1. DBQ DOCUMENT BASED QUESTION
-Tests your ability to use primary sources as evidence and in conjunction with you Historical Thinking Skills formulate a defensible argument on the topic given.
The documents serve as evidence
You must have some outside knowledge as well.

2. 2018 Updated DBQ Rubric Section II: Part A
Document Based — 1 Question | 60 Minutes (includes 15-minute reading period) | 25% of Exam Score
Assess written, quantitative, or visual materials as historical evidence.
Develop an argument supported by an analysis of historical evidence.
Update for : Five minutes have been added to the time allotted for the document-based question, which will now focus on topics from periods 3-6.

4. STEP 1: READ THE QUESTION
Using the documents provided and your knowledge of world history construct evaluate the reception of Buddhism in China between CE

5. Quickly brainstorm what you know about the subject.
STEP 2
Things to consider: The Chinese would think other cultures are not as civilized as they. Taoism Confucianism Scholar-Gentry power Buddhism out of India-Ashoka Han Dynasty collapse-> chaos-> Buddhism received (changed from original form) appeals to poor / women. Sui > Tang = return to Confucian Values + Equal Field System + Buddhist monasteries (power struggle between Scholar-Gentry/Nobility)
Quickly brainstorm what you know about the subject.

6. STEP 3
Step 3
Read the source line and glean what info you can from it.
HIPP
Who is writing it, why, what do they want?

7. STEP 3 [Go to doc 4] Tang Dynasty Confucian Scholar
Leading Confucian Scholar of the Imperial court
High position
Advisor to king
Buddhism is a threat to Scholar- Gentry power
Buddhism is a threat to traditional Confucianism (backbone of Chinese gov’t and society)
Sees Buddhism as being below them, a barbarian threat that undermines the Chinese way of life and dilutes Chinese culture

8. STEP 4 Where does this doc fall into your ideas?
If it doesn’t, then what is this document saying in reference to the question
Categorize it
Confucian Scholar-Gentry do not like Buddhism, nor do they approve of the emperors apparent fondness for it.
They see it as a destabilizing barbaric force

9. STEP 3 [doc 5] Buddhist Scholar
Liked by the King’s household (not an appointed gov’t official)
An essay, not a letter to the king
Puts Buddhism on equal footing with the traditional Chinese beliefs.
Counters argument that Buddhism is destabilizing or evil.

10. STEPS 4 Where does this doc fall into your ideas?
If it doesn’t, then what is this document saying in reference to the question
Categorize it
Even at the highest levels Buddhism has found favor.
It is being argued that Buddhism has a valued role in Chinese society and is on level with Confucianism and Taoism

11. STEP 5 Categories: Saw it as a destabilizing foreign threat
Docs 4…. And?
Saw it as valuable and equal to Chinese traditional philosophies.
Doc 5 and ?
Sort your documents based on category to come up with an answer to the question.
Remember, these questions are designed and the answer will lie in the documents.
It is a test of your ability to interpret historical sources and using your historical thinking skills form an historical argument in response to the prompt.

12. THESIS
Using the documents provided and your knowledge of world history construct evaluate the reception of Buddhism in China between CE
Use the language of the question
Between 350 C.E. and 950 C.E. people in China reacted to Buddhism ….
Thesis/Claim (0–1) Thesis/Claim: Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning. (1 point)
To earn this point, the thesis must make a claim that responds to the prompt rather than 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.

13. DOCUMENT CONTENT
Document Content: Uses the content of at least three documents to address the topic of the prompt.
(1 point)To earn one point, the response must accurately describe—rather than simply quote—the content from at least three of the documents. OR Supports an argument in response to the prompt using at least six documents.
(2 points) To earn two points, the response must accurately describe—rather than simply quote— the content from at least six documents. In addition, the response must use the content from the documents to support an argument in response to the prompt.
See your process on step 3&4 for this. Buddhism had reached a level of wide acceptance in China including the royal family itself having their own favored scholar (doc 5). Zong Mi’s claim that Buddhism is just as stabilizing Confucianism puts it on equal footing with the Chinese philosophy and is a direct response to the criticisms of the Scholar-Gentry.

14. CONTEXTUALIZATION
Sent out by missionaries from Ashoka’s India, Buddhism gained a foothold in China during a time following the Han Dynasty when constant war and power- struggles led to great suffering for the Chinese people. Buddhism offered a way out of the suffering of life that was not provided by traditional Chinese belief systems.
Contextualization: Describes a broader historical context relevant to the prompt. (1 point)
To earn this point, 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 reference.

15. EVIDENCE BEYOND THE DOCUMENTS
Emperor Wuzong, at the urging of the Scholar-Gentry destroyed the Buddhist monasteries and put an end to Buddhism’s rise in power in China.
Empress Wu used Buddhism to legitimize her authority (b/c of equality espoused by Bud.) further angering the Schol-Gentry.
NeoConfucianism is a direct response to Buddhism in China, introducing mystical elements into Confucian doctrine. It reasserted patriarchal values in direct response to Buddhism’s stance as exemplified by Empress Wu.
Evidence beyond the Documents
Uses at least one additional piece of with appropriate elaboration: specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt. (1 point)
To earn this point, the evidence must be described, and must be more than a phrase or reference. This additional piece of evidence must be different from the evidence used to earn the point for contextualization.

16. SOURCING AND COMPLEXITY
Sourcing: For at least three documents, explains how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument. (1 point)
Use the info you came up with in STEP 4
THIS IS YOUR “HIPP” + EBD + YOU SHOW UNDERSTANDING OF THE DOCUMENTS WITH EXCELLENT ANALYSIS.
THIS IS WHAT SEPARATES A ”PASSING” ESSAY FROM AN EXCELLENT ONE

17. SOURCING AND COMPLEXITY Contiued
Complexity: 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. (1 point)
A response may demonstrate a complex understanding in a variety of ways, such as:
• Explaining nuance of an issue by analyzing multiple variables • Explaining both similarities and differences, or explaining both continuity and change, or explaining multiple causes, or explaining both causes and effects
• Explaining relevant and insightful connections within and across periods
• 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 This understanding must be part of the argument, not merely a phrase or reference.