Writing Essays: AP Euro Style

Writing Essays AP Euro Style Mr Cox

Mr Mancini

AP history courses at West are writing intensive so you are the best prepared for district exams the College Board Exam SATs PSSA and your future academic careers Our goal in this course is simple to make you regardless of your current ability a much better writer when the course ends in May Ibis packet contains everything you need to know about writing essays in AP European History You should thoroughly familiarize yourself with its content In addition you should individually meet with us on a periodic basis to discuss how to better improve your writing The packet includes the following material

A) Preparation for Writing an Essay schematic

B) Free Response Essays (5 minutes planning-30 minutes writing)

-Free Response Essay Components and Tips -Free Response Rubric -Free Response Anchors

C) DBO-Document Based Essay Question (15 minutes planning-45 minutes writing)

-DBQ Components and Tips -DBQ Rubric -DBQ Anchors

The Free Response and DBQ rubrics used in class are slightly different then what the evaluators will use when scoring the actual college board exam The rubrics we utilize have been developed using a more rigorous standard and will therefore better prepare you as a writer The in-class DBQ rubric most closely resembles the College Board version given the nature ofa core-scoring assessment tool The in-class free response rubric was designed by synthesizing the AP and PSSA rubrics with special emphasis on the essays thesis statement and content

The anchors included in this packet are published by the College Board They are student anchors from previous exams (2002 amp 2001) The anchors will include the following scoring guidelines student samples and evaluator commentary You will find that our grading standard is slightly higher then the evaluators on the College Board As a result we have also posted various in-class anchor papers from former CB West students on the bulletin boards in our rooms We encourage you to look over both sets ofanchor papers so you can get the best sense of what is expected from you in class and on the AP exam

bull -1 ~T

Dir-ections - to help organize a format essay complete the following flow chart by writing in each Pox

~ ~ - middot Statement of the problem orissue

middot --_ middot middot Evidence of the problem bockltOund infannation middot middot middot middot

bullbullbull~middot Statement of solution to problem Thesis middot

middot middot middot middot middot middot middot middot middot middotJlbullbullbullbullbullbull Body Paragraph 1

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Evidence sUllJOMing argument

EvidenCesupporting argument

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Introdudion bull

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I I Evidence supporting argument Evidence supporting argument

- __ __J_- -- - - -- -- -COnclusionsummarizes arguments restates thesis and leaves reader believing in yotr position 1

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Free Response Essays

Free Response Components amp Tips Essay defined

-concise composition in which the author tries to answer a core question (from Latin exigere meaning to weigh or balance) -writer offers an interpretation of facts or events based upon a thesis developed by the writer in response to the question asked

Essay Structure (components) Introduction

A Background timeplace setting explanation of topic B Categories or main ideas in support of thesis C Thesis Statement (Think Topic Position Support)

Body (each paragraph) A Main idea supportive of thesis B Evidence supportive of the main idea C Good topictransition opening statements D Transitional words or phrases between sentences

Conclusion A Restatement ofthesis B Summary of major ideas supportive to the thesis C Closing sentences explaining significance

Directive Terms (always know what the question is asking and answer it)

1 Analyze determine the nature and relationship of the component parts of explain the importance of break down

2 Assess judge the value or character of something appraise evaluate 3 Compare examine for the purpose of noting similarities and differences focusing more on

similarities 4 Contrast compare to show unlikeness or points of difference 5 Criticize make judgments as to merits and faults criticism may approve or disapprove or both 6 Define give the meaning (a word phrase concept) determine or fix the boundaries or extent 7 Describe give an account tell about give a word picture 8 Discuss or examine talk over write about consider by argument or from various points ofview

debate present the different sides 9 Enumerate or list mention or itemize separately name one after another 10 Evaluate give the good points and the bad appraise give an opinion regarding the value of discuss

the advantages and disadvantages 11 Explain make clear or plain make known in detail tell the meaning of make clear the cause or

reason 12 Illustrate make clear or intelligible as by examples 13 Interpret explain the meaning make plain present your thinking about 14 Justify show good reasons present your evidence offer facts to support your position 15 Prove establish the truth of something by giving factual evidence or logical reasons 16 Relate show how things are connected with each other or how one causes another 17 Summarize state or express in concise form give the main points briefly 18 Trace follow the course

