DBQ Silver Trade 2006 WHAP/Napp

Reviewing the Strategies for the Document-Based Question:

  • After the ten-minute reading period, a student should write the essay in 40 minutes.
  • The purpose of the DBQ is to assess the ability to evaluate primary sources.
  • Students must incorporate all documents in the essay [updated].
  • Students must also comment on at least one OTHER type of document, NOT included, that might shed light on the question.
  • Students must analyze point of view in documents.

Reviewing the Rules – Questions:

1-How long is the mandatory reading period? ______

2-What are students allowed to do during the mandatory reading period? ______

3-What are students not allowed to do during the mandatory reading period? ______

4-What is the purpose of the DBQ? ______

5-How many documents must the student incorporate into the DBQ essay? ______

6-What is the “missing document” or “other document”? ______

7-Why must students incorporate a missing document into the DBQ essay? ______

8-How do students cite documents? ______

9-What is point of view analysis? ______

10-For how many documents should a student analyze point of view? ______

11-How many groups should a student create? ______

12-How does a student create a thesis statement for the DBQ essay? ______

From the 2006 AP World History Free-Response Questions:

Using the documents, analyze the social and economic effects of the global flow ofsilver from the mid-sixteenth century to the early eighteenth century. Explain howanother type of document would help you analyze the effects of the flow of silverbullion in this period.

Historical Background: Spanish colonial America and Tokugawa Japan led theworld in silver production from 1500 to 1750. In the early 1570’s, the Ming Chinesegovernment required that all domestic taxes and trade fees be paid in silver.

  • The Ten-Minute Mandatory Reading Period Will Begin.
  • Students may underline documents and take notes in the margins.
  • The following question is based on the accompanying Documents 1-8

Document 1

Document 2

Document 3

Document 4

Document 5

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Document 6

Document 7

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Document 8

END OF PART A

Group the Documents Three Ways:

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Write a Valid Thesis Statement for the DBQ: ______

Identify a missing document: ______

How would this document help the student answer the question? ______

Analyze point of view in a document: ______

Write one body paragraph for the essay:

______

Grade the Following Thesis Statements:

“The colonization of the Americas by Spain and the beginning of extensive silver mining in Japan greatly increased silver production. However, this increase of the supply of silver while to some people seemed good, overall caused problems. Although the increase in silver mining appeared to benefit Japan and Spain, the suppliers as well as Ming China – the receiver – overall this increase caused worldwide problems. Based on the documents, the effects of the increase of silver production, while being beneficial to the middlemen that facilitated the trade, eventually weakened the states/empires that supplied/received silver in vast quantities.” My Grade for this Introduction and Thesis is ______.

“Silver was a major resource in the years 1500 to 1750. It was exported throughout Europe and Asia. Society and economy were widely affected by the trading of silver in the world from 1500 to 1750.” My Grade for this Introduction and Thesis is ______.