1. Aim: How can we successfully write an APUSH DBQ?
OPTIONAL CIVIL WAR/RECONSTRUCTION TEST CORRECTIONS DUE TODAY 2/17
TAKE OUT YOUR APUSH DBQ JOCZ NOTES
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Aim: How can we successfully write an APUSH DBQ?
Discussion Point: How much is the DBQ Essay worth on the AP exam?

3. APUSH DBQ needs to be written in a very particular way.+
DBQ: Worth 25%
APUSH DBQ needs to be written in a very particular way.
It is *NOT* the AP World DBQ. Your APUSH DBQ writing should should mirror the following steps.

4. 7 Documents

5. STEP #1: Read the Question+
15 minutes: Read the question carefully.
To what extent is it justified to characterize the industrial leaders of the era as either “robber barons” or “captains of industry”?

6. The Importance of Understanding the Prompt
Many students want to read the question quickly and move on to writing. However, APUSH essay prompts are challenging. They ask students to perform specific writing tasks. The questions also contain qualifiers that guide and restrict your answer.
Rather than taking 10 seconds to read the question, you would be better off spending 45 seconds reading, re-reading, marking, and analyzing. Remember, a mistake in understanding a question could make the rest of a your effort almost worthless!

7. TRY TO GROUP THE DOCUMENTS INTO CATEGORIES!
STEP #2:
BRAINSTORM!
Before you read the documents, BRAINSTORM.
Think extensively about about what the question is asking you…
You can list, write, chart, graph your ideas…
TRY TO GROUP THE DOCUMENTS INTO CATEGORIES!
To what extent is it justified to characterize the industrial leaders of the era as either “robber barons” or “captains of industry”?

8. Components of the DBQ How is the DBQ different than the LEQ?
Use documents to support the question.
Includes Contextualization point.
Outside Info. points

9. What is Historical Context? What is Synthesis? How are they different?
Historical Context: Specific evidence from the given time period…background information…Ask yourself: What caused my essay?
Synthesis: Connect to different time periods or concepts.

10. Historical Context…
Historical context is critical in helping explain people’s beliefs and points of view in that period of time.  
Provide background before jumping right into their thesis and essay and paint a picture of what is going on at the time of the prompt.
Makes natural sense to place it in the introduction right before a thesis point.
Sets the stage for the argument that will occur in the body of the essay, and is consistent with expectations many English teachers have in how to write an introduction paragraph.

11. HOW DO THOSE MOVIES BEGIN?
THINK STAR WARS!
HOW DO THOSE MOVIES BEGIN?

12. +
2. Thesis
Presents a thesis that makes a historically defensible claim. Directly addresses ALL parts of the question. The thesis must DO MORE than restate the question.
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.

13. Sample DBQ Question: To what extent did the Civil War constitute a revolution in American society?
1. Simple thesis: “The Civil War was a revolution in American society.” (Rating: poor)
2. Almost- there thesis: “In some respects, Americans experienced profound changes during the war. After the war, it was clear that society had also been changed dramatically in a number of important areas.” (Rating: fair)
3. Way to go thesis: "Politically, the war established the supremacy of the Republican party in national politics for much of the next fifty years. Socially, the war saw significant gains in African American rights. And constitutionally, the war established the supremacy of the federal government over the states. Thus, the Civil War did in fact represent a political, social and constitutional revolution in America." (Rating: superior)

14. 3. Thesis has to be DRIVEN: 0-1 points…THINK OF THIS AS PROVING YOUR POINT THROUGHOUT THE ENTIRE ESSAY
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.
GROUP THEM, AND EXPLAIN WHY THEY GO TOGETHER, AND MATCH YOUR THESIS!

15. 4. Document Based Support for Argument: 0-2 points
1 point: USES the content of at least six of the documents to support the stated thesis or a relevant argument (USE THEM ALL!)
1 point: EXPLAINS the significance of historical context, intended audience, purpose, and/or point of view for at least six of the documents. (HAPP)
***Keep in mind that if you use less than 6 you receive 0 points for both!!!
***Don’t count on being awarded the credit just because you THINK you’ve done both for a document – that’s why it’s best to use ALL documents to give yourself a better chance of earning the maximum 3 points in this category.

16. DOCUMENT ANALYSIS YOUR OUTSIDE HISTORICAL PURPOSE POINT VIEW OF
CONTEXT
AUDIENCE
INFO
DOCUMENT ANALYSIS

17. Appropriate Use of Historical “Lenses”+
“H.I.P.P.O.” or H.A.P.P.Y.
You only have to use ONE of the “analytical lenses” per doc! Yes, you can use the same lens for each doc and yes you can alternate.
Do not quote directly. Paraphrase and refer to your docs parenthetically at the end of your sentences. Ex. Blah blah blah (Doc A) In addition, do not openly refer to docs. (Ex. According to doc A, Doc A says etc.)
Use all docs (but one) and you must have sustained outside information – cover your bases!

19. +
5. Outside Info.
Evidence Beyond the Documents to Support Thesis or Argument: 0-1 points
Provides specific historical examples (6 or more) beyond or outside the documents to support the stated thesis or a relevant argument. Must be distinct from evidence used to earn other points and more than a mere phrase or reference.

20. 6. Synthesis: Can do this in the conclusion+
6. Synthesis: Can do this in the conclusion
Synthesizes the argument, evidence, analysis of documents, and context into a coherent and persuasive essay AND extends the argument by providing additional analysis in the form of one of the following:
Providing a counter-argument
Linking to larger historical theme(s) by connecting prompt topic to other time period(s)
You can ALSO expand the prompt topic to another theme that is not the focus of the essay (political, social, etc)

21. Write +
You do not have to write five paragraphs per se. Be sure you have an Introduction with a thesis statement at the end of your opening paragraph.
*Budget time for a conclusion. You will get approx. 40 mins to complete your DBQ!

