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Directions for This Summer Assignment

Use the below rubric and information to write a DBQ essay. The prompt for this essay and the 6 related documents are found below (after a brief overview from AP Central about the DBQ essay). Read each document carefully and then examine what information is in each, who the source of each document is and how you can best group these documents together into three logical categories or “buckets” (To do this look at what type of information is in each and determine which documents belong together by topic, content or context; you should look to group two-three documents together in each grouping and documents can be multiply grouped. Each grouping of documents should be written about in a separate paragraph) To write this essay, review the information below and use the given format as a guide. Print these pages and hand-write the essay in the given spaces. If you need additional space, attach extra paper.

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Information About The Document-Based Essay Question

The primary purpose of the document-based essay question is not to test students’ prior knowledge of subject matter but rather to evaluate their ability to formulate and support an answer from documentary evidence. It is assumed students have taken the course and understand the broader world historical context. Documents are chosen on the basis of both the information they convey about the topic and the perspective that they offer. There is no single “correct” answer; instead, various approaches and responses are possible, depending on the students’ ability to understand the documents, communicate their significance, and construct an argument.

In writing the essay, students may find it useful to consider the following points. The document-based question is an exercise in crafting historical arguments from historical evidence and synthesis. Additionally, depending on the topic of the question, students may also be asked to analyze historical causation, make comparisons, and/or discuss continuity and change over time as part of the document-based question exercise. The document-based question requires that students first read and analyze the documents individually, contextualize them based on their informed analysis of the documentary evidence, and then plan and construct an appropriate and synthetic essay in response to the question. The student’s answer must group documents in such a way that it demonstrates analysis of their different contents and contexts. A clear thesis statement and an analysis of the documents that fully address the question are required.

It is expected that students will use all the documents. Specific mention of individual documents should always occur within the framework of the overall topic, serving to substantiate and illustrate points made in the essay. In no case should documents simply be cited and summarized in a list; reference to the documentary material must always be closely tied to the essay question. Evidence from the documents should be utilized both to construct arguments and to illustrate specific points within those arguments. Students should cite documents by naming the author, title, and/or document number. Students may group documents chronologically, culturally, or thematically, as appropriate, to demonstrate their ability to analyze sources, but they are not expected to have particular knowledge of every document’s author or topic or to include knowledge outside of the documents in order to receive the highest score. The number of documents will be between 6 and 10; they will be of sufficient length to encourage comparisons, contrasts, and analyses. Every document is related to the question. Critical judgment is essential in responding to a document-based question. Analysis of the documents must include consideration of their context, point of view, and frame of reference. Students should pay attention to both internal evidence (the content, format, and tone of each document in relation to the others) and external evidence (identification of author, purpose, or intended audience, and the date on which each document was written). This analysis of context may serve as a way for students to group documents, as they highlight similarities or differences in perspective among the documents.

As part of the document-based question exercise, students will be asked to explain the need for an additional type of document(s) to answer the question more completely, and this may involve discussing what relevant points of view are missing from the set of documents. The explanation of at least one additional source must show the student’s recognition of the limitation of the given documents and the reality of the types of sources available from the past. The additional document addressing should indicate who the source of the document would be, what type of information would it include and an explanation as to why this information is needed to better address the prompt of the essay.

Essay Prompt

(This is the actual format for how this essay will appear on the real AP test.

Note: This uses the chronological designations B.C.E. (before the common era) and C.E. (common era). These labels correspond to B.C. (before Christ) and A.D. (anno Domini), which are used in some world history textbooks.

(Suggested writing time—45 minutes)

Directions: The following question is based on the accompanying Documents 1-6. The documents have been edited for the purpose of this exercise.

This question is designed to test your ability to work with and understand historical documents. Write an essay that:

* Has a relevant thesis and supports that thesis with evidence from the documents.

* Uses all the documents.

* Analyzes the documents by grouping them in as many appropriate ways as possible. Does not simply

summarize the documents individually.

* Takes into account both the sources of the documents and the authors' points of view.

You may refer to relevant historical information not mentioned in the documents.

1. Based on the following documents, analyze the responses to the spread of Buddhism in China. What additional kind of document(s) would you need to evaluate the extent of Buddhism's appeal in China?

(You will notice that the prompt is always a statement rather than an actual question. The best way to form a thesis is to look at the prompt statement and turn it into a question. For example, your thesis paragraph should basically answer the following question: What was the response to the spread of Buddhism into China? Your answer to that question should form your introduction paragraph to this essay. It must fully answer this question and show the basic three groupings of documents in your answer. Refer to the sample thesis on the DBQ practice form below)

Historical Background: Buddhism, founded in India in the sixth century B.C.E., was brought to China by the first century C.E., gradually winning converts following the collapse of the Han dynasty in 220 C.E. Buddhist influence continued to expand for several centuries. Between 220 C.E. and 570 C.E., China experienced a period of political instability and disunity. After 570 C.E., the imperial structure was restored.

