The DBQ Truly a Document Driven Essay

The DBQ Truly a Document Driven Essay


D R IV E N E S S A Y Doing the DBQ Rubric FIRST JOB IN THIS SECTION ON MAY 6TH PLANNING!!! PLANNING PERIOD There is a suggested 15min planning period. I highly recommend you use this to plan the DBQ and your Long Essay (should take about

20mins). C D N A S I T T S N N E E E H T M PM U O . A RG E L A EV D A S T A

R G E T E D K IL L : R G U M ( E

N T A T IO N E 1 , E 4 , A N D 1

) A.Thesis And Argument Development 0 2 Point POINT 1 States a thesis that that makes a historically defensible claim and directly addresses all parts of the question. The thesis must do more than restate the question. Use the HTS, Topics and Time Period to create your THESIS. Take A POSITION TO A.T.Q.!!! Remember, NO HIPPOing DOCUMENTs IN 1ST PARAGRAPH!!! Use their ideas, but NO A.Thesis And Argument Development 0 2 Point POINT 2 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 Remember, NO HIPPOing DOCUMENTs IN 1ST PARAGRAPH!!! Use their ideas, but NO HIPPOing.

E M U C O : L D L I N K A S ) 2 D A E T D E G AN R A T A 1 ( B. D T N


E C N 2 ) E D (E I V N E O I T C : O N T E N T S A N

D O U R C I N G B. Document Analysis2 points POINT 1 Utilizes the content of at least six of the documents to support the stated thesis or a relevant argument. Offers plausible analysis of BOTH the content of all or all but one of the documents, explicitly using this analysis to support the stated thesis or a relevant argument; AND B. Document Analysis: 2 points Point 2 Must use at least one of the following for at least 4 documents:

Historical context, and/or Intended audience, Purpose Point of view of author H.I.P.P.O.ING DOCUMENTS H istorical Context: Analysis of Historical Context involves connecting a document to specific historical events, to specific circumstances of time and place, and/or to broader regional, national, or global processes. Identifying the Historical Context places the document within broader trends which are contemporary to the source. It might also connect the document across time to earlier and later eras, or across space to events happening in different places. I ntended Audience: Explain to the Reader who the author had in mind when he/she created the document. P urpose: Explain to the Reader why was the document created? P

oint of View: Point of view is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation. O utside Information: Explain to the Reader one piece of outside information that is not contained in the document (but is spurred from the document) and why it is important to that time period. H.I.P.P.OING Historical context: the historical context of this document is___________________. Intended Audience: the authors intended audience was ___________________ and is shown by_______________. Purpose: the authors purpose in writing was to ______________ and is shown by______________. Point of View: the authors point of view in this document was ____________________ and is shown by_________. Outside Information: List Outside Information that comes to mind after

reading this document: B. Document Analysis: 2 points WHAT I EXPECT TO SEE IN EVERY BODY PARAGRAPH!!! --Lead with Topic Sentence --Use the information with ANALYSIS in ALL of the DOCUMENTS to A. T. Q.!!! --H. I. P. P. O. each document --State the Historical Thinking Skill N E E C M N E CU D O I EV E D G H N T I US ND . C EYO B A

A C S T A A R N G D E T E E 3 D

) K I L L : O N T E X T U A L I


( T I O N C 3 C. Using Evidence Beyond the Documents: 0 2 points Contextualization: 1 point Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question Contextualization requires using knowledge found in the documents. NOT NOT The point is awarded for merely a phrase or reference, but instead requires an explanation, typically consisting of multiple sentences or a full paragraph.

