Keys to the Document Based Question Essay

What are the keys for success on the AP DBQ? I.I. Know how the essay is scoredKnow how the essay is scored

II.II. Break down the question Break down the question effectivelyeffectively

III.III. Develop a strong thesisDevelop a strong thesis

IV.IV.Use the documents appropriatelyUse the documents appropriately

Review the Rubric

NoticeNotice::1.1.Split rubricSplit rubric= must get all 7 core = must get all 7 core

points before earning expanded points before earning expanded pointspoints• Focus on 7 core pointsFocus on 7 core points

2.2.Scored based on value-addedScored based on value-added= = points are not deducted, they are points are not deducted, they are only awarded for positive only awarded for positive contributions contributions

The Basic Core 1pt—Thesis 1pt—Understand basic

meaning of the documents (may misinterpret one)

2pts—supports thesis with evidence from all documents

1pt—Analyze POV in two or more documents

1pt—Group in 2 to 3 ways 1pt—Additional Document

Breaking Down the Question:

1.1.Underline directive wordUnderline directive word= = analyze vs. evaluate, describe vs. analyze vs. evaluate, describe vs. discuss, compare vs. contrastdiscuss, compare vs. contrast

2.2.Establish boundaries for writingEstablish boundaries for writing= = time period & regiontime period & region

3.3.Recall prior knowledgeRecall prior knowledge= note any = note any information that you remember information that you remember within the prescribed boundarieswithin the prescribed boundaries

NOT READING THE QUESTION

The questions asked for social and economic impacts of the flow of silver in the global trade network between the 16th and 18th centuries.

Develop a Strong Thesis:

1.1.Form generalizations relevant to Form generalizations relevant to question based on prior question based on prior knowledgeknowledge= 1 or more sentences, = 1 or more sentences, preferably in introduction. Include preferably in introduction. Include time frame & region.time frame & region.

2.2.Use the documentsUse the documents= = analysis/grouping will help you analysis/grouping will help you form your thesis statementform your thesis statement

Therefore…

Your thesis should have the time period “Between the 16th and 18th centuries…” Your thesis should address the global trade

network “the global flow of silver impacted…” Your thesis should address economic and social

impacts “societies by ________ and economies by ____”

Student Samples

“Silver changes the economy and trade” “All were effected differently socially and

economically” “The British, Spanish and Ming were all

affected”

With your group

Revise your thesis statements. Be prepared to share your new examples with the class.

Organize the Body Consistently:

1.1. Topic sentence: tied to thesis & Topic sentence: tied to thesis & introduces controlling ideaintroduces controlling idea

2. Alternate between documented 2. Alternate between documented evidence from your groupings & evidence from your groupings & interpretive commentary interpretive commentary (analysis)(analysis)

3. Clincher: ties paragraph 3. Clincher: ties paragraph together – what reader should together – what reader should walk away withwalk away with

TOPIC SENTENCES

Each topic sentence should relate to one section of your thesis statement.

Read through your topic sentences—are they organized? Clear? Do they reflect your thesis?

Use Direct Support in Body:

1.1.Understand basic meaning of Understand basic meaning of documentsdocuments= you may = you may misinterpret one without penaltymisinterpret one without penalty

2.2.Group documents in two to three Group documents in two to three waysways= based on author, date = based on author, date written, point of view or other written, point of view or other criteria criteria

ISSUES Some of you are STILL not citing documents A few are simply listing documents in

chronological order. This is NOT evidence of grouping!!!!

This essay especially showed many people who did not understand the meaning of documents!

You should know WHO wrote it, WHEN it was written and WHY

Understand the document!

“In document 8, a helpless slave writes…” “In Document 4, the author talks about how

the silver trade helped the British empire/”

COMMON MISTAKES!

Lumping documents together! “ As shown in documents 2, 4 & 7…”

NOT ADDRESSING DOCUMENTS—CAN YOU NAME WHICH DOC. THESE ARE FROM? “Silver made people wealthy” “Businesses did less trading and wanted

products paid for with silver” “Commerce gained laws to make sure

people who felt entitled to silver got it.”

These summaries could be from several different documents!

Addressing the Documents

Show you understand the meaning of the document.

Address each specifically (by author, country, region, time period)

Don’t address the topic generally—reader should know exactly what the doc. says before you analyze.

Body (Con’t)

1. Analyze the point of view in at least two documents

2. Cite one additional document/source not mentioned that would have helped you better answer the question

POINT OF VIEW SAMPLES “The author seems to value this a lot because he is coming

from a society where feudalism is important.” “The Europeans believed…” IT IS NOT ABOUT WHAT SOCIETY THINKS BUT

WHO THE AUTHOR IS AND WHY HE THINKS WHAT HE DOES!!!!!!!!!

“He seems happy to know they are profitable b/c he may care about his economy.”

HE SEEMS….HE MAY….. BE CLEAR, BE DECISIVE AND BE KNOWLEDGABLE OF YOUR TOPIC.

GOOD POV ANALYSIS ADDRESES THE FOLLOWING QUESTIONS Who created the source and why? Was it created through a spur-

of-the-moment act, a routine transaction, or a thoughtful, deliberate process?

Did the recorder have firsthand knowledge of the event? Or, did the recorder report what others saw and heard?

Was the recorder a neutral party, or did the creator have opinions or interests that might have influenced what was recorded?

Did the recorder produce the source for personal use, for one or more individuals, or for a large audience?

Was the source meant to be public or private? Did the recorder wish to inform or persuade others? Did the

recorder have reasons to be honest or dishonest? Was the information recorded during the event, immediately

after the event, or after some lapse of time? How large a lapse of time?

ADDT’L DOCUMENT

Needs to be a PRIMARY source Needs to be believable (historically

possible) Needs to better help you answer

the question or one aspect of the questions (READ THE QUESTION!!!!!!!!!!!!!!)

Good additional documents find the voice not being heard…. Bad examples—Russians, British

scholars, merchants (why are these bad)?

Weak example—Muslims Good examples—Japan, Portugal,

Indian laborers, Chinese peasants (why are these stronger examples)?

Basic Skills Use past-tense when talking about the past No “I” or “me” Don’t pose questions—just answer them Avoid general, useless phases (“the economy went

down”) Use correct words (“majorily”, “disfavored”) Paragraphs need a topic sentence that relates back

to your thesis. TIME MANAGEMENT—too many people wrote

furiously up to the end. Leave time to review your essay, making sure you have addressed each part of the rubric and have an organized essay.

Advanced skills

Work your p.o.v. analysis into a group rather than disjointedly discussing it separately. This will improve the flow of your essay.

(ex—analyze why the Spanish priest is concerned about the treatment of Indian laborers within the social impact group).

Clinch with a Good Conclusion:

1.1.Reinforce thesisReinforce thesis= clarity of = clarity of argument is critical, but do not argument is critical, but do not simply restatesimply restate

2.2.Explain the significance of the Explain the significance of the evidenceevidence= answer the question = answer the question “So what?”“So what?”