1. Warm-Up Label the “iSM” from each Shakespeare play
What a piece of work is man! How noble in reason, how infinite in faculty, in form and moving how express and admirable, in action how like an angel, in apprehension how like a god… --- Hamlet
Be not afraid of greatness. Some are born great, some achieve greatness, and some have greatness thrust upon them Twelfth Night
We are such stuff as dreams are made of… --- The Tempest
All the worlds a stage, and all the men and women merely players. They have their exits and their entrances, and one man in his time plays many parts… As You Like It

2. HOW TO WRITE THE AP EUROPEAN DBQ

3. THE IMPORTANCE OF THE DBQ
The DBQ counts as 22.5% (45% of Part II) of the total score so it can play a huge role in the AP Exam.
It is important to know how the DBQ is scored, as well as how to write it in order to get the highest possible grade.
Knowing how the DBQ is scored will help prepare you to write a better DBQ.

4. What is a DBQ Document Based Question Each DBQ will look similar
The ability to answer a posed question based off a combination of your background knowledge and a series of historical documents or pictures.
Each DBQ will look similar
Historical Context
Task
Documents
What is a DBQ

5. Why do we write DBQ’s #1 Reason- To prove you know how to THINK
But also
A skill you need to pass the smarter balanced test and graduate high school
A skill you must have if you plan to go to either a 2 or 4 year school
A skill employers look for that will set you apart.

6. What a DBQ Looks For: A THESIS
DOCUMENTS : You need to actually mention them by name in your paper
LINK between your thesis, the question being asked, and the documents
Hand out a copy of the DBQ here so that students can refer to it while we finish talking about what a DBQ is.

7. Step 1 Read the historical context and pull out the given:
Who
What
When
Where
In the margins do a 1 minute brainstorm, writing down everything that you know that you can possibly relate to this time period.

8. Step #2 Know and understand the question you are being asked!
Read the question all the way through one time.
Then read the question again, this time underlining what the question is asking you to do.

9. Step #3 Read the documents “Label” the documents
Underline or otherwise notate what information in the documents relate to the question
“Label” the documents
A label is a word or phrase that tells how that document answers the question.
Make notes of any outside information you think relates to that document.
The key to a DBQ is proving you have a solid understanding of the time period. The more outside information you can tie in, the better

10. STEP #4 Go back to the question. Read it again!
Now it is time to write your thesis statement.
Look at the “labels” you created. Use these to guide your thesis.
Remember: The thesis statement answers the question in one power sentence. In one sentence you have to tell the reader everything you are going to tell them in the essay.

11. Step #5- Body Paragraph Layout
1st Sentence: Main Idea
What is your whole paragraph going to talk about
“The causes of the Age of Exploration are….”
2nd Sentence: Introduce the Document
“Doc 1 is …”
3rd Sentence: Quote from the Document
“As said in Doc 1…”
4th Sentence: Explain/Analyze Document
“Doc 1 explains the idea …”
*** Remember this is just a generic outline or guide. Make sure you are editing and re-reading your paper to take out repetition and make it sound professional.

12. Example Question: Compare and Contrast viewpoints about what motivates Islamic terrorists. Then discuss your own viewpoint and the reasons for it.
Islamic terrorists are motivated to commit acts of violence against Western nations because they hate our perceived freedoms. As stated in Document 1, “they hate our freedoms- our freedom of religion, our freedom of speech, our freedom to vote…”. President Bush said this in a speech before Congress in Through this speech he is saying that the terrorists are intimidated by the freedoms they see elsewhere in the world. They are worried that if those under their control see and experience freedom like we have, the terrorists will lose their power. The Wall Street Journal said in 2005 “They don’t hate what we do as much as who we are…” (Doc 4). America is a country that was founded on the ideas of freedom and equality. Ideas like these are dangerous when put in the hearts and minds of oppressed and victimized citizens. Uprisings like those seen during the Arab Spring occur. This is what the terrorists fear and why they hate America.

13. How is the DBQ Scored?

14. THE BASIC CORE Students must obtain points 1-6 to get “to the gate.”
Possible to get Expanded Core points ONLY when students obtain all of the Basic Core points.

15. THE BASIC CORE
Point 1 - Explicit thesis that directly addresses the question.
Thesis must be explicit, not implied, and must address ALL parts of the question.
Must all be in one paragraph. Cannot be a “split thesis.”

16. THE BASIC CORE
Point 2 - Discusses a majority of the documents individually and explicitly, must use something in the “box.”
Students must use at least a majority, and this is usually a bare minimum.
Using exactly a majority will set you up for a tougher “sell” to the graders

17. THE BASIC CORE
Point 3 - Demonstrates an understanding of the majority of the documents.
May have no more than one major error in interpretation.
This major error usually involves misinterpreting the document to the extent that it is used in an incorrect grouping
Now look back at Point 2. remember the importance of using “most” documents!

