Thesis Statement:  Answers the Question  Sets up what the Essay is going to prove  Does not simply restate the question

1.Establish TIME & PLACE. 2.Create a clear, THESIS STATEMENT. [underline or highlight it!] 3.Allude to the SUB-TOPICS or categories you will discuss to support your thesis statement 4.Focus on the question at hand—do NOT begin with a “flowery” sentence! No “laundry list!”

FRUIT

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.Look for Change over time 6.Bring in supportive outside information [o.i.]. This is critical but, you must be right!! 7.Why were these documents selected? 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.Look for Change over time 6.Bring in supportive outside information [o.i.]. This is critical but, you must be right!! 7.Why were these documents selected?

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. 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!

1.Attribution: cite the author by name, title, or position, if possible. 1.Attribution: cite the author by name, title, or position, if possible. Why is this person and document selected? How does it help me answer the question? Why is this person and document selected? How does it help me answer the question?

EXAMPLES: John Tyler, an English writer, said: “...” A Dominican monk in Florence described…. John Tyler, an English writer, said: “...” A Dominican monk in Florence described….

2.Authorial Point of View: you show awareness that the gender, occupation, class, religion, nationality, political position or ethnic identity of the author could influence his/her views. How does this apply to the question? Why has the author written what he/she has? How does this apply to the question? Why has the author written what he/she has?

EXAMPLE: Balthasar Rusow, a Lutheran pastor, was naturally upset by the celebration of a Saint’s Day, since Lutherans don’t venerate saints.

3.Reliability and accuracy of each source referenced: you examine a source for its reliability and accuracy by questioning if the author of the document would be in a position to be accurate. How might this help you answer the question?

EXAMPLE: Niccolo Machiavelli’s book on the political tactics of a Renaissance prince was probably accurate as he observed the behavior of the prince, Cesare Borgia, for many years.

4.Tone or Intent of the Author: you examine the text of a document to determine its tone (satire, irony, indirect commentary, etc.) or the intent of the author. Especially useful for visual documents, like art work or political cartoons.

EXAMPLE: In his great sculpture of “David,” Michelangelo wanted to convey the confidence, and even arrogance, of Renaissance Florence at the peak of its cultural influence in 16 Europe.

5.Grouping of Docs. by Author: you show an awareness that certain types of authors, simply by their authorship, will express similar views when you group documents by type of author.

EXAMPLE: As Northern Renaissance humanists, Erasmus, Sir Thomas More, and Cervantes all poked fun at the foibles and scandals of late medieval society as well as of their own.

LOOK FOR CHANGE OVER TIME (COT) COME FROM A CHANGE –SOCIALLY, POLITICALLY, ECONOMICALLY, RELIGIOUSLY OR TECHNICALLY –Pillip II, Louis XIV, and Joesph II –Women in sciences –Technology –Does not happen quickly If documents are less than 50 years apart little chance for (COT) More than 150 years very likely to have (COT)

1.Baldassare Castiglione, in The Handbook of the Courtier, said: “………………….” 2.Erasmus of Rotterdam, a northern Christian humanist, agreed with… 3.The 19c historian, Jacob Burkhardt, felt that …………………. (Doc. 9) NEVER begin with: In Document 3, …..

The “Bottom Bun” of your essay! It holds it all together! 3-4 sentences

1.Start with a “concluding phrase.” 2.Restate your thesis statement a bit differently. 3.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!

THE FOOTBALL DBQ EXAMINING POINT OF VIEW

SITUATION DESCRIPTION: The annual Ely Tigers versus Dillard Panthers football game was played Friday night. Due to family commitments I was unable to attend the game. The game was decided when Donnell Wilson caught a touchdown pass on the last play of the 4th quarter giving Ely a victory. Monday morning when I arrived at school "everyone" was talking about the "catch" and the victory. What I want to know is what REALLY happened and just how great of a play this catch actually was. Throughout the day I spoke to the following people in an attempt to obtain the truth. As I review each source I must constantly ask myself "what is the validity of each person's comment and what is their particular expertise in the area of high school football.

Tom Robard, Newspaper Reporter, The Fort Lauderdale Sun-Sentinel The annual Ely--Dillard football game ended in dramatic fashion when Donnell Wilson caught the game winning touchdown pass as time expired. Wilson made a leaping catch and landed safely in the endzone capping an improbable come from behind win for the Tigers. (note: most high school game results are phoned into the newspaper sports desk) DOCUMENT 1

Donnell Wilson, Ely Wide Receiver who caught the winning pass Did you see that catch?! I mean it was great! Man I knew I had it! That D-back was nothing! I ran right by him and just reached out and pulled it in. Focus, real focus!! We're number 1!! DOCUMENT 2

Clayton Sheffield, Offensive Coach, Ely High School Great catch! Unbelieveable! Donnell has heart and no quit in him. When it mattered I knew he would come through. He's tough, a real gamer! I had the team focused. We were ready to play. Never a doubt! DOCUMENT 3

Jasmine McNeil, Ely Cheerleader Captain It was a totally awesome catch! We won the game and, like totally disgraced that other team. I knew we would win after our half-time show, and we did! We rock! Go Ely! Those Dillard guys had no chance. And you should have seen those Dillard girls! Their cheers were sloppy and screechy. No wonder we won!!! We're number 1!! DOCUMENT 4

Mary Griffin, Ely teacher who attended the game to watch her son play Ely played real hard. The boys were great. It was a great catch that won a hard fought game. The noise in the stands after the game was unbelievable. Everyone was hugging each other and screaming. DOCUMENT 5

Demetrius Johnson, Defensive back who covered Donnell, Dillard High School We were robbed. That guy never caught the ball, he was lying there on the ground and the ball fell in his hands. He pushed me and the ref never saw nothing. Ely is nothing but a bunch of cheats! DOCUMENT 6

Mark Burton, Defensive Coach, Dillard High School What can I say? Demetrius played him real tight. Ely ended up on the ground with the ball and the touchdown. Some nights you just aren't lucky, some you are. DOCUMENT 7

Owen Dyson, Football Referee, excerpt from his game report to the Florida High School Activities Association It was a clean and simple catch resulting in a touchdown. No penalty was involved. DOCUMENT 8

Robert Benson, Assistant Football Coach, University of Nebraska. Excerpt from his scouting report. #83 Donnell Wilson, Senior. Position: Wide Receiver. Height: 5'6". Weight: 155. Comment: Has poor hands and only average speed. DOCUMENT 9