Basic guidelines for essay writing 1 In your essay you are presenting a position-keep track of it (ie always support your thesis) 2 Define the issues before you write 3 Answer the whole question but only the question 4 Organize your material (AJways BRAINSTORM then OUTLINE FIRST ) 5 Present an introduction 6 Use paragraphs properly 7 Make evidence precise and use it to support your inferences 8 Do not over-generalize keep the human dimension in view 9 Be accurate with references 10 End your essay with a relevant conclusion

Relevance is more critical than length make every word have a purpose Imagine a painting with unnecessary lines or a machine with unnecessary parts why should an essay have unnecessary wording and content

AP Free Response Essay Tips (from the College Board) 1 Read the question carefully and analytically 2 Should be a minimum of3 pages 3 Write legibly 4 Marking questions may be helpful

A underline operative words see list B Circle time frame specified

5 Only a few specific focused relevant examples are better than a laundry list of details 6 Make sure the thesis is consistent with your conclusion 7 Use correct terminology and vocabulary 8 Do not preach or moralize in your essay This is not an editorial 9 Refer only to an author if you can adequately state the gist of their position and it fits in to your

overall essay 10 Underline key names and phrases so they stand out to the reader (grader) 11 Your introductory paragraph is the most important (refer to but do not rewrite the question)

South Carolinas guide to AP History identifies the following as the common essay errors

1 Misinterpretation of the question 2 Lack of internal paragraph organization 3 Lack of clarity ofthesis statement 4 Lack of introduction and conclusion 5 The chatty tone or use of personal references 6 Common grammatical errors

Free Response Scoring Rubric (In-Class)

Topic

(Rating Scale 5=SUperiOT 4=pmficient 3=satisfactory 2=limitedbasic 1=unsatisfactory)

IntroductionConclusion 2 3 4 5 -backgroundsetting -main ideas reflected -significance

Subtotal (5 possible) (5)

Thesis Statement 2 3 4 5 -clarity addresses question -reflects main points-balanced -well defineddeveloped


Body (Organization Style and Focus) 2 3 4 5 -arrangement of main points -internal paragraph structure -transitions -vocabulary amp spelling

Subtotal (5 possible x 2 weight) (10)

Body (Contentldea Development) 2 3 4 5 -supports main ideas and thesis (relevant) -adequacy clarity and accuracy of supporting evidence -thoroughness of development


Total (50)

Free Response Anchors

2002 APreg EUROPEAN HISTORY FREE-RESPONSE QUESTIONS (Form B)

EUROPEAN HISTORY SECTION II

PartB

(Suggested planning and writing time-35 minutes)

Percent of Section IT score-27 112

Directions You are to answer ONE question from the three questions below Make your selection carefully choosing the question that you are best prepared to answer thoroughly in the time permitted You should spend 5 minutes organizing or outlining your answer In writing your essay use specific examples to support your answer Write your answer to the question on the lined pages of the Section II free-response booklet Be certain to number your answer as the question is numbered below

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PartC


Percent of Section II score-27112

Directions You are to answer ONE question from the three questions below Make your selection carefully choosing the question that you are rest prepared to answer thoroughly in the time permitted You should spend 5 minutes organizing or outlining your answer In writing your essay use specific examples to support your answer Write your answer to the question on the lined pages of the Section II free-response booklet Be certain to number your answer as the question is numbere-d helow

2 ft

Describe and analyze the differences in the ways in which artists and writers portrayed the individual during the Italian Renaissance and the Romantic era of the late eighteenth and early nineteenth centuries

END OF EXAMINATION

Copyright copy 2002 by College Entrance Examination Board All rights reserved Advanced Placement Program and AP are registered trademarks of the College Entrance Examination Board

Apreg EUROPEAN HISTORY 2002 SCORING GUIDELINES (Form B)

Question 5

9-8-7-6 Stronger Essays These essays will demonstrate the following qualities with varying degrees of effectiveness

bull Has a clear well-developed thesis bull Is well-organized bull Addresses the terms of the question bull Supports the thesis with specific evidence bull May contain minor errors even a 9 need not be flawless

Indicators

] Thesis addresses terms of the question portrayal of individual in both Renaissance and Romantic era

