Students select one of two questions; both questions are same skill (Comp, CCOT, Causation, or Periodization) 40 minutes each 35 minutes 16.7% weight each
15% weight NOTE: All 7 Rubric Points are identified and explained for students 5 SHIFTS in DBQ Design Shift #1: 7 Documents
At least one document will be a visual (chart, graph, map, art, etc.). Shift #2: Additional Evidence Teaching the content in the Curriculum Framework will provide students with the knowledge to earn the additional evidence point.
Shift #3: Thesis responds to ALL parts of the prompt Prompt language specificity. Example: -Analyze changes and continuities in -Analyze at least one change and at least one continuity in Shift #4: Synthesis Student needs to connect or
expand the argument to a different time, space, theme, or discipline. Shift #5: Sourcing the Docs Student must source (historical context, intended audience, purpose, point of view) at least 4 docs continues from Legacy
DBQ Understanding and Evidence = Legacy Utilize the Documents awards no points for basic Understanding Must be in support of a historical claim Contextualization -Situates the argument in
wider Historical Context 5 Design Shifts for Revised DBQ 1. 7 Documents. 2. Additional Evidence. 3. Thesis responds to ALL parts of question. 4. Synthesisexpand/connect argument. 5. Sourcing at least 4 docs.
The Pilot DBQ Anton Striegl Agenda 1. Introduce/overview the pilot DBQ. 2. Scoring guidelines and scoring. 3. Strategies for teaching the new DBQ. 4. Methods for converting old DBQs to the new format. * We will have to stay on a schedule to reach all of these worthwhile topics.
History & Focus of 2016 Pilot Piloted in 2015 Practiced entire scoring process: trained teachers, standardized Generated specific rubrics and samples Learned a great deal Revisions occurred in Summer and Fall in meetings with all 3 histories U.S., Euro, and World all using same rubrics 2015 samples were re-scored w/revised rubrics That work was released as a Practice Exam in March, 2016
2016 Pilot Larger sample, same DBQ Students received some focused training on rubrics before writing (results a little more reflective 2017 expectations) Building experience and refining our understanding for 2017 The Pilot DBQ Prompt: 1. Using the documents provided and your knowledge of World History,
analyze the degree to which communist movements affected womens struggle for rights in the twentieth century. The Documents Take 5 minutes to read the 7 documents. Quick Overview of the Documents 1.Not enough time to discuss each
document at length. 2.Getting a baseline understanding. 3.Want to get to samples and strategies. Doc 1: Alexandra Kollontai Russian Communist revolutionary and member of the Bolshevik government, autobiography, Soviet Union, 1926. Marxism will bring womens liberation Author noticed a lack of concern for womens rights in 1905 among
Bolsheviks Author dismisses efforts of Russias bourgeois women Author helped achieve improvements for women under Bolsheviks Doc 2: Mariia Fedorovna Muratova, Soviet official in the Womens Department of the Bolshevik Central Committee, working in Soviet
Uzbekistan, 1930. Soviet communism seeking to end veiling in Uzbekistan among party members Veiling seen as remnant of feudal past Directive for party members to end veiling in their families Doc 3: Communist North Vietnamese
Constitution of 1960. Communist North Vietnam promising full equality for women Constitution declares: Equal pay Paid maternity leave Access to maternity care, child-care, and education Doc 4: Study published by the National Science Foundation, Washington, D.C.
1961. Majority of data shows women not equal to men in USSR PHDs Professors Associate Professors Senior Researchers Women close to parity in Junior Research category
Doc 5: Encourage Late Marriage, Plan for Birth, Work Hard for the New Age, propaganda poster for the Chinese Cultural Revolution, published by the Hubei Province Birth Control Group, Wuhan city, circa 1966-1976. Chinese communism provides women opportunities in key, high-tech jobs Women are needed to help China modernize
Poster promotes delaying child birth so women can join labor force Doc 6: Fidel Castro, president of Cuba, speech to Federation of Cuban Women, 1974. Castro admits that women didnt attain equality in communist Cuba Women have high communist credentials
Never overcame patriarchy Castro promises to continue the struggle Doc 7: Open letter circulated by anonymous womens group in Romania, addressed to Elena Ceausescu, wife of Romanian Communist Dictator Nicolae Ceausescu, 1980. Published in a French periodical in 1981.
