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?

“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)”

YES:

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 hisstatement 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 helpyou answer the question that you’re given

WORLD HISTORYSECTION 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, 5Negative Responses 4,6Responses during upheaval(pre-Tang): 1,2,3Universalist, 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 invaded by central Asian steppe nomads, circa 350 CE.___________________________________________________________________________________________

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

* Nirvana: the extinction of desire and individual consciousness.

Doc#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.___________________________________________________________________________________________

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.

Doc#5

Unacceptable:

“Zong Mi, supports Buddhism because he is a Buddhist scholar (Doc #5).

Acceptable :

As a Buddhist scholar, Zong Mi would naturally defend the placeof 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 = (What happened?)

Always ANALYZE = ____(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 co-exist. 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: 021. “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: 025.“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: 031. “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: 2,3,4,5Leave 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: 035.“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: 4/51.“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

Daoism: 6,7,8

Active leadership: 1,2,3,5

Passive leadership: 6,7,8

Emphasis on law: 2,5

Success of society in hands of the leader: 2,3,4,5,8

Success of society in hands of the people: 1,6,7

Emphasis on ethics: 1, 2,

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.

Document Number (s) CommentsThesis

Support

Group 1

Group 2

Group 3

POV 1

POV 2

POV 3

Number

Additional Documents

DBQ Essay Organizational Chart (Cracking the AP World History Exam, Armstrong et al)

Step 6: Group the DocumentsMark 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 thatif 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: SOAPSTONES = 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?

POV: Point of ViewAccording 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."

The Rig Veda pg 98Upanishads pg 102

While I check your homework…….