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Writing in AP U.S. HistoryMr. Daniel LazarJohn F. Kennedy SchoolTable of Contents APUSH Exam InformationNine APUSH Periods Seven APUSH Themes (BAGPIPE)Everything You Need Know About the Short Answer SectionNine Historical Thinking Skills (HTS)The Big Four HTS Models: Simple and ComplexThe Thesis Statement Contextualization: Setting the Stage and Showing the Broader PictureSynthesis: inferring relationships among themes, positions, and periodsHow to Write an APUSH DBQHow to Grapple with Documents in the DBQAPPARTS & HIPPCIACitationDBQ Outlining ExerciseDBQ and LEQ RubricsAPUSH Exam InformationThe AP U.S. History Exam is 3 hours and 15 minutes long and includes a 105-minute multiple-choice / short-answer section (Part I) and a 90-minute free-response section (Part II). Each section is divided into two parts, as shown in the table below. Student performance on these four parts will be compiled and weighted to determine an AP Exam score. AP Scores are 5 – 1.SectionQuestion TypeNumber of QuestionsTimingPercentage of Total Exam ScoreIPart A: Multiple-choice questions55 questions55 minutes40%Part B: Short-answer questions4 questions50 minutes20%BREAKIIPart A: Document-based question1 question55 minutes25%Part B: Long essay question1 question (chosen from a pair)35 minutes15%How your learning will be assessed on the AP Exam:The following are general parameters about the relationship between the components of the curriculum framework and the questions that will be asked on the AP Exam:Achievement of the thematic learning objectives will be assessed throughout the exam (BAGPIPE)Demonstration of the nine historical thinking skills (HTS) will be assessed throughout the exam One essay, DBQ or LEQ, will examine change over time and, thus, challenge the writer to examine long-term developments which span two or more time periods.No DBQ or LEQ will focus exclusively on events prior to 1607 (Period 1) or after 1980 (Period 9)The coverage of the periods in the exam as a whole will reflect the approximate period weightings (excerpted below from page 28 of the Course and Exam Description).Nine APUSH PeriodsPeriod 1: 1491-1607 (5%)Period 2: 1607-1754 (10%)Period 3: 1754-1800 (12%)Period 4: 1800-1848 (10%)Period 5: 1844-1877 (13%)Period 6: 1865-1898 (13%)Period 7: 1890-1945 (17%)Period 8: 1945-1980 (15%)Period 9: 1980-present (5%)A Note from the College Board on Periodization:Following the example of many subfields within U.S. history as well as the approach adopted by most U.S. history textbooks, the concept outline reflects an acknowledgment that historians differ in how they apply boundaries between distinct historical eras. Indeed, the ability to interpret the nature of change and continuity in various periods is a key element of the historian’s craft. As a result, a number of the periods show some degree of overlap, depending on the kinds of key concepts being developed in that period. For example, Period?4, which begins in 1800, emphasizes antebellum reform and social change (with?1848 as an ending point because of the Seneca Falls Convention). Period 5 focuses on how expansion led to debates over slavery, thus beginning with Manifest Destiny and the election of James K. Polk in 1844; it spans the Civil War and Reconstruction and ends with the Compromise of 1877. The?emphasis in Period 6 on economic development logically begins with the end of the Civil?War in 1865 and ends on the eve of the Spanish-American War in 1898. Period 7 uses 1890 as the appropriate starting date for America’s rise to global power, a major conceptual focus of the period. The distinctions in the outline between historical eras deserve further scrutiny and investigation by students, since the development of chronological reasoning and a sense of change and continuity are critical thinking skills for the study of history. Useful activities might be for students to explain the periods that overlap in the curriculum framework, examine different periodizations of U.S. history used by different textbooks or historians, or propose a periodization scheme of their own.Seven APUSH ThemesWork, Exchange, and TechnologyIdentityIdeas, Beliefs, and CultureAmerica in the WorldEnvironment and GeographyPolitics and PowerPeopling7 Themes Acronym: BAGPIPEBelief Systems:?Ideas/ideologies, beliefs, and culture?IdeologiesReligionArt/Literature, Artistic expressionCultural ValuesScience/PhilosophyIdealsMorality, moral valuesPopular cultureAmerica in the World: Global ContextCompetition for resources, dominanceForeign Policy/DiplomacyExpansionism/ImperialismIncreasing global connections/global trade/communicationsGlobal conflicts: World WarsMotivations as world actorsMilitary and Economic involvement in the developing worldGeography & Environment—physical and humanClimateGeographyEnvironment, natural and man-madeInteraction with environment: how man shapes/is shaped by environmentNatural resourcesExchanges: plants, disease, animals, technologiesPeopling: Movement/MigrationsMovement to, from and within the USNativismImmigrant groups’ impact on US SocietyDemographyImpact of European exploration on Indigenous populationsDebates over immigrationIdentity: Gender, class, racial, ethnic identities.Gender, gender rolesClassRacial/Ethnic identitiesNational IdentityRegional identityNationalism/PatriotismGroup IdentitiesAssimilationPolitics and PowerConstitution/interpretationRole of the state in societyPolitical processRole of the political party systemsGovernmentStruggles over FederalismFederal, state, and local government interactionLibertyRightsDemocracyCitizenshipAuthority/powerEconomy: Work, exchange/trade, and technologyAgricultureCommerce/TradeManufacturingLabor systemsJobs/ways of workingLabor & social classEconomic developmentsLand distributionTrade patterns/exchangeInnovationTransportationTechnologyGlobalization of economic systemsEconomic ideologies: Capitalism, free markets, communism, socialismIndustrializationRegulationEverything You Need Know About the Short Answer SectionWhat does it look like? ? 