4. The “Top Bun” of your essay! 4-6 sentences

5. 1.Establish TIME & PLACE. 2.Create a clear, THESIS STATEMENT. [underline or highlight it!] DO NOT DO THIS THE DAY OF THE EXAM! 3.Allude to the SUB-TOPICS or categories you will discuss to support your thesis statement 4.Focus on the question at hand—do NOT begin with a “flowery” sentence! 5.Do not cite the documents in your introduction. No “laundry list!”

6. Your thesis statement must include an explicit and qualitative reference to the items in blue. Since you are presenting an argument, your thesis should be a list of 2-4 specific sub-arguments.Your thesis statement must include an explicit and qualitative reference to the items in blue. Since you are presenting an argument, your thesis should be a list of 2-4 specific sub-arguments. When writing a thesis, ask yourself questions about the topic as follows:When writing a thesis, ask yourself questions about the topic as follows: Q: Analyze the political and religious effects of the Protestant Reformation on Western Europe in the Early Modern Era. (Type #1)Q: Analyze the political and religious effects of the Protestant Reformation on Western Europe in the Early Modern Era. (Type #1) A: Politically, the Protestant Reformation in the Early Modern Era caused the newly unified Western European states to increase the intensity of their armed conflicts, and religiously, the Reformation caused the Catholic Church to rethink how it could minister to the populace.A: Politically, the Protestant Reformation in the Early Modern Era caused the newly unified Western European states to increase the intensity of their armed conflicts, and religiously, the Reformation caused the Catholic Church to rethink how it could minister to the populace.

7. A DBQ asks you to use the documents to demonstrate one of the following within a certain time period:A DBQ asks you to use the documents to demonstrate one of the following within a certain time period: analyze a cause/effect relationship by asking for analysis of specific effects determined by the DBQanalyze a cause/effect relationship by asking for analysis of specific effects determined by the DBQ –“Analyze the (specific effect 1) and (specific effect 2) of (a specific cause).” analyze a cause/effect relationship by asking for analysis of causes determined by youanalyze a cause/effect relationship by asking for analysis of causes determined by you –“Analyze factors that shaped (a specific group).” analyze a cause/effect relationship by asking for analysis of effects determined by youanalyze a cause/effect relationship by asking for analysis of effects determined by you –“Analyze the effects of (specific cause).” –“Analyze the issues that (a specific group) confronted in defining (an important concept to that group).” analyze a cause/effect relationship by asking for analysis of causes and effects determined by youanalyze a cause/effect relationship by asking for analysis of causes and effects determined by you –“Analyze the causes and consequences of (specific concept).” analyze the attitudes of two groups to the same conceptanalyze the attitudes of two groups to the same concept –“Analyze the attitudes of (specific group 1) and (specific group 2) toward (concept).”

8. The evidence you plan to use for each paragraph must be determined before you begin writing, and the evidence must explicitly work to prove your sub-argument.The evidence you plan to use for each paragraph must be determined before you begin writing, and the evidence must explicitly work to prove your sub-argument. Document 1: A Spanish admiral writes in his diary about how the Spanish Armada is larger than it was when he joined the navy, but it not as effective as it used to be because it is spread out all over the globe fighting with many conflicts against Protestants.Document 1: A Spanish admiral writes in his diary about how the Spanish Armada is larger than it was when he joined the navy, but it not as effective as it used to be because it is spread out all over the globe fighting with many conflicts against Protestants. Document 4: A Catholic Polish traveler writes home about how everywhere he goes in Western Europe, he encounters larger and larger numbers of Spanish soldiers being deployed to assist the local Catholic nobles and monarchs.Document 4: A Catholic Polish traveler writes home about how everywhere he goes in Western Europe, he encounters larger and larger numbers of Spanish soldiers being deployed to assist the local Catholic nobles and monarchs. Document 5: The Pope declares the St. Bartholomew’s Massacre a great day for Catholicism, and he commends those who carried it out for their willingness to go further in killing Huguenots than anyone ever had before.Document 5: The Pope declares the St. Bartholomew’s Massacre a great day for Catholicism, and he commends those who carried it out for their willingness to go further in killing Huguenots than anyone ever had before. Document 8: A French intendant (bureaucrat for the king) writes the monarch bemoaning how hard it is to do his job because the local Huguenot nobles he used to get along with have now become fanatical in their religious convictions and have put a price on his head because he represents the king.Document 8: A French intendant (bureaucrat for the king) writes the monarch bemoaning how hard it is to do his job because the local Huguenot nobles he used to get along with have now become fanatical in their religious convictions and have put a price on his head because he represents the king.

