AP World History

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AP World History

• 2006 How to teach the Document-Based Question

or
C.S.I. Bartram Trail
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We are trying to catch a moving train. - Anton
Striegl
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Write an essay that

• Has a relevant thesis and supports that
  thesis with evidence from the documents.
• Uses all of the documents.
• Analyses the documents by grouping them in
  as many ways as possible. Does not simply
  summarize the documents individually.
• Takes into account the sources of the documents
  and analyses the authors point of view.
• Explains the need for at least one
  additional document.
• You may refer to relevant historical information
  not mentioned in the documents.

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There are no shortcuts or magic formulas.
Teach the rubric. The documents drive the essay.
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2006 DBQ Scoring Guide (Operational Rubric)
BASIC CORE (competence)

• Score
• (1 point)
• (1 point)
• (1-2 points)
• (1 point)
• (1 point)
• (1 point)
• Total 7 points
• (1-2 points)
• Max score 9

• Has an acceptable thesis.
  
• Understands the basic meaning of the
  documents. (may misrepresent one document)
  
  
• Supports thesis with appropriate evidence
  from all or all but one of the documents.
  
  
• Analyzes point of view in at least two
  documents.
• Analyzes documents by grouping them, in two or
  three ways.
• Identifies and explains the need for one type of
  appropriate additional document or
  source.

EXPANDED CORE (excellence)
Expands beyond the basic core of 1-7 points. A
student must earn 7 points in the basic core
before earning points in the expanded core.
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Basic Core (competence)
1. Thesis

• The thesis must be explicitly stated in the
  introduction or conclusion of the essay.
• It may appear as one or two connected sentences.
• A split thesis or a mere restatement of the
  question is not acceptable.
• The thesis must address the social and economic
  effects of the global flow of silver as indicated
  in the documents.

Students MUST Take a Stand -Sigrid Reynolds
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2. Understands the basic meaning of the documents

• There are eight documents. Students must address
  all documents and demonstrate understanding
  of basic meaning in at least seven documents.
  Listing the documents separately or listing the
  documents as part of a group does not
  sufficiently demonstrate an understanding of the
  basic meaning.

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3. Supports thesis with appropriate
evidence from all or all but one of the documents.

• For 2 points
• Evidence must be drawn from seven or eight
  documents and must be connected to thesis.
• For 1 point
• Evidence must be drawn from six documents and
  connected to thesis.

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4. Analyzes point of view in at least two
documents.

• POV explains why this particular person might
  have this particular opinion OR what particular
  feature informs the authors POV.
• Students must move beyond mere description of
  that individual by considering and explaining the
  tone, the characteristics of the author, the
  intended audience, and/or how outcome may have
  influenced the authors opinion.
• Mere attribution is not sufficient. Attribution
  is copying or repeating information verbatim from
  the source line of the document.

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P. O. V.

• The key to being successful in AP begins with
  reading the text.

• Dont worry about the text. All you need to read
  is the Princeton Review.

Now for the Football DBQ
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 SITUATION DESCRIPTION

• The annual Mandarin Mustangs versus Bartram Bears
  football game was played Friday night. Due to
  family commitments I was unable to attend the
  game. The game was decided when Ryan Mole caught
  a touchdown pass on the last play of the 4th
  quarter giving Mandarin a 14-10 victory.

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• Monday morning when I arrived at school
  "everyone" was talking about the "catch" and the
  victory. What I want to know is what REALLY
  happened and just how great of a play this catch
  actually was.

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• Throughout the day I spoke to the following
  people in an attempt to obtain the truth. As I
  review each source I must constantly ask myself
  what is the validity of each person's comment
  and what is their particular expertise in the
  area of high school football.

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DOCUMENT 1

•  Tom Robard, Newspaper Reporter, The Florida
  Times Union
•  The annual Mandarin-Bartram Trail football game
  ended in dramatic fashion when Ryan Mole caught
  the game winning touchdown pass as time expired.
  Mole made a leaping catch and landed safely in
  the end zone capping an improbable come from
  behind win for the Mustangs.
• (Note most high school game results are phoned
  into the newspaper sports desk)

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DOCUMENT 2

• Ryan Mole, Mandarin receiver who caught the
  winning pass
• Did you see that catch?! I mean it was great! Man
  I knew I had it! That D-back was nothing! I ran
  right by him and just reached out and pulled it
  in. Focus, real focus!! We're number 1!!