2 Coverage may be uneven with greater emphasis likely placed on Renaissance 3 Uses specific supporting evidence

5-4 Mixed Essays These scores should be assigned judiciously Essays will demonstrate the following qualities with varying degrees of effectiveness

bull Contains a thesis perhaps superficial or simplistic bull Uneven response to the questions terms bull May contain errors factual or interpretive

Indicators

1 Discusses the portrayal of the individual but may be focused solely on one era (generally Renaissance)

2 Addresses comparisoncontrast but does so implicitly or without significant specificity 3 Provides evidence that is more general in nature (has few specific examples)

3-2-1-0 Weaker Essays Essays in this category will demonstrate the following qualities in varying degrees Essays scored 0 or 1 may attempt to address the question but fail to do so

bull Thesis is confused absent or merely restates the question bull Misconstrues the question or omits major tasks bull May contain major errors

Indicators

1 Discusses only Renaissance or Romantic era with no focus on the portrayal of the individual 2 Contains minimal relevant supporting evidence 3 Contains major errors either factual or interpretive


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Apreg EUROPEAN HISTORY 2002 SCORING COMMENTARY (Form B)

Question 4

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Question 5 Sample DD - Score 9

Very good well-developed thesis Student clearly answers the question posed Demonstrates understanding of Renaissance and Romantic perceptions of the individual Coverage is balanced Good supporting evidence

Sample AA - Score 6

Despite a weak introduction thesis and development are good Strong historical evidence to support depiction of individual in each era Unbalanced due to absence ofRomantic artists

Question 6 1 2 - shy

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DB Documentshy

Based uestion

Document-Based Essay Question Components

Description (provided by College Board)

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 historical context Documents are chosen on the basis of both the information they convey about the topic and the perspective that they offer on other documents used in the exercise Thus the fullest understanding of any particular document emerges only when the document is viewed within the wider context of the entire series Designed to test skills analogous to those of the historian at work on source materials the document-based exercise differs from the task of actual historians mainly in the time available for analysis and the prearranged sequence of the documents which helps illuminate the specifics of the question There is no single correct answer instead various approaches and responses are possible depending on the students ability to understand the documents and ultimately to judge their significance

In writing the essay candidates might find it useful to consider the following points The document-based question is an exercise in both analysis and synthesis It requires that students first read and analyze the documents individually and then plan and construct an appropriate response to the essay question based upon their interpretation of the documentary evidence as a whole What is desired is a unified essay which integrates analysis of documents with treatment of the topic

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 It is not necessary that every document be cited in the essay The way in which students approach the topic provides a good indication of their understanding of the question and their ability to weigh the evidence In no case should documents simply be cited and explained in a laundry list fashion reference to the documentary material must always be closely tied to the essay topic Evidence from the documents should be utilized both to construct and to illustrate responses

One way to approach the documents is to read all of them in order of presentation returning tot he more important for further study There are no irrelevant or deliberately misleading documents Some documents are more central to an understanding of the topic than others but every one is related to the question and can be used by students in the preparation of their essays Even a superior essay does not have to make implicit or explicit use of all the documents because different combinations of documents may be used to support various lines of reasoning

Critical judgment is essential to a good document-based essay Awareness of the documents sources and their authors points ofview requires students to demonstrate the skills of critical reading and inference Students should pay attention to both internal evidence (the content and tone of each document in relation to the others) and external evidence (identifications of authors the documents purpose or intended audience and the date when each document was written) Thus a student reading critically may group or juxtapose documents in a variety ofways (for instance according their ideas or points ofview) suggest reasons for similarities or differences in perspective among the documents and identify possible bias or inconsistencies within the documents

The most common errors in student responses to document-based questions include simply paraphrasing or summarizing the documents failing to integrate the documents with the essay failing to answer the question that is being asked failing to analyze the documents or determine their significance and failing to demonstrate that independent thought has gone into the essay Students may refer to historical facts and developments not mentioned in the documents as long as these references are accurate and relevant As a result the AP European History Development Committee strongly urges teachers to ensure that students know how to do what is asked of them For example students should be instructed to read carefully the directions and the questions to evaluate sources and authors points of view and to exercise critical judgment