23. What concerns or issues do you still have about the DBQ essay?
Summary
What concerns or issues do you still have about the DBQ essay?

24. +

25. HOW DO WE IMPROVE OUR DBQ’S FOR MAY 5TH?!

26. Historical Context…
Historical context is critical in helping explain people’s beliefs and points of view in that period of time.  
Provide background before jumping right into their thesis and essay and paint a picture of what is going on at the time of the prompt.
Makes natural sense to place it in the introduction right before a thesis point.
Sets the stage for the argument that will occur in the body of the essay, and is consistent with expectations many English teachers have in how to write an introduction paragraph.

27. HOW DO THOSE MOVIES BEGIN?
THINK STAR WARS!
HOW DO THOSE MOVIES BEGIN?

28. Contextualization: IN your Intro. and throughout document analysis+
Contextualization: IN your Intro. and throughout document analysis
Accurately and explicitly connects historical phenomena relevant to the argument to BROADER historical events and/or processes.
Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question. (must be more than a phrase or passing reference)

29. APUSH DBQ areas of common need#1
Argument Development: Develop and support a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification. 
By cohesive argument it is expected that your essay will develop an argument that is thoroughly supported by given sources and your own knowledge of US history throughout the entirety of the DBQ essay.
Group documents that relate to each other by contradiction (e.g. a Japanese survivor's testimony and an American G.I.'s testimony on the use of the atomic bomb). Group documents that relate to each other by corroboration (e.g. a Nazi Party member's testimony and a Nazi soldier's testimony of the Holocaust).
Group documents by qualification (any like/similar documents that "qualifies" your thesis).
Then, show your ability to develop and support a cohesive argument throughout the essay using these groups.
Topical statements, specific vocabulary, tying your paragraphs back to the thesis are things to keep in mind while developing your historical argument.

30. #2 STOP IT! TOO MANY OF YOU WRITE THIS LIKE A REGENTS DBQ ESSAY!
APUSH DBQ areas of common need #2
Use of the Documents: Utilize the content of at least six of the documents to support the stated thesis or a relevant argument. In essence, you are expected to extrapolate or lift evidence from the given documents in the body paragraphs of your DBQ essay.
TOO MANY OF YOU WRITE THIS LIKE A REGENTS DBQ ESSAY!
“In document 5 it says…”
“The speaker in document 7 said…”
STOP IT!

31. APUSH DBQ areas of common need#2
Use of the Documents: Utilize the content of at least six of the documents to support the stated thesis or a relevant argument. In essence, you are expected to extrapolate or lift evidence from the given documents in the body paragraphs of your DBQ essay.
Also, many of you are way too descriptive without any true ANALYSIS.
Make INFERENCES from the documents (what does it make you think about? What does it tell you?)
It’s a free response essay with the documents there to use as additional support.

32. APUSH DBQ areas of common need#3
Sourcing the Documents: Explain the significance of the author’s point of view, author’s purpose, historical context, and/or intended audience for at least four of the documents.
WEBSITE
TEMPLATE WRITING EXAMPLE (PURPOSE): The purpose of the political cartoon is to make Andrew Jackson look like an absolute monarch and abuser of power.
  MORE SOPHISTICATED EXAMPLE (PURPOSE): The cartoon intends to expose President Jackson as an absolute monarch rather than be limited by the U.S. Constitution.
TEMPLATE WRITING EXAMPLE (POV): The point of view of the artist is he is critical of Andrew Jackson since he drew him as a king and destroyer of the Bank.  MORE SOPHISTICATED EXAMPLE (POV): The portrayal of Jackson as an absolute monarch stems from a pro-Whig advocate of the Bank of the United States.

33. APUSH DBQ areas of common need#4
Synthesis: Extend the argument by explaining connections between the argument and ONE of the following:
- A development in a different historical period, situation, era, or geographic area. Look backwards, look forwards. Look around. Can you connect the argument to a similar situation in a different time period or region? For example, can you make connections between the motivations behind the Russian Revolution with the motivations behind the Mexican Revolution or the French Revolution?  Can you make a connection between the Industrial Revolution with the Agricultural Revolution?

34. APUSH DBQ areas of common need#4
Synthesis: Extend the argument by explaining connections between the argument and ONE of the following:
- A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual). If you're writing about changes to labor (an economic development/theme) try connecting labor to demographic or social developments. For example, when writing about changes to labor consider any social or demographic factors for those changes to labor systems.

35. APUSH DBQ areas of common need#4
Synthesis: Extend the argument by explaining connections between the argument and ONE of the following:
-A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology). Try connecting your essay's argument to a different field or discipline. For example, if you're writing about the transition from Paleolithic culture to Neolithic culture try connecting your argument to archaeology, environmental science, or biology, etc.

36. UTILIZE the DBQ outline I gave you…
You don’t have to write on it, or maybe you want to?
It’s the easiest way to show you how the DBQ should be laid out…

37. Setting up a “plan sheet” might help…
Every DBQ prompt will have you write to one of the following historical thinking skills: Comparison and Contrast (C/C), Causation (C/E), Change and Continuity Over Time (CCOT), or Periodization (PD). So, the first thing you must do is dissect the prompt for key terms and the appropriate historical thinking skill you are prompted for the DBQ.
Once you've dissected the prompt you now know what to look for in each of the given sources. Each given source is like a treasure box with a lot of gems, diamonds, rubies, gold nuggets, and silver bars. Extract the precious stone or metal that you're looking for!
Setting up a “plan sheet” might help…
For a CCOT essay, it could be a flow chart