18. THE BASIC CORE
Point 4 - Supports the thesis with appropriate interpretation of a majority of the documents.
Students who miss Point 1, will automatically miss this point as well.
Students who miss Point 3 will also usually miss this point.

19. THE BASIC CORE
Point 5 - Analyzes “Point of View” in at least THREE documents.
Tends to be the “Killer Point” for many students, since many have not been taught “Point of View.”
Mere attribution does NOT count.

20. THE BASIC CORE
Point 6 - Analyzes the documents by organizing them into at least THREE distinct groups
Some DBQs have ready-made groups; some make the students work harder; but, there are always at least three possible groups

21. The Question
The Renaissance completely revolutionized European life, effecting various aspects such as the art, science, and ideology of the time. Each of these aspects were deeply interconnected with each other. Assess the validity of this statement.

22. THE EXPANDED CORE
Unlike the Basic Core, the Expanded Core can be viewed as somewhat subjective
Up to three points are given based on how well a student accomplishes the examples given for the Expanded Core

23. THE EXPANDED CORE
Seven possible ways for students to achieve Expanded Core points.
Recommend students concentrate on these four:
1. Persuasive use of documents as evidence
2. Addressing all parts of the question thoroughly
3. Analyzing point of view or bias in at least “four or more” documents, and
4. Additional groupings or other forms of analysis

24. The Expanded Core Devote less time to these three:
5. Having a clear, analytical and comprehensive thesis - the thesis can be very “subjective” in the eyes of an AP Reader!
6. Using all or almost all of the documents – majority of students who get “Expanded Core” do use most of the documents.
7. Bringing in “relevant” outside information - students are given historical background in the DBQ; often they use this background as outside information.

25. FOR HOMEWORK Read the documents of the DBQ
On a sheet of notebook paper label the following (leave space to write)
Author
Authors position or job
Type of Document
Purpose of Document
Recap of what the document says
Group/Category?? (leave until the end then group them)

26. Remember, docs. can be used in a variety of ways!
Questions to Ask Yourself About the Documents
POINT OF VIEW- Who was the person who wrote the document and why might they have written it.
1) Show awareness of an authors bias
2) Recognize the reliability of the author
3) Describe an author’s tone or intent
Remember, docs. can be used in a variety of ways!

27. Demonstrating (POV) / Bias
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?

28. Demonstrating (POV) / Bias
EXAMPLES:
John Tyler, an English writer, said: “...”
A Dominican monk in Florence described….

29. Demonstrating (POV) / Bias
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?

30. Demonstrating (POV) / Bias
EXAMPLE:
Balthasar Rusow, a Lutheran pastor, was naturally upset by the celebration of a Saint’s Day, since Lutherans don’t venerate saints.

31. Demonstrating (POV) / Bias
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?

32. Demonstrating (POV) / Bias
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.

33. Demonstrating (POV) / Bias
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.

34. Demonstrating (POV) / Bias
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 16c Europe.

35. Demonstrating (POV) / Bias
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.

36. Demonstrating (POV) / Bias
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.

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

38. Question:
The Renaissance completely revolutionized European life, effecting various aspects such as the art, science, and ideology of the time. Each of these aspects were deeply interconnected with each other. Assess the validity of this statement.

39. Create a rough draft in outline form using this format:
For Homework Tonight...
Create a rough draft in outline form using this format:
Write out your introductory paragraph.
Create a loose outline of your “meat” ¶s in this manner:
Skip a line from your intro. ¶
Identify the “theme”/thesis of this first “meat” ¶ [underline or highlight it]
Indent bullets listing all facts/doc. info. and other “o.i.”s that you will need in that ¶
When done with that ¶, skip a line and do the same for the other “meat” ¶s

40. For Homework Tonight...
Skip a line after your last “meat” ¶ and write you concluding ¶ out in full.
Bring your outline into class tomorrow and I will divide the class up into small “peer review” groups.
You will then read over the outlines of the other group members and make suggestions/corrections IN A CONSTRUCTIVE MANNER.

41. Outline Should Look Like This...
Write out your introductory paragraph in full, underlining your thesis statement.
¶1  sub-topic title
Information from a document (Doc-B)
Information from another document (Doc-E)
Some outside information (OI)
Different info. from the same document (Doc-E)
¶2  sub-topic title
Information from a document (Doc-A)
Information from another document (Doc-H)

42. Outline Should Look Like This...
¶3  sub-topic title
Information from a document (Doc-C)
Information from another document (Doc-D)
Some outside information (OI)
Information from another document (Doc-F)
New information from the same document (Doc-F)
Write out your concluding paragraph in full.

