Transcript HERE

Page 1:
• No outside information
• DO NOT have to answer the
question first
• Internalize the rubric
Page 2:
• Core Scoring/ Asset Model
• DO NOT waste the 10 minute
reading time!
Page 3:
• Historical Background
Page 4:
• Analyze for POV:
(TONE is best )
WHY did THIS author create THIS document
at THIS time and place in THIS way?
POINT OF VIEW (POV )
can be determined by considering the following questions=
Who is the author and how does that affect what he/she says?
(gender, occupation, ethnicity, etc.)
What do they think and why? What informs their opinion?
What about the background of the author may have influenced
his/her outlook as expressed in the document?
(examples: gender, class, religion, ethnicity, occupation, age......)
Why is this person saying or writing this piece at this particular time and place?
Why would this person have this particular opinion?
In the absence of an author: consider the characteristics of the intended audience
and /or the medium
(eg: official document, sermon, diary,) and/or tone of the document, and/or how the
temporal context (eg: writing in a period of stability/instability) may have influenced
the author‘ opinion.
WHY did THIS author create THIS document
at THIS time and place in THIS way?
YES:
“This document was written by a military commander during the war.
He had a vested interest in the success of the war. He probably approved
of the conduct of the government because he doesn't want his "bosses"
to hear anything disloyal that would endanger his promotion".
AP World Friends,
Why is the KEY to POV.
An acceptable pov analysis using your example might be:
“Jonathan Sampson, a native American, appears to dislike Anglo Americans
because his family was murdered during the Black Kettle uprising, yet his
information has been verified by eye witness accounts both native and
soldiers, thus making him a credible source. (doc. 7)
“Miguel Montez’s tone seems angry and resentful, because his ancestor’s land
was take by American soldiers during the Mexican American War. He offers
no evidence for his claims, thus his point of view is questionable. (doc.5)”
NO:
“This document was written by a military commander during the war.
Jonathan Sampson, a native American, appears to dislike Anglo Americans.”
“His tone is confident and powerful, showing how much he believes his
statement to be true, using strong vocabulary like “evil” and corrupt”
to describe the peasants’ enemies. “
Page 6:
• GROUPING ?
Analyze the shoe style preferences of the
average AP World student at Council
Rock High School South.
Page 6:
• THESIS ?
• ANSWER THE QUESTION
(Summarize = what happened)
(Analyze = WHY it happened)
• AVOID thesis killers:
VERY, MANY, THINGS, STUFF, LOTS,
SOMETIMES, ALWAYS
(Your thesis can be one or two sentences but
MUST be in the opening paragraph)
Page 6:
• Write your essay
• Remember: Refer to the authorship of
the documents rather than just the
document #
YES: "As shown by The Proclamation of the Young Turks
in 1908, the Young Turks believed that all ethnic and
religious groups should be treated equally (doc 7).“
NO: "In Document 7, The Young Turks believed that all
ethnic and religious groups should be treated equally."
Page 7:
•Write your essay
• REQUEST AN ADDITIONAL
DOCUMENT
•Make sure to include HOW it will help
you answer the question that you’re
given
WORLD HISTORY
SECTION II
Part A
(Suggested writing time – 40 minutes)
Percent of Section II score – 33 1/3
Directions: The following question is based on the accompanying Documents 1-6. (The documents have been edited for
the purposes of this exercise.) Write your answer on the lined pages of the Section II free-response booklet.
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 of 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.
•Identifies and explains the need for at least one additional type of document.
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?
Historical Background: Buddhism, founded in India in the 6th century BCE was brought to
China by the 1st century CE, gradually winning converts following the collapse of the Han
dynasty in 220 CE. Buddhist influence continued to expand for several centuries.
Between 220 CE and 570 CE, China experienced a period of political instability and
disunity. After 570 CE, the imperial structure was restored.
Thesis:
1. “There were many responses to the introduction of Buddhism into China.”
2. “ Chinese reacted to Buddhism in both positive and negative ways.”
3. “Buddhism had a large impact on China.”
