Friday, March 1 st Do Now: Please pick up a copy of the critical thinking worksheet from the front table. Take the first 15 minutes to complete the analogies listed (and create one of your own). Unlike yesterday, this review will be collected and graded. So please get started and work efficiently.

Daily Agenda: Bell-Ringer: Critical Thinking worksheet Word of the Day  maudlin Writing Workshop: The DBQ Essay –Overview –Rubric –Template In-Class Essay: 2002 DBQ Essay Homework: Start studying for your Unit 3 Exam!

MIDDLE AGES Maudlin – tearful; excessively sentimental, but not MAWKISHMaudlin Mary Magdalene played an important and recurring role in the Gospel accounts of Christ’s life and death. According to the Gospels, she stood at the foot of the cross, saw Christ laid in the tomb, and was the first recorded witness of the Resurrection. During the 15 th century, artists frequently portrayed Mary Magdalene weeping as Christ was being taken down from the cross. The word MAUDLIN is an alteration of the name Magdalene. “Read-Aloud“ Day 5, Period 1

MIDDLE AGES Maudlin – tearful; excessively sentimental, but not MAWKISHMaudlin Complete the following analogy with the correct choice: –MAUDLIN is to Wistful as ______ is to ______ A.Impecunious is to Affluent B.Nefarious is to Heroic C.Jovial is to Jocular D.Archaic is to Obsolete “Analogy” Day 5, Period 2

MIDDLE AGES Maudlin – tearful; excessively sentimental, but not MAWKISHMaudlin Complete the following analogy with the correct choice: –MAUDLIN is to Wistful as ______ is to ______ A.Impecunious is to Affluent B.Nefarious is to Heroic C.Jovial is to Jocular – These words are synonyms, all the other pairs are antonyms D.Obsolete is to Relevant “Analogy“ Day 5, Period 2

Maudlin situations:

MIDDLE AGES Maudlin – tearful; excessively sentimental, but not MAWKISHMaudlin Write a caption for the picture using the word MAUDLIN. “Caption” Day 5, Period 3

The DBQ Essay

Activator: You have 30 seconds to form your own group of 3 or 4 people (no more than 7 total groups). Physically move your group to sit together and send one group member to Mr. Naruta to pick up an envelope.

Directions: Your group has been given an envelope with very specific contents. Assume the images in the envelope represent real items. Your group has 3 minutes to make something out of it. Be prepared to explain what you will make and how.

Reflection: You’ve got the necessary ingredients to make a hamburger (meat, lettuce, grain (for bread), dairy for cheese, etc.). However, merely throwing the items you have been given together does not make a hamburger. You have to carefully figure out what to do to each item to make it useful for this purpose. In addition, since you have no directions to work with, you have to have a very basic understanding of a hamburger to know what it should look (and taste) like. In addition, while the items provided will produce a hamburger, there are still ingredients missing (things like mustard or ketchup that would make it better).

Reflection: All of these conclusions are true of a DBQ essay. You will be given a bunch of ingredients (documents) with minimal direction. You then have to figure out what to do with these ingredients to reach your ultimate goal (a complete essay). Merely identifying them will not achieve this goal. You will need to use them in some way. You’ll also need to evaluate the sources to determine if they are really to be trusted (just like you wouldn’t eat a cow if it had mad cow disease, would you?). Finally, you’ll also need to identify what else you would want to help you answer your essay (think of it like adding mustard or ketchup).

The DBQ is the second part of the AP Exam. You will complete it after a 5 to 10 minute break immediately following a 55 minute multiple choice section The session begins with a mandatory 10 minute reading section, during which you will read the documents and take notes in the booklet. You will then have an approximately 40 minute period to write your essay. 50% of your AP Exam score is drawn from the essay section, of which 33% of the section score comes from the DBQ

There are no “right” answers to a DBQ. They are worded in such a way that you can argue any number of positions According to the College Board: “ Answers to standard essay questions will be judged on the strength of the thesis developed, the quality of the historical argument, and the evidence offered in support of the thesis, rather than on the factual information per se. Unless a question asks otherwise, students will not be penalized for committing one or another specific illustration.” In other words, if you forget to mention a good, illustrative, historic event but manage to back up your point in some other way, you will not be penalized However, you must include outside information, illustrating your knowledge of the subject When you refer to a document provided, always use its name or author, not its number or letter.