Most women suffer in Communist Romania Women did get factory jobs, but: But food shortages hurt women and families Women were stuck doing domestic work after long days in factories Wives of party officials live rich lives Scoring Guide 2016 Pilot DBQ See scoring guide in packet*
Seven point DBQ (Parts A, B, C, D) No basic/expanded core Each point earned independently No double-jeopardy Unique evidence required for each point No double-dipping A. Thesis
Key Terminology Historically defensible claim Responds to all parts Thesis Example that Works: Communism furthered the struggle for womens equality in the 20th century, but not as much as it said it did as shown by how women fought for their own rights, how others
fought and viewed womens rights, and how women were equal in theory, but not in actuality. Thesis Non-Example: One that doesnt work: Women in some of these countries (Vietnam and China) were given rights, but in most countries they continued to be held back from gaining power (USSR, Cuba, Romania).
Not related to communism A. ARGUMENT DEVELOPMENT Key language: Develops & supports a cohesive argument Recognizes and accounts for historical complexity Contradiction, corroboration, qualification Rewards a student that develops and supports a cohesive/complex argument throughout the
essay Earned independently (not expanded core) Argument Development MODEL: INTRO with competent THESIS Body 1: Communism promotes equality for women Discusses docs 1, 2, 3 CORROBORATION Body 2: Reality did not match the promise Discusses docs 4, 5, 6, 7 CONTRADICTION / QUALIFICATION
Evidence in body paragraphs also supports argument Could still be earned without thesis (must have an argument) Argument must be complex Argument Development nonExample: THESIS: Communism effected womens rights in political, social, and economic ways TOPIC SENTENCE: The political ways TOPIC SENTENCE: The social ways
TOPIC SENTENCE: The economic ways Simple structure is not enough! B. Utilizing Docs as Evidence DBQs will have 7 documents Higher bar than simply accurately interpreting a document Must utilize or DEPLOY 6 documents to support an assertion/arguments
Utilizes is the old Evidence level (no more understands level) Utilizing Documents: Example 1 Doc 1: Kollontai noticed how little her party cared about the fate of workingclass women Utilizing Documents: Example 2
Doc 2: A female Soviet official explains that the Central Asian Muslim tradition of wearing veils opposes the fundamentals of the Communist Party this shows how communist ideals supported equality. Utilizing Documents: Example 3 In doc 5, a propaganda poster from communist China
shows many women pursing countless professional fields. This shows that Communist movements supported the advancement of womens roles. Example of Unacceptable Utilization Document 5 shows the communist government of China promoting a lot of industrial growth. The images show growth in many high-tech
industries, such as manufacturing, aerospace, medicine, and science. Not related to womens rights B. Sourcing/POV Must source 4 documents Four ways to do this: Explain the significance of: 1. Authors point of view
2. Authors purpose 3. Historical context (new - Little c context) 4. Intended audience Sourcing by POV Must explain the SIGNIFICANCE of the authors point of view Must explain how the authors point of view shapes or informs the content of the
document Sourcing: Successful Example - POV: (Document 3) In the North Vietnamese Constitution, it not only claims democracy, but claims women have complete equality to men, which they did not. It is a government document, so obviously it would glorify Vietnam as a country flooding with equality
Sourcing: Non-Example - POV The author of document 2 is a government official who cares about womens rights but many other people in her party didnt. Does NOT explain how being a government official shapes or informs what is said in the doc. Sourcing by Purpose Must explain the
SIGNIFICANCE of the authors purpose Must explain how the authors purpose shapes or informs the content of the document Sourcing by Audience Must explain the SIGNIFICANCE of the audience Must explain how the
audience shapes or informs the content of the document Sourcing Example: Audience/Purpose Document 6 is Cuban communist leader, Fidel Castro, speaking to a womens organization. It is likely that he is trying to persuade more women to join the communist party. The Chinese propaganda poster in doc 5 supports advancement of women This poster, made to gather support for
the communist revolution, was published to appeal to the wants and needs of women. Sourcing by Historical Context Must explain the SIGNIFICANCE of the historical context Must explain how the context (contemporaneous developments not described in the document) shapes or informs the content of the
document Uses context to situate one document Called little c context Sourcing Example: Context (1) In doc 3, This shows that a communist government officially legislated the equality of women. This would have been something like a slap
in the face to the USA who fought to limit the spread of communism in Vietnam, only to fail and see them enforce feminist laws that the U.S. had not. Sourcing Example: Context (2) Doc 4: While likely accurate, coming from a US source raises the question of its legitimacy, as the US was locked in the Cold War with the USSR, and may have simply
wanted to rally the American people against the Soviet Union. Sourcing by context: NonExample Simply mentioning a piece of context without explaining the significance to the topic is unacceptable. Doc 4, written during the Cold War, shows that women in Russia were not equal to men, especially in top jobs.