DBQ Tips Make sure you know what the question is asking Pay attention to point ofview of the author ofeach document Take into account social disposition of author Look for tone (sarcasm etc) Look carefully at date Look for change over time in the documents Documents arent always factual information but express an opinion or perception Dont take liberties with the documents Cite the documents that you use either with author or number Do not just use documents in chronological order in your essay (too easy) Use at least half plus one of the documents more if possible Thesis shouldnt be a simple restatement of the question Do not ramble Rule ofthumb-3-three problems three solutions three arguments Answer the question There is not one right answer Use a grid or chart to organize your information Be sure your conclusion goes beyond a mere summary to a statement of importance

Point of View

-Why is POV important The crucial skill teachers and readers are looking for in a students approach to documents is the awareness that documents are not statements of facts but descriptions intcrprctationsor opinions of events and developments made by particular people at particular places and times and often for specific reasons Too often students write essays in which they take the documents at face value Instead students should be applying critical thinking skills to documents evaluating whether they are likely to be accurate and complete and in what ways the author of the document may be revealing bias

-College Board

How can students demonstrate awareness of POV -examples are from the 2000 ritualsfestivals DBQ

1 Attribution minimal approach to POV citing authors of documents by name or position should be consistent (ie most or all attributed) shows that you understand the document has a particular expression rather then a statement of fact

-examples bull John Taylor an English writer said bull A Dominican monk in Florence described

2 Authorial point of view shows that you are aware that gender occupation class religion etc may have influenced the particular view

-example bull Baltasar Rusow as a Lutheran pastor was naturally upset by the celebration

of a Saints Day since Lutherans dont venerate saints

POV continued

3 Reliability and accuracy of sources critically examine source for its accuracy (ie would the author be in a position to provide an accurate statement etc) can also evaluate type of source for its reliability

-examples bull R Lasselss report of the Carnival celebrations in Italy is probably accurate

because as an outside observer he is more objective bull R Lasselss report of the Carnival celebrations in Italy is probably inaccurate

because as an observer he wold not fully understand local customs

4 Tone or intent of the author looking at the particular text of the document for such elements as satire irony to identify the authors intent

-example bull Brueghel painted The Battle between Carnival and Lent to warn the people

that their love of celebrating was overwhelming their religious observance of Lent

5 Grouping of documents by author shows that the group by nature will express similar views

-exarnple -government officials clergy writers

--- ----

DBQ Rubric (in-class

Topic

Basic Core

Points

1 Acceptable Thesis 1

2 Uses a majority of the documents (total= varies)

1

3 Supports thesis with appropriate evidence from documents

1

4 Understands basic several

meaning of documents cited in essay (may misinterpret one document)

1

5 Analyzes bias or point of view in at least twothree documents

1

6 Analyzes documents by 1 grouping them in one (or twothree) ways

Subtotal

Comments

Expanded Core

Points

Expands beyond basic core puints Must earn 6 before earning in core 0-4 area Following criteria used for earning additional points

- Has a clear analytical and comprehensive thesis - uses documents persuasively as evidence - shows careful amp insightful analysis -analyzes biaspoint ofview in

documents -uses relevant outside info -uses all or almost all documents

Subtotal

Total Score 110--------

DB Anchors

2001 APregEUROPEAN HISTORY FREE-RESPONSE QUESTIONS


Part A (Suggested writing time-45 minutes)


Directions The following question is based on the accompanying Documents 1-11 (Some of the documents have been edited for the purpose 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

bull Has a relevant thesis and supports that thesis with evidence from the documents bull Uses a majority of the documents bull Analyzes the documents by grouping them in as many appropriate ways as possible Does not simply

summarize the documents individually bull 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 d

Analyze the ways in which various people viewed the character and condition of Greeks in the Ottoman Empire during the Greek movement for independence in the eighteenth and early nineteenth centuries

1S onca ac ground During the eig teenth century Greeks living in exile began to appeal to their fellow Greeks to free themselves from Ottoman rule Greek nationalists urged Greeks living throughout the Balkans and Asia Minor to revolt against their Turkish Muslim rulers An uprising in March 1821 began a nine-year war for indepenshydence Several thousand European volunteers fought on the Greek side while many more (known collectively as Philhellenes-lovers of Greece) raised money and spread pro-Greek views in Europe Intervention by Russian French and English forces in 1827 and 1828 ultimately forced the Turks to grant Greek independence which was formally established by a multipower treaty in 1830

