three points are given based on
how well a student accomplishes the
examples given for the Expanded Core
THE EXPANDED CORE
• Seven possible ways for students to
achieve Expanded Core points
• Recommend students concentrate on these
four:
– 1. Persuasive use of documents as evidence
– 2. Addressing all parts of the question
thoroughly
– 3. Analyzing point of view or bias in at least
four documents, and
– 4. Additional groupings or other forms of
analysis
The Expanded Core
• Devote less time to these three:
– 5. Having a clear, analytical and comprehensive
thesis the thesis can be very “subjective”
– 6. Using all or almost all of the documents –
majority
of students do use most documents
– 7. Bringing in “relevant” outside information students are given historical background in the
DBQ; often they use this background as outside
information
The “Top Bun” of your essay!
3 sentences
1. Introductory Sentence.
2. Although Statement.
No “laundry list!”
3. Explanatory Sentence.
4. Focus on the question at hand—do
NOT begin with a “flowery” sentence!
SAMPLE “QUESTION”
• Analyze the causes of and the
responses to the peasants’ revolt in the
German states, 1524-1526.
SAMPLE
INTRODUCTORY SENTENCE
• The primary reason for the peasants
revolt in Germany was serfdom and
responses to the revolts varied.
• This sentence sets up “various” groups;
reasons for and responses to revolts.
SAMPLE
ALTHOUGH SENTENCE
•
•
Although the major cause of the
Peasants revolt in the German states
was the condition of serfdom, the
views of, and responses to the revolt
often varied according to the social
status of the person.
This sentence refers to the cause of
the revolt and sets up the responses to
the revolt.
SAMPLE
EXPLANATORY SENTENCE
• Those from the lower classes tended to
favor the revolt while members of the
upper classes viewed these rebellions
with fear and alarm.
• This sentence divides the responses in
to two basic groups; for and against.
The “tasty” part of your essay!
8-12 sentences+ per paragraph
1. Identify your sub-topic or category in the
first sentence.
2. Include the documents that are relevant to
support the ideas in the paragraph.
3. Use most of the documents given [70%].
4. Be sure to indicate Point-of-View
(POV)/bias.
5. Bring in supportive outside information
[o.i.]. Extended Point
6. Why were these documents selected?
THE KEY TO SCORING
WELL ON THE DBQ
• The key to scoring well on the DBQ is
how well a student can demonstrate
“Bias” or “POV”
• Students must demonstrate it at least
three times to receive the “core” point
• In addition, demonstrating Bias or Point
of View shows the reader that the
student is capable of writing an in-depth
paper
WHAT IS BIAS OR
POINT OF VIEW?
• In the simplest of terms, Bias or Point of
View is prejudice or influence
• “Why” did the author say what he/she
said?
• “Why” includes the factors that might have
influenced the author’s position
• Keys to these factors can often be found in
the documents
KEY FACTORS
• Several factors influence the
determination of Bias or Point of View
•
•
•
•
•
Name, Position, Nationality, Description,
Document Date, Document type
Relating authorial point of view to author’s
place in society
Evaluating the reliability of the source
Recognizing that different types of documents
serve different purposes
• Like we noted, much of this
information can be found “In the Box,”
saving valuable time
FURTHER EXPLANATION
• Students should question every document as
they analyze each, looking for keys
• Is it an “official” pronouncement, a newspaper
article, or maybe a diary or private letter
• Is the author a male, female, a government
official, or a person from particular class
• How might the position or place in society of the
author influenced what was written, or said
• Look for key words or phrases in the document
that might help in determining “Point of View”
• Sometimes “who” can be important in “why” a
person said something
DEMONSTRATING POINT OF
VIEW
• Challenge: teaching students to insert Bias
or Point of View in the DBQ
• Method: students use several key words or
phrases to demonstrate Bias or Point of View
• Goal: students must demonstrate Bias or
Point of View THREE times (AP Euro) in the
DBQ to receive the “Core Point”
• Bonus: students who get the hang of finding
Bias or Point of View have an easier time
getting “Expanded Core Credit”
SAMPLE AP DOCUMENT
• Source: Peasant Parliament of Swabia to the Memingen
Town Council, from Articles of the Peasants of
Memmingen, March 3, 1525
• Hitherto we have been held as your poor serfs, which is
pitiable, given that Christ has purchased and redeemed
us with his precious blood, just as he has the Emperor.
But it is not our intention to reject all authority. We will be
obedient to all authority appointed by God in all fair and
reasonable matters, and we do not doubt that as
Christian lords you will release us from serfdom.
