DBQ Discussion.doc

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Arizona State University
Cultural Geography
GCU 114
Daniel Hume

Hello everyone. This is the DBQ Discussion page. Feel free to post any questions *anonymously*. Murphy: WE PROBABLY WILL HAVE A WARM-UP CHAPTER 24 QUIZ TOMORROW. Perhaps. Or maybe a story about B-2 stealth bombers, salmon, rice krispies, or other. (Just letting Andersonian people know how much they’re missing out.) I bet it’ll be the one about the Alpha dogs. http://www.edteck.com/dbq/dbquest/quest10.htm JUST LETTING EVERYONE KNOW THERE WILL BE NO CH 24 QUIZ FOR ANDERSON....ASKED HER TODAY AT LUNCH AND SHE LAUGHED AND SAID SHE WASN’T A TYRANT... MURPHY IS... DOCUMENT BASED QUESTION BASIC CORE (competence) 0-7 Point s 1. Has acceptable thesis 1 Point 2. Addresses all documents. Understands the basic meaning of 1 documents. Point (May misinterpret one document.) 3. Supports thesis with appropriate evidence from all 2 documents. Point s (Supports thesis with appropriate evidence from all but one docum(1t) Point) 4. Analyzes point of view in at least two documents 1 Point 5. Analyzes documents by grouping them in two or three ways, 1 depending on the question Point 6. Identifies and explains the need for one type of appropriate 1 additional document or source Point Subtotal /7 Point s EXPANDED CORE (excellence) 0-2 (Historical skills and knowledge required to show excePointe) Expands beyond basic core of 1-7 points. A student must easn 7 points in the basic core area before earning points in the expanded core area. Examples: ● Has a clear, analytical, and comprehensive thesis ● Shows careful and insightful analysis of the documents ● Uses documents persuasively as evidence ● Analyzes point of view in most or all documents ● Analyzes the documents in additional ways - groupings, comparisons, syntheses ● Brings in relevant "outside" historical content ● Explains why additional types of document(s) or sources are needed Subtotal /2 Point s TOTAL /9 Point s What you need in each paragraph: SOAPSTONE S peaker- what is the person’s motive for bias? What information given about the person can help you determine the reason for their tone? O ccasion- When, where, and which occurrence in history do the documents refer to? A udience- Who is the main target for these documents? Gov’t/ political parties, Working class P urpose- What do they want? To record happenings, to get people to fund them or see their pov. S ubject- What is the subject of the doc? How do you know? CONCISE. TONE - self-explanatory. What’s this person’s take on the matter? Ways you can earn the POV point: ● social standing: but you can’t just say it. As we all know, “silk road” is not “ ‘nuff said.” You must explain why the person’s position leads them to do what they do (as well as what they actually could be doing). ex. exaggerating conditions to raise awareness and call people to action for the poor in the Industrial Revolution, praising the government in order to secure a promotion (if they’re a government official), etc. ● tonal adverbs: as stated below, these are adverbs that emphasize what the speaker is doing. (ex. sycophantically sugar-coats. well, that was extreme, but whatever) Of course, EXPLAIN why the tonal adverb works and what makes you believe that it is true. Usually use this with social standing. ● explain why it ISN’T as biased. For example, journal entries are not biased. Anything that the speaker does not intend to show and keeps for personal use is usually NOT biased. You’ll have to explain that, though. PLEASE READ BELOW. ● note that things like Marco Polo’s “journal” is NOT a journal entry, as he in fact attempted to publish it. The press or anything that is meant to capture attention (like Polo’s book, which he occasionally exaggerated in for the public to become intrigued and buy his books) has an agenda. ● take into account the issue of time. For example, when the child miner was being interviewed, he was already an adult. His memo
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