An Introduction to “Extended Analysis”

This unit in AP Euro you will write your very first Document Based Question Essay. The difference between a DBQ and an LEQ is that most of the evidence is provided for you in the form of documents. It is your job to figure out how to answer the prompt using the documents provided, kind of like a puzzle. As part of the DBQ essay you will also contribute your own knowledge in the form of historical context and outside evidence.

Today we will focus on one part of the DBQ experience: how to use documents to answer the DBQ prompt. Keep in mind that what you are learning today is just part of the larger essay you are writing, and is the kind of thing that would show up in a subtopic.

Documents are evidence:

In your LEQs you explain a fact and connect it to your argument – for example: Galileo’s telescope is just a piece of evidence that shows that science was advancing during the Renaissance. In DBQs, you do the same analysis with a document: Explain what the document says and how it connects with your argument. This is called analysis – you already know how to do it.

Documents are not facts:

However, the difference between a document based essay and a fact based essay is that documents are not facts. They have a point of view, a purpose, an intended audience and a specific historical context that would make a person say something at a certain time. In addition to just explaining and connecting like you do in an LEQ, you must also extend by examining what made this person say this at this time given who they are.

How to Use Documents in a DBQ:

1. Analysis: First explain content of the document: What is the document stating? How does the information connect to the prompt that you are answering? This must be done with each of the documents that you use in the DBQ
Extended Analysis: Ways that analysis of a document can be extended beyond its connection to the prompt or topic. Consider that all of this extended analysis is a way for you to question the reliability of the information within the document and this must be done with at LEAST 4 of the documents you use.
  • Intended Audience: Who is the document written for? Is it a speech? Is it a diary entry? How might the audience have affected the reliability of the source/document?

  • Purpose of the Document: Why did the author create the document? Is this an official government report?

  • Historical Context: Where and when was the document produced? What external events might have affected the author’s viewpoint? How does context affect the reliability of the source?

  • Author’s Point of View: Who is the author? What is his/her place in society? What is his/her occupation? How might knowing that help us understand why the author is making the statement?

Extended Analysis: the How and the Why

Let’s talk about extended analysis with the documents below about the 2014 Redwood Homecoming Dance.

Historical Background– this is the kind of information you would find in a textbook that relates to the themes in the documents and provide background. This is “outside information” –the kind you might have in your DBQ.

The 2014 homecoming dance in mid-October of that year was well attended by 9th and 10th graders, but lacked a large amount of attendance by juniors and seniors. There were many activities at the homecoming dance including a games table, a photo booth and lots of glow in the dark stuff.

In 2014, Ms. Greenberg was a 35 year old high school teacher. She loves teaching history, and she cares about her students, who are all in 10th grade. She does not like staying up late and often falls asleep on the couch before 9pm watching history documentaries. In October, 2014, her son was 2.5 and she didn’t like to be away from him at night. She is not up to date on current music, and the most recent song she knows the words to is“Mo’ Money Mo’ Problems” (Sean “P-Ditty” Combs and Biggie Smalls – 1997) Ms. Greenberg chaperoned the Homecoming Dance to fulfill a requirement for supervising a Redwood event. Teachers are required to supervise events throughout the year

Point of View: What we say is impacted by who we are. Historical Context: What we say is impacted by what is happening at the time.

POV: Why might Ms. Greenberg say this given who she is?

HC: What is going on at the dance that might impact what Ms. Greenberg is saying?

IA: Why might who she is speaking to impact what Ms. Greenberg is saying?

The purpose of the document informs what we say:

SEE SENTENCE FRAMES FOR EXAMPLES OF HOW TO WRITE EXTENDED ANALYSIS

Sentence Frames for Extended Analysis

Intended Audience:

Because this is a ______and likely to be read by ______, it makes sense that (the author – name the person) would say ______because….

This document may not be completely reliable because (the author) is writing to (a person/group) and would want to (convince, communicate)….

Purpose of Document:

The purpose of this document is ______, so it makes sense that the author would (present/say/communicate) ______because…..

Historical Context:

This document was written during ______(time period/event/movement), which would have impacted (the writing of this document, the way the author viewed this event, the ideas in the document) in the following way….

(The author’s – name the person) opinions on ______would make sense because this document was written during…..

Authors Point of View (POV)

(The author – name the person) would likely believe/feel/say ______because he/she is a ______(Make sure to explain WHY)

(The author’s) opinions on ______would make sense because the author is a ______(Make sure to explain WHY)