1. Writing a DBQ: AP World History Introduction
The purpose of this presentation is to develop a systematic method for writing a DBQ. Although methods of determining the content of specific documents may vary, the organizational structure should be helpful in allowing students to approach the assignment with an increased measure of confidence. In addition to the primary objective of performance on the national exam, the process described herein also illustrates effective methods for researching and developing any written project, especially term papers.
Note: * denotes slide change.

2. DBQ ANALYSIS AND ORGANIZATION
PATTERNS OF TRADE –1450
Preparation
Students should have the handouts that include a sample DBQ instruction page, the prompt, and the documents to be used. This presentation will focus on question #1 from the book DBQ Practice: AP World History.
Dialog
The AP World History exam contains three different types of essays: a COMPARE AND CONTRAST essay, a CHANGE OVER TIME essay, and a DOCUMENT-BASED QUESTION.
For the next few days, we will focus on the last form of essay, which is commonly referred to as a DBQ. A DBQ requires analysis of primary sources.
Let’s look at the sample material provided. We will use a step-by-step method to analyze both the question and the documents provided.

3. DBQ STEP 1: Analyzing the Prompt
Our first step will be to analyze the question or prompt. It is extremely important that we understand what the question requires, so let’s see how we can break it down into its basic parts.

4. What is the prompt (question) asking for?
Using the documents, analyze the patterns of trade in the period 1000–1450. In addition, identify possible cultural consequences of trade in this time period.
What is the prompt (question) asking for?
Are there any terms or words that you don’t understand?
What is the question asking for?*
Can anything be eliminated?*
We will have to determine what patterns are apparent.* We also need to find “cultural consequences” or influences on the cultures of each participant.*
We know what the question is asking for and we will need to organize our response, but before we do that let’s make sure we’ve utilized all of the information provided.
What were the consequences of the contacts?
Are there recognizable patterns?

5. Historical Background
Trade within and among societies has existed since the time of the first civilizations. On the eve of Columbus’s discovery of the new world, trade networks in both the eastern and western hemispheres were well-established and thriving.
Obvious categories have been provided in the supplemental material.
DBQs often provide a historical background and that information should be used.*
There’s some important information here…*
There could be a possible region grouping…*
*just don’t lose an opportunity to use the material.
This is where we will end today. Please review the material tonight so that when we begin our discussion you will have a basic understanding of what the documents discuss. Some of them might be difficult, but don’t worry if you don’t fully understand them—just try to get a general idea of trade and its impact on civilizations.
Use everything available!

6. DBQ STEP 2: Organizing the Information
We will now discuss Step 2 in the process: organizing the information in the documents.

7. Analysis and Organization
Develop a table or chart
Certain pieces of information (“universals”) will be the same for every DBQ
Document number
Major point of the document
Point of view
Information needed
Note to teacher: Begin by addressing any questions about the documents students reviewed as homework.
In order to analyze and organize the documents, it can be helpful to develop a table or a chart. Some things will be the same for every DBQ. They are:
*document number
*major point of the document
*point of view
*information needed
These are usually the general instructions before the actual prompt or question.*

8. Another method of “grouping” would be regions.
Your Table
DOC
PAT
CON C O A
NEED
P of V
MAJOR CONCEPT
In addition to the “universal” categories, we’ll add the prompt categories.
“Trade patterns” = PAT
“Consequences” = CON
Documents on Africa = A
Documents on China = C
Documents on other regions (Latin America, Europe) = O
Another method of “grouping” would be regions.
Preparation
You may have students develop a table in their notebook, or you can use the blank table that appears as a handout at the end of the Teacher’s Guide.
Dialog
Here is what an organizational table might look like.*
The “universals” are document number, needed information, point of view, and the major concept or important point from the document.*
Now let’s look at possible ways to group the documents based upon the information in each.
*One method of grouping these documents would be to identify “who’s talking” and what region they’re discussing. For example, the first document is a European describing Africa; the second document is a European discussing the New World; and other documents have a European discussing Europe, a Muslim discussing Africa, Europeans discussing China, a European discussing the Mongols, and three maps.

