HOW TO WRITE THE AP EUROPEAN DBQ. THE IMPORTANCE OF THE DBQ The DBQ counts as 22.5% (45% of Part II) of the total score so it can play a huge role in

HOW TO WRITE THE HOW TO WRITE THE AP EUROPEAN DBQAP EUROPEAN DBQ

THE IMPORTANCE OF THE DBQTHE IMPORTANCE OF THE DBQ

The DBQ counts as 22.5% (45% of Part II) The DBQ counts as 22.5% (45% of Part II) of the total score so it can play a huge role of the total score so it can play a huge role in the AP Exam in the AP Exam

It is important to know how the DBQ is It is important to know how the DBQ is scored, as well as how to write it in order scored, as well as how to write it in order to get the highest possible gradeto get the highest possible grade

Knowing how the DBQ is scored will help Knowing how the DBQ is scored will help prepare students to write a better DBQprepare students to write a better DBQ

THE BASIC CORETHE BASIC CORE

Students must obtain points 1-6 to get “to Students must obtain points 1-6 to get “to the gate” the gate”

Possible to get Expanded Core points only Possible to get Expanded Core points only IF students obtain all of the Basic Core IF students obtain all of the Basic Core pointspoints


Point 1 - Explicit thesis that directly Point 1 - Explicit thesis that directly addresses the questionaddresses the question

Thesis must be explicit, not implied, and Thesis must be explicit, not implied, and must address all parts of the questionmust address all parts of the question


Point 2 - Discusses a majority of the Point 2 - Discusses a majority of the documents individually and explicitly, must documents individually and explicitly, must use something in the “box”use something in the “box”

Students must use at least a majority, and Students must use at least a majority, and this is usually a bare minimumthis is usually a bare minimum


Point 3 - Demonstrates an understanding Point 3 - Demonstrates an understanding of the majority of the documentsof the majority of the documents

May have no more than one major error in May have no more than one major error in interpretationinterpretation This major error usually involves This major error usually involves

misinterpreting the document to the extent misinterpreting the document to the extent that it is used in an incorrect grouping that it is used in an incorrect grouping


Point 4 - Supports the thesis with Point 4 - Supports the thesis with appropriate interpretation of a majority of appropriate interpretation of a majority of the documentsthe documents

Students who miss Point 1, will Students who miss Point 1, will automatically miss this point, as wellautomatically miss this point, as well


Point 5 - Analyzes “Point of View” or “Bias” Point 5 - Analyzes “Point of View” or “Bias” in at least THREE documentsin at least THREE documents

Tends to be the “Killer Point” for many Tends to be the “Killer Point” for many students, since many simply have not students, since many simply have not been taught “Point of View” been taught “Point of View”


Point 6 - Analyzes the documents by Point 6 - Analyzes the documents by organizing them into at least THREE organizing them into at least THREE distinct groupsdistinct groups

Some DBQs have ready-made groups; Some DBQs have ready-made groups; some make the students work harder; but, some make the students work harder; but, there are always at least three possible there are always at least three possible groups groups

THE EXPANDED CORETHE EXPANDED CORE

Unlike the Basic Core, the Expanded Core Unlike the Basic Core, the Expanded Core can be viewed as somewhat subjectivecan be viewed as somewhat subjective

Up to three points are given based on how Up to three points are given based on how well a student accomplishes the examples well a student accomplishes the examples given for the Expanded Coregiven for the Expanded Core

THE EXPANDED CORETHE EXPANDED CORE

Seven possible ways for students to achieve Seven possible ways for students to achieve Expanded Core pointsExpanded Core points

Recommend students concentrate on these Recommend students concentrate on these four:four:

1. Persuasive use of documents as evidence1. Persuasive use of documents as evidence 2. Addressing all parts of the question thoroughly2. Addressing all parts of the question thoroughly 3. Analyzing point of view or bias in at least four 3. Analyzing point of view or bias in at least four

documents, anddocuments, and 4. Additional groupings or other forms of analysis4. Additional groupings or other forms of analysis

The Expanded CoreThe Expanded Core

Devote less time to these three:Devote less time to these three:

5. Having a clear, analytical and comprehensive 5. Having a clear, analytical and comprehensive thesis -thesis -the thesis can be very “subjective”the thesis can be very “subjective”

6. Using all or almost all of the documents – majority6. Using all or almost all of the documents – majority

of students do use most documents of students do use most documents 7. Bringing in “relevant” outside information - students 7. Bringing in “relevant” outside information - students

are given historical background in the DBQ; often they are given historical background in the DBQ; often they use this background as outside informationuse this background as outside information

THE KEY TO SCORINGTHE KEY TO SCORINGWELL ON THE DBQWELL ON THE DBQ

The key to scoring well on the DBQ is how The key to scoring well on the DBQ is how well a student can demonstrate “Bias” or well a student can demonstrate “Bias” or “POV”“POV”

Students must demonstrate it at least Students must demonstrate it at least three times to receive the “core” pointthree times to receive the “core” point

In addition, demonstrating Bias or Point of In addition, demonstrating Bias or Point of View shows the reader that the student is View shows the reader that the student is capable of writing an in-depth papercapable of writing an in-depth paper

WHAT IS BIAS OR WHAT IS BIAS OR POINT OF VIEW?POINT OF VIEW?