Document 1

Source: According to Buddhist tradition, "The Four Noble Truths," the first sermon preached by the Buddha (563 B.C.E.-483 B.C.E.), India, fifth century B.C.E.

The First Noble Truth is the Noble Truth of Sorrow. Birth is sorrow, age is sorrow, disease is sorrow, death is sorrow, contact with the unpleasant is sorrow, separation from the pleasant is sorrow, every wish unfulfilled is sorrow.

The Second Noble Truth is the Noble Truth of the Arising of Sorrow; it arises from craving, which leads to rebirth, which brings delight and passion, and seeks pleasure—the craving for sensual pleasure, the craving for continued life, and the craving for power.

The Third Noble Truth is the Noble Truth of the Stopping of Sorrow. It is the complete stopping of that craving, so that no passion remains, leaving it, being emancipated from it, being released from it, giving no place to it.

The Fourth Noble Truth is the Noble Truth of the Way that Leads to the Stopping of Sorrow.

Document 2

Source: Zhi Dun, Chinese scholar, author, and confidant of Chinese aristocrats and high officials during the period when northern China was invaded by central Asian steppe nomads, circa 350 C.E.

Whosoever in China, in this era of sensual pleasures, serves the Buddha and correctly observes the commandments, who recites the Buddhist Scriptures, and who furthermore makes a vow to be reborn without ever abandoning his sincere intention, will at the end of his life, when his soul passes away, be miraculously transported thither. He will behold the Buddha and be enlightened in his spirit, and then he will enter Nirvana. *

*Nirvana: the extinction of desire and individual consciousness

Document 3

Source: Anonymous Chinese scholar, "The Disposition of Error," China, circa 500 C.E.

Question: If Buddhism is the greatest and most venerable of ways, why did the great sages of the past and Confucius not practice it? In the Confucian Classics no one mentions it. Why, then, do you love the Way of the Buddha and rejoice in outlandish arts? Can the writings of the Buddha exceed the Classics and commentaries and beautify the accomplishments of the sages?

Answer: All written works need not necessarily be the words of Confucius. To compare the sages to the Buddha would be like comparing a white deer to a unicorn, or a swallow to a phoenix. The records and teachings of the Confucian classics do not contain everything. Even if the Buddha is not mentioned in them, what occasion is there for suspicion?

Question: Now of happiness there is none greater than the continuation of one's line, of unfilial conduct there is none worse than childlessness. The monks forsake wives and children, reject property and wealth. Some do not marry all their lives.

Answer: Wives, children, and property are the luxuries of the world, but simple living and inaction are the wonders of the Way. The monk practices the Way and substitutes that for worldly pleasures. He accumulates goodness and wisdom in exchange for the joys of having a wife and children.

Document 4

Source: Han Yu, leading Confucian scholar and official at the Tang imperial court, "Memorial on Buddhism," 819 C.E.

Your servant begs leave to say that Buddhism is no more than a cult of the barbarian peoples spread to China. It did not exist here in ancient times.

Now I hear that Your Majesty has ordered the community of monks to go to greet the finger bone of the Buddha [a relic brought to China from India], and that Your Majesty will ascend a tower to watch the procession as this relic is brought into the palace. If these practices are not stopped, and this relic of the Buddha is allowed to be carried from one temple to another, there will be those in the crowd who will cut off their arms and mutilate their flesh in offering to the Buddha.

Now the Buddha was a man of the barbarians who did not speak Chinese and who wore clothes of a different fashion. The Buddha's sayings contain nothing about our ancient kings and the Buddha's manner of dress did not conform to our laws; he understood neither the duties that bind sovereign and subject, nor the affections of father and son. If the Buddha were still alive today and came to our court, Your Majesty might condescend to receive him, but he would then be escorted to the borders of the nation, dismissed, and not allowed to delude the masses. How then, when he has long been dead, could the Buddha's rotten bones, the foul and unlucky remains of his body, be rightly admitted to the palace? Confucius said: "Respect ghosts and spirits, but keep them at a distance!" Your servant is deeply ashamed and begs that this bone from the Buddha be given to the proper authorities to be cast into fire and water, that this evil be rooted out, and later generations spared this delusion.

Document 5

Source: Zong Mi, a leading Buddhist scholar, favored by the Tang imperial household, essay, "On the Nature of Man," early ninth century C.E.

Confucius, Laozi and the Buddha were perfect sages. They established their teachings according to the demands of the age and the needs of various beings. They differ in their approaches in that they encourage the perfection of good deeds, punish wicked ones, and reward good ones; all three teachings lead to the creation of an orderly society and for this they must be observed with respect.

