A Thesis Statment For A Dbq And The Introdution

Students don’t want to write a 6-8 sentence paragraph (they will want to save time for their argument in the body), but they need to do more than write a vague sentence that superficially addresses the era.Analyze Lots of Primary Sources One of the best ways to prepare for the DBQ is for students to practice reading and comprehending primary source texts, particularly texts that are written by people who use very different language and sentence structure from today.

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In order to earn the point for contextualization, students must: In other words, students are asked to provide background before jumping right into their thesis and essay and paint a picture of what is going on at the time of the prompt.

Although there is no specific requirement as to where contextualization should occur, it makes natural sense to place it in the introduction right before a thesis point.

Often times, students find history difficult or boring because they don’t see connections between different historical time periods and the world they live in today.

They assume that events occur in a vacuum, and don’t realize that the historical context is critical in helping explain people’s beliefs and points of view in that period of time.

In general, it would be difficult for students to earn the point if they are writing only a sentence or two.

Early in the year, I assigned students a DBQ based on the following prompt: Evaluate the extent in which the Civil War was a turning point in the lives of African Americans in the United States.

According to the College Board, contextualization refers to a: Contextualization is a critical historical thinking skill that is featured in the newly redesigned course.

In my opinion, this is a skill of fundamental importance for students to utilize in the classroom.

The latter sounds similar to contextualization (and it is essentially the same skill), but historical context is only focused on the specific document being analyzed, not the entire essay, like the contextualization point.

For example, if a document is a map that shows slavery growing dramatically from 1820 to 1860, a student might point out that this growth can be explained in the context of the development of the cotton gin, which made the production of cotton much more profitable and let to the spread of slavery in the Deep South.

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