how to write the ap european dbq - wsdblog.wsd.net/mbench/files/2009/11/how-to-write-a-dbq.pdf ·...
TRANSCRIPT
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 students to write a better DBQ
THE BASIC CORE
Students must obtain points 1-6 to get “to
the gate”
Possible to get Expanded Core points only
IF students obtain all of the Basic Core
points
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
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
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
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
THE BASIC CORE
Point 5 - Analyzes “Point of View” or “Bias”
in at least THREE documents
Tends to be the “Killer Point” for many
students, since many simply have not
been taught “Point of View”
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
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
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
documents, and
4. Additional groupings or other forms of analysis
The Expanded Core
Devote less time to these three:
5. Having a clear, analytical and comprehensive
thesis -
the thesis can be very “subjective”
6. Using all or almost all of the documents – majority
of students do use most documents
7. Bringing in “relevant” outside information - students
are given historical background in the DBQ; often
they use this background as outside information
THE KEY TO SCORING
WELL ON THE DBQ The key to scoring well on the DBQ is how
well a student can demonstrate “Bias” or
“POV”
Students must demonstrate it at least
three times to receive the “core” point
In addition, demonstrating Bias or Point of
View shows the reader that the student is
capable of writing an in-depth paper
WHAT IS BIAS OR
POINT OF VIEW?
In the simplest of terms, Bias or Point of View is prejudice or influence
“Why” did the author say what he/she said?
“Why” includes the factors that might have influenced the author’s position
Keys to these factors can often be found in the documents
KEY FACTORS
Several factors influence the determination of Bias or Point of View• Name, Position, Nationality, Description,
• Document Date, Document type
• Relating authorial point of view to author’s place in society
• Evaluating the reliablility of the source
• Recognizing that different types of documents serve different purposes
Like we noted, much of this information can be found “In the Box,” saving valuable time
FURTHER EXPLANATION
Students should question every document as they analyze each, looking for keys
Is it an “official” pronouncement, a newspaper article, or maybe a diary or private letter
Is the author a male, female, a government official, or a person from particular class
How might the position or place in society of the author influenced what was written, or said
Look for key words or phrases in the document that might help in determining “Point of View”
Sometimes “who” can be important in “why” a person said something
DEMONSTRATING POINT OF
VIEW
Challenge: teaching students to insert Bias or Point of View in the DBQ
Method: students use several key words or phrases to demonstrate Bias or Point of View
Goal: students must demonstrate Bias or Point of View THREE times (AP Euro) in the DBQ to receive the “Core Point”
Bonus: students who get the hang of finding Bias or Point of View have an easier time getting “Expanded Core Credit”
SAMPLE AP DOCUMENT
Source: Peasant Parliament of Swabia to the Memingen
Town Council, from Articles of the Peasants of
Memmingen, March 3, 1525
Hitherto we have been held as your poor serfs, which is
pitiable, given that Christ has purchased and redeemed
us with his precious blood, just as he has the Emperor.
But it is not our intention to reject all authority. We will be
obedient to all authority appointed by God in all fair and
reasonable matters, and we do not doubt that as
Christian lords you will release us from serfdom.
KEYS TO FINDING POINT OF
VIEW IN THIS DOCUMENT
Who, or what is the author- A Peasant “Parliament”
made up of peasants who make demands
How reliable is the source- A petition “written” by
peasants calling for a release from serfdom, led by…
What type of document is this-It is a petition, a public
record, presented by a group of peasants
Interesting in the fact that not many peasants could read
or write, also the fact that religion is used as basis to
release serfs, as well as the fact they say that they will
obey all authority “appointed by God” so serfdom must
not be!
SAMPLE AP DOCUMENT Source: Reply of the Memmingen Town Council to the
Articles of the Peasants of Memmingen, March 15, 1525.