4.“ Although Chines peasants initially welcomed Buddhism, as it gave them
shelter during politically uncertain times, as imperial security improved
government authorities increasingly saw Buddhism as a threat to their
political power and moved to discredit it.”
5. “ Chinese peasants responded positively toward Buddhism’s message, but
aristocrats and those with a vested interest in the status quo rejected
Buddhism.”
Groups:
Positive Responses
1,2,3, 5
Negative Responses
4,6
Responses during upheaval(pre-Tang): 1,2,3
Universalist, individualistic, blending,
inclusionary responses 1,2,3,5
Evidence for each group:
You MUST support your thesis with appropriate evidence from all or all
but one document. You MUST support each group (paragraph) with evidence
from the documents in THAT group. What does the evidence have to do with
your group or thesis?
You must USE all of the documents however.
__________________________________________________________________
NO: “Zhi Dun says in Doc #2, blah, blah, blah”
YES: “The Anonymous Chinese Scholar’s defense of Buddhism (Doc #3) reflects
the growing criticism of Buddhism as political order and stability was
reestablished in China. As Tang officials reasserted their power, there was more
pressure placed on Buddhists to show evidence why Buddhism was compatible
with more traditional Confucianism.”
Source: Zhi Dun, Chinese scholar, author, and confidant of Chinese
aristocrats and high officials during the period when northern China was
Doc
invaded by central Asian steppe nomads, circa 350 CE.
___________________________________________________________________________________________
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.
#2
Unacceptable “Zhi Dun (Doc #2) is biased because he is a
scholar and confidant of aristocrats and high officials.
These words are quoted directly from the document. Also, citing someone’s
occupation does not, in and of itself, constitute analysis. WHY would an
emperor necessarily be biased? This shows no understanding of the subtleties of
the document. Both of these examples just repeat information found in the
document, rather than reflecting the student’s analysis of the larger context
that affects how one interprets the document.
Acceptable “Zhi Dun’s argument supporting Buddhism (Doc
#2) is understandable, given the politically tumultuous time in
which it was written. When political leaders cannot be trusted to
provide security, those without material resources are more likely
to turn to spiritual teachings, especially ones that make sense of
meaningless suffering.”
Source: Zong Mi, a leading Buddhist scholar, favored by the Tang
imperial household, essay, “On the Nature of Man”, early 9th century CE.
___________________________________________________________________________________________
Doc
#5
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.
Unacceptable:
“Zong Mi, supports Buddhism because he is a Buddhist
scholar (Doc #5).
Acceptable :
As a Buddhist scholar, Zong Mi would naturally defend the place
of Buddhism and so tries to persuade the Tang authorities of the
equal contributions of Buddha with Confucius and Laozi as order
is re established in China (Doc #5).
Remember:
Do not summarize =
Always ANALYZE =
(What happened?)
____(WHY did it happen?)
Evidence:
As time continued, outside stresses to the Chinese
decreased and an increasing conflict between Confucianism and
Buddhism arose. The “Disposition of Error” (Doc 3) and the
Zong Mi essay (Doc 5) illustrate attempts to allow both to coexist. The “Disposition of Error”, written by an upper class
scholar, addresses some points of conflict between the two, while
Document 5 places them on the same level. These documents
were written at different time periods. Both show the desire of
the Chinese to incorporate Buddhist beliefs without threatening
the teachings of Confucius. However, Document 3 was written
again by a member of the upper class, which may suggest that the
qualms expressed about the compatibility of Confucianism and
Buddhism might not have applied to lower classes. Document 5
was written during the Tang- who partly drew legitimacy from
these Buddhist beliefs. The persuasive purpose, then, may not
actually represent what the whole of China believes, but rather
what the government wants them to.
Without the because there’s no “point of view”, just “view’
Page 8/9:
Chinese philosophy DBQ
This
characteristic…
Is shared by these
documents….
(MINIMUM of 2)
As shown by this specific text
from the document (cite the
evidence)
Thesis: 02
1. “Chinese philosophers differ in their ideal qualities of a
ruler based on the beliefs of Confucianism, Daoism and
Legalism.”
