1. DBQ AP World History

2. About the DBQ
You are required to answer one Document Based Question on the exam. You have 55 minutes to do so.
This section is 25% of your total exam score.
The purpose of the DBQ is that you are a historian who has already done your research (the documents). You are now going to write your paper.
The documents could include text, photos, illustrations, maps, charts, etc.
Outside knowledge should be incorporated to earn the highest score.

3. DBQ Rubric The DBQ is scored out of seven points. Thesis (1 point)
Develop an argument (1 point)
Use documents as evidence (1 point)
Point of View (1 point)
Context (1 point)
Outside Evidence (1 point)
Synthesis (1 point)

4. DBQ Organization Introduction (1) Context
(1) Thesis with three groups that (1) develops an argument
Paragraph 1: Group X
Topic Sentence
(1) Use documents as evidence
(1) Include POVs
(1) Include at least two points of outside evidence
(1) Include a synthesis point in each group
Paragraph 2: Group Y
Repeat above
Paragraph 3: Group Z
Conclusion
(1) Synthesis
Close with restatement of thesis

5. DBQ Rubric: Contextualization
DBQ: Introduction
Must have an introduction
Include context (see below)
LAST sentence of the introduction will be the thesis.
DBQ Rubric: Contextualization
Must be in the introduction paragraph, and must start the paper
Needs to be 6 to 10 sentences
Must situate the argument by explaining the broader historical events or developments immediately relevant to the question

6. More on Contextualization
Look at the time period of the docs and begin with the big picture in that unit and then narrow down more specifically to the regions of the documents and discuss big picture details of those regions
Make your first paragraph your best one!

7. Thesis & Develop an Argument
DBQ Rubric:
Thesis & Develop an Argument
Must include prompt (make a historically defensible claim)
In order to receive the “Develop An Argument” point, a student must clearly address the prompt and state a claim
Must include place/time as stated in prompt (if given); if not use the Period time period or name (Classical period, modern, etc)
Must include 3 groups (specific, not vague)

8. DBQ Order: Groups MUST have AT LEAST 3 groups/paragraphs
A group must include more than one document.
Remember, your groups must be PROVING your thesis to be true.
Any document can be used twice (or more), but it MUST be used at least once.
The documents are chosen because they have similarities with one another; you have to find those!

9. DBQ Rubric: Use Document as Evidence
All documents must be used and included as evidence
Questions to Ask the Documents
What is the document saying?
How does this relate to my argument?
Is it similar or different to others? In what ways?
Who is speaking?
Why is this person significant?
What is their perspective?
Is this speaker reliable?
What is the author’s tone?

10. DBQ: Citing Documents In the Book of Changes. . . (Doc 4).
Kaang, who reportedly lived underneath the earth, appears to be a singular god who. . . (Doc 6).
In the Frist Book of Genesis creation is deemed to be generated ….. (Doc 3).
DO NOT begin with “In Document 7...”
Only use the number of the document as a citation at the end of the statement. (help the reader)

11. Understanding vs. Using for Evidence
DBQ:
Understanding vs. Using for Evidence
In the Frist Book of Genesis all creation occurs by the phrase, “And God said.” (Doc 3).
This statement reveals that you understand Document 3. Though this statement is important for letting the reader know you understood what you have read, you are doing nothing but retelling what you have just read; this statement does not count as evidence.

12. Understanding vs. Using for Evidence
DBQ:
Understanding vs. Using for Evidence
In the Frist Book of Genesis all creation occurs by the phrase, “And God said.” This phrase begins every facet of creation including light on the earth and the bringing forth of both animals and man (man both male and female and in God’s own image). Thus creation is seen to generated by a monolithic God who is all powerful. (Doc. 3)
This statement reveals that you both understand Document 3 and are using this document for evidence. The first sentence is a mere regurgitation of what Document 3 states. The next two statements ae YOUR INTERPRETATION of the document. You are pulling out what is significant about the document and sharing it with the reader.

13. DBQ Rubric: POV Must have for ALL documents
Statement must regard the author’s tone or emotion in the document itself, not the event/moment the document is describing
Your task: explain why that person has the opinion that they do
Place the POV in your discussion of each document
Use the following format:
(The speaker) felt that ______ because as a (identification), he/she _________.

