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How to Respond to a DBQ. Mr. Collins. Read the Prompt. Circle instruction words(usually verbs) Underline Key terms that you will need to understand in order to address all aspects of the prompt. Read all the Context statements. Make sure you understand the historical context.

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Presentation Transcript
read the prompt
Read the Prompt
  • Circle instruction words(usually verbs)
  • Underline Key terms that you will need to understand in order to address all aspects of the prompt.
read all the context statements
Read all the Context statements
  • Make sure you understand the historical context.
  • This is usually provided before the actual documents, but can sometimes be found at the end of each document
  • Sometimes both
read the documents
Read the documents
  • Read all the documents
  • Write a summary statement that captures the core meaning of the text
  • Write it in one sentence
  • Group the documents (remember the shoes)
drafting
Drafting
  • Intro paragraph
  • Three + body paragraphs
  • conclusion
intro paragraph
Intro Paragraph
  • Engaging opening sentence with some explanation
  • Set the stage:
    • Write 3-5 sentences that introduces your audience to the historical context
    • First, this is done with “broad strokes”
    • Then as you approach the end you become more specific[funnel design]
  • Finally leading to your thesis, which should be one to tow sentences at the end of your introductory paragraph.
intro cont thesis
Intro cont. thesis
  • Thesis:
    • Time and Place
    • It has a topic and a certain “argument” about that topic
    • That argument about the topic is your “Claim” - what your paper should prove
    • Claim cannot be wishy-washy, you cannot simply restate the prompt, or simply provide categories. No lame claims!
    • Break the claim into meaningful categories that preview (introduces) your body paragraphs [your grouping strategy].
intro thesis examples
Intro thesis examples
  • Try creating a thesis with a subordinate clause
  • E.g.
    • While Confucianism and Legalism are clearly responses to the warring states period, one can argue that Daoism was as much a response to Confucianism as the Warring States Period
    • You want to characterize things in terms of the the relative degree of influence.
  • You might also qualify your thesis by specifying that the response of the schools had a different impact in terms of the kinds of order and relief categorized into social, political, econ etc.
body pargraph
Body Pargraph
  • Topic sentence is a mini thesis, where you introduce readers to what you will discuss in this paragraph
  • Explain, don’t simply summarize or merely restate the document
  • But explain by
      • Tagging core meaning
      • Discussing the document in relation to
        • the prompt (key terms: philosophical schools, view of human nature, systems of order, etc.,
        • Historical context Warring states and times of schools
        • your thesis & topic sentence.
body paragraph main parts cont
Body Paragraph (main parts) cont.
  • Topic Sentence
  • Discuss Document #1 by:
    • Intro Doc #1(1-2 sentences)
    • Explain central meaning of Doc. #1 (1-3 sentences)
    • Explain/Discuss document in relation to prompt,thesis, Topic sentence (address the prompt and all its aspects) [1-3] sentences]
    • POV Point of view statement how different features of “SOAPSTONE” Influence what is said and reliability of document (1-2 sentences)
  • Repeat step two for next two documents
  • Close with answering: What other documents will give an alternative perspective and why.
body pargraph cont
Body Pargraph cont

3. POV Statement:

What it does-

Clearly and specifically evaluates the level of trust one can justifiably grant the information in the document.

Discusses what is really going on;

Uses multiple features of SOAPSTONE to ground the claim establishing POV

Compares and contrasts author’s point of view with views of others.

body par cont pov
Body par Cont. POV
  • POV How:
    • You want to show how:
    • Speaker’s background
    • The Occasion
    • Purpose
    • Audience
    • Influences the content of the document (strong claim)
    • Or is reflected in the document (weaker claim, but can be acceptable depending how it is handled)
pov in brief
POV in brief
  • Get points by:
  • Explaining the relationship of the author’s POV to author’s religion, occupation, time period, gender etc. OR
  • Assessing the reliability of the source OR
  • Explaining that different kinds of documents serve different purposes OR
  • Analyze tone or intent of documents
body par cont
Body par. Cont.
  • Repeat the previous #s 2 & 3 for each document
    • 2- explanation 1-3 sentences
    • 3 POV statement 1-3 sentneces

4. Conclude with answering the following question: What other documents will help you understand what you’re trying to address in this paragraph. (What will provide a new perspective that will help to balance the picture)

conclusion significance
Conclusion Significance
  • Importance: influence on people who lived through event or times
  • Profundity: how deeply affected by the event(s)
  • Quantity: How many people affected
  • Durability: How long - ripple effect
  • Relevance how it helps historians understand the events in question
  • You do not points for the last one relevance unless you meaningfully address #1. Meaningfully means being specific , not just labeling.