1. Essay Review Never use the words “stuff” or “Things” in your formal essay writing!!! Also, never use “I”, “YOU,” or “WE”!!!

2. DBQ  How do you structure your DBQ essay?

4. DBQ  BUCKETS?  THESIS?  ADD?  POV’S?  CITATION?  # of PARAGRAPHS?  BUCKETS?  THESIS?  ADD?  POV’S?  CITATION?  # of PARAGRAPHS? Official DescriptionPoints Shorthand Description 1 Has an relevant/acceptable thesis1 T THESIS 2 Uses all of the documents1 D Addresses the meaning of the documents 3 Supports thesis with appropriate evidence from all documents 2 E Evidence- Facts Analysis-Explaining HOW it proves your THESIS 4 Analyzes the point of view of at least three documents 1 POV 5 Analyzes documents by grouping them in two or three ways, depending on the question [two documents = minimum in a group] 1 B = BUCKETS = ARGUMENTS 6 Identifies and explains the need for one type of appropriate additional document or source [not already included] 1 ADD Additional Document Paragraph [it only asks for one additional document, but provide three]

5. To Remember  “Analyze” = why it happened vs. “Summarize” = what happened  AVOID: “In Document 4 it can be seen that Mrs. Sunda has many historical boyfriends.”  Documents cannot speak or say or demonstrate ANYTHING!  “Document 4 says that Mrs. Sunda has many historical boyfriends.”  True, but documents cannot speak!!!  INSTEAD  “In a lecture given by Mrs. Sunda, she referenced three historical boyfriends including Martin Luther, Otto von Bismarck, and Menelik II.” (Doc. 4).  Above is a summary statement providing evidence. The next step is to analyze and explain why this evidence proves your thesis.  “Analyze” = why it happened vs. “Summarize” = what happened  AVOID: “In Document 4 it can be seen that Mrs. Sunda has many historical boyfriends.”  Documents cannot speak or say or demonstrate ANYTHING!  “Document 4 says that Mrs. Sunda has many historical boyfriends.”  True, but documents cannot speak!!!  INSTEAD  “In a lecture given by Mrs. Sunda, she referenced three historical boyfriends including Martin Luther, Otto von Bismarck, and Menelik II.” (Doc. 4).  Above is a summary statement providing evidence. The next step is to analyze and explain why this evidence proves your thesis.