In the simplest of terms, Bias or Point of In the simplest of terms, Bias or Point of View is prejudice or influenceView is prejudice or influence

““Why” did the author say what he/she Why” did the author say what he/she said?said?

““Why” includes the factors that might have Why” includes the factors that might have influenced the author’s positioninfluenced the author’s position

Keys to these factors can often be found in Keys to these factors can often be found in the documentsthe documents

KEY FACTORSKEY FACTORS

Several factors influence the Several factors influence the determination of Bias or Point of Viewdetermination of Bias or Point of View• Name, Position, Nationality, Description, Name, Position, Nationality, Description, • Document Date, Document typeDocument Date, Document type• Relating authorial point of view to author’s Relating authorial point of view to author’s

place in societyplace in society• Evaluating the reliablility of the sourceEvaluating the reliablility of the source• Recognizing that different types of documents Recognizing that different types of documents

serve different purposesserve different purposes Like we noted, much of this Like we noted, much of this

information can be found “In the Box,” information can be found “In the Box,” saving valuable timesaving valuable time

FURTHER EXPLANATIONFURTHER EXPLANATION Students should question every document as Students should question every document as

they analyze each, looking for keysthey analyze each, looking for keys Is it an “official” pronouncement, a newspaper Is it an “official” pronouncement, a newspaper

article, or maybe a diary or private letterarticle, or maybe a diary or private letter Is the author a male, female, a government Is the author a male, female, a government

official, or a person from particular classofficial, or a person from particular class How might the position or place in society of the How might the position or place in society of the

author influenced what was written, or saidauthor influenced what was written, or said Look for key words or phrases in the document Look for key words or phrases in the document

that might help in determining “Point of View”that might help in determining “Point of View” Sometimes “who” can be important in “why” a Sometimes “who” can be important in “why” a

person said something person said something

DEMONSTRATING POINT OF DEMONSTRATING POINT OF VIEWVIEW

Challenge: teaching students to insert Bias Challenge: teaching students to insert Bias or Point of View in the DBQor Point of View in the DBQ

Method: students use several key words or Method: students use several key words or phrases to demonstrate Bias or Point of View phrases to demonstrate Bias or Point of View

Goal: students must demonstrate Bias or Goal: students must demonstrate Bias or Point of View THREE times (AP Euro) in the Point of View THREE times (AP Euro) in the DBQ to receive the “Core Point”DBQ to receive the “Core Point”

Bonus: students who get the hang of finding Bonus: students who get the hang of finding Bias or Point of View have an easier time Bias or Point of View have an easier time getting “Expanded Core Credit” getting “Expanded Core Credit”

SAMPLE AP DOCUMENTSAMPLE AP DOCUMENT Source: Peasant Parliament of Swabia to the Memingen Source: Peasant Parliament of Swabia to the Memingen

Town Council, from Town Council, from Articles of the Peasants of Articles of the Peasants of MemmingenMemmingen, March 3, 1525, March 3, 1525

Hitherto we have been held as your poor serfs, which is Hitherto we have been held as your poor serfs, which is pitiable, given that Christ has purchased and redeemed pitiable, given that Christ has purchased and redeemed us with his precious blood, just as he has the Emperor. us with his precious blood, just as he has the Emperor. But it is not our intention to reject all authority. We will be But it is not our intention to reject all authority. We will be obedient to all authority appointed by God in all fair and obedient to all authority appointed by God in all fair and reasonable matters, and we do not doubt that as reasonable matters, and we do not doubt that as Christian lords you will release us from serfdom.Christian lords you will release us from serfdom.

KEYS TO FINDING POINT OF KEYS TO FINDING POINT OF VIEW IN THIS DOCUMENTVIEW IN THIS DOCUMENT

Who, or what is the author- A Peasant “Parliament” Who, or what is the author- A Peasant “Parliament” made up of peasants who make demandsmade up of peasants who make demands

How reliable is the source- A petition “written” by How reliable is the source- A petition “written” by peasants calling for a release from serfdom, led by…peasants calling for a release from serfdom, led by…

What type of document is this-It is a petition, a public What type of document is this-It is a petition, a public record, presented by a group of peasantsrecord, presented by a group of peasants

Interesting in the fact that not many peasants could read Interesting in the fact that not many peasants could read or write, also the fact that religion is used as basis to or write, also the fact that religion is used as basis to release serfs, as well as the fact they say that they will release serfs, as well as the fact they say that they will obey all authority “appointed by God” so serfdom must obey all authority “appointed by God” so serfdom must not be!not be!