43. The Concluding Paragraph
Start with a “concluding phrase.”
Restate your thesis statement a bit differently.
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!

44. Now, Write Your Essay
and "Dazzle" Me
With Your Brilliance !!!

45. BEFORE YOU BEGIN!!! Look at the 10 Commandments!!!
RTFQ- Read The Full Question.
Search for context clues, such as “What is the question asking me to do?”
Look for context clues in the question: words such as “Analyze” or “Change over Time.”
Analyze the documents before attempting the thesis.
Group the documents to help develop the thesis.
Before students begin writing the thesis it is important that they take the time to organize their paper.
Remember that the students have a “mandatory” 15 minute reading period before they may actually start writing.
I actually require my students to spend about 30 minutes “setting” up the DBQ before they begin writing.
During this time I have them do several tasks; carefully read the question looking for the important parts, use this time to analyze the documents (this will help the students in grouping the documents), and finally group the documents (this will help in determining the position), and, finally, develop the thesis itself.

46. THE “THREE-STATEMENT” THESIS
“Introductory Statement”
“Although Statement”
“Explanatory Statement”
The introductory sentence rephrases the question, tells the reader what you are going to be talking about.
Sentence two is the actual meat of the thesis, tells the reader what your position is
Sentence three is the how/why sentence, tells the reader “briefly” why your position is correct.

47. THE INTRODUCTORY STATEMENT
Restates the question in an answer format.
Tells the reader what the student will be writing about.
Important! Leads to the “Although Statement”
The introductory sentence serves several important functions; it tells the reader that you understand the question, tells the reader what you are going to be talking about, and it leads the reader to your although sentence.
A well-written introductory sentence sets up the thesis statement.

48. THE ALTHOUGH STATEMENT
Key sentence in the first paragraph and the entire paper!
Sets up a hierarchy for the student to work from.
Sets up a “tension” in the paper by establishing a position.
Along with the “Explanatory Statement” it provides the framework for the student to answer the prompt.

49. THE EXPLANATORY STATEMENT
Explains the student’s position!
Focuses on the MAIN portion of the “Although Statement.”
Better students will explain each part of the “Although Statement.”
Helps the student set-up the paragraphs, will help students establish groups.
The explanatory sentence is helps to guide the reader.
It will help steer the reader to your position, reinforcing why your position is “correct.”
We will now look at an example of how a thesis might be set up for your handout on the Greek Revolt DBQ.

50. SAMPLE “QUESTION”
Analyze the causes of and the responses to the peasants’ revolt in the German states,
This is the 2008 DBQ. I use it as my “Teaching DBQ.”

51. SAMPLE INTRODUCTORY STATEMENT
In 1524 peasants in Germany revolted against their masters because of their condition, and responses to this revolt varied.
This sentence sets up “various” groups; reasons for and responses to revolts.

52. SAMPLE ALTHOUGH STATEMENT
Although many saw serfdom as being against the teachings of Lutheran Christianity, the responses to the revolt often varied according to the effects that the revolt had on a person.
This sentence refers to the cause of the revolt and sets up the responses to the revolt.

53. SAMPLE EXPLANATORY STATEMENT
Those from the lower classes tended to favor the revolt since they were often those bound by serfdom.
Members of the upper classes, or those who were Catholic, viewed the rebellion with fear since they stood to lose the most.
This sentence divides the responses in to two basic groups; for and against, to go along with the earlier “causes” of the revolt group.

54. Warm-Up AP DBQ Redesigned What the graders are looking for
Video-

55. Causes of the French Revolution Are
Inequity in taxes was a primary cause of the French Revolution. Document 1 illustrates how taxes were affecting the poor. This document was written by Arthur Young, a young English lord who was touring France during in the early days of the revolution. Though he was English, Sir Young wanted to write a book on France to show the world the injustice done to peasants there. Sir Young writes, “the tallies and feudal dues are crushing…the lack of bread is terrible and causes great misery.” This hardship was prevalent throughout the French countryside due to a tax structure that taxed the nobility very little leaving the 3rd Estate to bear the most heavy tax burden. Another document that illustrates how taxes were unfairly leveled on the poor is document 2. This graph shows that the 3rd estate paid a significant percentage more of their income in taxes than did either of the other classes. The 3rd estate tried to bring the facts that Document 2 so plainly illustrated to the King. In Document 3, a list of grievances relating to the tax structure was brought before the King. These cashiers are formalized documents written by a house in the Estate General intended to formally notify the King of problems that he should address. Through these cashiers, the 3rd estate tried to resolve their issues peacefully, but King Louis XVI was too weak of a monarch to act. History has shown us both in other societies and at this time in France, that such inequities, when unaddressed long enough, fuels unrest that eventually erupts into violence.