Truly a Document Driven Essay The DBQ Truly a Document Driven Essay

FIRST JOB IN THIS SECTION ON MAY 6TH PLANNING!!! Doing the DBQ Rubric FIRST JOB IN THIS SECTION ON MAY 6TH PLANNING!!! PLANNING PERIOD There is a suggested 15min planning period. I highly recommend you use this to plan the DBQ and your Long Essay (should take about 20mins).

A. Thesis and Argument Development Targeted Skill: Argumentation (E1, E4, and C1)

Thesis And Argument Development 0 – 2 Point States a thesis that that makes a historically defensible claim and directly addresses all parts of the question. The thesis must do more than restate the question. Use the HTS, Topics and Time Period to create your THESIS. Take A POSITION TO A.T.Q.!!! Remember, NO HIPPOing DOCUMENTs IN 1ST PARAGRAPH!!! Use their ideas, but NO HIPPOing.

Thesis And Argument Development 0 – 2 Point Develops and supports a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification Remember, NO HIPPOing DOCUMENTs IN 1ST PARAGRAPH!!! Use their ideas, but NO HIPPOing.

B. Document Analysis Targeted Skill: Analyzing Evidence: Content and Sourcing (A1 and A2) and Argumentation (E2)

POINT 1 B. Document Analysis2 points Utilizes the content of at least six of the documents to support the stated thesis or a relevant argument. Offers plausible analysis of BOTH the content of all or all but one of the documents, explicitly using this analysis to support the stated thesis or a relevant argument; AND

Point 2 Historical context, and/or Intended audience, Purpose B. Document Analysis: 2 points Point 2 Must use at least one of the following for at least 4 documents: Historical context, and/or Intended audience, Purpose Point of view of author

Historical Context: Intended Audience: Purpose: Point of View: H.I.P.P.O.ing Documents Historical Context: Analysis of ‘Historical Context’ involves connecting a document to specific historical events, to specific circumstances of time and place, and/or to broader regional, national, or global processes. Identifying the ‘Historical Context’ places the document within broader trends which are contemporary to the source. It might also connect the document across time to earlier and later eras, or across space to events happening in different places. Intended Audience: Explain to the Reader who the author had in mind when he/she created the document. Purpose: Explain to the Reader why was the document created? Point of View: Point of view is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation. Outside Information: Explain to the Reader one piece of outside information that is not contained in the document (but is spurred from the document) and why it is important to that time period.  

H.I.P.P.Oing Historical context: Intended Audience: Purpose: “the historical context of this document is___________________.” Intended Audience: “the author’s intended audience was ___________________” and “is shown by_______________.” Purpose: “the author’s purpose in writing was to ______________” and “is shown by______________.” Point of View: “the author’s point of view in this document was ____________________” and “is shown by_________.” Outside Information: List Outside Information that comes to mind after reading this document: 

B. Document Analysis: 2 points WHAT I EXPECT TO SEE IN EVERY BODY PARAGRAPH!!! --Lead with Topic Sentence --Use the information with ANALYSIS in ALL of the DOCUMENTS to A. T. Q.!!! --H. I. P. P. O. each document --State the Historical Thinking Skill

C. Using Evidence Beyond the Documents Targeted Skill: Contextualization and Argumentation (C3 and E3)

C. Using Evidence Beyond the Documents: 0 – 2 points Contextualization: 1 point Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question Contextualization requires using knowledge NOT found in the documents. The point is NOT awarded for merely a phrase or reference, but instead requires an explanation, typically consisting of multiple sentences or a full paragraph.

C. Using Evidence Beyond the Documents: 0 – 2 points Contextualization is a 30,000ft look at time period – What else is going on that ties to the question. Best Done in Your Conclusion, according to Mr. Hjort

C. Contextualization: 0 - 1 Civil Rights Movement Great Society This is the 5,000ft Topic of Essay: Vietnam War Women’s Rights Music Revolution/Woodstock

C. Evidence Beyond the Documents: 1 point Provides an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument (0 – 1 point). Find 1-2 pieces of outside information linked to each document to help A.T.Q.! ALSO, have at least 3 pieces of outside information completely OUTSIDE the 7 Documents and use them to A. T. Q.!!! (Scoring Notes) NOT awarded for a phrase of reference. Explain how that evidence supports or qualifies the argument.

D. Synthesis: 0 – 1 points Extends the argument by explaining the connections between the argument and ONE of the following A development in a different historical period, situation, era or geographical area. 1 point or A different discipline or field of inquiry ( such as economics, government and politics, art history, or anthropology) 1 point or A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history 1 point

Similar in kind, but different in time! DBQ Conclusion D. Synthesis: 0 – 1 points Skills assessed: Synthesis Similar in kind, but different in time! American Revolution = Vietnam War of 1812 = Korean War Salem Witch Trials = McCarthyism

Suggestions for Attacking the DBQ Read and break down the question into TOPICS and HTS. Match documents to your TOPICS. Create your THESIS statement and ROAD MAP for your essay. Contextualization (what comes next), best to be used in your Conclusion. Don’t forget Synthesis in your essay (conclusion is a nice spot for it!!!)

How best to treat each Document: --Use information from each document --Analyze information from document to A. T. Q. --H. I. P. P. O. each document Begin each paragraph by introducing which TOPIC you are discussing. Make sure you tie your Contextualization and Synthesis to the question being asked (no random facts)!

AP US History Class (Grading Scale for DBQs) The following is the grade by College Board and its Suitt equivalent 7 – 100% 6 – 96% 5 – 88% 4 – 84% 3 – 76% 2 – 66% 1 – 60% Switch to your FRQ – DBQ Power Point presentation

DBQ – 7 Simple Rules State a relevant thesis that directly addresses all parts of the question. Support the thesis or a relevant argument with evidence from all, or all but one, of the documents. Use the information in all, or all but one, of the documents to help A. T. Q!!! H. I. P. P. each document! Support your argument with analysis of historical examples Outside the documents. Connect historical phenomena relevant to your argument to broader events or processes (Contextualization) Synthesize the elements above into a persuasive essay that extends your argument, connects it to a different historical context, or accounts for contradictory evidence on the topic. Switch to your FRQ – DBQ Power Point presentation

Time Matters Quiz Charles II becomes king Columbus discovers America Spanish Armada Elizabeth I becomes queen Georgia James I becomes king Jamestown Massachusetts Bay Peak of Mayans Plymouth 1660 1492 1588 1558 1732 1603 1607 1630 A.D. 600 1620 Have the teachers get out a piece of paper and write down the year the following events happened in US History. They will them add up the number of years that they were off. This gives me as a teacher an idea if we are in the ball park for the essays. Explain to the teachers that this is something I do with my students to help with periodization and will continue to do.