DBQ EssayGuidelines

Document Annotation•Don’t just summarize docs.•Annotations should DIRECTLY reflect prompt•In other words, ask yourself the prompt question with each document.•May be multiple themes/possible groups in one document.•Not just “positive or negative”; may work sometimes but will still need different categories “groups” of positive and negative.•Try to underline/circle supportive info./evidence in the docs. during the annotation process.•Also: address possible Point of View as you annotate docs.

Group the Documents• Use an organizer to “group”, in 3 or more

ways, the documents according to common themes based on the prompt/question.

Prompt

Theme

Theme

Theme

Theme

Document

DocumentDocument

Document

DocumentDocument

DocumentDocument

Document

Document

Theme/Group Theme/Group Theme/Group

Documents Documents Documents

Contextualization• Beginning of essay• Questions to consider:• What was happening at the time the event

happened that might have had an influence?• What was happening at the specific place where an

event occurred? In the country as a whole? In the larger region? In the world?

• How does a specific event or development fit into the context of larger & broader historical developments often on the national or global level?

Contextualization• In other words:• How does a specific event or development fit into

the context of larger & broader historical developments often on the national or global level?

“The Columbian Exchange was the transfer of goods and diseases between the eastern and western hemispheres starting in 1492. This exchange occurred as part of the broader developments of the time including the continued European exploration in an attempt to discover new connections to East Asia, the rise of European colonization of lands in Africa, Asia and the Americas, and the economic system of mercantilism, which was based on the exploitation of those colonies for the benefit of the mother country.”

Thesis•Know what the prompt is asking.•Must DIRECTLY reflect prompt!•Use words from prompt; if prompt asks for “responses” write “The responses were…”; •if the prompt asks for “consequences” write “the consequences were…” •Add analysis; reason for(cause) or impact of categories.•Read thesis to make sure it matches prompt.

DBQ Thesis Writing ActivityPrompt: Analyze the various reactions to the spread of the Black Death in Western Europe during the 14th century.

3 Groups (with analysis):Hopelessness(not knowing cause or how to stop)Assigned blame(in order to make sense of tragedy)Embraced penance(in an attempt to avoid God’s punishment)

Steps: 1. restate prompt context; 2. identify each group “reaction” with analysis

Sample Analytical Thesis: The reactions to the spread of the Black Death in Western Europe during the 14th century included hopelessness, because people did not know the cause of, or how to stop the plague , assigning blame, in order to make sense of the tragedy, and finally, many embraced penance in an attempt to avoid God’s punishment.

Document Analysis: HIPP

Historical Context: When & where was the source produced AND what contemporaneous events might have affected viewpoint and/or message?

Intended Audience: Who might the intended audience be AND how might that audience have affected the content of the source? What does source want “audience” to know & why?

Purpose: Why did the author create the source or why was the document created at this time? What does author what?

Point of View: What is the author’s POV AND why do they have that POV

Document AnalysisHistorical Context

Source: Christopher Columbus, describing his first encounter with the native Arawak men and women.

“They…brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks’ bells. They willingly traded everything they owned…They were well built, with good bodies and handsome features…They do not bear arms, and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance. They have no iron. Their spears are made of cane…They would make fine serv-ants…With fifty men we could subjugate them all and make them do whatever we want.”

“Columbus’ writing could have been influenced by the broader historical context of the time. As European nations raced to acquire lands and access to new goods around the world in an attempt to build their wealth over that of their European neighbors, Columbus wanted to make it clear that he had met that criteria for the Spanish by finding willing trade partners and a source of colonial wealth.”

Document AnalysisIntended Audience

Source: Bartolome de las Casas, a young priest who participated in the conquest of Cuba and transcribed Columbus’ journal

Thus husbands and wives were together only once every eight or ten months and when they met they were so exhausted and de-pressed on both sides . . . they ceased to procreate. As for the newly born, they died early because their mothers, overworked and fam-ished, had no milk to nurse them, and for this reason, while I was in Cuba, 7000 children died in three months.

“One of De las Casas’ intended audiences was most likely the Spanish officials including the crown. He would want them to understand just how terribly the natives were being treated , in the hopes that the Spanish authorities would force officials in the Americas to change their practices concerning the natives.”

Document AnalysisPurpose

They do not bear arms, and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance. They have no iron. Their spears are made of cane…They would make fine serv-ants…With fifty men we could subjugate them all and make them do whatever we want.”