On the article concerning serfdom: we, your lords,
purchased this right for a considerable sum of money,
and the serfdom of a Christian is no hindrance to the
salvation of his soul. However, so that you, the subjects,
may see and recognize the council’s good will, the
council will release absolve its subjects from such
serfdom that the council controls. In return the peasants
shall pay us a reasonable sum of money
KEYS TO FINDING POINT OF
VIEW IN THIS DOCUMENT Who, or what is the author- Memmingen Town Council,
made up of town leaders
How reliable is the source- Based on this document and the previous document the town council, made up of “educated people” controlled a certain number of serfs in the area
What type of document is this-It is a reply to the peasant demands made in the previous document for their release from serfdom
Ironic in the context that it agrees to release the serfs if they are willing to pay them for this freedom! It also bases their argument “Christianity” saying that serfdom is no hindrance to a persons salvation
SAMPLE AP DOCUMENT
Source: Thomas Muntzer, preacher and theologian, open letter to the people of Allstedt, April 27, 1525.
How long are you going to resist God’s will? The whole of Germany, France, and Italy are awake. Four abbeys were laid waste during Easter week. More peasants in the Black Forest have risen, 3,000 strong! Hammer away on the anvils of the princes and the lords, cast down their towers to the ground!
KEYS TO FINDING POINT OF
VIEW IN THIS DOCUMENT Who, or what, is the author- Thomas Muntzer,
preacher and theologian
How reliable is the source- Based on what we know, he had been a follower of Luther, more “radical,” favored peasants
What type of document is this- It is an “open letter,” stretches the truth, might be propaganda, it is pro-revolt!
Chronologically it is also early in the revolt, might tend to be more pro-revolt
SAMPLE AP DOCUMENT
Source: Martin Luther, theologian, Against the Murderous, Thieving Hordes of Peasants, Wittenberg, May 1525
The peasants forgot their place, violently took matters into their own hands, and are robbing and raging like dogs. It is clear that the assertions they made in their Twelve Articles were nothing but lies presented under the name of the Gospel. This is particularly the work of that devil, Thomas Munzter, who rules at Muhlhausen. The peasants are not content with belonging to the devil themselves; they force and compel many good people to join their devilish league. Anyone who consorts with them goes to the devil with them and is evil of all the guilty deeds that they commit.
KEYS TO FINDING POINT OF
VIEW IN THIS DOCUMENT Who, or what, is the author- Martin Luther, theologian,
leader of the Protestant Reformation
How reliable is the source- Based on what we know, as leader of the reformation, he believed it to be spiritual, not worldly, peasants would be free in the next world
What type of document is this- It is a pamphlet that Luther wrote, obviously against peasants, why- needed support of princes against the HRE and the Catholic Church both politically and religiously, not the peasants!
Interesting in the fact that it also directly contradicts the previous document (written by Muntzer) that is pro-revolt, calling him the “devil” and lambasting those who follow him; so either for God or for the devil
READ THE QUESTION
Search for context clues, such as change
over time
Analyze the documents before attempting
the thesis
Group the documents to help develop the
thesis
THE INTRODUCTORY SENTENCE
Restates the question in an answer
format
Tells the reader what the student will be
writing about
Important!
Leads to the “Although Statement”
THE ALTHOUGH SENTENCE
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 Sentence” it provides the framework for the student to answer the prompt
THE EXPLANATORY SENTENCE
Tells the reader how or why the student’s
position is the correct position
Focuses on the MAIN portion of the
“Although Sentence;” not the whole
sentence
Helps the student set-up the paragraphs
SAMPLE “QUESTION”
Analyze the causes of and the responses
to the peasants’ revolt in the German
states, 1524-1526.
The primary reason for the peasants revolt
in Germany was serfdom and responses
to the revolts varied.
This sentence sets up “various” groups;
reasons for and responses to revolts.
SAMPLE
INTRODUCTORY SENTENCE
SAMPLE
ALTHOUGH SENTENCE
Although the major cause of the Peasants revolt in the German states was the condition of serfdom, the views of, and responses to the revolt often varied according to the social status of the person.
This sentence refers to the cause of the revolt and sets up the responses to the revolt.
SAMPLE
EXPLANATORY SENTENCE
Those from the lower classes tended to
favor the revolt while members of the
upper classes viewed these rebellions with
fear and alarm.
This sentence divides the responses in to
two basic groups; for and against.