6.  In less than two centuries indentured servitude gradually rose, specifically in sugar producing areas across the world. It became a global impact in economies and societies. Between the nineteenth and twentieth centuries indentured servitude had impacted the world by means of people being placed in foreign countries, that most of the indentured servants were Asian-Indians, and that this service was not to be classified as slavery.  Three additional documents that would help to explain the concept of indentured servitude would be a historical account of a female servant who worked daily, how the plantation was run by the owners, and a comparison of traveling affairs on ships. First, an account of a female servant, possibly in a diary, would give insight to female gender roles and rights during the time and treatment of female indentured servants. Second, a schedule of what duties were completed would be beneficial in order to gain insight of the types of work indentured servants were expected to complete. Finally, ship logs of ships carrying indentured servants and slaves would be beneficial to obtain in order to compare treatments of these groups of people on their sea journeys.  At this time slavery was not abolished in some countries, including the United States at one point. Despite this, the need for indentured servitude arose. The difference between these are that indentured servants are not slaves, instead they are working individuals, who chose this form of life. In accepting a job Indentured Servants were given a scheduled and shown an application of work required (Doc. 7). This compares to slavery because slaves were not given the requirements before starting work or allowed to accept or decline a job. According to Herman Merivale, the British Undersecretary of the Colonies, Indentured Servants were not captured like slaves but had in a sense been brainwashed to accept this way of life (Doc. 1). Possibly Merivale believed this way because due to the nature of job he had dealt with a good deal of indentured servants who were following a similar path. Despite Merivale’s statement there is a clear difference between the two. Slavery is a cruel act while indentured servitude gave an opportunity for some people to escape their previous lives.  In less than two centuries indentured servitude gradually rose, specifically in sugar producing areas across the world. It became a global impact in economies and societies. Between the nineteenth and twentieth centuries indentured servitude had impacted the world by means of people being placed in foreign countries, that most of the indentured servants were Asian-Indians, and that this service was not to be classified as slavery.  Three additional documents that would help to explain the concept of indentured servitude would be a historical account of a female servant who worked daily, how the plantation was run by the owners, and a comparison of traveling affairs on ships. First, an account of a female servant, possibly in a diary, would give insight to female gender roles and rights during the time and treatment of female indentured servants. Second, a schedule of what duties were completed would be beneficial in order to gain insight of the types of work indentured servants were expected to complete. Finally, ship logs of ships carrying indentured servants and slaves would be beneficial to obtain in order to compare treatments of these groups of people on their sea journeys.  At this time slavery was not abolished in some countries, including the United States at one point. Despite this, the need for indentured servitude arose. The difference between these are that indentured servants are not slaves, instead they are working individuals, who chose this form of life. In accepting a job Indentured Servants were given a scheduled and shown an application of work required (Doc. 7). This compares to slavery because slaves were not given the requirements before starting work or allowed to accept or decline a job. According to Herman Merivale, the British Undersecretary of the Colonies, Indentured Servants were not captured like slaves but had in a sense been brainwashed to accept this way of life (Doc. 1). Possibly Merivale believed this way because due to the nature of job he had dealt with a good deal of indentured servants who were following a similar path. Despite Merivale’s statement there is a clear difference between the two. Slavery is a cruel act while indentured servitude gave an opportunity for some people to escape their previous lives.

7. Compare/Contrast  How do you structure your CC essay?

9. C&C Official DescriptionPointsShorthand Description 1 Has an relevant/acceptable thesis 1THESIS 2 Addresses all parts of the question 2 Addresses 1 similarity/2 differences or 2 similarities/1 difference 3 Substantiates thesis with appropriate historical evidence 2 Prove your thesis with historical evidence 4 Makes at least one or two relevant, direct comparisons between or among societies 1 Make explicit comparisons in body topic sentences. (Also, both, on the other hand, in contrast) 5 Analyzes at least one reason for a similarity or difference identified in a direct comparison 1 Explains why and proves through historical evidence the reasoning’s for similarities/differences. Think globally! (“One reason for _____is because____.”)  TP?  # of Paragraphs?  THESIS?  How many pieces of evidence?  View the last two points  TP?  # of Paragraphs?  THESIS?  How many pieces of evidence?  View the last two points

10.  Between 1450-1750, the Safavid and Spanish Empires were building empires. Both empires used political, social, and economic strategies in order to grow and become powerful. Politically, the Spanish used the navy while the Safavid used a large army, socially, both empires used religion to legitimize rule, and economically, both produced goods others desired.  Politically, the Spanish used a large navy to grow the empire, while the Safavid utilized a large army and had no navy. The Safavids use of a very large army helped expand the borders to lands directly adjacent to the empire, growing the empire outward from a central point. The Spanish navy allowed the empire to reach the far ends of the globe and take control of tropical lands which could be use to grow sugar, which sold for large profits. This helped the Spanish increase the size of the navy which could then go gain more land and grow the empire. The large Spanish navy also allowed Spain to trade across the globe. Spain could travel to far-away lands and trade goods for high profits with the protection of the navy. The government could then collect taxes on this trade and make more money to grow the empire.  Between 1450-1750, the Safavid and Spanish Empires were building empires. Both empires used political, social, and economic strategies in order to grow and become powerful. Politically, the Spanish used the navy while the Safavid used a large army, socially, both empires used religion to legitimize rule, and economically, both produced goods others desired.  Politically, the Spanish used a large navy to grow the empire, while the Safavid utilized a large army and had no navy. The Safavids use of a very large army helped expand the borders to lands directly adjacent to the empire, growing the empire outward from a central point. The Spanish navy allowed the empire to reach the far ends of the globe and take control of tropical lands which could be use to grow sugar, which sold for large profits. This helped the Spanish increase the size of the navy which could then go gain more land and grow the empire. The large Spanish navy also allowed Spain to trade across the globe. Spain could travel to far-away lands and trade goods for high profits with the protection of the navy. The government could then collect taxes on this trade and make more money to grow the empire.