GREECE AND THE OITOMAN EMPIRE IN 1821

OITOMAN EMPIRE (Balkans)

o

Black Sea

OTTOMAN EMPIRE (Asia Minor)

o

0 Border of Independent Greece 1830

)

Apreg EUROPEAN HISTORY 2001 SCORING GUIDELINES

Question 1 (DBQ)

BASIC CORE (1 point each to a total of 6 points) Points

1 Has an acceptable thesis 1

Thesis must be explicit based on one or more documents It may not be a simple rewording of the question or of the historical background Students may conflate the two terms used in the question character and condition or use them implicitly Thesis may appear at the end

2 Uses a majority of documents

Uses at least six documents by reference to anything in the box even if used incorrectly (The map is not a document) They need not be cited by number or name

3 Supports thesis or answers question with appropriate evidence from the documents 1

NOTE Even when there is no thesis the essay can still offer evidencefrom the documents relating to issues ofGreek conditions and character earning a point Only one document need be used to discuss a view

Must discuss three views of character and condition of the Greeks May discuss character and condition implicitly or explicitly separately or together Discussions of views of Turks are relevant only if they reveal views about Greeks

Some general categories of views Documents

bull Greeks are decayed in ruins weak 1 4 5

bull Greeks are brigands drunkards hooligans devious 2 5 9

bull Greeks are heroes or potentially heroic 78 10 11

bull Greeks main problem is the Turks 1356 7 8 10 II

bull Greeks are defenders of Christianity 810 II

bull Pro-Greek 1367810 11

bull Critical of Greeks 4 5 9

bull Ambivalent or neutral 2 8

4 Understands the basic meaning of the documents cited in the essay 1

Must use at least four documents correctly May misinterpret the content of no more than one document a major misinterpretation is one that leads to an inaccurate grouping or a false conclusion

5 Analyzes bias or point of view in at least three documents (or POY bias in one 1 document with consistent attribution)

bull Relates authorial point ofview to authors place politically andor by nationalityOR

bull Evaluates the reliability of the source OR

bull Recognizes that different kinds ofdocuments serve different purposes OR

bull Analyzes tone or intent of documents

OR analyzes POV or bias in one document and gives consistent attribution


bull

1


Question 1 Icontd)

6 Analyzes documents by grouping them in at least three groups A group must have two documents A fallacious grouping [eg by gender or class) receives no credit

Examples of possible groups

bull Nationality

bull Religion

bull Chronology

bull Proanti Greek

bull Role of antiquity

bull Connections to Western Europe

bull Violence and armed revolt

bull Occupation of author

bull Views on independence

bull Charactercondition

Documents

Greek (46 10) English (1 5 7 8) French (3 11) Turkish (2 9) 4 5 7 8 9 10 11

before revolution (1-617) after revolution (61711) Pro-Greek (136 710 and 11) critical of Greeks (4 5 9) ambivalent (2 8) 1 3 6 7 11

13456781011

2 3 6 8 9 10 11

artistspoets (1 4 7 11) government officials ( 2 9 10) Pro (3 6 710 11) Con (2 5 9) doesnt mention itambivalent (1458) Character (1 2 4 5 6 7 8 91011) Condition (1 2 3456 789 10 11)

EXPANDED CORE (1 - 3 points to a total of 9 points)

Must earn 6 points in the basic core before earning points in the expanded core Additional points are earned for excellencein ONE SOME or ALL of the following

bull a clear analytical and comprehensive thesis

bull persuasive use of documents as evidence

bull additional groupings or others forms of analysis

bull analysis ofbias or point of view in at least four documents cited in the essay

bull relevant outside historical content woven into the analysis ofdocuments

bull use of all or almost all ofthe documents

bull careful and insightful analysis of the documents


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Part A Document-Based Essay

Question 1

Score Commentary

8 Thesis based on documents and question but rather rudimentary Good discussion of POV on several documents but often misses the opportunity for others (eg Doc 4) Analysis of documents is often simplistic some documents are discussed in a generalized way rather than analyzed specifically Some awareness of change over time

6 Workmanlike thesis statement Focuses essay on question of independence and classifies Davis as pro-independence which is not in the document but can be extrapolated Grouping of documents is somewhat awkward Misreading of Doc 4 Uncritical acceptance ofpro-Greek viewpoint Consistent attribution and some POV in evaluation of bias of Doc 3