4 short answer questions ? 20% of test (5% each) ? Each question will ask 3 tasks, worth 1 point apiece ? Tasks are typically divided as (a) (b) (c) ? Students have a one page box with 23 line on which to write. No more.SAQ Types?With stimuliVisual Stimuli: painting, cartoon, graph, table, map, etc.Text Stimuli: One Source/Perspective Primary SecondaryText Stimuli: Opposing Perspectives Primary SecondaryWithout stimuliHow to Write the SAQDirectly answer the question. Be painfully explicit. Use the phraseology of the question (but do not rewrite or repeat the question).Include specific historical terms/events/people in each section of each SAQ.Limit your response to each section to 2-4 content rich sentences.You have 23 lines on which to write.Label each part (A) – Your Response(B) – Your Response(C) – Your ResponseHow NOT to Write the SAQDo NOT write a short essayDo NOT write a paragraphDo NOT write a thesis statementDo NOT write in bullet points Do NOT write in sentence fragmentsDo NOT quote from nor parenthetically cite the excerpt(s) providedEverything You Need Know About the Short Answer Section (continued)What does it look like? 1. United States historians have proposed various events to mark the beginning of an American identifyA) Choose ONE of the event listed below and explain why your choice best represents the beginning of American identify. Provide at least ONE piece of evidence to support your explanationThe end of the Seven Years’ War (French-Indian War) in 1763Signing of the Declaration of Independence in 1776Ratification of the United States Constitution in 1789B) Contrast your choice against ONE of the other options, demonstrating why that option is not as good as your choice. Use the image below to answer parts a, b, and c. a) Briefly explain the point of view expressed through the image about ONE of the following. Emancipation Citizenship Political participation b) Briefly explain ONE outcome of the Civil War that led to the historical change depicted in the image. c) Briefly explain ONE way in which the historical change you explained in part b was challenged in the period between 1866 and 1896. Everything You Need Know About the Short Answer Section (continued)Use the image below to answer parts a, b, and c.A) Choose ONE of the factors below and explain why it played the greatest role in precipitating the Missouri Compromise. Cite ONE piece of historical evidence to support your explanation: Debates over political values Regional identity Environmental factorsB) Briefly contrast your choice against ONE of the other options, demonstrating why that option is not as good as your choice.Everything You Need Know About the Short Answer Section (continued) “[W]e have in [United States history] a recurrence of the process of evolution in each western area reached in the process of expansion. Thus American development has exhibited not merely advance along a single line, but a return to primitive conditions on a continually advancing frontier line, and a new development for that area. American social development has been continually beginning over again on the frontier. This perennial rebirth, this fluidity of American life, this expansion westward with its new opportunities, its continuous touch with the simplicity of primitive society, furnish the forces dominating American character. The true point of view in the history of this nation is not the Atlantic coast, it is the Great West. . . . In this advance, the frontier is the outer edge of the wave—the meeting point between savagery and civilization.” -Frederick Jackson Turner, historian, “The Significance of the Frontier in American History,” 1893 “[T]he history of the West is a study of a place undergoing conquest and never fully escaping its consequences. . . . Deemphasize the frontier and its supposed end, conceive of the West as a place and not a process, and Western American history has a new look. First, the American West was an important meeting ground, the point where Indian America, Latin America, Anglo-America, Afro-America, and Asia intersected. . . . Second, the workings of conquest tied these diverse groups into the same story. Happily or not, minorities and majorities occupied a common ground. Conquest basically involved the drawing of lines on a map, the definition and allocation of ownership (personal, tribal, corporate, state, federal, and international), and the evolution of land from matter to property.”