9. DBQ STEP 3: The Documents
Preparation
Note that some of the entries on the slides will be very short. Students should be advised to abbreviate, but to make sure that they still put in enough information to use for writing the essay.
Each of the “fill-ins” will reflect analysis of the documents. Individual interpretations may vary, but the process of analysis should follow the same pattern.
Dialog
Step 3 is to read the documents and to figure out how they fit into our table.*

10. Let’s look at the documents one at a time.
Your Table
DOC
PAT
CON A C O
NEED
P of V
MAJOR CONCEPT
Let’s look at the documents one at a time.
Number, region, and major concept
Pattern or consequence?
Complete each document, separated by a line.
Here is our table. We’ll look at each document and determine the categories to be checked as we read. Notice that as we complete the table, some items only require a check while others require longer responses. Some of the responses you will see on the slide are very short because of limited space. Your responses should include enough information so that you don’t have to go back to the document.
Here are the categories:
Begin with the “universals”*
Put down the “who and where”*
Determine “pattern” and “consequence”*
Now we will organize the information from each of the documents. First the easy stuff: Number, and then location from either the info on the source or (if necessary) from the narrative. When reading the document, always keep in mind that you should look for information that relates to the columns (i.e., regions, “pattern,” and “consequence”). Remember, don’t try to summarize the whole document—take a “just the facts” approach instead. When you have filled in the information for a document, draw a line across and start the next document.

11. DOCUMENT 1
Source: Leo Africanus: Description of Timbuktu from The Description of Africa (1526)
The women of the city maintain the custom of veiling their faces, except for the slaves who sell all the foodstuffs. The inhabitants are very rich, especially the strangers who have settled in the country; so much so that the current king has given two of his daughters in marriage to two brothers, both businessmen, on account of their wealth…
This document indicates the incorporation of Muslim customs (veiling) and the ability of the visiting merchants to assimilate into African society through marriage, directly related to their status in the community and based upon their relationship to trade. The point of view is from an outsider visiting and describing a foreign culture and its relationship to the outsider’s own culture.
Here is the first document. Note that the sections in red relate to the information we need to answer the prompt. (Note to teacher: Take some time to discuss the sections in red.)
Here is the “assessment” for the chart: Check box “A” for Africa, and indicate as briefly as possible the main points that refer to the prompt (for example, women use the veiling process, the visiting merchants settle and marry into prominent African families). A possible point of view would center on an outsider’s assessment or perception of what is happening; it might therefore be a little “ethnocentric” in its evaluation.

12. DOCUMENT 1 x x Outsider, in terms of own culture #1
PAT
CON A C O
NEED
P of V
MAJOR CONCEPT x x
Outsider, in terms of own culture #1
Muslims’ effect on African cultures (veiling and intermarriage)
Now let’s fill in the information.
Document #1:
The region is “A.”
The major concept that relates to the prompt is Muslims’ effect on African cultures (veiling and intermarriage).
The document relates to a specific “consequence.”
There is a particular point of view—an outsider judging what he sees based upon his own cultural bias.
Keep in mind that this is your diagram, so put only as much info as you need to help recall specific points about the document. The idea is that when you begin to write you will not have to go back to the document—just the chart.

13. DOCUMENT 2
Source: “The Aztec Civilization of Mexico” from Bernal Diaz, The Memoirs of the Conquistador Bernal Diaz de Castillo (1522)
The moment we arrived…. We first of all visited those divisions of the market appropriated for the sale of gold and silver wares. Of jewels… This slave market was upon as great a scale as the Portuguese market for negro slaves at Guinea… And yet I have not mentioned the paper, which in this country is called amatl; the tubes filled with liquid amber and tobacco, the various sweet-scented salves, and similar things; nor the various seeds which were exposed for sale in the porticoes of this market, nor the medicinal herbs.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.

14. DOCUMENT 2
This document emphasizes the things in the New World that attracted the interest of Europeans, with precious metals and slave trading standing out in particular. Although the point of view is one of an outsider visiting and describing a foreign culture and its relationship to his own culture, the focus seems to be on which items might be of use to Europeans (metals, paper, medicinal herbs) rather than on any value judgments. “Gold and silver wares” seem to be objects of primary interest.

15. DOCUMENTS 1–2 x x x x #1 Outsider, in terms of own culture
PAT
CON A C O
NEED
P of V
MAJOR CONCEPT x x #1
Outsider, in terms of own culture
Muslims’ effect on African cultures (veiling and intermarriage) x x #2
Outsider, in terms of own culture
European interest in gold and silver, slavery
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.