2. “Chinese philosophies concerning the qualities of an
ideal ruler vary based on their view. Some believe in a
more strict leadership, while others believe (rulers should)
be passive.”
3. “…. Some rulers are strict, some are moderate, and some
passive moderate.”
4. “Daoism and Legalism were extreme philosophies while
Confucianism was a moderate philosophy between the two.”
Thesis: 02
5.“The qualities of an ideal ruler include moral values, un
materialistic views, and characteristics of an educated person to be
an official. The ideas for these qualities stem from the different
philosophies that include Confucianism, Legalism and Daoism.”
6.“The effectiveness of the imperial rule is defined by the
assumption the ruler makes on the intelligence of the people.”
7. “Following the period of the Warring States, people were subject
to misunderstanding about their place in the world. Many scholars
believed that man acted as they would regardless of governmental
action as others believed government was crucial in the maintaining
of order while still other scholars promoted the breaking off of
government entirely because man is corrupt.”
Thesis: 02
8.“Following the period of the Warring States, people were subject
to misunderstanding about their place in the world. Many scholars
believed that man acted as they would regardless of governmental
action as others believed government was crucial in the maintaining
of order while still other scholars promoted the breaking off of
government entirely because man is corrupt.”
9.“The characteristics of an ideal ruler were set by the ideals of
maintaining order, totalitarianism, and simplicity in life.”
10. “A passive approach, a lawful approach, or a harmonious
approach were all different approaches the philosophies used to
create the picture of an Ideal Ruler.”
Thesis: 03
1. “Conflicting opinions regarding the traits of an Ideal Ruler
emerged in China during the Period of the Warring States.”
Groups:
Respect and trust the people: 1,7
Set and active example: 2,3,4,5
Leave things be: 6,8
2.“According to Chinese philosophies, an Ideal Ruler must portray
certain thoughts about life, believe in simplicity, and regulate
society with a distinguished law system.”
3.“In the first century BCE China, there were a variety of Chinese
philosophers who defined the qualities of Ideal Rulers. These
Chinese philosophers include Confucius, Legalist scholars and
Laozi.”
4. “ Chinese philosophies including Confucianism, Legalism and
Daoism and a lack of selfishness and greed demonstrate the
different qualities of an Ideal Ruler through their personal belief
systems.”
Thesis: 03
5.“Different Chinese philosophies have different opinions
on how to rule. This created conflicts and multiple
viewpoints on what is considered ideal.”
6.“An ideal ruler must acquire certain traits which allow
him to think with complexity, impelling him to lead with
great philosophy.”
7. Groups:
respect (1,7), beliefs (8,6,3),
government control (5,2,4)
Groups: order (2,3,4,8)
morals (1,2,8,4)
harmony (6, 7)
Thesis: 03
8.“During the Period of the Warring States, the Chinese philosophers conjured
three different groups of ideas to sort out the chaos, including an emphasis of
power on either the people, the ruler, or internal morality.”
9. “Chinese philosophies vary from respecting leaders to disobeying laws for its
own success, and the most prominent idea is that the nation must promote unity.”,
“In terms of Chinese philosophies, the most crucial qualities of an ideal ruler are a
selfless nature, spiritual connection and strict rule.”
10.“The ideal philosophies of rulers include the political rule, social order, and
religious beliefs of the society.”
11.“After the Zhou Dynasty collapsed in the first century BCE in China, various
Chinese philosophers approached the idea of restoring social and political order. “
Thesis: 4/5
1.“During the period in which ….. were seven warring states of China
three types of rule became prominent: democracy, representative
and dictatorship.”
2.“Although Chinese philosophers idea of an ideal ruler varied, the
characteristics that the people preferred were strict, passive
(cautious) and lenient.”
3.“Through the period of the Seven Warring States, China developed
three primary philosophies- Confucianism, Legalism, Daoism- of
which addressed the morality, governing and ideas of efficiency
possessed by each style of ruler.”
