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DBQ - Grouping and Thesis Statements AP WORLD HISTORY.

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Presentation on theme: "DBQ - Grouping and Thesis Statements AP WORLD HISTORY."— Presentation transcript:

1 DBQ - Grouping and Thesis Statements AP WORLD HISTORY

2 Aim: Gaining a better understanding of the DBQ Free Response. Do Now: - Actively read the article. - What trepidations are you having in conducting the DBQ Free Response?

3 Steps in Tackling the DBQ Know the rubric Quickly tackle the documents to look for categories to form your thesis Draft your thesis and note your groups Draft your topic sentences Find your evidence (from the documents) Tackle your documents again for POV (a 3 rd time) Finish your outline, THEN write your essay

4 The Generic Rubric You can score 9 points on the DBQ. You can score 7 points on the Core. In you earn all 7 points on the core, you might be able to earn 2 bonus points. If you follow this advice, you won’t even need to worry about the expanded core – you will have it.

5 The Thesis If you don’t have a thesis or you have a really bad one it could cost you THREE points.

6 Using Documents EVERY DOCUMENT must be mentioned at least ONE time in your essay. You cannot “double-dip” for document points (besides mentioning them). You must use documents more than once for it to count more than once. Understanding means you interpret it correctly (discuss/analyze it). You then use the document as evidence. To get points for grouping, you only need to put it in a group.

7 Let’s Look at a Question Think: Start with thesis… 1.If it includes dates, they are important – what is important about the dates? Should include the dates in the thesis statement. 2. Factors: Hmmm? What about SPRITE or PERSIA – could these be factors?

8 PERSIA SPRITE and PERSIA SPRITE S – Social (women, labor, class structure) P – Political (or military) R – Religious I – Intellectual (ideas, books, art, culture) T – Technological (inventions, new resources, etc.) E – Economic P – Political (or military) E – Economic R – Religious S – Social I – Intellectual (ideas, books, art, culture) A – Around (think geography)

9 How to get points for your thesis? Think of your thesis in three parts… 1.Answer the question that is asked in one or two CONNECTING sentences (this is your argument). 2.Indicate the groups (3) that you will use to address the question. You will have more groups than just 3 – more later. 3.Give a “hint” as to what you will address in each group (especially if it is a very broad category).

10 More Thesis Information DO NOT try to be creative or persuasive in your essay!! These are historical INFORMATIVE essays and the only thing that matters is if you use evidence to support your argument [lots of love to the English teachers of TRCS, but this is not an English exam].

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12 Point of View This is perhaps the most difficult item for many students. It can be brought down to some very simple questions. 1) Why would this person say this? 2) How reliable is this document? 3) What makes this document different from other kinds of documents? 4) What is the tone or the intent of this document?

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14 Examples…How many POVs does this student have?

15 ONE!!! This is a POV.

16 NO POINTS HERE This is incorrect. The Cold War did not end in 1980.

17 So the lesson… Attempt to do POVs for EVERY document…Yes, every document. Do enough correctly and you get into the expanded core!!!!

18 Are there any tricks to POV??? Consider the following about each person Title, position, or job (economic motives, political motives, etc.) Male/female Country or religion of the person (in favor of country or historically doesn’t like people from a different country; supports or dislikes a religious group) Date the statement was made (around a war) Consider the type of document and why it was created… Political speech, diary entry, newspaper article )what type of paper) Maps, graphs, charts – who created it and why??? Pictures, paintings – who paid for it?

19 Wait, isn’t there something else I have to include??? The additional document… This is simple, if you do it right…you are really saying whose voice is NOT heard and what their voice would add to the discussion. Women Poor Those who “lost” Workers Ethnic Groups Look for obvious omissions

20 Where do I put the additional document? Officially, anywhere, but just like POV, about ½ of the “additional documents” are wrong, so I say include one per group – REMEMBER TO SAY WHY – ANALYSIS

21 Documents Again – Last Time POINT OF VIEW – 3 Ws 1.WHO says it… 2.WHAT does he/she say (this could be used as evidence to support your thesis) 3.WHY does he/she say it (this is the POV and this is where you get POV points.

22 Now use your outline to finish a beautiful essay… What about the EXPANDED CORE ?

23 Expanded Core Forget about it… You are going to provide POV for each document and at least 3 additional documents (one per group) – your Expanded Core is met!!!

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25 What if I can’t remember the DBQ Rubric????

26 Grouping At Least 3 groups in each DBQ Do NOT just use the generic “Pro”, “Anti”, “Neutral” groupings. If the documents provided seem to indicate there were positive, negative or mixed reactions, used better vocabulary than “pro”,”anti”, “neutral” Be as specific as possible in descriptions of groupings Are there any connections between reactions, trends or events and the historical time period? Documents can be used in more than one grouping!

27 Thesis Statements Good DBQ Thesis Statements: Takes a stand Answers the question Previews the argument Details Time and Place Groupings Can be more than one sentence

28 2009 DBQ Question Using the documents, analyze African actions and reactions in response to the European Scramble for Africa. Identify an additional type of document and explain how it would help in assessing African actions and reactions.

29 Thesis #1 “Throughout history, colonization has been a main concern of many nations. In the 1880s, there was a great desire by European powers to colonize and control Africa in order to gain resources. This became known as the Scramble for Africa. The hypocritical actions of the European powers led to an extreme contempt for the Europeans among the African people, which triggered violent rebellions that eventually helped lead Africa to liberty later on.”

30 Thesis #2 “For years after the Berlin Conference, various European powers raced to occupy and colonize land in Africa. It was a time of growth for Europe, but what was it for Africa? Africa’s fate was being decided for it by the European invader. Not all Africans just stood by and watched, however. There was a wide range of actions and reactions to the Scramble for Africa from the Africans themselves, from giving in peacefully to fighting back with all of their might.”

31 Thesis #3 “Although the European powers felt as though they were doing great good in the African continent during the Scramble for Africa, the actions of the Africans was that of rebellion and reactions showing much determination to rid Africa of the unjust Europeans.”

32 Additional Document After the thesis is the most common spot Don’t forget to do it (#1 forgotten thing) Easy to request Be specific:If the documents have a quote from a merchant, they can’t say, “We need to hear from other merchants.” They have to be more specific and say, “We need to hear from merchants who did not have the same trouble as X.”

33 Thesis Practice:

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