-Patricia Nelson Limerick, historian, The Legacy of Conquest: The Unbroken Past of the American West, 1987 Using the excerpts above, answer parts a, b, and c. a) Briefly explain ONE major difference between Turner’s and Limerick’s interpretations. b) Briefly explain how someone supporting Turner’s interpretation could use ONE piece of evidence from the period between 1865 and 1898 not directly mentioned in the excerpt. c) Briefly explain how someone supporting Limerick’s interpretation could use ONE piece of evidence from the period between 1865 and 1898 not directly mentioned in the excerpt. Nine Historical Thinking Skills (HTS)Historical Argumentation: Historical thinking requires one to define and frame a question about the past and to address that question by constructing an argument. A plausible and persuasive argument requires a clear, specific, complex, and refutable thesis statement which is then supported by relevant historical evidence. Additionally, argumentation involves the capacity to describe, analyze and evaluate the arguments of others. Use of Relevant Historical Evidence: Historical thinking involves the ability to identify, describe and evaluate evidence about the past from diverse sources (including written documents, works of art, quantitative data, etc.) with respect to content, authorship, purpose, format, and audience. It involves the capacity to extract useful information, make supportable inferences, and draw appropriate conclusions from historical evidence while also understanding such evidence in its context, recognizing its limitations, and assessing the points of view that it reflects.Contextualization: Historical thinking involves the ability to connect historical developments to specific circumstances in time and place, and to broader regional, national, or global processes.Interpretation: Historical thinking involves the ability to describe, analyze, evaluate, and create diverse interpretations of the past—as revealed through primary and secondary historical sources—through analysis of evidence, reasoning, contexts, and points of view.Synthesis: Historical thinking involves the ability to arrive at meaningful and persuasive understandings of the past by applying all the other historical thinking skills, by drawing appropriately on ideas from different fields of inquiry or disciplines and by creatively fusing disparate, relevant (and perhaps contradictory) evidence from primary sources and secondary works. Additionally, synthesis may involve applying insights about the past to other historical contexts or circumstances, including the present.And The Big Four HTS…Historical Causation: Historical thinking involves the ability to identify, analyze and evaluate multiple cause-and-effect relationships in a historical context.Patterns of Continuity and Change over Time: Historical thinking involves the ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time, as well as relating these patterns to larger historical processes or pare and Contrast: Historical thinking involves the ability to describe, compare and evaluate multiple historical developments within one society, one or more developments across or between different societies, and in various chronological and geographical contexts. It also involves the ability to identify, compare and evaluate multiple perspectives on a given historical experience.Periodization: Historical thinking involves the ability to describe, analyze, evaluate and construct models of historical periodization that historians use to categorize events into discrete blocks. Periodization challenges us to identify turning points, recognizing that the choice of specific dates favors one narrative, region or group over another narrative, region or group; therefore, changing the periodization can change a historical narrative. Moreover, the particular circumstances and contexts in which individual historians work and write shape their interpretations and modeling of past events.The Big Four HTS Models: Simple and ComplexHistorical Causation /Cause and Effect 357187534036000357187557848500Simple:Complex:357187555104000 Example Essay Prompts:Simple:Explain the major causes of the American Civil War.Evaluate the extent to which westward expansion led to the development of sectionalism prior to 1860. Explain the three most important causes leading to the “Reagan Revolution” in plex:Explain the major political and economic causes and of the growth of big business in American society from 1870 to 1900.Continuity and Change over Time (CCOT)Simple:Complex: A B T1T2ABKey Event Before Key Event After Key Event Before Key Event After Key EventExample Essay Prompts:Simple:ABCEvaluate the extent to which trans-Atlantic interactions from 1600 to 1763 contributed to maintaining continuity as well as fostered change in labor systems in the British North American colonies.Identify and analyze the changing role of women within American society from the American Revolution to the Civil War.Evaluate the extent to which increasing integration of the U.S. into the world economy contributed to maintaining continuity as well as fostering change in U.S. society from 1945 to the plex:Evaluate major changes and continuities in the social and economic experiences of African Americans who migrated from the rural South to urban areas in the North in the period 1910–pare and Contrast (CC)Simple:Complex: Example Essay Prompts:Simple:Compare and contrast the New England colonies with the colonies in the Chesapeake.Immigration has always played an important role in the history of the United States, compare