4. “The qualities of Confucianism, Legalism and Daoism all provide
different ideals for a leader to follow. “
Thesis: 4/5
5. “The morals and beliefs of the rulers reflect the actions
and behaviors of the people in the dynasties”
6.Groups: morality (1,2,7), legislation (3,5,4),
balance (6,8)
Groups:
how to govern (2,3,4,5)
aspects (1,3,7,8)
philosophical (6, 7)
for people (1,6,7)
Groups for Chinese philosophy DBQ:
Confucianism: 1,2,3
Legalism: 4,5
Emphasis on law: 2,5
Emphasis on ethics: 1, 2,
Daoism: 6,7,8
Active leadership: 1,2,3,5
Passive leadership: 6,7,8
Success of society in hands of the leader: 2,3,4,5,8
Success of society in hands of the people: 1,6,7
During the period of the Warring States,
Chinese philosophies suggested qualities of
an Ideal Ruler that focused on leadership,
concern for ethics and law, and attention to
the needs of the people. There was some
disagreement among philosophers about the
source of inspiration for ideal leaders,
whether a leader should rule actively or
passively, whether a leader should focus on
the people or himself.
DBQ Essay Organizational Chart (Cracking the AP World History Exam, Armstrong et al)
Document Number (s)
Thesis
Support
Group 1
Group 2
Group 3
POV 1
POV 2
POV 3
Number
Additional
Documents
Comments
Step 6: Group the Documents
Mark which documents address the different issues that the
question asks
Group the documents in the most OBVIOUS groupings possible
Group the documents by their similarities, but make sure that
if you use two groups for example, that both groups clearly
contrast one another.
The documents must be placed in groups based on some
commonality.
Always refer back to the question for guidance. For example,
if the question asks you to compare and contrast, then you most
logically create two distinct categories.
Your groupings must answer the question.
Assign each document to only one group for each grouping
criteria.
A group must include two documents at a minimum. There
are no groups of one document.
Reference documents………… (Doc 6)
Each document must be discussed in relation to other
documents. You must group within each of your body
paragraphs. DO NOT LIST attributes of each document in
single body paragraphs. Your body paragraphs should
logically follow according to the groupings that you have created.
You must group the documents in two OR three ways,
depending on the question, in order to satisfy the basic core
requirements.
POINT OF VIEW (POV )
can be determined by considering the following questions=
Who is the author and how does that affect what he/she says?
(gender, occupation, ethnicity, etc.)
What do they think and why? What informs their opinion?
What about the background of the author may have influenced
his/her outlook as expressed in the document?
(examples: gender, class, religion, ethnicity, occupation, age......)
Why is this person saying or writing this piece at this particular time and place?
Why would this person have this particular opinion?
What is it about the author (if anything) that makes you question
the reliability or authenticity of the document?
In the absence of an author: consider the characteristics of the
intended audience and/or the medium
(eg: official document, sermon, diary,) and/or tone of the document, and/or how the
temporal context (eg: writing in a period of stability/instability) may have influenced
the author‘ opinion.
WHY did THIS author create THIS document
at THIS time and place in THIS way?
Document Analysis: SOAPSTONE
S=
Speaker, author – What do you know or what can you tell about him/her?
O=
Occasion –Time, place or context of the piece?
A=
Audience – For whom is the writing intended?
P=
Purpose - Why is the author writing this?
S=
Subject – Main idea?
TONE = Feeling – What feelings or attitudes are expressed in the writing?
The Rig Veda pg 98
Upanishads pg 102
While I check your
homework…….
POV: Point of View
According to Kaplan (22):
"Ask these questions in order to earn the core point for POV:
1. Does the occupation of the author influence what is said? (why?)
2. Does the class, religion, national background or gender of the author
influence what is mentioned in the document? (why?)
3. Does the type of document influence the content of what is said? (why?)
4. Does the timing of the document influence the message? (why?)
5. Does the intended audience influence the message of a source? (why?)
6. Describing the tone of the document can also count for POV.
The issue can be more subtle and is best used with other descriptions of POV."