Introduction to the dbq
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Introduction to the DBQ. Mr. Colden AP World Winter 2013. Our Goal Today. To Understand the Scoring System Learn Strategies for Reading Documents Practice Point of View Analysis (POV ) Practice Grouping Documents. DBQ Scoring.

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Introduction to the dbq

Introduction to the DBQ

Mr. Colden

AP World

Winter 2013


Our goal today

Our Goal Today

To Understand the Scoring System

Learn Strategies for Reading Documents

Practice Point of View Analysis (POV)

Practice Grouping Documents


Dbq scoring

DBQ Scoring

Page 13 - AP World History: An Essential Coursebook by Ethel Wood.


Reading docs strategy

Reading DOCs Strategy

SOAPSTONEGrouping

Source: This is the description of the DOC

This is the actual primary source document… your reading it and you smile because you’re a Don or Lady Don therefore your amazing and going to rock!

Additional DocumentContext


Grouping of documents

Grouping of Documents

  • After reading taking brief notes on the DOCs look for commonalities in your notes THAT RELATE TO THE PROMPT

  • Grouping Ideas

    • Internal evidence (the content, format, and tone of each document in relation to the others)

    • External evidence (identification of author, purpose, or intended audience, and the date on which each document was written).


Point of view pov

Point of View (POV)

Remember Acronym SOAPSTONE

…ok… lets see the SOAPSTONE


Introduction to the dbq

S - Who is the Speaker/Source?

  • H – Home - country of origin, national or ethnic identity

  • O – Occupation or profession

  • G – Gender

  • W – Worldview – values as reflecting religious, philosophical, or other cultural ideals

  • A – Age

  • R – Real Knowledge – that is what are the limitations of the speaker – what could they know or not know

  • T – Theoretical Ideals - political, economic, or other social / intellectual values

  • S – Social Status, including class, caste, wealth and education


Introduction to the dbq

O - A - P - S

O - What is the Occasion?

A - What is the Intended Audience?

P - What is the Purpose?

S - What is the Subject? – NOT for POV itself, but to support POV claims or to help answer the question.


Introduction to the dbq

TONE – What is the tone of the document?

Consider the SHOCK AND AWE approach. Is the speaker or message:

S – Sad or wistful?

H – Haughty or condescending or insensitive?

O – Obsessed or fanatical or just committed?

C – Cruel or antagonistic or ruthless?

K – Knowledgeable or arrogant or uncertain?

A – Amused or tolerant or unsympathetic?

N – Negative or defensive or judgmental?

D – Deferential or respectful?

A – Annoyed or outraged or disgusted?

W – Worried or panic stricken?

E – Excited or guilty or ashamed?


Introduction to the dbq

Ideal POV Statements

The author might write _____ /use ____tone/etc. because ______.

SOAPSTONE

TextWhy – or rather what

connects them?


Writing a pov sentence

Writing a POV Sentence

  • Authorial POV

    • "BaltasarRusow, as a Lutheran pastor, was naturally upset by the celebration of a Saint's Day since Lutherans don't venerate saints.”

  • Reliability and Accuracy of Source

    • "R. Lassels's report of the Carnival celebrations in Italy is probably accurate because as an outside observer, he is more objective."

    • "R. Lassels's report of the Carnival celebrations in Italy is probably inaccurate because as an outside observer, he would not fully understand local customs.”

  • Tone or Intent

    • “Mr. Owen may have presented an aggressive tone when describing recent budget cuts to education because he realized those budget cuts will result in a decrease in his pay.”


Ok let s give grouping a shot

OK… Let’s give grouping a shot!


Introduction to the dbq

PEP RALLIES DBQ (w/ thanks to Helen Delahunty)

Question: Analyze the differing attitudes held by members of the Yorktown High School Community towards pep rallies.


Introduction to the dbq

Document 1

Source: Karen Schepps, European History teacher at Yorktown H.S.

I don't like pep rallies. I don't like the pumping up of emotion and enthusiasm in people so that they cheer for only one special group.

It reminds me of what happens in dictatorships - people cheer the leader and feel a part of the crowd and so the leader can manipulate people to do what he /she wants.

School nationalism can divide the world into "them" and 'us" like regular nationalism which has been such a destructive force in the world.


Introduction to the dbq

Document 2

Source: Betty Weyrich, Valedictorian of Yorktown High School, 2002

They're (pep rallies) such a waste of time. I could be reading something in the library or listening to my music or going home instead of watching all the jocks parade and the cheerleaders falling over themselves.


Introduction to the dbq

Document 3

Source: Jason Palumbo, Yorktown H.S. Cross-country team captain

Pep rallies are great. Some teams, like ours, never really get many fans cheering for us. To have the kids at school recognizing our accomplishments in such a public setting is rewarding.


Introduction to the dbq

Document 4

Source: Donny Ortiz, Principal Yorktown High School

First, pep rallies provide an opportunity to bring an entire school together at one venue. This opportunity gives teachers and students the chance to see other students and teachers they might not see otherwise. Second, it presents an ideal time to convey to others the activities in which many students participate. Third, it provides for everyone a form of entertainment (when done correctly) related to diversity in personalities, talents, and perspectives of each other.


Introduction to the dbq

Document 5

Source: Sarah Casey, Trombone player in the Yorktown H.S. pep band.

Pep rallies are a major drag. Our teachers get annoyed that we have to be excused early to set up. No one wants to hear us play. Then we have to sit there until the end of the rally for the last song.


Introduction to the dbq

Document 6

Source: John Gutter, Vice Principal, Yorktown High School

Sometimes I view the school as a family; therefore, I consider pep rallies as a family activity, like Thanksgiving or Christmas.

When I help organize the events, I want as many school groups to participate as possible; just like a family wants every member to participate.

School activities help people feel a part of the group, and that is very important to me.


Introduction to the dbq

Document 7

Source: Gary Millvanders, Security Guard at Yorktown High School

Pep rallies are a pain. Invariably there will be at least one fight in the stands that needs to be broken up in a crowd of students; and several kids will be wandering the halls unsupervised that we’ll need to round up. It is a real burden for us security guards.


Introduction to the dbq

Document 8

Source: Ben Kolpin, Football & Swimming Coach at Yorktown H.S.

It’s only right that the team members get some recognition from the entire school community for all their hard work. The majority of the school does not come out to our games. We should get some applause at school.


Introduction to the dbq

Document 9

Source: Colleen Boland, Yorktown High School varsity cheerleader.

I love pep rallies! We get to lead the school in demonstrations of our school spirit and enthusiasm. I don’t mind losing my voice to get the crowds fired up. Those who do not like pep rallies are a few anti-social misfits whose opinions really don’t matter. Go Patriots!


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