C. Using Evidence Beyond the Documents: 0 2 points Contextualization is a 30,000ft look at time period What else is going on that ties to the question. Best Done in Your Conclusion, according to Mr. Hjort C. Contextualization: 0 - 1 Civil Rights Moveme nt Great Society This is the 5,000ft Topic of Essay: Vietnam War Womens Rights Music Revolution /Woodstoc k

C. Evidence Beyond the Documents: 1 point Provides an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument (0 1 point). Find 1-2 pieces of outside information linked to each document to help A.T.Q.! ALSO, have at least 3 pieces of outside information COMPLETELY OUTSIDE the 7 Documents and use them to A. T. Q.!!! (Scoring Notes) NOT awarded for a phrase of reference. D. Synthesis: 0 1 points Extends the argument by explaining the connections between the argument and A developme nt in a different historical period, situation, era or geographic al area. 1 point or ONE

A different discipline or field of inquiry ( such as economics, government and politics, art history, or anthropology ) 1 point or 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 history 1 point

DBQ Conclusion D. Synthesis: 0 1 points Skills assessed: Synthesis Similar in kind, but different in time! American Revolution = Vietnam War of 1812 = Korean War Salem Witch Trials = McCarthyism 1. Suggestions for Attacking the DBQ Read and break down the question into TOPICS and HTS. 2. Match documents to your TOPICS. 3. Create your THESIS statement and ROAD MAP for your essay. 4. Contextualization (what comes next), best to be used in your Conclusion. 5. Dont forget Synthesis in your essay (conclusion is a nice spot for it!!!) 6. How best to treat each Document: --Use information from each

document --Analyze information from document to A. T. Q. --H. I. P. P. O. each document 7. Begin each paragraph by introducing which TOPIC you are discussing. 8. Make sure you tie your Contextualization and Synthesis to the question being asked (no random facts)! AP US HISTORY CLASS (GRADING SCALE FOR DBQS) The following is the grade by College Board and its Suitt equivalent 7 6 5 4 3 2 1

100% 96% 88% 84% 76% 66% 60% DBQ 7 SIMPLE RULES 1. State a relevant thesis that directly addresses all parts of the question. 2. Support the thesis or a relevant argument with evidence from all, or all but one, of the documents. 3. Use the information in all, or all but one, of the documents to help A. T. Q!!! 4. H. I. P. P. each document! 5. Support your argument with analysis of historical examples Outside the documents. 6. Connect historical phenomena relevant to your argument to broader events or processes (Contextualization) 7. Synthesize the elements above into a persuasive essay that extends your argument, connects it to a different historical context, or accounts for contradictory evidence on the topic.

Recently Viewed Presentations

  • Athropods - Grey Parrot

    Athropods - Grey Parrot

    Athropods "arthros" "pod" "jointed" "foot" Reigners and rulers of the world make up over three quarters of the animal kingdom Exoskeleton chitinous exoskeleton (a cuticle secreted by underlying epidermis that contains chitin) chitin is a polysacchride also found in the...
  • Bringing Evidence-Based Programs to San Diego: Healthier Living

    Bringing Evidence-Based Programs to San Diego: Healthier Living

    Leader training - early January 2011 Classes begin by late January 2011 Steering Committee - design referral system Participant call-in number to find class: 858-495-5500 * Intro self, as manager of chhd As I learned in MDI, Effective leadership requires...
  • Rocks & Minerals

    Rocks & Minerals

    Rocks & Minerals ROCKS & MINERALS * * * * * * * * * * Minerals must be: Naturally occurring made from non-living things (fossils & coal are made from living things that died so are not considered minerals)...
  • Circle I: Limbo - Sheboygan Falls

    Circle I: Limbo - Sheboygan Falls

    In this tercet, Dante refers to the virtuous pagan souls—poets, heroes, and philosophers—that dwell in limbo, the first circle of Hell. He describes them as being "gathered at the edge of light." "Gathered" implies that the souls function as a...
  • Gestalt Principles of Design -

    Gestalt Principles of Design -

    Proximity. The principle of proximity states that things which are closer together will be seen as belonging together. The squares on the left are seen as separate entities, yet the ones on the right are seen as a unified whole...
  • Great Britain

    Great Britain

    Sights of Great Britain
  • Guide to Network Security 1st Edition

    Guide to Network Security 1st Edition

    Vernam Cipher. Also called one-time pad. Uses set of characters only one time for each encryption process. Pad values are added to numeric values that represent plaintext
  • Dot Notation - Mr. Wolfrey's website

    Dot Notation - Mr. Wolfrey's website

    Drawing the Dots. The number of dots equals the number of valence electrons. Steps: Write the element's symbol. Start with a dot to the right. Moving clockwise, draw a dot on every side of the symbol until all valence e-...