Document 6

Source: Tang Emperor Wu, Edict on Buddhism, 845 C.E.

We have heard that the Buddha was never spoken of before the Han dynasty; from then on the religion of idols gradually came to prominence. So in this latter age Buddhism has transmitted its strange ways and has spread like a luxuriant vine until it has poisoned the customs of our nation. Buddhism has spread to all the nine provinces of China; each day finds its monks and followers growing more numerous and its temples more lofty. Buddhism wears out the people's strength, pilfers their wealth, causes people to abandon their lords and parents for the company of teachers, and severs man and wife with its monastic decrees. In destroying law and injuring humankind indeed nothing surpasses this doctrine!

Now if even one man fails to work the fields, someone must go hungry; if one woman does not tend her silkworms, someone will go cold. At present there are an inestimable number of monks and nuns in the empire, all of them waiting for the farmers to feed them and the silkworms to clothe them while the Buddhist public temples and private chapels have reached boundless numbers, sufficient to outshine the imperial palace itself.

Having thoroughly examined all earlier reports and consulted public opinion on all sides, there no longer remains the slightest doubt in Our mind that this evil should be eradicated.

DBQ Practice

Example DBQ Prompt: Analyze the role that rituals played in Mesoamerica culture prior to the 1450s.

Thesis Example #1 – Rituals in Mesoamerica prior to 1450 served the purpose of A) uniting the inhabitants under their monarch/ruler, B) giving the natives a sense of belonging to something greater than themselves, and C) enforcing order through publicly displaying the punishment of lawbreakers.

For our DBQ about Buddhism in China, create a proper thesis that follows the above format. (using the letters A-C; these three breakdowns of information represents your grouping of information. Read the documents, figure out of the group together and then use that as your format for writing the essay)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Body paragraph example #1 - (Topic sentence) One purpose of Mesoamerican rituals was to unite the inhabitants under their monarch or ruler. This is clearly visible in the wedding ceremony depicted in document #3. By showing the king in the engraving of the wedding bowl, it seems to indicate his blessing on their marriage. What this really does is show him as their leader, thereby strengthening his authority. Document #7 shows much the same. By showing one of the king’s appointed court officials at the “Blessing of the Sun”, it illustrates the monarch’s role in society as its head. It shows his leadership in everything therefore reinforcing that he is at the top of their social structure.

(Make sure you spend 2-3 sentences analyzing each document and showing how it backs up your topic sentence.

For our DBQ about Buddhism in China, write your body paragraph #1 (make sure to start with a topic sentence that relates to your thesis and spend at least 3 sentences analyzing each document)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Additional document for body paragraph #1 (Make this a separate paragraph)

(This should match up with point A in your thesis above and your topic sentence for this paragraph)

A stronger point could be made concerning___________________________________ __________________________________________ were a document provided from ___________________________________________ because this document would ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write your body paragraph #2 (using the proper body paragraph format)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Additional document for body paragraph #2 (Make this a separate paragraph)

(This should match up with point B in your thesis above and your topic sentence for this paragraph)

A stronger point could be made concerning___________________________________ __________________________________________ were a document provided from ___________________________________________ because this document would ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write your body paragraph #3 (using the proper body paragraph format)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Additional document for body paragraph #3 (Make this a separate paragraph)

(This should match up with point C in your thesis above and your topic sentence for this paragraph)

A stronger point could be made concerning___________________________________ __________________________________________ were a document provided from ___________________________________________ because this document would ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Point of View (POV) – Point of view discusses the author of a document’s opinion or point-of view on a particular topic. Every document has a source line at the beginning of it and this is to clearly state were the information in the document is coming from—to see if you understand bias, tone, and author’s purpose.

POV example #1

The author of this document is a Spanish conquistador who is describing a ritual that seems strange to him because it doesn’t match up with his own cultural norms. This is why he describes the locals as barbaric and savage.

(Make sure to cite document numbers, who wrote the document and what they likely believe or why they provided the information that they did because of who they are.)

POV for document #____ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

POV for document #____ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

POV for document #____ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

25 Tips on How To Write The DBQ Essay

1. Document Based Question WRITE TO GET A NINE! (A perfect score is a nine; seven points come from the basic core on the rubric and up to two additional points can be earned if you go above and beyond the basic core.)

2. What do I need to know about history? Nothing. You do not need to know much of anything about history to do well on this part of the exam. The more you know the better your essay will be, but it is still possible to get a 9 without knowing much at all.

3. Information…ALL the information you will need to complete your essay is contained in the documents. It is your job to organize, interpret, and analyze these documents. Writing the DBQ (Document Based Question) is a skill and like all other skills, it can be learned.