11. CCOT  How do you structure your CCOT essay?

13. CCOT Official DescriptionPoints Shorthand Description 1 Has an relevant/acceptable thesis 1THESIS 2 Addresses all parts of the question 2 Addresses 1 change/2 continuities or 2 changes/1 continuity 3 Substantiates thesis with appropriate historical evidence 2 Prove your thesis with historical evidence 4 Uses relevant world historical context effectively to explain change over time and/or continuity 1 Explain what was going on in the world at the time which allowed continuity or forced change. 5 Analyzes the process of change over time and/or continuity 1 Explain why and proves through historical evidence the process which allowed continuity or forced change.  # of Paragraphs?  THESIS?  How many pieces of evidence?  View the last two points  # of Paragraphs?  THESIS?  How many pieces of evidence?  View the last two points

14.  Between the years 1945 and 1991, the world saw one of the most tension- filled eras to date. This span of time encompassed a massive international conflict more commonly referred to as the Cold War. Amongst the feuding nations was the United States of America, which ultimately came to be one of the leading ‘superpowers’ within this global unrest. The motivation behind the United States’ involvement lies in several different areas. Firstly, a continuing battle against communism as a whole contributed heavily, as well as the United States’ ongoing mission for global supremacy. Despite these continuities, many changes in the Unites States’ goals occurred during the era of the Proxy Wars and in the famous “Arms Race“.  One of the most blatant causes of the United States conflict with the Soviets stemmed from the Soviet Union’s support of communism. During the Cold War, the Unites States firmly believed in the “Domino Effect” which is associated with communism. The constant fear of communist ideology spreading led to the democratic United States’ continual battle against the communist ideas. This was easily seen through the nations who chose to ally with America, also known as NATO. A prime example of the United States battle against communism lies within the Marshall Plan of 1947. The goal of such a plan was to assist in World War II reparations in order for the weakened and vulnerable nations to regain their strength and prevent communist overthrows. Lastly, the ideological battle for colonies. The United States despised the communistic ways of the Soviets, who colonized areas to gain vantage points. By converting less developed governments to democracy and capitalist views, the United States effectively beat the communists to the punch, thus decreasing the potential size of communist enemies.  Between the years 1945 and 1991, the world saw one of the most tension- filled eras to date. This span of time encompassed a massive international conflict more commonly referred to as the Cold War. Amongst the feuding nations was the United States of America, which ultimately came to be one of the leading ‘superpowers’ within this global unrest. The motivation behind the United States’ involvement lies in several different areas. Firstly, a continuing battle against communism as a whole contributed heavily, as well as the United States’ ongoing mission for global supremacy. Despite these continuities, many changes in the Unites States’ goals occurred during the era of the Proxy Wars and in the famous “Arms Race“.  One of the most blatant causes of the United States conflict with the Soviets stemmed from the Soviet Union’s support of communism. During the Cold War, the Unites States firmly believed in the “Domino Effect” which is associated with communism. The constant fear of communist ideology spreading led to the democratic United States’ continual battle against the communist ideas. This was easily seen through the nations who chose to ally with America, also known as NATO. A prime example of the United States battle against communism lies within the Marshall Plan of 1947. The goal of such a plan was to assist in World War II reparations in order for the weakened and vulnerable nations to regain their strength and prevent communist overthrows. Lastly, the ideological battle for colonies. The United States despised the communistic ways of the Soviets, who colonized areas to gain vantage points. By converting less developed governments to democracy and capitalist views, the United States effectively beat the communists to the punch, thus decreasing the potential size of communist enemies.

15. Check out your CCOT essay!