APW DBQ CYDI? YYC!

WHY? The College Board uses the Document Based Question to assess your ability to analyze primary documents, evaluate them and use them appropriately to answer a given historical question.

CSI of the DBQ Think of this as a mystery or crime scene investigation… The documents you have been given are your clues/evidence All clues are important in helping to solve the problem

HOWEVER – not everything in a document can be taken at face value What about the source?

– What kind of source is it? – How does that impact what it has to say? – What is the status (ec, pol, soc) of the author? – How does that impact what it has to say? – Who is the “audience”? – How does that impact what it has to say? – When was it written? – How does that impact what it has to say?

Breaking down the tasks (1) Read the question carefully. – Consider each word to make sure you understand EXACTLY what the question in asking. – You must answer the question, not what you would like to answer!

Breaking down the tasks (2) Analyze the documents For this practice/prep –Create a chart: Normally you would do this next to each document in the packet Docu- ments Summaries of each doc Source/author/ status Significance of source Han >>>>>>>> Rome >>>>>>>>

Breaking down the tasks (3) Consider what else you know – What do you know about the time periods indicated in the Rome and Han? Are you familiar with any of the people?

Breaking down the tasks (4) Analyze P oint of View (POV) Point of view refers to: – WHO (what) the person (or source) is And – HOW that impacts what the source has to say Use the source analysis in your chart

– What kind of source is it? – How does that impact what it has to say? – What is the status (ec, pol, soc) of the author? – How does that impact what it has to say? – Who is the “audience”? – How does that impact what it has to say? – When was it written? – How does that impact what it has to say?

Do you see patterns, similarities or contrasts? Do certain documents support particular conclusions?

Breaking down the tasks (5) Organize your ideas How can you organize the evidence? What is the best approach to take for organizing the essay? (there isn’t only ONE way) This is referred to as “grouping the documents”

Breaking down the tasks (6) Write your thesis Read the question again. Look at your evidence. Work on devising a thesis. The thesis must answer ALL parts of the question thoroughly.

Simple thesis example: The purpose and significance of the Homecoming dance in the life of Milton High School was to make money to get the class out of debt, to have students look nice, and have all students enjoy themselves while socializing and dancing, with opinions varying based on role at the school. Group #1 Gr ou p #2 Group #3

Do NOT use: – “I” “They” “We” “You” “Us” “Stuff” – “The document says…” repeatedly eg: using docs & POV: Ms. Parker, the senior class sponsor, seems to believe that making a profit is the purpose of the homecoming dance (doc. 5). As class sponsor, she is especially concerned that the debt be taken care of since she is ultimately responsible for the club finances.

You are not to just summarize the documents. No quotes – explain and analyze You are to use the documents to support the thesis. This will require you to use the analysis you have already begun in your chart and analyzing the source.

Do not assume – write as if the reader doesn’t know what the question is or what the documents are You MUST have at least 2 documents supporting a body paragraph No more than 2 or 3 groups Use ALL documents Analyze POV as much as possible

Breaking down the tasks (7) Additional type of Document What is missing? What other TYPE of source or person (not already present) might provide additional information or perspective?

YDI!