DBQ Training and Review (Chapters 15, 16, 17) DBQ training /quick DBQ Finish Periodization presentations 3. Contextualization review (finish and discuss tomorrow) HW: Contextualization review (finish and discuss tomorrow)

DBQ Training

Rubric

A. THESIS AND ARGUMENT DEVELOPMENT 2 Points TARGETED SKILL: Argumentation 1 Point Presents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion. Scoring Note: Neither the introduction nor the conclusion is necessarily limited to a single paragraph. Develops and supports a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification.

B. DOCUMENT ANALYSIS 2 Points TARGETED SKILL: Analyzing Evidence: Content and Sourcing and Argumentation 1 Point Utilizes the content of at least six of the documents to support the stated thesis or a relevant argument. Explains the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents.

*Note about POV *point of view (n.): the place from which, or way in which, something is viewed or considered; standpoint; a mental attitude or opinion POINT OF VIEW: Another skill you must demonstrate is an assessment of the bias or point of view (POV) represented in at least 4 of the documents; in other words, why is this specific author making this particular statement? Here you should consider the following: in what way(s) does the social class, nationality, gender, official position, ideology, or other characteristic of the author influence his or her thinking on the topic at hand? How does the type of document (e.g., public speech, private letter or diary, government report) affect its purpose and content?

C. USING EVIDENCE BEYOND THE DOCUMENTS 2 Points TARGETED SKILL: Contextualization and Argumentation CONTEXTUALIZATION: 1 point Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question. Scoring Note: Contextualization requires using knowledge not found in the documents to situate the argument within broader historical events, developments, or processes immediately relevant to the question. The contextualization point is not awarded for merely a phrase or reference, but instead requires an explanation, typically consisting of multiple sentences or a full paragraph.

C. USING EVIDENCE BEYOND THE DOCUMENTS 2 Points TARGETED SKILL: Contextualization and Argumentation EVIDENCE BEYOND THE DOCUMENTS: 1 point Provides an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument. Scoring Notes: ▶This example must be different from the evidence used to earn other points on this rubric. ▶This point is not awarded for merely a phrase or reference. Responses need to reference an additional piece of specific evidence and explain how that evidence supports or qualifies the argument

D. SYNTHESIS 1 Point TARGETED SKILL: Synthesis Extends the argument by explaining the connections between the argument and ONE of the following: a) A development in a different historical period, situation, era or geographical area. b) A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history). c) A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology). Scoring Note: The synthesis point requires an explanation of the connections to different historical period, situation, era, or geographical area, and is not awarded for merely a phrase or reference.

*Note about Synthesis Students should be able to: Combine disparate, sometimes contradictory evidence from primary and secondary sources in order to create a persuasive understanding of the past. Apply insights about the past to other historical contexts or circumstances, including the present. Event 2 Event 1 What do these events have in common?

Essay

HOW TO FORMAT A DBQ INTRO Paragraph 1st sentence – Broad context/time-period 2nd sentence – HISTORICAL CONTEXT (explain the immediate backdrop for your essay) 3rd sentence – THESIS – specifically answer all parts of the question MAIN BODY Paragraphs Introduce thesis point -- Use supporting evidence from documents Explain how the documents reflect the thesis point If you know enough about the author, throw in a POV Reference the documents like this: (doc. 1) Types of Essay: Historical Causation Continuity and Change over Time Compare and Contrast CONCLUSION Paragraph 1st sentence - Repeat the THESIS 2nd sentence - EXTEND THE ARGUMENT (what was the significance of these events in a wider context?) 3rd sentence – LINK TO SIMILAR HISTORICAL ISSUE/DEVELOPMENT (in earlier or later period), EXPLAIN HOW LINKED - SYNTHESIS

DBQ Training and Review (Chapters 15, 16, 17) Go over quick DBQ Finish Periodization presentations 3. Contextualization review HW: STUDY / REVIEW NOTES from chapters 15, 16, 17 (DBQ tomorrow, MC Friday)

Practice DBQ (Quick) Prompt: Analyze causes of and responses to the peasants’ revolts in the German states, 1524–1526. 1. Think about the context of the time period, make some notes about what else was going on in the early 16th century. 2. Read through the documents, making notes on each and determine your thesis based on the connections made between the documents. Causes were _______________; responses to the revolts were ____________________. 3. What is a piece of evidence that you can reference that extends beyond what is given in the documents? 4. Finally, how can you synthesize or connect these concepts with other time periods, disciplines or themes?

B. DOCUMENT ANALYSIS 2 Points TARGETED SKILL: Analyzing Evidence: Content and Sourcing and Argumentation 1 Point Utilizes the content of at least six of the documents to support the stated thesis or a relevant argument. Explains the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents. Possible groupings: Causes: Unfair treatment by Princes (economic) (docs. 2, 3) influence of Lutheranism / “the devil” (religious) (docs. 1,5,7) Responses: Sympathy toward /empowerment of Peasants (economic) (docs. 3, 4) Anger or blame toward Peasants (religious)/Sympathy toward nobility (docs. 5, 6, 7)

CONTEXTUALIZATION: 1 point Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question. What is something going on at the same time but not directly relevant to the question? What else is going on in the context of the peasant revolts of Germany? Early 1500s - Hapsburg –Valois Wars (HRE v. France) Ottoman encroachment (also something HRE is dealing with) Renaissance in Italy (Michelangelo, Leonardo da Vinci active) Henry VIII beginning rule in England Golden age of Spain – exploration of New world

EVIDENCE BEYOND THE DOCUMENTS: 1 point Provides an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument. Reference to any other reformed group of the time (Calvinism, Anabaptism, etc and discuss the impact these groups / ideologies had on society)

1 Point Extends the argument by explaining the connections between the argument and ONE of the following: a) A development in a different historical period, situation, era or geographical area. b) A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history). c) A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology). Synthesis: Discuss the connection between the peasant revolts with another time period …..(connect between religious cause of revolts or economic cause of revolts in other periods). Discuss the impact of Renaissance ideals and empowerment of the individual Discuss the political climate (HRE) that made the reformation and peasant revolts possible