immigration during the 1840’s and 1850’s with immigration during the 1870’s and 1880’plex:Compare and contrast the New England colonies with the colonies in the Chesapeake. In so doing, address two of the three following characteristics in your answer: political, economic, and social patterns.Immigration has played an important role in the history of the United States. Compare and contrast immigration during the 1840’s and 1850’s with immigration during the 1870’s and 1880’s. In so doing, address two of the three in your answer: patterns of settlement, reasons for immigrating, reactions of nativist groups. Periodization / Turning Point357632021399500Simple:Complex:Example Essay Prompts:Simple:Evaluate the extent to which the Spanish-American War was a turning point in foreign policy in the United States.Evaluate the degree to which the Progressive Era marked a turning point in the relationship between the American people and their government. Complex:Historians have argued that the “Era of Good Feelings” was a misnomer. Given the political, social, and economic circumstances, to what extent is this “The Era of Good Feelings” a valid title for the period 1816-1824?The 1980’s have been marked as a time of a conservative revolution. Evaluate the degree to which the 1980’s were indeed a revolutionary period in American history. The Thesis Statement You will write a thesis that is specific, refutable, and complex. The thesis must be the final sentence (or two) in the introductory paragraph. Your thesis is the most important sentence in your essay. Take the time to write it well. Use the wording of the question to demonstrate that you are responding directly to it. Specific—your thesis must be a clear and precise foreshadowing of your argument.Refutable—the reader must be able to disagree with your thesis. It must be debatable. If it is not debatable then you are not making an argument in your essay. Complex—demonstrate your understanding of the complexity of the issue by writing a sophisticated thesis and then by examining contradictory evidence in the body of your essay. How specific must my thesis statement be?It’s a balancing act. You don’t want to be too general (Level 3) or too specific (Level 1). Let the reader know where you are going, but delve too far into your evidence. We want the reader to keep reading. We will call the right amount of specificity Level 2 Specificity.Consider the following prompt:Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nation.Level 3: The Articles of Confederation was successful as a first attempt at building a government. However, the Articles of Confederation was weak politically, socially, and economically. Therefore, the Articles of Confederation did not provide an effective answer to the problems facing the new nation.Level 2 (just right): The Articles of Confederation created a well-organized system for dealing with newly acquired territories and providing a financial means to increase needed revenue. However, it established a loose confederation of states that lacked a sense of national unity, it created internal gridlock that failed to establish a system of checks and balances, and it created a government that did not have the powers to conduct basic governmental business. Therefore, the Articles of Confederation largely ineffective in solving many of the problems faced by the newly formed United States.Level 1: Under the Articles of Confederation, the Land Ordinance of 1785 and Northwest Ordinance of 1787 created a well-organized system for dealing with newly acquired territories and a plausible means to increase government revenue in a time in which the country was facing massive debt. However, it established a decentralized government with limited sovereignty, creating a league of friendship, with limited effectiveness; it was unable to foster any sense of nationalism; it contained a lack of leadership and a lack of independent judiciary; it lacked provisions for raising revenues and collecting taxes from the states, as well as failing to handle the abuses of paper money, with no control over interstate commerce; and could not protect the country from rebellions like Shays’ Rebellion. Therefore, the Articles of Confederation proved unable to handle the problems faced by the country after the American Revolution.Contextualization: Setting the Stage and Showing the Broader PictureTo provide effective analysis, students must step back and explain what’s going on in the country (or world) that could justify or explain historical issues/events/figures/developments (the facts).Let’s use the following prompt and thesis:205014177800Analyze the causes of the American independence movement from the end of the French and Indian War until the end of the American Revolution.Beginning on the North American continent and spreading to Europe and around the globe, the French and Indian War culminated with a British victory and acquisition of French lands from the Appalachians to the Mississippi River. With an enlarged empire and a burdensome war debt, Great Britain asserted its mercantilist power over its American colonies. However, American colonists tended to perceive Britain’s policies as an attack on their rights as Englishmen, as a disruption to their regional markets and commerce, and a disregard of their egalitarian lifestyle and status. With each Parliamentary act, the American patriot cause increasingly clamored for proper recognition and, ultimately, separation. 