16. DOCUMENT 3 Source: John of Monte Corvino, Report from China (1305).
John of Monte Corvino (1247–1328) was a Franciscan priest. He crossed central Asia when the Mongol Khans controlled that region.
I made my way to Cathay…and invited him to adopt the Catholic Faith of our Lord Jesus Christ, but he had grown too old in idolatry. However he bestows many kindnesses upon the Christians, and these two years past I am abiding with him.... I have built a church in the city… in which the king has his chief residence… I have baptized there… some 6000 persons…
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.

17. DOCUMENT 3
This document centers on attempts to spread European religious values to China. The document emphasizes intellectual aspects of cultural contact as a result of trading; this contrasts with other documents that center on descriptions of trade exchanges and material goods. In this document, the focus of the contact is the introduction of religious beliefs into a foreign culture. The reference to the Emperor’s being “too old in idolatry” indicates a bias.
The point of view is from an outsider motivated by the desire to convert others to his religion; the author indicates little about the foreign culture other than the fact that it seems to be tolerant of outsiders.

18. DOCUMENTS 1–3
DOC
PAT
CON A C O
NEED
P of V
MAJOR CONCEPT x x #1
Outsider, in terms of own culture
Muslims’ effect on African cultures (veiling and intermarriage) x x #2
Outsider, in terms of own culture
European interest in gold and silver, slavery x x
Religious outsider interested in converting #3
Europeans’ religious influence on the Chinese
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.

19. Source: Northwest African trade routes in the 6th–19th century CE
DOCUMENT 4
Source: Northwest African trade routes in the 6th–19th century CE
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.

20. DOCUMENT 4
This map shows that strong trading ties existed between northern and central Africa. It also seems to indicate a great deal of cultural exchange between Muslim and African societies as a result of trade. Documents of this nature are generally neutral (no apparent bias), but this map tends to support other documents that indicate a strong Muslim cultural influence on African societies.
Most charts and maps present patterns or connections of some type. They very seldom reflect a point of view unless they exaggerate physical sizes or some other aspect. Note how this map shows a pattern of extensive contacts between northern Africa (which was predominantly Muslim during this period) and sub-Saharan Africa.

21. DOCUMENTS 1–4 x x x x x x x x #1 Outsider, in terms of own culture
PAT
CON A C O
NEED
P of V
MAJOR CONCEPT x x #1
Outsider, in terms of own culture
Muslims’ effect on African cultures (veiling and intermarriage) x x #2
Outsider, in terms of own culture
European interest in gold and silver, slavery x x
Religious outsider interested in converting #3
Europeans’ religious influence on the Chinese
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them. x x #4
African and Muslim contacts and likely influence

22. DOCUMENT 5
Source: Humbert de Romans, a member of the Dominican Order and a professor of theology; wrote c. 1250
Though markets and fairs are terms often used indiscriminately, there is a difference between them, for fairs deal with larger things and only once in the year, or at least rarely in the same place, and to them come men from afar. But markets are for lesser things, the daily necessaries of life; they are held weekly and only people from near at hand come. Hence markets are usually morally worse than fairs… Frequently you will hear men swearing …the lord is defrauded of market dues, which is perfidy and disloyalty... quarrels happen and violent disputes..., but in the market-place, since each man is a devil to himself, only one other demon suffices.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.

23. DOCUMENT 5
In this document, the author tends to relate moral motives to the process of trade. Although the document focuses on Europe, there is a sense of the church having a problem with “markets” because they are “morally worse” than fairs. This links directly with other documents that focus on religion and are less concerned with material and cultural exchanges. Therefore, the point of view is that of a cleric providing a religious response to the process of trade.

24. Morality more important than trade
DOCUMENT 5
DOC
PAT
CON A C O
NEED
P of V
MAJOR CONCEPT x x #5
Religious bias
Morality more important than trade
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.

25. DOCUMENT 6
Source: lbn Battuta (1325–1355 CE), an Islamic scholar and traveler from Morocco, reported on Mali in The Travels of Ibn Battuta (1352) :
…Their women are of surpassing beauty, and are shown more respect than the men…but on the contrary from his mother’s brother. A person’s heirs are his sister’s sons, not his own sons. This is a thing which I have seen nowhere in the world except among the Indians of Malabar. But those are heathens; these people are Muslims, punctilious in observing the hours of prayer, studying books of law, and memorizing the Koran. Yet their women show no bashfulness before men and do not veil themselves…their zeal for learning the Koran by heart. They put their children in chains if they show any backwardness in memorizing it… The women servants, slave-girls, and young girls go about in front of everyone naked, without a stitch of clothing on them…grotesque ceremonies we have described when the poets recite their verses.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.

