DBQ Silver Trade 2006 WHAP/Napp
Rules for the DBQ on the College Board World History Advanced Placement Examination:
· Students will be allotted ten minutes for the mandatory reading of documents.
· During the reading period, students may take notes but not start writing the essay.
Strategies for the Document-Based Question:
· After the reading period, a student should write the essay in 40 minutes.
· Students should write the DBQ essay first (there are three essays).
· Students must incorporate all, or all but one, of the documents in the essay.
· 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.
Additional Strategies:
· Students cite documents by identifying the author and/or title of the document.
· For full credit, a student should analyze point of view for all or most of the documents.
· One of the skills a student MUST demonstrate is an ability to group documents into useful and meaningful categories.
· The thesis will clearly state the three groups the student has created.
~ Adapted from Barron’s World History AP
Questions:
1- How long is the mandatory reading period? ______
2- What may students do during the mandatory reading period? ______
3- What are students not allowed to do during the mandatory reading period? ______
4- After the reading period, students will have 120 minutes to write three essays, which essay should the student write first and why? ______
5- How many documents must the student incorporate into the DBQ essay? ______
6- What is the “missing document” or “other document”? ______
7- How do students cite documents? ______
8- What is point of view analysis? ______
9- For how many documents should a student analyze point of view? ______
10- How many groups should a student create? ______
From the 2006 College Board World History Examination:
The following question is based on the accompanying Documents 1-8.
Using the documents, analyze the social and economic effects of the global flow of silver from the mid-sixteenth century to the early eighteenth century. Explain how another type of document would help you analyze the effects of the flow of silver bullion in this period.
Historical Background: Spanish colonial America and Tokugawa Japan led the world in silver production from 1500 to 1750. In the early 1570’s, the Ming Chinese government required that all domestic taxes and trade fees be paid in silver.
Document 1
Document 2
Document 3
Document 4
Document 5
Document 6
Document 7
Continue to the Next Page
Document 8
END OF PART A
Group the Documents Three Ways:
Write a Valid Thesis Statement for the DBQ: ______
Identify a missing document: ______
Write a body paragraph with point of view analysis.
______
______
1. As global trade expanded in the sixteenth and seventeenth centuries, which of the following economies exported more than it imported, thus absorbing a large amount of the world’s silver?(A) China
(B) Japan
(C) Ethiopia
(D) Spain
(E) Portugal
2. From 1500 to 1750, the Americas had sustained economic interactions with which of the following?
(A) Europe only
(B) Africa only
(C) Europe and East Asia only
(D) Europe, Africa, and the Middle East
(E) Europe, Africa, and East Asia
3. Foreign traders sought all of the following Chinese products EXCEPT
(A) Silk.
(B) Silver.
(C) Porcelain.
(D) Tea. / 4. Between ______, it is estimated that Spanish America produced 150,000 tons of silver (including gold converted into silver weight), corresponding roughly to 85% of the world production and underlying the extraordinary role of American silver in the money economies of Spain, Europe, the Middle East and Asia, especially China.
(A) 1492–1500
(B) 1550–1750
(C) 1500–1550
(D) 1550–1650
5. The primary mining centers in colonial Spanish America were ______in southeastern Peru (today Bolivia) and Zacatecas and Guanajuato in northern Mexico.
(A) Santa Cruz
(B) Sucre
(C) Oruro
(D) Potosí