14. DBQ Rubric: POV Outside information and synthesis
(The speaker) felt that ______ because as a (identification), he/she _________.
The author(s) of the First Book of Genesis felt that there was only one God, because as a believer of the Torah he/they would hold to this view. In fact the Book of Exodus had as its first commandment, “Thou shalt have no other gods before me.” The concept of this same one God (monotheism) will continue to be embodied by the forthcoming faiths of Christianity and Islam beginning in c.30 CE and c.640 CE, respectively. Additionally, this idea of the Hebrew author will greatly influence the beliefs of hundreds of 20th century religious movements (Catholicism, Protestantism and Islam).
Outside information and synthesis

15. DBQ Rubric: Outside Evidence
Must have at least one instance of outside evidence
Goal: try to have outside evidence in every paragraph
Provide an example or additional piece of evidence found beyond those in the documents to support or qualify the document

16. DBQ Rubric: Outside Evidence
Provide an example or additional piece of evidence found beyond those in the documents to support or qualify the document
In Yijing, or Book of Changes, it is evident that the ancient Chinese concepts of yin and yang, enunciated by Lao Tzu, in Taoism underlie the concepts of this creation story and perhaps grew from this account. As well this document contains ideas coordinate with the Mandate of Heaven, which originated in the Zhou Dynasty and was present in all the major Chinese dynasties that continued into the early 20th Century, ending with the Qing.
Outside evidence

17. DBQ Rubric: Synthesis Must be in the conclusion paragraph of the paper
Three options to satisfy the point:
Option #1: Include a development in a different historical period, situation, era, or geographical area (Best)
Option #2: 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)
Option #3: A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology)

18. DBQ Rubric: Synthesis
College Board on Synthesis: Refers to historical thinking involving the ability to develop understanding of the past by making meaningful and persuasive historical and/or cross-disciplinary connections between a given historical issue and other historical contexts, periods, themes, or disciplines.

19. DBQ Rubric: Synthesis
Example: Just as we see the similarities and differences of the of polytheistic, monotheistic, animistic and Daoist views of creation exemplified in the documents presented, we can see the generation of these beliefs into our modern world. South Asia today contains both the monotheistic ideas of the Hebrew authors of Genesis within the Islamic community and the polytheistic ideas of Hinduism among most of its population. While Africa and Indonesia have experienced the diffusion of Christianity and Islam, some African interiors and Papua New Guinea still maintain strong beliefs of animism found in the African Bushmen account of creation. The Aborigines of Australia continue to maintain ideas foundational to their creation story, even with the colonization of their island by the British and its present commonwealth status.

20. DBQ Outline & 1st Paragraph
Prompt: Using the following documents analyze similarities and differences in creation stories as told by people who lived in early civilization and communities.
Using the following documents analyze similarities and differences in creation stories as told by people who lived in early civilization and communities.

21. Complex Question
Analyze means to break apart; it suggests separating or distinguishing the component parts of something.
Normally three groups are created and the thesis becomes generated from these three groups.
The groups are the proof of your thesis
In a compare and contrast essay, we will teach you to write one paragraph of similarities and one paragraph of differences. This prompt is a DBQ combined with a compare and contrast essay
In this prompt you will need to write three paragraphs speaking to the similarities of the documents in your group and then note the differences of documents coming from the other groups.

22. Possible Groupings Documents 1, 2, 6, 7 Document 3 and 6
Gods/goddesses credited with creating humankind
Document 3 and 6
One creator
Document 3 & 4 abstract more ethereal view of creator

23. Possible thesis using these groups
During the early civilizations creation stories that were passed down by people contained similar and yet different ideas of polytheism, monotheism, and an abstract creators. Within each of these categories there were similarities and differences in terms of the nature and number of creators, their location, the evolution of humans and animals, and the physical elements involved in the creation process.

24. Contextualization
With the advent of the Neolithic Revolution early civilizations emerged in Mesopotamia, the Indus Valley, the Nile Valley, East Asia, Mesoamerica and the Andes mountains. Each of these early civilizations relied on sedentary agriculture for the continuance of their existence. Reconciliation of earth’s environment, nature’s forces and man’s existence was a natural problem. Early cave paintings, such as those found in Lascaux, France show animals and humans, which naturally demonstrated early man’s innate thinking his relationship to animals. A variety of creation stories emerged in each of these regions to explain the age old questions of where did man come from, who was he, and where was he going.

25. Topic Sentences for Paragraphs
Many of the early creation stories similarly identified multiple god/goddesses as responsible for the creation of the universe, which differed considerably from the Hebrew and African Bushmen versions. (docs 1,2,5, 6, 7)
Both the Hebrew account of creation given in the First Book of Genesis and the African Bushmen creation story similarly single out one God, although a significant difference exists in the spiritual nature of the god. (docs 3 and 6)
The Yijing or Book of Changes and the Hebrew Bible are similar in producing a more ethereal, abstract version of creation that differs significantly from the pantheon of human like gods/goddesses found in the polytheistic and African Bushmen versions. (docs 3 and 4)