9. The “tasty” part of your essay! 8-12 sentences+ per paragraph

10. 1.Identify your sub-topic or category in the first sentence. 2.Include the documents that are relevant to support the ideas in the paragraph. 3.Use all of the documents given [100%] 4.Be sure to indicate Point-of-View POV/(bias) for 5 or more documents (minimum). Try your best to include P.O.V. for every document. 5.Bring in supportive outside information and outside documents [o.i.]. This is critical! Should support your groupings in answering the question as well as your thesis statement. 6.Why were these documents selected? 7.Identify grouping category (eg. SPRITE categories, chronology, geographic, gender, etc.) 8.Point out similarities of grouping documents. In addition mention how grouping documents are different. 9.Reliability of documents 10.Tone of documents 1.Identify your sub-topic or category in the first sentence. 2.Include the documents that are relevant to support the ideas in the paragraph. 3.Use all of the documents given [100%] 4.Be sure to indicate Point-of-View POV/(bias) for 5 or more documents (minimum). Try your best to include P.O.V. for every document. 5.Bring in supportive outside information and outside documents [o.i.]. This is critical! Should support your groupings in answering the question as well as your thesis statement. 6.Why were these documents selected? 7.Identify grouping category (eg. SPRITE categories, chronology, geographic, gender, etc.) 8.Point out similarities of grouping documents. In addition mention how grouping documents are different. 9.Reliability of documents 10.Tone of documents

11. 1.Attribution  Who is this person? What country does the person come from? Context of document. 2.Why might they be significant? 3.What is the point of view (POV) of the author? 4.How reliable and accurate is the source? 5.What is the tone or intent of the document author? 6.What other information does this document call to mind? Use all available clues. 1.Attribution  Who is this person? What country does the person come from? Context of document. 2.Why might they be significant? 3.What is the point of view (POV) of the author? 4.How reliable and accurate is the source? 5.What is the tone or intent of the document author? 6.What other information does this document call to mind? Use all available clues. Remember, docs. can be used in a variety of ways!

12. 1.The description of the documents do not give you any points when writing a DBQ, the only thing that gives you points is describing HOW it relates to the question. 2.Make sure that when explaining a document it is relevant to the question. 3.NEVER GO OFF TOPIC!! 4.However, this does not mean that you should not describe the documents because the description is necessary to explain the relevance. 5.Balance your analysis and your facts! 6.RULE OF THREE!! 1.The description of the documents do not give you any points when writing a DBQ, the only thing that gives you points is describing HOW it relates to the question. 2.Make sure that when explaining a document it is relevant to the question. 3.NEVER GO OFF TOPIC!! 4.However, this does not mean that you should not describe the documents because the description is necessary to explain the relevance. 5.Balance your analysis and your facts! 6.RULE OF THREE!!

13. Analysis is very important in a DBQ but always make sure that you use the rule of three and have three descriptive facts that explain your analysis and why it was made.Analysis is very important in a DBQ but always make sure that you use the rule of three and have three descriptive facts that explain your analysis and why it was made. Use words that suggest that the sentence is an analysis, words such as “because, therefore, consequently…”.Use words that suggest that the sentence is an analysis, words such as “because, therefore, consequently…”. Make sure your analysis’ relate to the question.Make sure your analysis’ relate to the question. EXPLAIN…EXPLAIN… RULE OF THREE: FOR EVERY ANALYSIS USE THREE FACTS TO DESCRIBE.RULE OF THREE: FOR EVERY ANALYSIS USE THREE FACTS TO DESCRIBE.

14. The POV is a challenge to the objectivity of a document’s author. It should posit a theory as to what this author’s subjectivity could be, and therefore how that bias would get in the way of perfect objectivity.The POV is a challenge to the objectivity of a document’s author. It should posit a theory as to what this author’s subjectivity could be, and therefore how that bias would get in the way of perfect objectivity. When writing a POV try not to use the word “says” use synonyms such as “reveals, suggests, describes..”.When writing a POV try not to use the word “says” use synonyms such as “reveals, suggests, describes..”. Document 8: However, the intendant may not be completely objective when he is writing the monarch. It could be that the bureaucrat is covering up for a poor performance of his duties, and he is trying to get out of trouble by shifting the blame to a group of people the king already distrusts.Document 8: However, the intendant may not be completely objective when he is writing the monarch. It could be that the bureaucrat is covering up for a poor performance of his duties, and he is trying to get out of trouble by shifting the blame to a group of people the king already distrusts.

15. 1.Attribution: cite the author by name, title, or position, if possible. 1.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? Why is this person and document selected? How does it help me answer the question?

16. EXAMPLES: John Tyler, an English writer, said: “...” A Dominican monk in Florence described…. John Tyler, an English writer, said: “...” A Dominican monk in Florence described….

17. 2.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? How does this apply to the question? Why has the author written what he/she has?

18. EXAMPLE: Balthasar Rusow, a Lutheran pastor, was naturally upset by the celebration of a Saint’s Day, since Lutherans don’t venerate saints.

19. 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.

20. 3.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. Should be included in every body paragraph/grouping. How might this help you answer the question?

21. 4.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. (Inference)

22. 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 16 c Europe.

23. 5.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. In addition point out differences as well.

24. 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.

25. 1.Baldassare Castiglione, in The Handbook of the Courtier, said: “………………….” 2.Erasmus of Rotterdam, a northern Christian humanist, agreed with… 3.The 19c historian, Jacob Burkhardt, felt that …………………. (Doc. 9) NEVER begin with: In Document 3, … (just a listing style-avoid)

26. The “Bottom Bun” of your essay! It holds it all together! Should have long term effects, change over time and a connection. 3-4 sentences

27. 1.Start with a “concluding phrase.” 2.Restate your thesis statement a bit differently. 3.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. Long term effect, change over time and connection Do NOT end on the note that this is the reason we are where we are today!