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bull

1


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bull Nationality

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bull Proanti Greek







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13456781011

2 3 6 8 9 10 11


















To --tAL Turk~~ v
















I





















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Question 1

Score Commentary




~ ~shy---_ - shy-~




bull


7


A 1+-1shy




d

c 7 ~



~d__ =erIo~~ 17-shy

_-----__------------------------- shy

___--- ------------------------- shy

__-- _------------------------ shy

- - bull- ------_ __ --------------------------- shy

---~~L~~~T-fL-=-L~~l---LL---=Lt--=e~-=~~~L~~-

-----------_ __ ___----------~---------------

_----_----_ _-----_bull_------------------------------- shy

----__~_---------------------------------

------- - _--- -------- shy

-_ __- ------__---__-_ ---------------------------- shy

__------bull_-__--------__---------------------- shy

_ _---- _-_ __---------------------- shy

-__------------ _-__-----------------------------~


- -


Question 4

- --- ---shy

- ~- shy



Sample AA - Score 6



-- --- -- shy

on-

S 2====


DB Documentshy

Based uestion










Point of View


-College Board







POV continued










--- ----


Topic

Basic Core

Points



1


1



1


1


Subtotal

Comments

Expanded Core

Points




Subtotal


DB Anchors














o

Black Sea


o


)


Question 1 (DBQ)



























bull

1


Question 1 Icontd)



bull Nationality

bull Religion

bull Chronology

bull Proanti Greek







Documents



13456781011

2 3 6 8 9 10 11


















To --tAL Turk~~ v
















I





















6l(~ -0 mi3~~middot





n~ Q fo-i Ot) () ~






Jr

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Question 1

Score Commentary




~ ~shy---_ - shy-~




bull

A 1+-1shy




d

c 7 ~



~d__ =erIo~~ 17-shy

_-----__------------------------- shy

___--- ------------------------- shy

__-- _------------------------ shy

- - bull- ------_ __ --------------------------- shy

---~~L~~~T-fL-=-L~~l---LL---=Lt--=e~-=~~~L~~-

-----------_ __ ___----------~---------------

_----_----_ _-----_bull_------------------------------- shy

----__~_---------------------------------

------- - _--- -------- shy

-_ __- ------__---__-_ ---------------------------- shy

__------bull_-__--------__---------------------- shy

_ _---- _-_ __---------------------- shy

-__------------ _-__-----------------------------~


- -


Question 4

- --- ---shy

- ~- shy



Sample AA - Score 6



-- --- -- shy

on-

S 2====


DB Documentshy

Based uestion










Point of View


-College Board







POV continued










--- ----


Topic

Basic Core

Points



1


1



1


1


Subtotal

Comments

Expanded Core

Points




Subtotal


DB Anchors














o

Black Sea


o


)


Question 1 (DBQ)



























bull

1


Question 1 Icontd)



bull Nationality

bull Religion

bull Chronology

bull Proanti Greek







Documents



13456781011

2 3 6 8 9 10 11


















To --tAL Turk~~ v
















I





















6l(~ -0 mi3~~middot





n~ Q fo-i Ot) () ~






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Question 1

Score Commentary




~ ~shy---_ - shy-~




bull

- -


Question 4

- --- ---shy

- ~- shy



Sample AA - Score 6



-- --- -- shy

on-

S 2====


DB Documentshy

Based uestion










Point of View


-College Board







POV continued










--- ----


Topic

Basic Core

Points



1


1



1


1


Subtotal

Comments

Expanded Core

Points




Subtotal


DB Anchors














o

Black Sea


o


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Question 1 (DBQ)



























bull

1


Question 1 Icontd)



bull Nationality

bull Religion

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bull Proanti Greek







Documents



13456781011

2 3 6 8 9 10 11


















To --tAL Turk~~ v
















I





















6l(~ -0 mi3~~middot





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Question 1

Score Commentary




~ ~shy---_ - shy-~




bull

DB Documentshy

Based uestion










Point of View


-College Board







POV continued










--- ----


Topic

Basic Core

Points



1


1



1


1


Subtotal

Comments

Expanded Core

Points




Subtotal


DB Anchors














o

Black Sea


o


)