4. PRACTICE MAKES PERMENANT BUT PERFECT PRACTICE MAKES PERFECT.

5. Take 10 minutes for reading and organizing time; on the real test you cannot write in your little essay booklet for the first 10 minutes of this section. Spend this 10 minutes working on the DBQ, since this essay requires the most reading and prep time.

6. First 10 minutes – Understanding the question first, read the question (prompt). Underline the words that are most related to your task. Sample prompt: “Using the documents, analyze the social and economic effects of the global flow of silver from the mid-16th century to the 18th century. Explain how another type of document would help you analyze the effects of the flow of silver bullion in this period”

7. First 10 minutes – Understanding the Question. What did you underline? Hopefully: “social, economic, global-flow of silver.” These key words will be a unifying link throughout the essay. The timeframe is important and if one is given it should also be underlined and used in your thesis. The other document is important but not just yet…

8. First 10 minutes – Understanding the Question. You are being asked to show how the flow of silver all over the world affected people’s lives (social) and the economy (economic). Did you get that from your analysis of the question?

9. First 10 Minutes – Historical background. 1st – Underline key words in the question 2nd – Read the historical background (most DBQ contain a small description of related historical background)

10.  Don’t lose focus…think about everything in chucks of information.

11. First 10 minutes – Historical Background. The historical background sets the scene for the documents, but you get no points for bringing in the background information. Use the big guns, the documents. You are to use the documents in your essay NOT the background information.

12. First 10 minutes – Document reading and analysis 1st – Underline question, 2nd – Read background, 3rd – Read the documents. Read ALL information in the document, including the source line that shows you where this information is coming from (it becomes important later)

13. First 10 minutes – Analysis of documents. Use the margins to write notes, underline key phrases and begin to organize your documents into categories.

14. First 10 minutes – Re-Read the question 1st – Underline the question, 2nd – Read the background, 3rd – Read the documents and start making categories, 4th – Re-read the question to make certain you are on the right path.

15. But I’m slow…welcome to pressure! There is no time to be slow, but if you go a couple minutes over the 10 it’s all right. Just make sure you’re not going more than 15-20 minutes because you will be taking time from other essays.

16. How it’s scored…Total Possible Points 9. Possible expanded core points 2 Subtotal for all basic points 7 Analyzes documents by grouping them in two or three ways 1 ID’s and explains the need for an appropriate additional document or source 1 Analyzes POV in at least 2 documents 1 Supports thesis all but one document (1) Supports thesis with appropriate evidence from all the documents 2 Understands the basic meaning of documents (may mess up one) 1 Has acceptable thesis 1 Task Points.

17. Do you have a thesis? You have to have one to start out right. An AP reader can tell in moments if your essay is going to be strong or not. Thesis can be more than one sentence Thesis must include specific information that responds to the question. This should always be done in your introduction paragraph.

18. Good thesis has two parts… Specifically address the terms of the question and sets up the structure for the rest of your essay by showing your three groupings of documents.

19. Evidence to support the thesis. You must analyze the documents not just list them. List: “The global flow of silver hindered the development of indigenous peoples as can be seen in documents 4, 5, and 8. Analysis: “The global flow of silver hindered the development of indigenous people in several ways. The subjugation and forced labor of the natives in the South American silver mines (doc 4) did not allow them to develop socially because they could not participate in any native institutions. The mass slaughtering of the Japanese (doc 5) shows how oppressive the government was under Tokogowa; people had become afraid to interact and did not develop at the same rate of their European counterparts…

20. Pictures...analyze the pictures to the same degree you analyze the written documents. Remember a picture is worth a thousand words.

21. POV…(Point of View)…1) Does the occupation of the author give the doc more reliability? 2) Class, religion, national background or gender influence what is mentioned? Type of document effect the content? Journal, private letter, public address. Timing Intended audience Tone (sarcastic, triumphant, haughty, etc.)

22. Remember your groupings…make sure you create at least 3 groupings of documents. This is sometimes called “bucketing” and it is easy to do. As you read each document note what kind of information is in each and then when you have read all of them decide which documents logically belong together based on their content, context, or POVs. The more groups the better (as long they make sense). Documents can be in more than one grouping.

23. Additional document. Every grouping needs an additional document or more. What type of document, who wrote it (general, no names), why would it be useful. “An additional document by a Chinese merchant that describes the manner in which trade was conducted would be helpful because it would give insight into how the flow of silver was affecting this class of people.”

24. Sample Format: thesis paragraph, 1st group/body paragraph that shows the understanding of 2-3 related documents with evidence that supports your thesis, POV analysis of one doc in the group, additional doc explanation. Repeat until each group has been addressed.

25. Start of with these basics and you’re well on your way to a nine!

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