00Analyze the causes of the American independence movement from the end of the French and Indian War until the end of the American Revolution.Beginning on the North American continent and spreading to Europe and around the globe, the French and Indian War culminated with a British victory and acquisition of French lands from the Appalachians to the Mississippi River. With an enlarged empire and a burdensome war debt, Great Britain asserted its mercantilist power over its American colonies. However, American colonists tended to perceive Britain’s policies as an attack on their rights as Englishmen, as a disruption to their regional markets and commerce, and a disregard of their egalitarian lifestyle and status. With each Parliamentary act, the American patriot cause increasingly clamored for proper recognition and, ultimately, separation. The writer chose to address the political, economic, and social aspects of their position.Contextualization for the POL paragraph "The British victory following the French and Indian War and its culminating Treaty of Paris (1763) heightened British nationalism and position on the world stage. Increasingly confident, the British Empire attempted to secure their expanded territorial claims to avoid future potential wars by taking an authoritarian position over its American colonies and throughout the world.”The student can then argue this position with Proclamation of 1763, Stamp Act, Declaratory Act, Quartering Act, Coercive Acts, Sons of Liberty, Letters from a Farmer, Olive Branch Petition, Second Continental Congress, and Declaration of Independence.Contextualization for the ECON paragraph"Given Britain's stronger global position after the French and Indian War, the empire reinforced its commitment to mercantilist policies. Besides paying off the massive war debt, Parliament sought to use the colonies as a source of revenue and to ensure colonial raw materials fed the mother country’s growing industries." The student can then argue this position using the Sugar Act, the Townshend Acts, the Tea Act, colonial merchants, colonial regional economies, smuggling, direct and indirect taxes.Contextualization for the SOC paragraph"The colonies developed a unique American way of life centered on equal opportunity after decades of salutary neglect. As the British Empire encouraged strict adherence to its imperial authority, the colonists viewed Parliament's actions as disruptive to its American lifestyle and essentially subjugated." The student can then argue this position using variety of Western Europe immigrants, fluid social hierarchy vs rigid European society, American identity, regionalism, colonists as second-class subjects, patriots vs loyalists, English nationalism vs American pride.When should I offer context in an APUSH essay?Probably in the introduction, andOnce or twice in the body…and perhaps in your conclusionSynthesis: inferring relationships among themes, positions, and periodsThere are 2 ways students can provide synthesis according to the rubric:Synthesis using theme and/or approach to history that is not the focus of the essay (such as political, economic, social, or intellectual history)The Enlightenment ideals from Europe spread among American patriots like wildfire. A brief pamphlet written in the vernacular, Thomas Paine’s Common Sense deployed rational arguments to criticize the perpetual European warfare and England's unfamiliarity with the diverse regions and cultures of North America. Reasoned, measured, Enlightenment-based argumentation explained the necessity for American independence. As the understanding of the patriots’ cause spread from elites to the masses, the struggle for independence became a fight for liberal ideals.Synthesis using historical period, situation, or geographical area. The American independence movement of the 18th century proclaimed a righteous call to separate from England, who was increasingly seen as overbearing and overzealous. Less than a century later, a similar call for independence and self-determination emerged in America. The Southern states, with their unique agrarian lifestyle and economy, felt threatened by the growing influence and power of the industrializing Northern states. The South felt underrepresented and subjugated as more Northern states gained control and influence in the federal government. Eventually, the South echoed many of the sentiments expressed by the founding patriots against Great Britain.Where should I offer synthesis points?Probably not in the introduction One could thoughtfully integrate a synthesis into any body paragraph If time permits a short synthesis paragraph is not unacceptable Usually fits rather tidily into the concluding paragraphHow to Write an APUSH DBQBegin by reading the question. Make sure you understand exactly what is being asked of you as a writer. There is a mandatory 15 minute planning session during which you will brainstorm to create an outline. Structure your argument and develop a vision for your essayWrite topic sentences for each body paragraphConsider thoughtful transitionsJot down all the names, events, acts, and writings that come to mind for the period covered in the essayConsider how you will connect your argument to broader events or processes. Consider