1. DBQ: How To… Format your Rubric into an Essay

2. DBQ Rubric: 7 points are possible on the DBQ 90 minutes for DBQ/ LEQ 25% / 15% Recommended for DBQ: 55 minutes (15 minutes of planning) A. Thesis/ Argument 1. Clear Thesis 2. Argumentation B. Document Analysis 3. Try to use SIX documents 4. Analysis: HIPP Historical Context Intended Audience Purpose Point of View C. Using Evidence Outside the Documents 5. Contextualization 6. Outside Evidence D. Synthesis 7. Synthesis

3. 1. Clear Thesis Your thesis forms the basis of your argument. A correct thesis answers ALL PARTS OF THE PROMPT. Repeat the question then answer the question. Your thesis CAN be multi- sentenced. Located in intro

4. An Easy Formula to Use: X. However, A, B, and C. Therefore, Y. X = Strongest counterargument A, B, and C = Strongest points of your argument Y = Your position/ stance on prompt

5. Example Prompt: Compare the towns of OKC and Edmond (Deer Creek) and Ms. Kerns’ experience in each.

6. Example Thesis: OKC and Edmond Deer Creek are both towns in Oklahoma, and both have 6A schools as well as Sonic. However, the population and size of each location varies greatly, entertainment and eating opportunities are limited in Deer Creek, and Kerns spends different parts of her day in each town. Therefore, despite common features, OKC and Edmond Deer Creek are very different towns.

7. 2, 3, 4. Argumentation You MUST try to use all the documents given (SIX or SEVEN). Analysis of documents helps to form argumentation APPARTS HIPP CORNPEG >>> For POV Do NOT quote documents Use parenthetical citation (Doc. 1). When addressing a historical theme, use the words (cultural, political, social, geographical, etc.)

8. APPARTS- Breaking down a document for basic info. AUTHOR Who? Point of View? PLACE AND TIME When and Where? PRIOR KNOWLEDGE What do you already know? AUDIENCE For whom was the source created? REASON Why was it produced when it was produced? THE MAIN IDEA What is the source trying to tell you? SIGNIFICANCE Why is the source important?

9. HIPP- Use for Analysis Historical Context- Similar to contextualization… will explain in a few slides Intended Audience- Who is the audience and would the document affect them? Purpose- What is the overall purpose of the document? POV- What is the point of view of the author? (This is probably the easiest one to do!)

11. CORNPEG- Use to help with POV POWERwords: Obviously, Clearly, Naturally, It is understandable, etc.

12. Example: Bob T. Builder’s letter to his congressman strongly favored price controls on lumber (doc. 5). As a professional carpenter, Bob would have been motivated to support laws controlling the price of lumber, as such laws would positively affect his income.

13. 5. Outside Info. Any piece of RELEVANT information that is not in your document that you can pull into your essay and offer proper analysis over it.

14. 6. Contextualization Achieved by connecting the topic to the “big picture” of what is going on at the time USUALLY found in the introduction

15. 7. Synthesis Synthesis can be used to TWO easy ways Using and analyzing an additional category that is not called for in your prompt (Ex: economic, political, social, cultural, etc.) Connecting your topic to another historical period USUALLY found in second to last paragraph or the conclusion

16. Breaking Down Documents: APPARTS Look for facts: List specific information that your documents give you. Look for inferences: What can you conclude from your documents that it doesn’t specifically tell you? What can you infer to be true? Try to figure out the easiest way to group your documents. What categories? What docs go in which categories? Which can you argue to a greater extent: political, economic, or ideological? Work on your own for 10 minutes. Then compare with a partner for 5 minutes after that. We will go through each of these documents together.

17. Doc A Facts: Shows European colonies in N.A. before 1754 British: Eastern seaboard French: Mississippi, Great Lakes, St. Lawrence River Valley Spanish: SW, Florida Shows European colonies in N.A. after 1763 British: East of Mississippi and North French: mostly eliminated Spanish: West and South of Miss River Russia: Pacific Coast Inferences: Shift in colonial power (To British and Spanish) More territory = greater responsibility French: No longer a threat Leads to westward expansion and increased tensions with Native Americans

18. Doc B Facts: Speech to colonial representatives from Penn, Maryland, and Virginia States that Indian lands are becoming more valuable White settlers are harming hunting Insists that colonies should remove settlers White Settlers have no right to settle on Indian lands Inferences: Tensions existed between natives and colonists Indian way of life in jeopardy White settlers moving westward Natives hope to prevent white encroachment on lands

19. Doc C Facts: Washington volunteers to join the military Desires to serve Britain Desires to learn about military through the British Eager to serve with Braddock Inferences: Washington fights in the French and Indian War Shows loyalty to British at this time Shows respect for British military Colonial leadership emerging

20. Doc D Facts: Soldiers need proper clothing and liquor Not likely to get either Claims to be an Englishman denied “Englishman’s liberty British soldiers a little better than slaves to officers When enlistment ends, militia not allowed to leave Colonial militiamen refused to continue to enlist Inferences: Colonial men enlisted to serve with British troops British authority: Threaten their rights? Questioning British authority Resistance of British soldiers control Less respect for British army Class division in army/ poorly treated soldiers War creates tensions between British/ colonists

21. Doc E Facts Praises Great Britain America rejoices on past events and future A new era of peace and freedom With enemy removed colonists can enjoy liberties Inferences Celebration of end of war No sign of bitterness yet Recognizes colonial role Rising expectations and optimism

22. Doc F Facts Revenue collected not sufficient (1/4 of cost) Need to generate revenue to maintain military protect of colonies New territory/ population requires more oversight Greater regulation of trade Inferences Salutary neglect coming to an end British begin to enforce “mercantilist” policies Colonies need to assume greater cost Colonial have less control British presence in the colonies is growing

23. Doc G Facts Repeal of Stamp Act is in the works Enforcement of laws may be unpopular (To Hughes) Advises to calm colonist’s fears about law Franklin advocates loyalty to crown AND colonial govs Inferences Franklin alerts British about colonial opposition Favors maintaining law and order Fears violent opposition from colonists and British retaliation

24. Doc H Facts Critical of situation in 1765 Skull and cross bones Say farewell to liberty Inferences Tombstone = death of colonial liberties Encourages opposition of the Stamp Act Angry about loss of the rights of the colonists

25. Thesis: Once you have grouped the documents, write an example thesis. If you have trouble fitting the thesis into the formula IT IS OKAY. Sometimes you have to adjust your formula to fit your prompt. Do the best that you can with what you are given. X. However, A, B, and C. Therefore, Y. Example: (Pick two and explain how they contribute to the prompt). However, (Pick one and explain how you would argue it to a greater extent). Therefore, (repeat the points in your argument.) Once you finish your thesis, begin a simple outline to use on your essay. If you do not finish the outline today, you should finish it over the weekend and bring it on Monday!