2. DBQ 2017-18 DBQ Document Based Question 1754 to 1980
Exclude periods 1.2.9

3. First thing to do when you receive a DBQ
Read prompt first!
Data dump second! List out everything you know, need to know, remember, have text evidence about. It is a DATA dump!
Write everything you can think of about the prompt

4. APUSH sample prompt
Explain the causes of the rise of tensions between the American Colonists and the British Government in the period

5. Thesis 1 point 1st thing is the thesis makes a CLAIM- THESIS / CLAIM
Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.
The thesis must make a claim that responds to the prompt, rather than merely restating or rephrasing the prompt. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

6. Thesis historically defensible Line of reasoning- what is the point?
Needs to be in the intro or conclusion- very clear!
Include a preview of multiple points
Address all parts of the question
Take a position
APUSH sample prompt
Explain the causes of the rise of tensions between the American Colonists and the British Government in the period

7. Thesis Unacceptable thesis
Tensions rose between the American colonists and the British government in
Why it is unacceptable

8. Restatement of the prompt no reason no points

9. 2nd unacceptable
Tensions rose between the American Colonists and the British government in because of disagreements over slavery and state rights.

10. Talking about the civil war- preview of points BUT wrong time and wrong war

11. Acceptable
Tensions rose between the American Colonists and the British government in because of disagreements over taxation, violence between colonist and British soldiers, and repressive measures taken by parliament.
Why?

12. CONTEXTUALIZATION one point 3 to 4 sentences!
Describes a broader historical context relevant to the prompt.
The response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question.
This point is not awarded for merely a phrase or a reference.

13. Use of documents 2 possible points
No QUOTES!
1. FIRST POINT You get one point for describing 3 documents. Specific references to documents content- if has to be correct! Demonstrate that you know- basically it’s reading comprehension.
Paul Revere made an engraving that depicted British soldiers firing on colonist during the Boston Massacre (Doc #).* you would receive a point for doing this 3 times
2. SECOND POINT you will earn by using ALL of the documents to make a purposeful point.
What is the reason
Supports the thesis
Support the argument
The Boston Massacre, depicted in an engraving by Paul Revere, outraged colonists in Boston and increased colonial resentment of the British troop presence in their city (Doc #).
** using the doc in evidence
Grouping documents is a GREAT strategy to make sure you are using them to address your point. Put them in the paragraph to prove your point.
TOPIC sentence sets the stage. The Topic sentences are the preview.
If you support six you are ALSO describing 3 so you would earn 2 points.
Use ALL SEVEN documents!
Describe, support, explain!

14. Paul Revere’s engraving of the Boston Massacre

15. DOCUMENTS, EVIDENCE, & ANALYSIS
Accurately DESCRIBES the content of at least THREE documents to address the topic of the prompt. Quotes are insufficient to earn this point.
SUPPORTS an argument in response to the prompt using at least SIX documents. These documents should meet (and exceed) the standard set for the description point.
For at least THREE documents, EXPLAINS HOW or WHY the document’s point of view, purpose, historical situation, and/or audience (SPARK) is relevant to an argument. Or HIPP= historical situation, intended audience, purpose, point of view
*** one of the SPARKS for 3 documents. YES it can be the same one! Have a fall back one, one you are really good at explaining. Have one that is your “go to” but be able to explain a different SPARK if it fits the situation better
EXPLAIN AS MUCH AS YOU CAN TO EARN THE SECOND POINT! WHAT IF YOU ARE WRONG OR THE READER DEOSNT THINK YOU ACTUALLY RECEIVED THE POINT!

16. Example of earning the second point in with use of the documents
SITUATION
The engraving was published in the aftermath of the Boston Massacre, in which five American colonists were killed by British soilcers.* back ground
POINT OF VIEW
The engraving was made by Paul Revere, a Boston silversmith who was a member of the Sons of Liberty, Revere’s art depicted the British soldiers lined up in formation and the colonists as helpless in order to turn the public against the British troops.
Purpose/ Audience
Paul Revere, a local silversmith, made this in order to turn local public opinion against the British soldiers involved in the Boston Massacre, who were to face trial.