how you will connect your argument to a different historical contextRead the documents demandinglyNote next to each document any additional outside information triggered by the document. Use HIPP or APPARTS. Assume that every source has a point of view. Never quote the documents. Ever.You can and must paraphrase, in which case you must cite the document. Integrate useful and meaningful outside information into your essay. DBQs without a reasonable balance of documentary references and outside information will not earn desirable marks.Write a thesis that is specific, refutable, and complex. The thesis must be the final sentence (or two) in the introductory paragraph. Your thesis is the most important sentence in your essay. Take the time to write it well. Use the wording of the question to demonstrate that you are responding directly to it. Specific—your thesis must be a clear and precise foreshadowing of your argument.Refutable—the reader must be able to disagree with your thesis. It must be debatable. If it is not debatable then you are not making an argument in your essay. Complex—demonstrate your understanding of the complexity of the issue by writing a sophisticated thesis and then by examining contradictory evidence in the body of your essay. Write an introduction that sets the stage for your thesis by establishing time and place.Lead sentences are important as they are your first impression on the reader. “Funnel” introductions are advisable for history essays. Your introduction should be 1-3 sentences + thesis. Your introduction should offer clear historical context Do NOT introduce evidence in your introduction. Evidence is used to prove your argument—save it for body paragraphs. Do not fear the functional introduction. There is a law of diminishing return on creativity. Cite your sources by using parenthetical citations after referring to a particular document Example: Progressive social activist and city reformer Jane Addams, in a speech delivered in Chicago in 1899, argues that the forceful annexation of the Philippines begat violence in the streets of America. She asserts that the barbarism of the war and the barbarism of the propaganda machine that glorified the war, engendered barbarism in previously peaceful Chicago neighborhoods. Similar conclusions were drawn by critics from the Left and Right when assessing the perils of homeland violence during the Vietnam War (Doc 6).You must use all or all but one of the documents given. Documents do not speak. Thus to write, “Document 6 states that…” makes no sense.Conclude: although the reader’s mind is likely made up by the time (s)he reads your conclusion, it does leave a final impression. Restate your thesis (rephrase it, do not repeat it). Offer an insightful closing remark that does not stray from your thesis or introduce new information.Conclusions are a logical place—though not the only logical place—to offer a synthesis. Find common ground between thesis and antithesisConnect this historical period to another historical period Some Other Tips:Never simply restate the question in the introduction. Third person formal. No ‘I’, ‘You’ or ‘We’Demonstrate your awareness of change over time and cause and effect relationships.Do not begin or conclude paragraphs with documents since the document is not the topic of the paragraph.Do conclude paragraphs with a concluding thought, perhaps one that ties back to the thesis.Use transitions BETWEEN and WITHIN paragraphs to demonstrate the connections that you are making. You absolutely must have an arsenal of transition words at your disposal. If you don’t just Google “transition words” and start memorizing. While there is no correct answer, there is always a good one.Demonstrate that you are keenly aware of the controversial nature of the question.Relax and write with confidence once you have determined your thesis and your approach.Demonstrate your understanding of the complexity of the issue by writing a complex thesis and by examining contradictory evidence in the body of your essay. You should attempt to confront the point of view that you did not take or that was true to a lesser extent.As always, appreciate and enjoy a challenge.How to Grapple with the Documents in the DBQPart One: Analytical ModelsModel One: APPARTS Document AnalysisA – AuthorP – Place & TimeP – Perspective/BiasA – AudienceR – Reasoning/ArgumentationT – The Main IdeaS – SignificanceAuthor: Who created the source? What do you know about the author? What is the author's point of view? Place and time: Where and when was the source produced? How might this affect the meaning of the source? Prior knowledge: Beyond information about the author, and the context of the document's creation, what do you know that would help you further understand the primary source? For example, do you recognize any symbols and recall what they represent? Audience: For whom was the source created and how might this affect the reliability of the source? Reason: Why was this source produced and how might this affect the reliability of the source? The main idea: What point is the source trying to convey? Significance: Why is this source important? Ask yourself, "So what?" in relation to the question asked.Model Two: HIPPH – Historical Context I – Intended Audience P – PurposeP – Point of ViewHow to Grapple with the Documents in the DBQ (continued)Part