1. Document Based Question

2. What do I need to know about history?
Nothing
The more you know the better your essay will be, but it is still possible to get a 9 without knowing much at all.

3. Information
All the information you will need to complete your essay is contained in the document.
It is your job to organize, interpret, and analyze these documents.
Writing the DBQ (Document Based Question) is a skill and like all other skills, it can be learned.

4. First 10 Minutes
Reading and organizing time, i.e. you cannot write in your little pink essay booklet.
Spend this 10 minutes working on the DBQ since this essay requires the most reading and preparation time.

5. First 10 minutes – Understanding the Question
First, read the question (prompt). Underline the words that are most related to your task. (Think PERSIaN, usually)
“Using the documents, analyze the social and economic effects of the global flow of silver from the mid-16th century to the 18th century. Explain how another type of document would help you analyze the effects of the flow of silver bullion in this period”

6. First 10 Minutes – Understanding the Question
What did you underline?
I underlined
Social
Economic
Global-flow of silver
These key words will be a unifying link throughout the essay.
The timeframe is unimportant because all of the documents will deal with that time.
The other document is important but not just yet…

7. First 10 Minutes – Understanding the Question
You are being asked to show how the flow of silver all over the world effected peoples lives (social) and the economy.
Did you get that from your analysis of the question?

8. First 10 Minutes – Historical Background
1st – Underline key words in the question.
2nd – Read the historical background (it’s on the next slide).

9. Historical Background:
Spanish colonial America and Tokugawa Japan led the world in silver production from 1500 to In the early 1570’s, the Ming Chinese government required that all domestic taxes and trade fees be paid in silver.

10. First 10 Minutes – Historical Background
The historical background sets the scene for the documents.
But the essay “is not a scene it’s an arms race” and you get no points for bringing in the background information.
Use the big guns, the documents.
You are to use the documents in your essay NOT the background information!!

11. First 10 Minutes – Document Reading and Analysis
3rd – Read the documents
Read ALL information in the document, including the source (it becomes important later)

12. First 10 Minutes – Analysis of Documents
Use the margins to write notes, underline key phrases and begin to organize your documents into categories. P E R S Ia N

13. First 10 Minutes – Re-Read the Question
4th – Re-Read the question to make certain you are on the right path.

14. But I’m Slow
Welcome to pressure! There is no time to be slow but if you go a couple minutes over the 10 it’s all right.
Just make sure you’re not going more than 15 or 16 minutes because you will be taking time from other essays.

15. How it’s scored Points Task 1. Has acceptable thesis
1. Understands the basic meaning of documents (may mess up one)
2. Supports thesis with appropriate evidence from all the documents
1. Supports thesis. All but one document
1. Analyzes POV in at least 2 documents
1. ID’s and explains the need for an appropriate additional document
1. Analyzes documents by grouping them in two or three ways
7. Subtotal for all basic points
2. Possible expanded core points
9. Total points possible

16. Do you have a thesis? You have to have one to start out right.
An AP reader can tell in moments if your essay is going to be strong or not.
Thesis can be more than one sentence.
Thesis must include specific information that responds to the question.

17. Good thesis has two parts…
Specifically address the terms of the question.
Sets up the structure for the rest of your essay (specific information)

18. Evidence to support the thesis
You must analyze the documents not just list them.
List: “The global flow of silver hindered the development of indigenous peoples as can be seen in document 4, 5, and 6.
Analysis: “The global flow of silver hindered the development of indigenous people in several ways. The subjugation and forced labor of the natives in the South American silver mines (doc 4) did not allow them to develop socially because they could not participate in any native institutions. The mass slaughtering of the Japanese (doc 5) shows how oppressive the government was under the Tokogowa; people had become afraid to interact and did not develop at the same rate of their European counterparts…

19. Pictures
Analyze the pictures to the same degree you analyze the documents.
Remember a picture is worth a thousand words.

20. POV
Point of View
1) Does the occupation of the author give the document reliability?
2) Class, religion, national background or gender influence what is mentioned?
Type of document effect the content? Journal, private letter, public address.
Timing
Intended audience
Tone (sarcastic, triumphant, haughty, etc.)

21. Remember Your Groupings
At least one more group than they ask for but no less than 3.
The more groups the better (as long as it doesn’t stink)
One document can be in more than one grouping.

22. Additional Document
Every grouping needs an additional document or more.
What type of document, who wrote it (general no names), why would it be useful.
“An additional document by a Chinese merchant that describes the manner in which trade was conducted would be helpful because it would give insight into how the flow of silver was effecting this class of people.”

23. Outline Thesis Group One Group Two Group Three Conclusion
Documents supporting thesis
POV on one doc
Additional doc
Group Two
Group Three
Conclusion