Part C: Contextualization Big C contextualization situates the thesis, argument, or parts of the argument to broader events, developments, or processes Best situated in intro or conclusion to differentiate from sourcing (little c) context Must be immediately relevant and well explained
Big C Context Industrialization Marxist Ideology Enlightenment Ideology The Cold War Global Feminism
Communism and Womens Rights Making connections to and from global processes SITUATING the topic of the essay or the argument, into a larger flow of historical events Examples of possible events, developments, or processes for contextualization
Marxist ideology, specifically relating to class struggle, stages of historical development, need to radically reform society, inevitability of progress to communism, etc. Soviet and other communist countries economic and social policies, including collectivization, nationalization, rapid industrialization, economic planning, drastic expansion of educational opportunities, expanding social welfare, guaranteeing employment, etc. NOTE: To earn the point, these examples must be
accurately and explicitly connected to the effects of communism on womens rights, beyond a mere mention. Examples of possible events, developments, or processes for contextualization (p2) Communist policies of suppressing dissent and projecting a vision of a unified society, specifically through the use of propaganda. The Cold War, the establishment of communist governments in Eastern European countries, and
the spread of Communist governments or communist movements in Asian, or Latin American countries, often in the context of proxy conflicts with the United States. NOTE: To earn the point, these examples must be accurately and explicitly connected to the effects of communism on womens rights, beyond a mere mention. Examples of possible events, developments, or processes for contextualization (p3)
The economic stagnation and decline experienced by most communist countries in the latter decades of the 20th century (The events surrounding the fall of communism in the late 1980s, while chronologically later than the documents, can be used successfully to earn the contextualization point, provided they are explicitly connected to the topic of womens rights.) NOTE: To earn the point, these examples must be accurately and explicitly connected to the effects of communism on womens rights, beyond a
mere mention. Contextualization Big C Example 1 in Intro Womens rights have been a struggle that many females tried to achieve ever since the early beginnings of industrialization. The unfair divide industrialization caused led to a mass usage of Enlightenment or socialist ideals
which in some ways supported womens rights. THESIS . Contextualization Big C Example 2 While women struggled for freedom throughout the western world, communist revolutions were radically equalizing for females, helping the suffragettes
everywhere. Contextualization Big C: Non-Example In the 20th century, the two world wars gripped the world with bloodshed and fear. Between the wars, the Great Depression saw the world experience the greatest economic collapse in history. These events led many to look to socialism and communist movements as a way to create a better world. CONTEXT NOT IMMEDIATELY CONNECTED
TO WOMENS RIGHTS Contextualization Big C Non-Example (2) During the 20th century, communism was becoming widespread. Because of Marxist ideas, communist movements affected womens struggle for rights. NOT SPECIFIC
Docs Provides an additional example or evidence of an effect of communism on womens rights. Must be explained in a way that further supports or extends the argument. Simply mentioning a fact that occurred simultaneously to the topic, without explaining the connection, is not enough.