Two: IntegrationIt’s as easy as 123…or CIAC- Contextualize the document Set it up: Who wrote it? What do we know about him/her? When, where, and why did they write it? To/for whom did they write it?I- Integrate the document into your argumentA- Analyze the document (using APPARTS or HIPP)Part Three: CitationCite your sources by using parenthetical citations after referring to a particular document Example: Progressive social activist and city reformer Jane Addams, in a speech delivered in Chicago in 1899, argues that the forceful annexation of the Philippines begat violence in the streets of America. She asserts that the barbarism of the war and the barbarism of the propaganda machine that glorified the war, engendered barbarism in previously peaceful Chicago neighborhoods. Similar conclusions were drawn by critics from the Left and Right when assessing the perils of homeland violence during the Vietnam War (Doc 6). See what I did there?You must use all or all but one of the documents given. The DO NOT list:Documents do not speak. Thus to write, “Document 6 states that…” or “According to ‘Document 1’ blah, blah, blah…”makes no sense. Do NOT do that.Do NOT quote the documents. EVER!In order to get full credit (3 points) for document usage on the DBQ, you must be HIPP, you must take the documents APPART, and you must use all or all but one of the documents. DBQ Outlining Exercise Essay Prompt: To what extent was the Roosevelt administration’s New Deal successful?IntroductionContextualized Lead sentence(s): The laissez faire policies of Harding, Coolidge, and Hoover supported unprecedented economic growth and a “roaring” good time in America, resulting in unprecedented economic ruin. Upon assuming office in March, 1933, Franklin Delano Roosevelt inherited a country in political shambles and economic freefall. Building on the achievements of the Progressive presidents, Roosevelt promised his fellow Americans an ambitious New Deal to revitalize the economy and support all Americans in their struggles to recover from the tumultuous events of 1929-33. Thesis: By courageously administering ambitious and risky political experiments, Roosevelt’s New Deal was remarkably successful in stabilizing the economy and restoring Americans’ faith in the political system; in so doing, the New Deal gave unprecedented powers to the President, doubled the federal deficit, and dangerously teetered on the brink of socialism. Economic SuccessesTopic Sentence: Roosevelt’s New Deal rescued the economy, purged capitalism of some of its worst abuses, and saved free enterprise in America. Financial System: FDIC, SEC, FSADoc C: graphs of bank failures Doc F: SEC as watchdogHousing Market: HOLC, FHAIndustrial Recovery: NIRA, FLSA, Wagner ActJobs Programs: CCC, PWA, WPA, NYAAgricultural Recovery: AAA, TVADoc A: Letter from a farmer thanking AAAConcluding Sentence: Though his New Deal was risky and unprecedented, FDR provided reform without a bloody revolution, as was the case in much of Europe.Political SuccessesTransition Sentence: As a means to his administration’s remarkable economic achievements, FDR radically expanded the role of the federal government. Guarantor State: guaranteed a minimum standard of welfare for all AmericansPower sharing: federal oversight of statesFederal Government as arbiter of capital-labor disputes (NIRA, FLSA, Wagner Act)Doc J: NIRA successesReached out to rural areas that had been neglected for 50 years (AAA, TVA)Successfully courted the Black VoteDoc G: Table of elections of 1932 vs. 1936Concluding Sentence: The New Deal was a radical departure from a 150 year political tradition, which is precisely what was called for given the radical failures of previous presidents and the rise of radical fascism and socialism in the world. FailuresTransition Sentence: The radicalism of the New Deal was appealing to the masses but defied some laws and many traditions that made America a world power. Extralegal AmbitionsExpansion of Executive powersBullying “Dummy” Congress Court StackingMassive Bureaucracy Deficit Spending: doubled national debt Doc H: Graph of national debt“Handout State” Does this amount to socialism?Doc B: Barry Goldwater’s critique of American Liberalism [Note: I want to include FDR’s failure to fully integrate African-Americans into the New Deal. But he did have some successes in race relations and it doesn’t really fit into this paragraph, so I will elude this topic]Concluding Sentence: Though the New Deal was tremendously successful, in many ways it blatantly disregarded the vision of the framers of the Constitution and, in so doing, potentially set the course for a Leviathan state in America. ConclusionThesis Restatement: Though, as has been demonstrated, the Roosevelt administration is hardly above the fray of criticism, but it is hard to argue with its astonishing economic and political achievements. Conclusion + Synthesis: [CONC] Because of the cataclysmic effects that World War II had on the domestic economy and the global balance of power, it is hard to conclusively gauge the impact of the New Deal. But it is easy and wise to conclude that the New Deal provided pragmatic yet ambitious solutions to the overwhelming problems of the Great Depression. [SYN] But these solutions were not equally applied to all Americans. Blacks, Latinos, and women still suffered from the bigotry of the