The dbq AP World History

About the DBQ You are required to answer one Document Based Question on the exam. You have 55 minutes to do so. This section is 25% of your total exam score. The purpose of the DBQ is that you are a historian who has already done your research (the documents). You are now going to write your paper. The documents could include text, photos, illustrations, maps, charts, etc. Outside knowledge should be incorporated to earn the highest score.

2008 DBQ Documents 1-7

2% women participation (attribution) Photograph – POV for photographer Document #1: 2% women participation (attribution) Photograph – POV for photographer Empty stands Long skirt: still must adhere to cultural standards SPICE themes?

Idea that Nazism > democracy Document #2: Cheating Idea that Nazism > democracy More than just a skiing competition; political competition too SPICE themes?

Soviets’ enemies, Cold War Document #3: Competed in the 1952 games Soviets’ enemies, Cold War Russians vs. Americans “Got to beat ‘em” SPICE themes?

“Defeated enemy syndrome” World trade power Document #4: “Defeated enemy syndrome” World trade power “Magic of the Olympics,” national crusades Saving economic power of Olympics SPICE themes?

USSR seen as “beacon of peace, democracy” Document #5: USSR seen as “beacon of peace, democracy” Propaganda, Soviet achievements SPICE themes?

Corporations as top sponsors Korean companies not among top sponsors Document #6: Corporations as top sponsors Korean companies not among top sponsors “failed to avail itself of an opportunity” “stand to make a lot of gold” SPICE themes?

29% female participation (attribution) Women representation Document #7: 29% female participation (attribution) Women representation “Running in shorts” “psychologically, they don’t think so” SPICE themes?

DBQ Rubric The DBQ is scored out of seven points. Thesis (1 point) Contextualization (1 point) Evidence (2 points using six documents) Evidence (1 point using outside evidence) POV (1 point for three used in argument) Analysis (1 point complex analysis)

DBQ Organization Introduction (1) Context (1) Thesis with three groups that (1) develops an argument Paragraph 1: Group X Topic Sentence (1) Use documents as evidence (1) Include POVs (1) Include at least two points of outside evidence Paragraph 2: Group Y Repeat above Paragraph 3: Group Z Conclusion (1) Develop complex analysis Close with restatement of thesis

DBQ: Introduction DBQ Rubric: Context Must have an introduction Include context (see below) The LAST sentence of the introduction will be the thesis. DBQ Rubric: Context Must be in the introduction paragraph, and must start the paper Needs to be at least a five sentences Must situate the argument by explaining the broader historical events or developments immediately relevant to the question What is going on? What’s important to keep in mind?

Thesis & Develop an Argument DBQ Rubric: Thesis & Develop an Argument Must include prompt (make a historically defensible claim) In order to receive the “Develop An Argument” point, a student must clearly address the prompt and state a claim Must include place/time as stated in prompt (if given) Must include 3 groups (specific, not vague)

DBQ Order: Groups MUST have AT LEAST 3 groups/paragraphs A group must include more than one document. Remember, your groups must be PROVING your thesis to be true. Any document can be used twice (or more), but it MUST be used at least once. The documents are chosen because they have similarities with one another; you have to find those!

DBQ Rubric: Use Document as Evidence All documents must be used and included as evidence Questions to Ask the Documents What is the document saying? How does this relate to my argument? Is it similar or different to others? In what ways? Who is speaking? Why is this person significant? What is their perspective? Is this speaker reliable? What is the author’s tone?

DBQ: Citing Documents Winston Churchill, in a letter to Franklin D. Roosevelt, argued that . . . (Doc 7). Tokugawa felt that . . . (Doc 1). The graph reveals an increase in cotton production after the introduction of machines (Doc 4). DO NOT begin with “In Document 8...” Only use the number of the document as a citation at the end of the statement.

Understanding vs. Using for Evidence DBQ: Understanding vs. Using for Evidence Christopher Columbus states that he was “shocked and appalled” by the nakedness of the indigenous people (Doc 4). This statement reveals that you understand Document 4. Though this statement is important for letting the reader know you understood what you have read, you are doing nothing but retelling what you have just read; this statement does not count as evidence.

Understanding vs. Using for Evidence DBQ: Understanding vs. Using for Evidence Christopher Columbus states that he was “shocked and appalled” by the nakedness of the indigenous people (Doc 4). Thus, we see Christopher Columbus imposing his European cultural ideas regarding clothing and decorum upon a group of people who are foreign to those ideas. This statement reveals that you both understand Document 4 and are using this document for evidence. The first sentence is a mere regurgitation of what Document 4 states; though this is not an eloquent way of indicating to the reader you understand Document 4, it does the job. The next statement is YOUR INTERPRETATION of the document. You are pulling out what is significant about the document and sharing it with the reader.

DBQ Rubric: POV Must have for ALL documents Statement must regard the author’s tone or emotion in the document itself, not the event/moment the document is describing Your task: explain why that person has the opinion that they do and what relevance this has to the argument you are making Place the POV in your discussion of each document

DBQ Rubric: Outside Evidence Must have at least one instance of outside evidence Goal: try to have outside evidence in every paragraph Provide an example or additional piece of evidence found beyond those in the documents to support or qualify the document

DBQ Rubric: Conclusion & Complex Analysis Depth of your argument in the essay may be enough to satisfy the complex understanding of the historical development, but work to expand your argument in the conclusion (analysis is always the why of things) Options to satisfy the point: 1) Explain nuance of your argument with notations of more details 2) Note connections of your argument to other time periods (events or themes) & give reasons 3) Note similarities/differences, changes & continuities, or cause and effects within your argument (give reasons) 4) Note possible counter arguments and refutations to these arguments

DBQ Outline & 1st Paragraph Prompt: Using the following documents, analyze the factors that shaped the modern Olympic movement from 1908 to 1988.