Evidence Beyond the Docs: Positive Example 1 An example of communist inspiration to their women was the putting of the first woman in space by the USSR, which must have inspired women nationwide. Evidence Beyond the Docs: Positive Example 2
The documents dont address how radically different the communist lifestyle is such as how the CCP promotes marrying late and planning families which differs from the Confucian emphasis on families. Evidence Beyond the Docs: Positive Example 3
One piece of historical evidence that further helps this topic is that Mao Zedong, a communist leader in China, made a speech directly stating that Women hold up half the sky, and made various laws according to that statement to make women more equal to men. Additional Evidence: Non-Example The Chinese communist
government also created propaganda posters to persuade women to become nurses. Document 5 already established that communism brought new job opportunities for women. Another iteration of something already in the documents is not acceptable. D. Synthesis: 1 point, 3 ways to earn
Must EXTEND THE ARGUMENT by considering another: Geographic area, historical era, situation, theme or discipline Connection must be relevant, plausible, and explained beyond a mere mention. Synthesis A consideration or comparison that extends the argument Effect of Communism
on Womens Rights Outside place, era, theme, or discipline Valid comparison or connection that extends argument Positive Synthesis Example 1 (different
region): Found in conclusion Women fought for their freedom and equality in all aspects of communist society. But, not all communist societies were able to achieve this goal. Also during the 20th century, women in the United States fought for their liberation from patriarchal society, however they did so through protests and civil rights movements, not solely government
activity. Rationale Example 1 Extends argument by comparison to a different geographic region beyond the documents. Compares strategies for gender equality, noting difference between experiences in the USSR (government driven reform) and the U.S. (democratic processes/protests)
Positive Synthesis Example 2 (different region): The North Vietnam Constitution in Doc 3 also proves the Communist intention for equal working rights as women enjoy equal pay with men. Although we still should question if women actually did, as laws arent always followed, seen even today as modern countries such as the USA where
gender discrimination is outlawed, but a wage gap still exists. Rationale Example 2 Extends argument by comparison to a different geographic region and historical period beyond the documents. Compares legal promise of equal rights in North Vietnam to that of the United States.
Finds similarity in failed promises. Positive Synthesis Example 3 (different region): Found at end of a body paragraph about Communist governments enacting rapid change for women Doc 1 Russian women helped by party after the revolution Doc 2 - Communists eliminating veil in name of
equality Doc 3 - Vietnam granting equality in constitution We can compare these ideas to another part of the world, in the United States. But with the womens suffrage rights movement in the U.S., many women activists as well as the government came together to change the Rationale Example 3 Extends argument by comparison
to a different geographic region beyond the documents. Finds difference in that both activists and government officials created positive change in the U.S., compared to government driven change in communist states. FAILED Synthesis Example 4 (different region): FAILED synthesis in conclusion: In the 20th century, women were
faced with many issues regarding little rights in the communist society. The story seems quite similar to the patriarchal/strict society of Islam during the early modern era. Connection with outside region is not explained Synthesis Examples (different themes): One that works:
DBQ is POLITICAL and SOCIAL Possible connections to ECONOMIC Soviet-style economics and centrally-planned economy Having women in the workforce was essential to meeting the economic objective of the Soviet state Communist unwavering emphasis on heavy industry and macroeconomic projects, may have pointed out that producing consumer goods was seen as low priority, resulting in chronic shortages and deficits of food items and other
basic needs. These shortages placed an especially heavy burden on women and Synthesis Examples (different discipline): Comparative government and politics Communist political systems pretended to have a democratic system, while in reality the one single communist party was controlling everything. Elections happened, but they didnt decide much, as only the candidates approved by the party could win.
One could be sent to prison or worse if one protested his or her conditions too openly. Thus we should question how much it means to have laws or constitutions give equality to women, if the state and the party could change any policy they wanted. Summary of Changes What is GONE? What is ADDED?
Understands level Argument Development of document usage Sourcing at least 4 docs Additional document Grouping as an explicit rubric point
Basic/Expanded Core and context as way to do it Contextualizing the topic or argument Evidence Beyond the Documents
Synthesis Practice Exam on AP Central Released in March on AP Audit website. New DBQ Strategies 8:15 - 8:45 Monica and Anton
All skills will overlap. So working on DBQs will help with other essays (thesis and argument) and Multiple Choice Questions (MCQs) and Short-Answer Questions (SAQs) Introduce skills individually with their own component parts, this makes grading easier to identify problem areas Depending on your students you might
start with MCQs, then SAQs and then parts of DBQs Build on Previous Practice Thesis still will be the challenge for our students. Short-Answer Questions might help them with this Utilizing like Supporting Thesis with Evidence Cant simply quote, summarize or paraphrase without explicitly addressing the prompt/thesis.