old deal. Poverty was still endemic. Thus, decades later, President Kennedy pledged that America would enter a New Frontier and President Johnson promised to build a Great Society, each channeling the spirit and building on the successes of the New Deal. Name: __________________________________DBQ Score: _______/7Document Based Question RubricThesis and Argument Development Clear thesis that makes a historically defensible claim AND directly addresses all parts of the question1Develops and supports a cohesive argument that deploys specific historical evidence AND demonstrates historical complexity 1Outside InformationContextualization: Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question.Note: contextualization requires knowledge not found in the documents and requires an explanation, typically consisting of multiple sentences or a full paragraph. 1Evidence Beyond the Documents: Deploys evidence not found in documents. 1Document AnalysisUtilizes the content of at least 6 documents to support thesis1Offers plausible analysis of at least 4 documents considering: Historical contextIntended audiencePurposePoint of view1SynthesisExtends argument by explaining the connections between the argument and ONE of the following: A development in a different historical period, situation, or geographical area. A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, or intellectual history)11060455354054Overall Use of Documents: ______ Weak ______Acceptable ______Strong Citation: ______ Weak ______Acceptable ______StrongIntegrates Docs into Essay: ______ Weak ______Acceptable ______StrongNumber of Docs Used: ______ Number of Docs Misused: ______00Overall Use of Documents: ______ Weak ______Acceptable ______Strong Citation: ______ Weak ______Acceptable ______StrongIntegrates Docs into Essay: ______ Weak ______Acceptable ______StrongNumber of Docs Used: ______ Number of Docs Misused: ______1054102031306Language:3rd Person Formal: _____Tense: _____Word Choice Issues: _____Awkward/Poorly Constructed Sentences: _____00Language:3rd Person Formal: _____Tense: _____Word Choice Issues: _____Awkward/Poorly Constructed Sentences: _____106045595763Structure: Introduction: _____ Context Est _____ Weak ______ Functional _____ StrongThesis: ______Clear, ______Specific, _____Complex, _____Refutable Organization: ______ Weak ______Acceptable ______StrongTopic Sentences: ______ Weak ______Acceptable ______StrongTransitions: ______ Weak ______Acceptable ______StrongConclusion: ______ Weak ______Acceptable ______Strong00Structure: Introduction: _____ Context Est _____ Weak ______ Functional _____ StrongThesis: ______Clear, ______Specific, _____Complex, _____Refutable Organization: ______ Weak ______Acceptable ______StrongTopic Sentences: ______ Weak ______Acceptable ______StrongTransitions: ______ Weak ______Acceptable ______StrongConclusion: ______ Weak ______Acceptable ______StrongName: __________________________________Long Essay Score: _______/6Long Essay RubricThesisClear thesis that makes a historically defensible claim AND directly addresses all parts of the question1Historical Thinking SkillsCCOTDescribes historical continuity AND change over time1Explains reasons for continuity AND change over time 1ComparisonDescribes similarities AND differences among historical developments 1Explains reasons for similarities AND differences among historical developments Note: depending on the prompt, evaluates the relative significance of historical developments1CausationDescribes causes AND/OR effects of a historical development 1Explains reasons for causes and/or effects of a historical development1PeriodizationDescribes ways in which the historical development specified in the prompt was different from AND similar to developments that preceded and/or followed1Explains the extent to which the historical development specified in the prompt was different from AND similar to developments that preceded and/or followed1EvidenceAddresses the topic of the question with specific examples of relevant evidence. 1Utilizes specific evidence to fully and effectively substantiate the stated thesis. 1SynthesisExtends argument by explaining the connections between the argument and ONE of the following: A development in a different historical period, situation, or geographical area. A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, or intellectual history)1Structure: Introduction: ______Time/Setting Est _____ Weak ______ Functional _____ StrongThesis: ______Clear ______Specific _____Complex _____Refutable Organization: ______ Weak ______Acceptable ______StrongTopic Sentences: ______ Weak ______Acceptable ______StrongTransitions: ______ Weak ______Acceptable ______StrongConclusion: ______ Weak ______Acceptable ______Strong424174146620WC = word choice AWK = awkward FRAG = fragment SP = spelling errorRED = redundantIRREL = irrelevantT = transition / NT = need transitionNEED EV = need evidenceHUH? = unclear. I don’t follow.GOOD/GOOD PT. = good point00WC = word choice AWK = awkward FRAG = fragment SP = spelling errorRED = redundantIRREL = irrelevantT = transition / NT = need transitionNEED EV = need evidenceHUH? = unclear. I don’t follow.GOOD/GOOD PT. = good pointLanguage:3rd Person Formal: _____Tense: _____Word Choice Issues: _____Awkward/Poorly Constructed Sentences: _____ ................
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