Gathering Outside Information: Islam –Founded by Muhammad, a merchant –Guided by the Quran, Shari’ah, and the Sunna –Spread by merchants –Developed by the descendants of Bedouin nomads –Tolerant of other religions Christianity –Dominated Medieval Europe –Church was the most important institution in the Middle Ages –Founded by Jesus and his followers, all of whom gave up their wealth –Church sold indulgences in the Middle Ages Trade Europe connected to Silk Road and Mediterranean Sea trade routes initially Trade decreased during MA due to nomadic invasions Limited to regional trade during MA Islamic world continued to spread via Indian Ocean and Trans-Saharan trade routes

Before we begin: An important (though not required) step here is to emphasize the comparisons and contrasts in this essay. This information would logically fit in our essay prior to the thesis in our introduction. This can also be accomplished in the structure of out essay and with the use of effective transitional terms (similarly, in contrast, likewise, however, etc.) Also, take note of the time frame given. Remember, there must be an analysis of how attitudes changed over time, not just that they changed.

Step #1: Grouping the Documents As you analyze the documents, begin thinking about possible ways to organize your essay. Look to the question for guidance. If it lists different regions/religions/empires than consider those. If it asks for change over time, consider time periods. You could even consider basic things like similarities/differences or GRAPES categories.

Step #2: Forming a Thesis Refer to the documents: “According to the documents provided…” “As seen in the documents provided…” “The documents provided illustrate…” Address all parts of the question in your thesis (Change over time, comparison/contrast, time periods, etc.) Be specific and persuasive. It can be long…but not more than 2 consecutive seentences.

Step #3: Organizing your Essay Now that you know what your body paragraphs will be (groups) and what point you want to make (thesis), its time to lay out your essay. Each body paragraph will include both documented citations and outside analysis See handout for recommended format

Using the Documents: The first time you use a document, always refer to it by its title or author (not just Document 1). [“As seen in the passage from Matthew in the Christian Bible, …” or “As Thomas Aquinas states in Summa Theologica, …”] It is always a good idea to use a parenthetical citation after quoting a document. [“It is easier for a camel to go through the eye of a needle, than for a rich man to enter into the kingdom of God (Doc. 1).”] Never merely paraphrase or quote a document without providing additional analysis or insight into its meaning. Remember, you are USING it to prove your point, not just showing you know what it says.

Point of View Analysis: Explain why the author is saying what they did in the given situation. Does not have to be done for every document. The more you do it, the better. “However, it is important to note that Reginald was a peer of Godric and may have been influenced in his writing of Godric’s life based on the fact that Godric was likely to read the work himself. It would be natural in such a situation for someone to seek approval of a elder peer.”

The Additional Document: You must identify one (hypothetical) additional document that you would like to use in answering the question. The document should be a different TYPE of document than what has already been given (receipt, journal, map, chart, record book, etc.) The document doesn’t have to actually exist, only potentially exist (so don’t ask for a photo of a leprechaun riding a unicorn). Consider who’s point of view is missing. You must explain specifically how the document would help in answering the question. “In addition, a journal from a 15 th century Imam regarding their insight into the morals of trade would have been beneficial in determining how merchant work was interpreted by religious leaders as they studied the Quran and sunnah.”

Extended Core Points: World Historical Context  Can you connect in outside information that is relevant to the question? For example, what was going on in the Christian and Islamic worlds during this era that would have influenced their views on trade? Analysis  The better you explain why a document says what it says, the more likely you are to get additional points (don’t stick with just what the document says it) Volume  But only in regard to your analysis of point of view (not the total number of words you write).

Don’t believe me, take it from someone else… page&v=TSoeGw3vZms

In-Class Essay: Using the information provided, along with the document analysis activities we completed together, write an essay in response to the question provided. Make sure to use the provided planning sheet to organize your thoughts before writing. When you finish, review the essay rubric to ensure you will receive full credit.