1. by Ms. Pinchem

2. 1 st essay you’ll see on the AP World exam Essay based on a set of various documents (usually 8-10) Documents may include written or visual primary sources (quotes, letters, speeches, decrees, laws, political cartoons, drawings, maps, photos, etc.)

3. Write a essay with a relevant thesis, body paragraphs based on three groupings of documents and identifies and explains the need for at least one additional source. * Write a thesis which answers the prompt and includes three ways to prove your argument. * Use all the documents in your essay. Support your thesis with them. Analyze them. Identify the author’s point of view at least 3 times. Group the documents in at least three different ways.

4.  You can score 9 points on the DBQ.  You can score 7 points on the Basic Core.  If you earn all 7 points on the Basic Core, you may be able to earn 2 additional points in the Expanded Core.

5. Must be at the beginning or end. No split thesis.

6. The Thesis THREE POINTS!!! If you don’t have a thesis or you have a really bad one it could cost you THREE POINTS!!!

7.  Restate the prompt There were many responses to the spread of influenza in the early 20 th century PROMPT: Analyze responses to the spread of influenza in the early 20 th century.

8. Thesis Checklist! 1. Answer the question that is being asked – do not merely repeat the prompt… give a specific and explicit answer! 2. Indicate the groups (3) that you will use to address the question in your thesis. 3. Remember the “Rule of Three”: three ideas in your thesis, three groupings of documents, and three documents per grouping.

9. 2015 DBQ – Analyze responses to the spread of influenza in the early twentieth century. 2014 DBQ - Analyze the relationship between the Chinese peasants and the Chinese Communist Party from 1925-1950. 2011 DBQ - Analyze the causes and consequences of the Green Revolution in the period from 1945 to the present. 2009 DBQ – Analyze African actions and reactions in response to the European scramble for Africa 2007 DBQ – Analyze Han and Roman attitudes toward technology

10. You must take the documents and divide them into at least three groupings to earn this point.

11.  Basic Core 5: “Students must analyze documents by grouping them depending on the DBQ prompt.”  If the DBQ identifies the groups in the prompt, students MUST use the mentioned groups. 2011 DBQ - Analyze the causes and consequences of the Green Revolution in the period from 1945 to the present. 1. Economic causes 2. Negative social consequences 3. Positive environmental consequences

12.  If DBQ does not identify the groups in the prompt, students must create three groups. 2015 DBQ – Analyze responses to the spread of influenza in the early twentieth century.  Make sure those groupings ANSWER THE PROMPT.  Don’t just group them because they have something in common… Find groupings that answer the prompt!

13.  Common methods of grouping include organizing by gender, time, social class, occupation, geography, nationality, culture, similar points of view, or religion.  Use SPRITE, PRAISE, or PERSIA for groupings if you get stuck. Evidence should fit into three of these categories.  Documents may be used in more than one group. You do not need an even number of documents in each group.  Always include at least THREE documents per grouping. It will prevent a failed group if you misinterpret one document.

14. Using Documents  EVERY DOCUMENT must be mentioned at least ONE time in your essay.  “Demonstrates understanding” means you interpret it correctly (discuss/analyze it).  Don’t quote the documents excessively - use the document as evidence to support your argument.  To get points for grouping, you NEED AT LEAST THREE DOCUMENTS PER GROUP.

15.  Summarize and analyze every document!  Group the documents (i.e. put documents with the same topic, theme, point of view, time period, etc. together). NEVER GIVE A LAUNDRY LIST OF DOCUMENTS  Documents should constantly refer to the question and/or your thesis  Identify each document by using the author’s name and the document number in such a way that the reader cannot help but notice your use of the document  Do NOT quote the documents. Paraphrase the documents in your own words using key terms from the sections of the document you highlighted in the pre- writing section  Identify point of view for at least half of the documents. (3 bare minimum)

16. POINT OF VIEW Pyramid who? what? why? 1. WHO says it 2. WHAT does he/she say) 3. WHY does he/she say it? This is the POV and this is where you get POV points.)

17.  Attempt to do POV analysis for MOST documents.  For example, if there are 9 documents, analyze the POV of at least 5.  Do enough correctly and you get into the expanded core!!!! POV Analysis

18. Isn’t There Something Else I’m Supposed to Include?  Women  Poor  Those who “lost”  Workers  Ethnic Groups  Look for obvious omissions The “additional document”! This is simple, if you do it right…you are really saying whose voice is NOT heard and what their voice would add to the discussion.

19.  Here’s an easy trick – think about an “opposite” source from one already included in the DBQ! What is the mirror image of a document already there? For example – If you have a document from Pope Urban II calling for the Crusades during the 11 th century, it might be helpful to have… a document from the perspective of a Muslim political or religious leader in the Middle East? (Saladin? Sultan of Egypt?)  Or if you have a document from conquistador Hernando Cortez describing his interactions with Aztecs during the 16 th century – wouldn’t it be enlightening to have the voice of Montezuma or a Aztec leader describing interactions with the Spanish?

20. When thinking about the missing document…  Make sure you explain WHY this source would be helpful in shedding light on the topic/event.  Think about an historical source that would help you answer the prompt more thoroughly.  Finally - make sure your missing voice is not already there!!!

21. Where do I put the call for the missing source?  Officially, anywhere, but just like POV, about ½ of the “additional documents” are wrong, so I say include one per group – REMEMBER TO SAY WHY =ANALYSIS The losers The poor The minority History says “ Hail to the Victors, Hail to the Conquering Heroes ” But what about the “others”?

22. 1. Identify two or three documents that would have helped you prove your thesis. 2. Restate your thesis statement.

23. What is the easiest way to get expanded core points?  Provide POV analysis for as many documents as you can – be sure you analyze most of them!  Also call for at least 3 additional documents (one per group/ paragraph)

25. MAJOR CONCERNS 1. Simply paraphrasing or summarizing the documents. 2. Failing to integrate the documents with the essay. 3. Failing to answer the question asked. 4. Failing to analyze the documents or determine their significance (i.e. treating all documents of equal value, as absolute truth, not noting possible bias, etc.). 5. Failing to address the points of view of the authors of the documents. 6. Failing to use all of the documents. MINOR CONCERNS 1. Grammar and spelling. Although your essay will NOT be scored for grammar, spelling, or sentence structure, readers are human. Sloppy writing and poor composition skills will have an impact on the sub- conscious of the reader. Write as neatly as time constraints allow. 2. Do NOT refer to yourself in the essay. High school teachers, AP graders, and college professors hate when students do this. 3. Thesis statement is not in the first paragraph.

27.  Don’t just summarize the documents (“Document 2 says that…”)  Don’t over-quote the documents.  Don’t make a laundry list of POV analysis statements.  Do not do this… “Blah, blah, blah (Doc 1, 4, 7).”

28.  Don’t forget to write a topic sentence and transition sentences.  USE ALL THE DOCUMENTS!!!  USE THE POV PYRAMID!  Keep track of the time during your planning! Make sure you have a full 40 minutes to write the essay.

29. 1 st DBQ Wednesday, November 6, 2013