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DOCUMENT 3

• Pat Brickey, Offensive Coach, Mandarin High
  School
• Great catch! Unbelievable! Ryan has heart and no
  quit in him. When it mattered I knew he would
  come through. He's tough, a real gamer! I had the
  team focused. We were ready to play. Never a
  doubt!

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DOCUMENT 4

• Breanna Jones, Mandarin Cheerleader Captain
• It was a totally awesome catch! We won the game
  and, like totally disgraced that other team. I
  knew we would win after our half-time show, and
  we did! We rock! Go MHS! Those Bartram guys had
  no chance. And you should have seen those Bartram
  Trail girls! Their cheers were sloppy and
  screechy. No wonder we won!!! We're number 1!!

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DOCUMENT 5

• Laurie Graack, Mandarin teacher who attended the
  game to watch her son play
• Mandarin played real hard. The boys were great.
  It was a great catch that won a hard fought game.
  The noise in the stands after the game was
  unbelievable. Everyone was hugging each other and
  screaming.

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DOCUMENT 6

• Demetrius Johnson, Defensive back who covered
  Ryan, Bartram Trail High School
• We were robbed. That guy never caught the ball,
  he was lying there on the ground and the ball
  fell in his hands. He pushed me and the ref never
  saw nothing. Mandarin is nothing, but a bunch of
  cheaters!

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DOCUMENT 7

• Sean Ramirez, Bartram Trail High School
• What can I say? Demetrius played him real tight.
  Mandarin ended up on the ground with the ball and
  the touchdown. Some nights you just aren't lucky,
  some you are.

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DOCUMENT 8

• Owen Dyson, Football Referee, excerpt from his
  game report to the Florida High School Athletic
  Association
• It was a clean and simple catch resulting in a
  touchdown. No penalty was involved.

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DOCUMENT 9

• Robert Benson, Assistant Football Coach,
  University of Florida. Excerpt from his scouting
  report.
• 83 Ryan Mole, Senior. Position Wide Receiver.
  Height 5'6". Weight 155.
• Comment Has poor hands and only average speed.

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Source Robert Southey, English Romantic poet,
after visiting Manchester in 1807, Colloquies on
the Progress and Prospects of Society,1829.A
place more destitute than Manchester is not easy
to conceive. In size and population it is the
second city of the kingdom. Imagine this
multitude crowded together in narrow streets, the
hoses build of brick and blackened with smoke
frequent buildings among them as large as
convents, without their antiquity, without their
beauty, without their holiness, where you hear
from within, the everlasting din of machinery
and where, when the bell rings, it is to call the
wretches to their work instead of their prayers.
2002 AP Euro, Manchester DBQ
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Source Thomas B. Macauley, liberal Member of
Parliament and historian, essay, "Southey's
Colloquies," 1830's.People live longer because
they are better fed, better lodged, better
clothed and better attended in sickness, and
these improvements are owing to the increase in
national wealth which the manufacturing system
has produced. Mr. Robert Southey has found a
way, he tells us, in which the effects of
manufactures and agriculture may be compared. And
what is this way? To stand on a hill, to look at
a cottage and a factory, and to see which is
prettier. Does Mr. Southey think that the English
peasantry live, or ever lived, in substantial and
ornamented cottages, with box hedges, flower
gardens, beehives and orchards?
2002 AP Euro, Manchester DBQ
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5. Grouping

• Analyzes documents by grouping them, in two or
  three ways, depending on the question.

• Shoe grouping
• Stuffed animal grouping

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6. Identifies and explains the need for one type
of appropriate additional document
or source.

• Students must identify an appropriate additional
  document or source and explain how the document
  or source will contribute to an analysis of the
  effects of the silver trade.

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Expanded Core (excellence)

• Expanded thesis
• Careful and insightful analysis of documents
• Analyzes P.O.V. in more than two documents
• Brings in relevant outside historical evidence
• Identifies more than one additional document or
  provides a particularly sophisticated explanation
  of why the additional document is necessary.

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DBQ Essential Tools List 1. Manchester DBQ
(2002 AP Euro Exam) www.thecaveonline.com 2.
Football DBQ (PowerPoint) on POV www.thecaveonlin
e.com 3. Parental DBQ
http//myschoolonline.com/fl/mrderryberryshistoryc
lass 4. AP College Central (most recent DBQ and
info) www.collegeboard.com5. My
email BarthDerryberry_at_yahoo.com