26. DOCUMENT 6
This document describes the impact of Muslim trade contacts on African culture, but also indicates a blend of cultures with respect to the modifications of religious (veiling and ceremonies) and cultural practices (matrilineality). The Africans seem to be more rigid in terms of the memorization of the Koran, yet more lax when it comes to the physical presence of females in society. The point of view is from an outsider visiting and describing a foreign culture and its relationship to his own culture; we can see this in his reference to “grotesque ceremonies” and the customs associated with dress.

27. DOCUMENTS 5–6 x x x x #5 Morality more important than trade
PAT
CON A C O
NEED
P of V
MAJOR CONCEPT x x #5
Morality more important than trade
Religious bias x x
Outsider, in terms of own culture
Muslim influence on African culture #6
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.

28. DOCUMENT 7 Source: Map of the Mongol Empire
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.

29. DOCUMENT 7
This document emphasizes the importance of the Islamic regions as a sort of connector between the various trading groups. Although the document is neutral (no apparent bias), it does support the perception that Muslim customs would be far more influential than those of any other region since traders would likely go through Islamic trade centers before reaching their destination.

30. DOCUMENTS 5–7 x x x x x x #5 Religious bias
PAT
CON A C O
NEED
P of V
MAJOR CONCEPT x x #5
Religious bias
Morality more important than trade x x #6
Outsider, in terms of own culture
Muslim influence on African culture x x #7
Islamic region as a “connector” between regions, likely to have greater impact
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.

31. DOCUMENT 8
Source: Francesco Balducci Pegolotti, worked for a Florentine merchant. The following is an excerpt from a manuscript copied in 1471 and published in the 18th century.
CHAPTER II
Things needful for merchants who desire to make the journey to Cathay…you must let your beard grow…furnish yourself with a dragoman [translator/guide] And you must not try to save money in the matter of dragomen… you should take with you twenty-five days’ provisions…flour and salt fish, for as to meat you will find enough of it at all the places along the road…
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.

32. DOCUMENT 8
This document focuses on the need to make important adjustments in order to ensure survival during these contacts. It stresses the importance of selecting a competent “dragoman” and remaining aware of what items along the way are scarce (flour, salt fish) and what items are plentiful (meat). The point of view is from a European urging other Europeans to adjust to foreign cultures rather than attempting to “enlighten” them.

33. DOCUMENTS 5–8 x x x x x x x x #5 Religious bias
PAT
CON A C O
NEED
P of V
MAJOR CONCEPT x x #5
Religious bias
Morality more important than trade x x #6
Outsider, in terms of own culture
Muslim influence on African culture x x
Islamic region as a “connector” between regions, likely to have greater impact #7
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them. x x #8
Outsider urging adaptation
Adjustments to foreign cultures necessary in order to survive

34. DOCUMENT 9
Source: Marco Polo’s account in the Book of Hangchow (c CE); he called the city “Kinsay”
…ten principal markets…three days in the week, frequented by 40,000 or 50,000 persons, who bring thither for sale every possible necessary of life… Those markets make a daily display of every kind of vegetables and fruits.
Neither grapes nor wine are produced there, but very good raisins are brought from abroad, and wine likewise... Any one who should see the supply of fish in the market would suppose it impossible that such a quantity could ever be sold; and yet in a few hours the whole shall be cleared away; so great is the number of inhabitants who are accustomed to delicate living.
…squares are thronged and crammed with purchasers, and with the traders who have brought in stores of provisions by land or water; and everything they bring in is disposed of.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.

35. DOCUMENT 9
This document describes the culture visited and its interaction with other cultures in the region. It reveals cooperation and specialization undertaken in the interest of trade. Like earlier documents we have seen, this one emphasizes the concept of what might be gained by attempting to understand the nature of foreign interactions rather than trying to change or “enlighten” people from other cultures. The point of view is from a European obviously impressed by what he has observed in another culture.