SAQs with stimulus will help with this too. Encourage your students to address all as there is always a chance that they might not get all 6 of the others them right Similar But Different Argument Development some grouping might help them here but cant be all these are from Africa sort of group, needs to be more sophisticated Topic sentences (mini-thesis) are key here
Shoe lesson wont work. Instead try Larry Treadwells old football DBQ and have kids group them according to all three of these categories contradiction, corroboration, and qualification etc. Similar But Different Sourcing like POV; for those who used SOAPSTONE, now SOAP; Practice with each POV = Speaker Historical Context = Occasion on Steroids
Audience Purpose Cant simply restate material in source line, need to make connection to its significance Considerable overlap e.g. students addressing audience will often also address purpose, etc. Have kids attempt more than 4 as insurance New to APWH Contextualizing Build on Global Context for CCOT
Teach concept of zooming in/focusing on the topic, then widen the lens to the society, region, world, time period and the event/development s/processes. Emphasize tying it back to the
New to APWH Contextualizing Have kids start with themselves on a test day and understand the factors affecting their performance How much they slept, studied, etc. How teacher prepared them; classmates influences School resources (e.g. textbook), principals priorities County/school boards goals, real estate/taxes, parents education level and expectations
States department of educations testing policy, subsidizing of exams, training of teachers, etc. National rankings, focus on world history New to APWH Outside Evidence NOT like Additional Document Think of Geography - societies related to topic Argument Development - see if there is evidence that would help either corroborate,
contradict or qualify points made by documents (this would also help students place it within their essays) Give MCQs asking which piece of evidence would help support / contradict / qualify argument given New to APWH Synthesis Un-teach other teachers teachings like we do w/comparison
Introduce first in MCQs & SAQs before having them do this in Hammers home point of argument development as this MUST TIE TO PROMPT!!!! New to APWH Synthesis
Different period, situation, era, area not just what we did in CCOT but rather a comparison that leads to analytical e.g. Lin-Manuel Miranda looking at Alexander realization
Hamilton and seeing similarities to Rap Artists Hamilton the hip-hop musical New to APWH Synthesis Different Theme Social = people vis a vis other people: class, gender, race MUST
Political = they usually get this one: government, military, laws HAMMER SPICE INTO THEIR HEADS e.g. Czech women wanting to wear jeans and listen to
rock and roll but deemed Interactions with Environment: climate, natural disasters, demography, migrations (dont forget the humans!) Cultural = people can do on their own: religion, art, music, food, fashion Economic usually get it trade, industry, labor
New to APWH Synthesis Different Discipline we do this all the time in class, need to be explicit about it art history, archeology, anthropology/sociology, epidemiology, economics What to do with Old DBQs Take documents & use as stimulus for MCQs Good way to start - teach closer reading before jumping into DBQs Good way to practice tough skills like
historiography, contextualization, outside evidence Take documents & use as stimulus for SAQs Good way to introduce writing skills Mini- thesis Contextualization Argument development Modify into new format Out with the Old, in with the New?
Modifying Legacy DBQs Greg Ahlquist 2010 AP World History Exam DBQ Using the following documents, analyze similarities and differences in the mechanization of the cotton industry in Japan and India in the period from the 1880s to the 1930s. 10 Documents
5 Design Shifts for Revised DBQ 1. 7 Documents. 2. Additional Evidence. 3. Thesis responds to ALL parts of question. 4. Synthesisexpand/connect argument. 5. Sourcing at least 4 docs. Shift #1: 7 Documents
-Out of 10 documents, 5 docs were CHARTS or PHOTOS -I decided to keep the PHOTOS -I cut 3 out of 4 CHARTS -I cut Doc 4 (Japanese Buddhist priest) to keep India/Japan balance Shift #2 and #3: Outside Evidence and Prompt Specficity Legacy Prompt: Using the following documents, analyze
similarities and differences in the mechanization of the cotton industry in Japan and India in the period from the 1880s to the 1930s. Revised Prompt: Using the documents provided and your knowledge of World History, analyze at least one similarity and at least one difference in the industrialization of cotton goods in Japan and India in the period from the 1880s to the 1930s. Revised Prompt
Using the documents provided and your knowledge of World History, analyze at least one similarity and at least one difference in the industrialization of cotton goods in Japan and India in the period from the 1880s to the 1930s. Pressure Testing the DBQ OUTSIDE EVIDENCE Compare to British Textile
CONTEXTUALIZATIO Imperialism / Global N production / Meiji competition / Interactions with the West Connect to different
SYNTHESIS TIME: Indian textiles in Period 3 (3.3 I B) PLACE: Russia Industry (5.1 I D) THEME: Political The Documents
I used Docs 1, 3, 5, 6, 8, 9, 10 (cut 2, 4, 7) Source Lines worked well no additions The End
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