KEYS TO FINDING POINT OF
VIEW IN THIS DOCUMENT
• Who, or what is the author- A Peasant “Parliament”
made up of peasants who make demands
• How reliable is the source- A petition “written” by
peasants calling for a release from serfdom, led by…
• What type of document is this-It is a petition, a public
record, presented by a group of peasants
• Interesting in the fact that not many peasants could
read or write, also the fact that religion is used as
basis to release serfs, as well as the fact they say
that they will obey all authority “appointed by God” so
serfdom must not be!
SAMPLE AP DOCUMENT
• Source: Reply of the Memmingen Town Council to the
Articles of the Peasants of Memmingen, March 15, 1525.
• On the article concerning serfdom: we, your lords,
purchased this right for a considerable sum of money,
and the serfdom of a Christian is no hindrance to the
salvation of his soul. However, so that you, the subjects,
may see and recognize the council’s good will, the
council will release absolve its subjects from such
serfdom that the council controls. In return the peasants
shall pay us a reasonable sum of money
KEYS TO FINDING POINT OF
VIEW IN THIS DOCUMENT
• Who, or what is the author- Memmingen Town Council,
made up of town leaders
• How reliable is the source- Based on this document and
the previous document the town council, made up of
“educated people” controlled a certain number of serfs in
the area
• What type of document is this-It is a reply to the peasant
demands made in the previous document for their
release from serfdom
• Ironic in the context that it agrees to release the serfs if
they are willing to pay them for this freedom! It also
bases their argument “Christianity” saying that serfdom
is no hindrance to a persons salvation
SAMPLE AP DOCUMENT
Source: Thomas Muntzer, preacher and
theologian, open letter to the people of
Allstedt, April 27, 1525.
How long are you going to resist God’s will?
The whole of Germany, France, and Italy are
awake. Four abbeys were laid waste during
Easter week. More peasants in the Black
Forest have risen, 3,000 strong! Hammer
away on the anvils of the princes and the
lords, cast down their towers to the ground!
KEYS TO FINDING POINT
OF VIEW IN THIS
DOCUMENT
• Who, or what, is the author- Thomas Muntzer,
preacher and theologian
• How reliable is the source- Based on what we
know, he had been a follower of Luther, more
“radical,” favored peasants
• What type of document is this- It is an “open
letter,” stretches the truth, might be
propaganda, it is pro-revolt!
• Chronologically it is also early in the revolt,
might tend to be more pro-revolt
SAMPLE AP DOCUMENT
Source: Martin Luther, theologian, Against the Murderous,
Thieving Hordes of Peasants, Wittenberg, May 1525
The peasants forgot their place, violently took matters
into their own hands, and are robbing and raging like
dogs. It is clear that the assertions they made in their
Twelve Articles were nothing but lies presented under
the name of the Gospel. This is particularly the work of
that devil, Thomas Munzter, who rules at Muhlhausen.
The peasants are not content with belonging to the devil
themselves; they force and compel many good people to
join their devilish league. Anyone who consorts with
them goes to the devil with them and is evil of all the
guilty deeds that they commit.
KEYS TO FINDING POINT OF
VIEW IN THIS DOCUMENT
• Who, or what, is the author- Martin Luther,
theologian, leader of the Protestant Reformation
• How reliable is the source- Based on what we know,
as leader of the reformation, he believed it to be
spiritual, not worldly, peasants would be free in the
next world
• What type of document is this- It is a pamphlet that
Luther wrote, obviously against peasants, whyneeded support of princes against the HRE and the
Catholic Church both politically and religiously, not
the peasants!
• Interesting in the fact that it also directly contradicts
the previous document (written by Muntzer) that is
pro-revolt, calling him the “devil” and lambasting
those who follow him; so either for God or for the
devil
READ THE QUESTION
• Search for context clues, such as change
over time
• Analyze the documents before attempting
the thesis
• Group the documents to help develop the
thesis
THE “THREE-SENTENCE”
THESIS
• “Introductory Sentence”
• “Although Sentence”
• “Explanatory Sentence”
1. Attribution  Who is this person?
2. Why might they be significant?
3. What is the point of view (POV) of the
author?
4. How reliable and accurate is the source?
5. What is the tone or intent of the document
author?
6. What other information does this document
call to mind? Use all available clues.
Remember, docs. can be used in a variety of ways!
The “Bottom Bun” of your essay!
It holds it all together!
3-4 sentences
1. THIS IS OPTIONAL!!!!
2. Start with a “concluding phrase.”
3. Restate your thesis statement a bit differently.
4. Put your essay answer in a larger historical
perspective.
End of some trend/movement/idea, etc.
Beginning of some trend/movement/idea,
etc.
End of one & beginning of another.
Do NOT end on the note that this is the
reason we are where we are today!
1. Read all of the documents and attempt a POV
for each one.
2. Write out your introductory paragraph.