Question 1 (DBQ)



























bull

1


Question 1 Icontd)



bull Nationality

bull Religion

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bull Proanti Greek







Documents



13456781011

2 3 6 8 9 10 11


















To --tAL Turk~~ v
















I





















6l(~ -0 mi3~~middot





n~ Q fo-i Ot) () ~






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Question 1

Score Commentary




~ ~shy---_ - shy-~




bull










Point of View


-College Board







POV continued










--- ----


Topic

Basic Core

Points



1


1



1


1


Subtotal

Comments

Expanded Core

Points




Subtotal


DB Anchors














o

Black Sea


o


)


Question 1 (DBQ)



























bull

1


Question 1 Icontd)



bull Nationality

bull Religion

bull Chronology

bull Proanti Greek







Documents



13456781011

2 3 6 8 9 10 11


















To --tAL Turk~~ v
















I





















6l(~ -0 mi3~~middot





n~ Q fo-i Ot) () ~






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Question 1

Score Commentary




~ ~shy---_ - shy-~




bull


Point of View


-College Board







POV continued










--- ----


Topic

Basic Core

Points



1


1



1


1


Subtotal

Comments

Expanded Core

Points




Subtotal


DB Anchors














o

Black Sea


o


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Question 1 (DBQ)



























bull

1


Question 1 Icontd)



bull Nationality

bull Religion

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bull Proanti Greek







Documents



13456781011

2 3 6 8 9 10 11


















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I





















6l(~ -0 mi3~~middot





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Question 1

Score Commentary




~ ~shy---_ - shy-~




bull

POV continued










--- ----


Topic

Basic Core

Points



1


1



1


1


Subtotal

Comments

Expanded Core

Points




Subtotal


DB Anchors














o

Black Sea


o


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Question 1 (DBQ)



























bull

1


Question 1 Icontd)



bull Nationality

bull Religion

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bull Proanti Greek







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13456781011

2 3 6 8 9 10 11


















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6l(~ -0 mi3~~middot





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Question 1

Score Commentary




~ ~shy---_ - shy-~




bull

--- ----


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1


1



1


1


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Comments

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Points




Subtotal


DB Anchors














o

Black Sea


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Question 1 (DBQ)



























bull

1


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bull Nationality

bull Religion

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bull Proanti Greek







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13456781011

2 3 6 8 9 10 11


















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6l(~ -0 mi3~~middot





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Score Commentary




~ ~shy---_ - shy-~




bull

DB Anchors














o

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Question 1 (DBQ)



























bull

1


Question 1 Icontd)



bull Nationality

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13456781011

2 3 6 8 9 10 11


















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~ ~shy---_ - shy-~




bull














o

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Question 1 (DBQ)



























bull

1


Question 1 Icontd)



bull Nationality

bull Religion

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13456781011

2 3 6 8 9 10 11


















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I





















6l(~ -0 mi3~~middot





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Question 1

Score Commentary




~ ~shy---_ - shy-~




bull


Question 1 (DBQ)



























bull

1


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bull Nationality

bull Religion

bull Chronology

bull Proanti Greek







Documents



13456781011

2 3 6 8 9 10 11


















To --tAL Turk~~ v
















I





















6l(~ -0 mi3~~middot





n~ Q fo-i Ot) () ~






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Question 1

Score Commentary




~ ~shy---_ - shy-~




bull

1


Question 1 Icontd)



bull Nationality

bull Religion

bull Chronology

bull Proanti Greek







Documents



13456781011

2 3 6 8 9 10 11


















To --tAL Turk~~ v
















I





















6l(~ -0 mi3~~middot





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~ ~shy---_ - shy-~




bull







To --tAL Turk~~ v
















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6l(~ -0 mi3~~middot





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Score Commentary




~ ~shy---_ - shy-~




bull








I





















6l(~ -0 mi3~~middot





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Score Commentary




~ ~shy---_ - shy-~




bull













6l(~ -0 mi3~~middot





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Question 1

Score Commentary




~ ~shy---_ - shy-~




bull






6l(~ -0 mi3~~middot





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Question 1

Score Commentary




~ ~shy---_ - shy-~




bull


n~ Q fo-i Ot) () ~






Jr

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Question 1

Score Commentary




~ ~shy---_ - shy-~




bull

Jr

~



Question 1

Score Commentary




~ ~shy---_ - shy-~




bull