36. DOCUMENT 9 x x #9 Outsider, impressed by foreign culture
PAT
CON A C O
NEED
P of V
MAJOR CONCEPT x x #9
Outsider, impressed by foreign culture
Positive description of Chinese market system; interdependence
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.

37. DOCUMENT 10 Source: Map of medieval trade routes
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.

38. DOCUMENT 10
This document shows a concentration of trading in the northern part of Europe and extensive links to southern Europe and Islamic regions. Although the map highlights cross-cultural contacts, it does not indicate cultural exchanges or influences upon Europe as a result of these contacts.

39. DOCUMENTS 9–10 x x x x #9 Outsider, impressed by foreign culture
PAT
CON A C O
NEED
P of V
MAJOR CONCEPT x x #9
Outsider, impressed by foreign culture
Positive description of Chinese market system; interdependence
Extensive contact through trade routes but no info on influences
Shows concentration of activity in northern Europe x x
#10
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.

40. DOCUMENT 11
Source: Ruy Gonzales de Clavijo (1336–1405), the Spanish ambassador to Timur (a.k.a. Tarnerlane), wrote the following sometime around 1406, following his return from Samarkand.
The richness and abundance of this great capital and its district is such as is indeed a wonder to behold… Thus trade has always been fostered by Timur…During all his conquests wheresoever he came he carried off the best men of the population to people Samarqand, bringing thither together the master-craftsmen of all nations… from Damascus he carried away with him all the weavers of that city…craftsmen in glass and porcelain, …known to be the best in all the world… Of the nations brought here together there were to be seen Turks, Arabs and Moors, Christians …Greeks… Armenians, Catholics, Jacobites … markets of Samarqand further are amply stored with merchandise.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.

41. DOCUMENT 11
This document focuses on interactions within a region and the creation of a trade and cultural center. Note how craftsmen and specialists were being brought to Samarkand from various regions, indicating a sort of forced assimilation as well as a degree of tolerance of different cultures. The document does not attempt to assess the actions in terms of the narrator’s culture, but merely describes the activity. As in Document #9, the point of view here is from a European obviously impressed by what he has observed in another culture.

42. DOCUMENTS 9–11 x x x x x x #9 Outsider, impressed by foreign culture
PAT
CON A C O
NEED
P of V
MAJOR CONCEPT x x #9
Outsider, impressed by foreign culture
Positive description of Chinese market system; interdependence
Extensive contact through trade routes but no docs on influences
Shows concentration of activity in the northern Europe x x
#10 x x
Establishing trade center by relocating specialists from other cultures
#11
Outsider, impressed by foreign culture
We are now getting a sense that all of the documents are from Europeans and Muslims describing cultural contacts from their point of view—but where are the comments and perceptions of the Africans, Asians, Mongols, and Aztecs? It would be interesting to see how their perceptions compare with those of the “outsiders.”

43. DOCUMENT 12
Source: European map created in 1375 showing Mansa Musa (1312–1337), a ruler of Mali. The caption reads, in part, “So abundant is the gold found in his country that he is the richest and most noble king in all the land.”
Although maps and charts do not generally indicate a point of view, this map—created by a European—depicts Mansa Musa as larger than life because of his richness (note how he is shown holding a gold nugget). The map therefore reveals the value Europeans placed on wealth.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.

44. DOCUMENTS 9–12
DOC
PAT
CON A C O
NEED
P of V
MAJOR CONCEPT x x #9
Outsider, impressed by foreign culture
Positive description of Chinese market system; interdependence
Extensive contact through trade routes but no docs on influences
Shows concentration of activity in the northern Europe x x
#10 x x
#11
Outsider, impressed by foreign culture
Establishing trade center by relocating specialists from other cultures
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them. x x
#12
European perception of Africa
Relative size of Mansa Musa; importance of Africa

45. GROUPINGS Africa, Asia, Europe PATTERNS Docs 2, 4, 7, 9, 10, 12
CONSEQUENCES Docs 1, 5, 6, 8
Nature and methods of contact; foreign perceptions of new markets
Changes and influences that developed as a result of commercial contacts
FORCED CHANGE Docs 3, 5, 11
Region groupings are also possible
Now let’s see how we can begin to group our documents for the essay:
Documents can be grouped according to specific objectives of the prompt
They can also be grouped by patterns, consequences, or by the theme of “forced change” (which contrasts with changes that followed a natural process)
In addition, they can be grouped by regions
Africa, Asia, Europe
Attempts to manipulate existing systems through religion or relocation