17. Outside Information ONE POINT
Uses at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt.
The response must describe the evidence and must use more than a phrase or reference. This additional piece of evidence must be different from the evidence used to earn the point for contextualization.

18. Outside evidence one point
Supports the argument
Is not used for contextulation
Is not found in the documents
Make sure you use mulitiple sentences! Name drpooing will NOT give you the point. You can’t just MENTION it. You have to demonstrate that you know the subect matter. Impact? Importance?

19. OI- You did this in your DATA DUMP ;)
Stamp act
Sugar act
Proclamation of 1763
Intolerable acts
Common sense
Boston tea party

20. Example of OI
The Sons of Liberty protested the Tea Act by dumping massive amounts of tea into the Boston Harbor in what is remembered as the Boston Tea Party. Parliament responded with the Coercive Acts, known in the colonies as the “intolerable Acts,” which closed the Port of Boston and instituted martial law.
Make sure it is specific and has depth
Required one BUT you have to use 2 for the LEQ so why not use 2 or 3 just in case

21. Complex understanding one point
This one is hard to get…
This would be the 7th point
Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.
The response must demonstrate a complex understanding, which must be part of the argument and not merely a phrase or reference. This could include:
Explaining nuance by analyzing multiple variables
Make a deep historical connection
Put documents in conversation, noting corroboration and contradiction
Connect across a time and place
Put forward alternative view points
Use a couple of these*

22. Source: Statement by Captain Thomas Preston, British Officer, March 1770
On Monday night about 8 o'clock two soldiers were attacked and beat. But the party of the townspeople in order to carry matters to the utmost length, broke into two meeting houses and rang the alarm bells, which I supposed was for fire as usual, but was soon undeceived. About 9 some of the guard came to and informed me the town inhabitants were assembling to attack the troops, and that the bells were ringing as the signal for that purpose and not for fire, and the beacon intended to be fired to bring in the distant people of the country. This, as I was captain of the day, occasioned my repairing immediately to the main guard. In my way there I saw the people in great commotion, and heard them use the most cruel and horrid threats against the troops. In a few minutes after I reached the guard, about 100 people passed it and went towards the custom house where the king's money is lodged. They immediately surrounded the sentry posted there, and with clubs and other weapons threatened to execute their vengeance on him. I was soon informed by a townsman their intention was to carry off the soldier from his post and probably murder him.

23. Example of complex understanding
While Paul R’s engraving implicated the British troops as murders, Captain Thomas Preston, the British officer in charge, told of unruly colonists who were harassing British soldiers and threatening violence. According to Preston, the British soldiers had reason to fear for their lives. While Preston could have been covering for his men and trying to avoid convention, there is likely something to his story since the officers involved on the so called massacre were acquitted by a Boston jury.
This is putting the documents in a CONVERASTION with each other. PLUS using outside information. Demonstrating a complex understanding.
This point is an organization point too- you might receive it by default IF is a great essay.
Only most advanced students will score this point. You can make a 5 without a 7 on the DBQ!

24. • Explaining both similarity and difference, both continuity and change, or multiple causes, or both causes and effects* mainly in LEQ
• Explaining relevant and insightful connections within and across periods- synthesis
• Confirming the validity of an argument by corroborating multiple perspectives across themes
• Qualifying or modifying an argument by considering diverse or alternative views or evidence- concession?

25. Quote of the day
Warm-up
FINISH DBQ- get out your papers- hurry!
Daily
Homework
Take notes on the Session PP
Work on the DBQ
Read and take notes on the POA 24- you have a quiz on Monday 

26. The Thesis Statement – What is it? Argument essay?
‘X’ represents the strongest point against your argument. Concession
‘A, B, and C’ represent the three strongest points for your argument.
‘Y’ represents the position you will be taking – in other words, your stand on the prompt.
The Thesis Formula:
X However, A, B, and C, therefore Y. OR
Although X, A,B,C, therefore it can be argued that Y.