Www.lcps.org



DBQ #2: Causes of World War IIPay Attention! Your AP EXAM will consist of 1 DBQ that has 5 documents. The AP Exam score will be based on this one DBQ. The DBQ Topics will come from Units 3 to 7. That means from The French and Indian War (1754) to the end of World War 2 (1945). Here is what must be done:Make sure you have completed the work assigned in early April. This can be found here: the Causes of WW2 DBQ by the end of the day on Friday April 24. This will serve as review for the AP EXAM.Go to Edmentum. This accessed from LCPS GO. You should have already completed the World War 2 Tutorial and the World War 2 Mastery Test. If you have not done this yet go ahead and do so.Stay at Edmentum. For the week of April 20th-24th complete The Effects of World War 2 on the Homefront Tutorial and The Effects of World War 2 on the Homefront Mastery Test.Be sure to enroll in the Google Classroom. The code to join is qpw4rkkAt some point there will be synchronous class times. This is done in the Google Classroom. I am still working on this part. I will contact you when I we this aspect of the class is ready.Feel free to contact me for answers to questions and so on. Have fun with the DBQ. There are 8 documents. Pick any 5.DBQ Advanced Placement US and VA History Rubric 600 pointsScore 9Scoring Criteria:Contains a well-developed thesis that clearly addresses the question. Develops thesis with considerable specific and relevant historical information. Understands the complexity of the question; deals with all aspects of question, shows great insightsEffectively uses a substantial number of documents.Provides an effective analysis. Clearly organized and well written. May have minor errors of fact. CommentsGrade on LCPS Scale95Score 8Contains a developed thesis that clearly addresses the question. Develops thesis with acceptable specific and relevant historical information. Understands to a degree the complexity of the question; deals with most aspects of the question, although treatment may have been uneven. Adequately uses a substantial number of documents.Provides an adequate analysis. Adequately organized and well written. May have minor errors of fact.85Score 7Offers a thesis that may be partially developed with insights. Supports thesis with some relevant historical information. Shows limited or lack of understanding of complexity; may deal with one aspect in depth, or with all in a more general way. Uses some documents in a acceptable way.Provides limited analysis, mostly described. Shows evidence of acceptable organization and writing. May contain errors that do not seriously detract from the quality of the essay. 75Score 6Offers a thesis that may be partially developed. Not very insightful.Supports thesis with some relevant historical information. Not specific in nature.Shows minimal level of understanding of complexity; may deal with one aspect in depth, or with all in a more general way. Quotes or briefly cites some documents.Provides very limited analysis, mostly described. Shows evidence o acceptable organization and writing. No evidence of sophistication.May contain errors that begin to seriously detract from the quality of the essay.65Score 5Offers a thesis that shows signs of development. Very generalized and vague.Supports thesis with barely acceptable historical information but needs more. Shows lack of understanding of complexity; writer needs to develop relationships between the major claims of the essay.Provides limited use of document. Writer needs help with how to use them.Provides limited analysis, writer needs to develop insights. Shows passable evidence of organization and writing. Contains errors that do seriously detract from the quality of the essay.60Score 4Contains a confused or unfocused thesis or simply paraphrases the question. Provides minimal relevant information or lists facts with little or no application to the question. Ignores complexity of questions; may deal with only part of the question, or with all parts in a superficial way. Provides deficient use of document. Writer needs help with how to use them.Offers little or no analysis. Demonstrates weak organization and/or writing skills that interfere with comprehension. May contain major errors. 50Score 3Same as above40Score 2Same as above30Score 1Lacks a thesis or simply restates the question. Writer is generally doomed.Demonstrates an incomplete or inappropriate response. Did not take studying seriouslyHas little or no understanding of the question. Does not understand how to use documents to answer question.Response is poorly-written and contains significant errors in grammar, punctuation, spelling, and usage that significantly detract from the clarity of the response. Contains substantial errors.20Score 0Same as above No or little attempt to answer this DBQ Question0%DBQ ESSAY DIRECTIONS:First step: Break down the question into parts. We need to figure out exactly what is being asked of us.DOCUMENT ANAYLSIS:You need to carefully and efficiently analyze the document. For each and every document you should do the following: What is the document? Explain what it is. Identify outside facts that support the document. You need exact names, dates, people, events, and so on. This comes from what you remember from the book or the lectures in class.What is the opinion of the author of the document? Tell me what the author is trying to get the reader to believe?Who is the document intended for? Who is supposed to read this? Who is the audience?Why is the document important? What does this document reveal? How does it support the thesis? How does this document support the answer to the question?We are going to write an essay for the test. Here is how it should be done.Introduction: Set the context. Create an attention grabbing sentence to start with. It should be bold, perhaps provocative. Something to get our attention.Give some background information leading into the question. Another way to do this is to have an attention grabbing sentence to start with. It should be bold, perhaps provocative. Something to get our attention.Thesis. This needs to be a complex sentence that answers the question. It must be well conceived and thought out.Introduce the main points. These will become body paragraphs. You are making multiple points that will prove the thesis is correct. THERE IS NO SET NUMBER OF BODY PARAGRAPHS.Matching the Documents: THIS IS FOR PLANNING PRIOR TO WRITING OUT THE BODY PARAGRAPHSGo ahead and match the documents to each main point of the body paragraphs. Look for relationships between the documents that are grouped together. The relationship should reveal an insight or unique understanding that will strengthen the thesis and arguments.First Body Paragraph: Select one of your 3 main points. Explain how this point proves your thesis is correct.Support the main point with the documents. Make sure you state all 5 items from the document analysis. Find the relationship between the documents grouped together for this body paragraph. Explain how this relationship supports the thesis and the main point you are making in this paragraph.Second, Third, Fourth, etc Body Paragraphs: Repeat this process from the 1st Body Paragraph twice!Conclusion: Go back to the thesis. Explain why this is correct.Your thesis is supposed to be a complicated sentence that says a lot! Now is the time to break that thesis up into multiple sentences. Take the time to go into detail as to what you mean.Done! ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download