SAMPLE AP DOCUMENTSAMPLE AP DOCUMENT Source: Reply of the Memmingen Town Council to the Source: Reply of the Memmingen Town Council to the

Articles of the Peasants of MemmingenArticles of the Peasants of Memmingen, March 15, 1525., March 15, 1525. On the article concerning serfdom: we, your lords, On the article concerning serfdom: we, your lords,

purchased this right for a considerable sum of money, purchased this right for a considerable sum of money, and the serfdom of a Christian is no hindrance to the and the serfdom of a Christian is no hindrance to the salvation of his soul. However, so that you, the subjects, salvation of his soul. However, so that you, the subjects, may see and recognize the council’s good will, the may see and recognize the council’s good will, the council will release absolve its subjects from such council will release absolve its subjects from such serfdom that the council controls. In return the peasants serfdom that the council controls. In return the peasants shall pay us a reasonable sum of money shall pay us a reasonable sum of money


Who, or what is the author- Memmingen Town Council, Who, or what is the author- Memmingen Town Council, made up of town leadersmade up of town leaders

How reliable is the source- Based on this document and How reliable is the source- Based on this document and the previous document the town council, made up of the previous document the town council, made up of “educated people” controlled a certain number of serfs in “educated people” controlled a certain number of serfs in the area the area

What type of document is this-It is a reply to the peasant What type of document is this-It is a reply to the peasant demands made in the previous document for their demands made in the previous document for their release from serfdomrelease from serfdom

Ironic in the context that it agrees to release the serfs if Ironic in the context that it agrees to release the serfs if they are willing to pay them for this freedom! It also they are willing to pay them for this freedom! It also bases their argument “Christianity” saying that serfdom bases their argument “Christianity” saying that serfdom is no hindrance to a persons salvation is no hindrance to a persons salvation

SAMPLE AP DOCUMENTSAMPLE AP DOCUMENT

Source: Thomas Muntzer, preacher and Source: Thomas Muntzer, preacher and theologian, open letter to the people of Allstedt, theologian, open letter to the people of Allstedt, April 27, 1525.April 27, 1525.

How long are you going to resist God’s will? The How long are you going to resist God’s will? The whole of Germany, France, and Italy are awake. whole of Germany, France, and Italy are awake. Four abbeys were laid waste during Easter Four abbeys were laid waste during Easter week. More peasants in the Black Forest have week. More peasants in the Black Forest have risen, 3,000 strong! Hammer away on the anvils risen, 3,000 strong! Hammer away on the anvils of the princes and the lords, cast down their of the princes and the lords, cast down their towers to the ground!towers to the ground!


Who, or what, is the author- Thomas Muntzer, Who, or what, is the author- Thomas Muntzer, preacher and theologianpreacher and theologian

How reliable is the source- Based on what we How reliable is the source- Based on what we know, he had been a follower of Luther, more know, he had been a follower of Luther, more “radical,” favored peasants“radical,” favored peasants

What type of document is this- It is an “open What type of document is this- It is an “open letter,” stretches the truth, might be propaganda, letter,” stretches the truth, might be propaganda, it is pro-revolt!it is pro-revolt!

Chronologically it is also early in the revolt, might Chronologically it is also early in the revolt, might tend to be more pro-revolttend to be more pro-revolt

SAMPLE AP DOCUMENTSAMPLE AP DOCUMENT

Source: Martin Luther, theologian, Source: Martin Luther, theologian, Against the Murderous, Against the Murderous, Thieving Hordes of PeasantsThieving Hordes of Peasants, Wittenberg, May 1525, Wittenberg, May 1525

The peasants forgot their place, violently took matters The peasants forgot their place, violently took matters into their own hands, and are robbing and raging like into their own hands, and are robbing and raging like dogs. It is clear that the assertions they made in their dogs. It is clear that the assertions they made in their Twelve ArticlesTwelve Articles were nothing but lies presented under were nothing but lies presented under the name of the Gospel. This is particularly the work of the name of the Gospel. This is particularly the work of that devil, Thomas Munzter, who rules at Muhlhausen. that devil, Thomas Munzter, who rules at Muhlhausen. The peasants are not content with belonging to the devil The peasants are not content with belonging to the devil themselves; they force and compel many good people to themselves; they force and compel many good people to join their devilish league. Anyone who consorts with join their devilish league. Anyone who consorts with them goes to the devil with them and is evil of all the them goes to the devil with them and is evil of all the guilty deeds that they commit.guilty deeds that they commit.


