Mr. Carrus

 Know the rubric  Quickly tackle the documents to look for categories to form your thesis  Draft your thesis and note your groups  Draft your topic sentences  Find your evidence (from the documents)  Tackle your documents again for POV (a 3 rd time)  Finish your outline, THEN write your essay

 You can score 9 points on the DBQ.  You can score 7 points on the Core.  In you earn all 7 points on the core, you might be able to earn 2 bonus points.  If you follow Mr. Geoffrion’s advice, you won’t even need to worry about the expanded core – you will have it.

 If you don’t have a thesis or you have a really bad one it could cost you THREE points.

 EVERY DOCUMENT must be mentioned at least ONE time in your essay.  You cannot “double-dip” for document points (besides mentioning them). You must use documents more than once for it to count more than once.  Understanding means you interpret it correctly (discuss/analyze it).  You then use the document as evidence.  To get points for grouping, you only need to put it in a group.

Think: Start with thesis… 1.If it includes dates, they are important – what is important about the dates? Should include the dates in the thesis statement. 2. Factors: Hmmm? What about SPRITE or PERSIA – could these be factors?

SPRITEPERSIA S – Social (women, labor, class structure) P – Political (or military) R – Religious I – Intellectual (ideas, books, art, culture) T – Technological (inventions, new resources, etc.) E – Economic P – Political (or military) E – Economic R – Religious S – Social I – Intellectual (ideas, books, art, culture) A – Around (think geography)

Author: Author: Who is the author, and how does their identity affect the meaning document? Context: Context: When and where did this document come from? How did events in that time and place affect the meaning of the document? Audience: Audience: Who was the document made for, and how does the identity of the audience influence the meaning of the document? Purpose: Purpose: Why was this document made, and does that influence the meaning of the document Significance: Significance: How can this document be used to answer the prompt?

 Remember the first 10 minutes of Section II (the essays) is dedicated to prewriting and document Analysis  You could do ACAPS for each document, but there is one problem: TIME  ACAPS gave us a good starting point to know how to get information from a document, now we should be more focused on what the prompt is telling us to do

So, when we analyze these documents we should focus on finding common factors within the documents that help shape the modern Olympic Movement.

Factors, factors? PEACE or nationalism???

Factors…factors… Nationalism or the economy!! Oh, how about I use the same document in two groups?

Oh… this is also about making money – economics – 2 documents make a group.

Think of your thesis in three parts… 1. Answer the question that is asked in one or two CONNECTING sentences (this is your argument). 2. Indicate the groups (3) that you will use to address the question. You will have more groups than just 3 – more later. 3. Provide a “road map” as to what you will address in each group (especially if it is a very broad category).

 Dates  Key Words From the Prompt  Your Three Groups  If you are using the SPRITE or PERSIA categories to come up with groups, follow the broad category with a more specific “such as” statement: Ex. “…economic factors, such as…” OR “…political factors, including…”

In 1892 plans were being made to reestablish the Olympic Games. The first modern Olympic Games were held in The initial goal was to promote world peace, but from 1892 to 2002 many other factors shaped the modern Olympic movement. These factors included political factors such as demonstrating the political and military power; intellectual factors, such as the rise of nationalism; and social factors such as the rise of feminism. Economics, especially for the profit of corporations, also was a factor in later years. This isn’t great, but it will get the points every time!!!!!!

 These are historical INFORMATIVE essays and the only thing that matters is if you use evidence to support your argument.

In 1892 plans were being made to reestablish the Olympic Games. The first modern Olympic Games were held in The initial goal was to promote world peace, but from 1892 to 2002 many other factors shaped the modern Olympic movement. These factors included political factors such as demonstrating the political and military power; intellectual factors, such as the rise of nationalism; and social factors such as the rise of feminism. Economics, especially for the profit of corporations, also was a factor in later years. Group 1 Topic Sentence Group 2 Topic Sentence Group 3 Topic Sentence Evidence from Docs. Conclusion

In 1892 plans were being made to reestablish the Olympic Games. The first modern Olympic Games were held in The initial goal was to promote world peace, but from 1892 to 2002 many other factors shaped the modern Olympic movement. These factors included political factors such as demonstrating the political and military power; intellectual factors, such as the rise of nationalism; and social factors such as the rise of feminism. Economics, especially for the profit of corporations, also was a factor in later years. One of the factors that shaped the modern Olympic Games was political, including nationalism. Another factor was feminism. Finally, economics played a major role in shaping the modern Olympics. Evidence from Docs. Conclusion

In 1892 plans were being made to reestablish the Olympic Games. The first modern Olympic Games were held in The initial goal was to promote world peace, but from 1892 to 2002 many other factors shaped the modern Olympic movement. These factors included political factors such as demonstrating the political and military power; intellectual factors, such as the rise of nationalism; and social factors such as the rise of feminism. Economics, especially for the profit of corporations, also was a factor in later years. Political, including nationalism Feminism Economics 3 pieces of evidence Conclusion

POINT OF VIEW – 3 Ws 1. WHO says it… 2. WHAT does he/she say (this could be used as evidence to support your thesis) 3. WHY does he/she say it (this is the POV and this is where you get POV points.

This is a POV.

This is incorrect. The Cold War did not end in 1980.

 Attempt to do POVs for EVERY document…Yes, every document.  Do enough correctly and you get into the expanded core!!!!

Willy Brandt, Chancellor of West Germany expressed great support for the ECC. Brandt stressed the importance of the ECC and how it might lead to lasting peace in Europe. According to Brandt, the ECC would be as significant to Europe as the Marshall Plan was; however, since Brandt made these comments at Harvard University, he might have chosen the American Marshall Plan to highlight so that he could better connect with the American audience (doc. 9).

 Consider the following about each person  Title, position, or job (economic motives, political motives, etc.)  Male/female  Country or religion of the person (in favor of country or historically doesn’t like people from a different country; supports or dislikes a religious group)  Date the statement was made (around a war)  Consider the type of document and why it was created…  Political speech, diary entry, newspaper article )what type of paper)  Maps, graphs, charts – who created it and why???  Pictures, paintings – who paid for it?

 The additional document…  This is simple, if you do it right…you are really saying whose voice is NOT heard and what their voice would add to the discussion.  Women  Poor  Those who “lost”  Workers  Ethnic Groups  Look for obvious omissions

 Officially, anywhere, but just like POV, about ½ of the “additional documents” are wrong, so I say include one per group – REMEMBER TO SAY WHY – ANALYSIS

Do any of these relate to FACTORS that shaped the Olympics?

So any additional document would have to apply to attitudes toward technology…

 As you use evidence from the documents, cite the source  Ex. “…blah blah blah (Doc 4).”  HEY, What about the expanded core?

 Forget about it…  You are going to provide POV for each document and at least 3 additional documents (one per group) – your Expanded Core is met!!!