Source: Christopher Columbus, describing his first encounter with the native Arawak men and women.

“Columbus’ purpose for including his thoughts on the poorly armed natives and the ease with which they could be controlled, is most likely to reinforce for his Spanish sponsors that this trip was successful in its goal of finding lands and people to exploit. The purpose also likely includes the hopes of ensuring future voyages for Columbus as well.”

Document AnalysisPoint of View

Source: Bartolome de las Casas, a young priest who participated in the conquest of Cuba and transcribed Columbus’ journal

…(the Spaniards) grew more conceited every day and after awhile re-fused to walk any distance…(They) rode the backs of Indians is they were in a hurry or were carried on hammocks by Indians running in relays…(They) thought nothing of knifing Indians by tens and twenties and of cutting slices off them to test the sharpness of their blades…

De las Casas’ point of view would very likely be influenced by his being a Catholic priest. He was shocked and angered by the horrific and inhumane treatment of the natives because as a priest he most likely embraces the ideas of equality among people, and that one should treat others how they wish to be treated. He probably felt like he was there to bring new people into the faith, but he was witnessing the deaths of that very group.

Point of View statement - POV•3 Components to a POV statement; can be one sentence

•Author/source•The POV•Reason for POV

Document AnalysisPoint of View

Another skill you must demonstrate is an assessment of the point of view (POV) represented in the documents; in other words, why is this specific author making this particular statement? Here you should consider the following: in what way(s) does the class, nationality, gender, official position, ideology, or other characteristic of the author influence his or her thinking on the topic at hand?

“In doc. 7, Jonathan Sampson, a native American, voices a dislike towards Anglo Americans because his family was murdered during the Black Kettle uprising”

”In doc. 5, Miguel Montez, a resident of the American southwest, had a reaction of anger and resentment, because his ancestor’s land was taken by American soldiers during the Mexican American War. ”

Sample 1

Sample 2

“Count Wilhelm von Hennenberg, in a letter to Duke Albert of Prussia, noted that nobles were surprised when peasants turned from attacking priests and monks to the property of the nobility. (doc. 11)”

Why unacceptable?  This is merely attribution with no attempt at further analysis beyond the stated information from the document itself; the statement does not explain why Hennenberg held these views.

“Because this is a statement written by two preachers, it accurately reflects the attitudes of the people during this time period. (doc. 5)”

Why unacceptable?  Again, this is really just attribution, since the statement makes no effort to explain how or why these two preachers would be authoritative voices of the people.

Examples of ACCEPTABLE point-of-view analysis:Relating authorial point of view to author’s place in society:“Leonard von Eck, as a chancellor, would likely hold this view since as a government official he is probably very concerned with preserving order and the stability of the political structure. (doc. 1)”

“Since Martin Luther had been deemed a heretic and was dependent upon local princes for protection, it is not surprising that he would be so vehement in condemning events that many linked to him and that were causing such civil unrest. (doc. 7)”

Evaluating the reliability of the source:“Lichtenstein may not be a completely reliable source, however, since he was pleading his own case and clearly had something to gain. (doc. 10)”

“Since Caspar Nutzel is a local government official writing to a superior, his acknowledgement of “excessive” actions by authorities seems credible since it may have been somewhat risky to offer criticism of authority during this time period. (doc. 9)”

Recognizing that different kinds of documents serve different purposes:“It is important to note that Lorenz Fries is commenting in a secret report probably not meant for publication; therefore, he is likely able to be more frank and honest than he might have been in a public document. (doc. 8)”

Evidence Beyond the Documents• Provides an example or additional piece of

specific evidence beyond those found in the documents to support or qualify the argument.– This example must be different from the evidence

used to earn other points on this rubric.– This point is not awarded for merely a phrase or

reference. Responses need to reference an additional piece of specific evidence AND explain how that evidence supports or qualifies the argument.

Argument Development/Analysis• Arguments refer back to the thesis. 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.

• In other words:– group documents effectively– use grouping/topic sentence to begin each paragraph, which

identifies a theme/grouping in direct reinforcement of the thesis/prompt, and identifies corresponding documents.

– Also use “Evidence beyond the documents” and the “synthesis” as opportunities to further develop or reinforce the argument.

Synthesis• Extends the argument by explaining the

connections between the argument (your thesis) and:

- A development in a different historical period (horizontal), situation, era (horizontal), or geographical area (vertical) OR

- A course theme and/or approach to history that is not the focus of the essay (political,

social, economic, demographic etc.) (Vertical)