46. CONTENT FOR TOPIC SENTENCE
#1 #6 #12
European and Muslim contact and impressions of Africa
POSSIBLE GROUPINGS
#3 #5 #8 #9
What fits together? Why?
Contacts and impressions of China
Patterns of trade and contacts between regions, attempt to change
#4 #7 #10 #11
Now let’s see how the documents can fit together to form the body of your essay:
The first group of documents involves European and Muslim impressions of Africa
The next group is related to China
The last group documents focuses on conversions and relocations as “consequences” of trade
These groupings provide you with the content for three paragraphs that can form the body of your essay. Your next step is to form a topic sentence based on the categories of the groupings and to explain why each of the documents in the grouping is relevant. After this, all that’s left is to compose your thesis (opening) paragraph and your concluding paragraph.
CONTENT FOR TOPIC SENTENCE
3 PARAGRAPHS

47. DBQ STEP 4: Needs, Thesis, and Review
The last step is to develop a thesis, address the need for additional documents to allow for a better assessment of the prompt, and then review the process we have completed.

48. Is there additional information that would be valuable?
WHAT’S MISSING?
Is there additional information that would be valuable?
The documents only presented Islamic and European perceptions. African or Asian impressions concerning trade contacts would have been helpful.
Let’s look at what kind of information might help us get a better “picture.” Is there a bias that needs to be balanced? Is there something that would make the assessment more accurate?
As we discussed earlier, all of the documents for this DBQ come from Europeans and Muslims describing trade contacts from their point of view. Where are the comments and perceptions of Africans, Asians, Mongols, and Aztecs? It would be interesting to see how their perceptions compare with those of the “outsiders.” Missing information can often provide the source for an effective conclusion.
Note to teacher: Keep in mind that students may develop other interpretations and theses which should be encouraged and analyzed by the class as a whole.

49. Then you have the thesis
THESIS AND CONCLUSION
IS THERE…
Then you have the thesis
A PATTERN?
EXAMPLE
A RATIONALE
or CONCEPT?
The documents gave the impression that Muslim commercial contacts were culturally more effective and influential than those of the Europeans. Europeans emphasized religious conversion, descriptions of goods of interest to European needs, or simply adjusting to new environments.
A QUESTION
or DILEMMA?
Needed documents discussed on the previous slide can provide the basis for an effective conclusion.
The last and most difficult step of any writing process is the thesis. Can you find a pattern, a rationale or concept, or a question or dilemma? Is there something else that strikes you after reading the documents? Was there a group that seemed to have a biased approach to the topic? Any thesis that requires you to use the documents to support your position can be an effective.
Remember, on the AP World History exam, the thesis must be derived from the documents and the documents must be used to support the thesis.
In this case, the documents give an impression that Muslim contacts had more of an impact on the regions they visited than the Europeans did. The Europeans were either trying to adapt and just survive, standing in awe of what they saw, or they were more interested in converting their contacts. Using the historical background, it does make sense because Muslim societies were at a higher point during this time period while the Europeans were in the so-called “Dark Ages.”
You have now developed a thesis for your first paragraph, while the previous slide shows a conclusion you might use for the last paragraph of your essay.

50. PROCEDURE 1 DISSECT THE QUESTION OR PROMPT 2
What does the prompt require?
Use all of the information available
USE A TABLE OR CHART TO ORGANIZE 2
Universal categories
Specific categories
GROUP AND LINK DOCUMENTS 3
DEVELOP A TOPIC SENTENCE 4
Let’s review the process. (Note to teacher: Click through each of the steps and read them to the class.)
Remember, the more we practice this process the easier it will be to focus on the important parts of the documents. It will help make your essays meaningful, effective, and enjoyable to read. This process can also be used for developing effective term papers. The major difference is with term papers is that someone will present you with a topic, rather than you coming up with a topic or thesis on your own and then going to look for documents to support it. Think of each reference for a term paper as a document that can be analyzed using the same methods we discussed in this presentation. Organizing the sources for your term paper in a chart can make it easier to separate the information you have gathered from your research into its component parts: thesis, body of factual information, and conclusion.
Body paragraphs
Fill-in sentences
DEVELOP A THESIS AND A CONCLUSION 5
Links to prior knowledge