Who, or what, is the author- Martin Luther, theologian, Who, or what, is the author- Martin Luther, theologian, leader of the Protestant Reformationleader of the Protestant Reformation

How reliable is the source- Based on what we know, as How reliable is the source- Based on what we know, as leader of the reformation, he believed it to be spiritual, leader of the reformation, he believed it to be spiritual, not worldly, peasants would be free in the next world not worldly, peasants would be free in the next world

What type of document is this- It is a pamphlet that What type of document is this- It is a pamphlet that Luther wrote, obviously against peasants, why- needed Luther wrote, obviously against peasants, why- needed support of princes against the HRE and the Catholic support of princes against the HRE and the Catholic Church both politically and religiously, not the peasants!Church both politically and religiously, not the peasants!

Interesting in the fact that it also directly contradicts the Interesting in the fact that it also directly contradicts the previous document (written by Muntzer) that is pro-previous document (written by Muntzer) that is pro-revolt, calling him the “devil” and lambasting those who revolt, calling him the “devil” and lambasting those who follow him; so either for God or for the devil follow him; so either for God or for the devil

READ THE QUESTIONREAD THE QUESTION

Search for context clues, such as change Search for context clues, such as change over timeover time

Analyze the documents before attempting Analyze the documents before attempting the thesisthe thesis

Group the documents to help develop the Group the documents to help develop the thesisthesis

THE “THREE-SENTENCE” THE “THREE-SENTENCE” THESISTHESIS

““Introductory Sentence”Introductory Sentence”

““Although Sentence”Although Sentence”

““Explanatory Sentence” Explanatory Sentence”

THE INTRODUCTORY SENTENCETHE INTRODUCTORY SENTENCE

Restates the question in an answer Restates the question in an answer formatformat

Tells the reader what the student will be Tells the reader what the student will be writing aboutwriting about

Important!Important!Leads to the “Although Statement”Leads to the “Although Statement”

THE ALTHOUGH SENTENCETHE ALTHOUGH SENTENCE

Key sentence in the first paragraph and the Key sentence in the first paragraph and the entire paper!entire paper!

Sets up a hierarchy for the student to work Sets up a hierarchy for the student to work fromfrom

Sets up a “tension” in the paper by Sets up a “tension” in the paper by establishing a position establishing a position

Along with the “Explanatory Sentence” it Along with the “Explanatory Sentence” it provides the framework for the student to provides the framework for the student to answer the promptanswer the prompt

THE EXPLANATORY SENTENCETHE EXPLANATORY SENTENCE

Tells the reader how or why the student’s Tells the reader how or why the student’s position is the correct positionposition is the correct position

Focuses on the MAIN portion of the Focuses on the MAIN portion of the “Although Sentence;” not the whole “Although Sentence;” not the whole sentencesentence

Helps the student set-up the paragraphsHelps the student set-up the paragraphs

SAMPLE “QUESTION”SAMPLE “QUESTION”

Analyze the causes of and the responses Analyze the causes of and the responses to the peasants’ revolt in the German to the peasants’ revolt in the German states, 1524-1526.states, 1524-1526.

The primary reason for the peasants revolt The primary reason for the peasants revolt in Germany was serfdom and responses in Germany was serfdom and responses to the revolts varied.to the revolts varied.

This sentence sets up “various” groups; This sentence sets up “various” groups; reasons for and responses to revolts.reasons for and responses to revolts.

SAMPLESAMPLEINTRODUCTORY SENTENCEINTRODUCTORY SENTENCE

SAMPLESAMPLEALTHOUGH SENTENCEALTHOUGH SENTENCE

Although the major cause of the Although the major cause of the Peasants revolt in the German states Peasants revolt in the German states was the condition of serfdom, the was the condition of serfdom, the views of, and responses to the revolt views of, and responses to the revolt often varied according to the social often varied according to the social status of the person.status of the person.

This sentence refers to the cause of This sentence refers to the cause of the revolt and sets up the responses to the revolt and sets up the responses to the revolt.the revolt.

SAMPLESAMPLEEXPLANATORY SENTENCEEXPLANATORY SENTENCE

Those from the lower classes tended to Those from the lower classes tended to favor the revolt while members of the favor the revolt while members of the upper classes viewed these rebellions with upper classes viewed these rebellions with fear and alarm.fear and alarm.

This sentence divides the responses in to This sentence divides the responses in to two basic groups; for and against.two basic groups; for and against.

Views on causes of the revolt (Can include Views on causes of the revolt (Can include Documents 1,2,3,& 8)Documents 1,2,3,& 8)

Views of those who were in “favor” of the Views of those who were in “favor” of the revolt (Can include 5,6,8,9)revolt (Can include 5,6,8,9)

Views of those against the revolt (Can Views of those against the revolt (Can include 4,7,10,11,12)include 4,7,10,11,12)

SAMPLESAMPLEPARAGRAPHSPARAGRAPHS