Global Silver Trade DBQ: General observations:

THE GOOD

You are:• Attempting a thesis• Attempting to group• Remembering to ask for an additional document• Much better at remembering and attempting POV

THE NOT-SO-GOOD

You are not consistently:• Providing evidence from the documents (you tend to summarize or list information Rather than pull out information as evidence to support your group or thesis• Analyzing POV correctly (you must include some underlying motivation (the why) that drives why the speaker says what he says at that time or place- the motivationNecessarily must include something about WHO the speaker is)• Citing the documents correctly (DO NOT WRITE: Document 6 says…..)• Analyzing the documents individually (DO NOT GROUP THE documents for analysis)• Explaining WHY the additional document will help you answer the prompt (in thisCase: HOW will your document request help to analyze the social and economic effectsof the global silver trade??)

Many of you misinterpreted some of the documents,especially Doc 2 and Doc 4

Thesis:

Unacceptable: “There were many social and economic effects of the globaltrade in silver around the world.”

“During the years 1500 to 1750, silver production became very popular. Spanish colonial America and Tokugawa Japan led the world in silver production.”

MINIMALLY acceptable: “The global flow of silver trade from the mid- 16th century to The early 18th century produced profound social changes in Spain, Ming China, Tokugawa Japan, England and the Netherlands and greatly reshaped the world economy.”

Acceptable: “ The global flow of silver had many social and economic effects, such as increasing class distinctions in China and Europe, as well as hurting Spain’seconomy. “

Thesis Killers: (do not use these words)

Very Many Things Lots Stuff Ways

Thesis Helpers:

While Although Despite In spite of

MUST CLEARLY ADDRESS social AND economic effects!

Turn to Sample Student Response:

Identify:

• Thesis• 2 Point of View Statements• Request for Additional Document

AP Registration?? Deadline: March 4th

Grouping:

• Highlighted the documents’ social (class/hierarchy/conditions)or economic effects (trade/ changes in currency/ positive/negative)

• By regions/ authors (Spanish/ Chinese/ British)

Example(s) of common document groupings: Issues could include:• Region/Point of origin (Spanish, Chinese, British) • Economic purpose• Profession • Competition• Negative or positive effects of the flow of silver • Corruption• Change over time (Chinese attitudes toward trade)

Unacceptable “Docs 1, 3, and 5 all reflect the social impacts on China. Document 7 is the only one that deals with the economic effect on China.” A single doc cannot be a “group.” However, a single doc CAN belong to more than one group.Acceptable “The global flow of silver during this time period caused many disputes and changes economically between involved countries (Docs 4,8,and 2)This is anacceptable topic sentence that may lends itself to document analysis and appropriately ties back to the economic aspects of a thesis.

Special Note: Occasionally students attempt to ‘Group Analyze POV’ by saying that 3 doc’s allshare a particular POV. While this statement earns credit for Grouping, it does not “doubledip” to earn POV credit as well. Both point #4 (POV) and #5 (Grouping) require analysis, butthere is a subtle and important difference between the two types of analyses. POV applies to a single document.

Meaning:

[Doc #2, Tomas de Mercado] “Because silver was of such value, countries such as Spain would get so much silver from China that the roads could be replaced with granite cobblestone to hold up all the silver. “

This is an obvious misinterpretation of Document 2 which reflects our current day POV of granite being “valuable.”

________________________________________________________________

[Doc #4, Ralph Fitch] “The Japanese use this silver to great advantage in China”….

The Japanese are not TAKING advantage of the Chinese, they are benefiting by using the silver to trade for Chinese goods.

REMEMBER to write clear topic sentences per paragraph!

Evidence:

Unacceptable: “In doc #8, Charles D’Avenant notes that the British had beensupplemented by the Dutch in the spice trade, but have continued trade in the East Indies for “dyed cloth, silks, drugs, cotton-yarn, and wool”.

Unacceptable: “Document 6 says……”“Doc 1, 2 and 3 say….”“A few documents were about….”

Acceptable: “ Spain was one of the countries that participated the most in the global flow of silver because of its numerous colonies, highly developed trading systems, and sense of mercantilism during the 16th and 18th centuries.For example, the Spanish colonies in the Americas experienced drastic changes ineconomy and exploitation of natural resources as Spanish conquerors put Indian laborers to work mining silver. The exchange of currency was beneficial for the Spanish while detrimental to the natives. Mass amounts of silver left the mines of America for Spain and these amounts were produced by the labor of Indians (Doc 6).”

“The Spanish did not only experience positive effects from the global flow of silver.They began to experience high prices which ruined their economy as Spaniardsbecame more attracted to Asian products (Doc 2).

Don’t even USE the wordDocument!

Don’t use quotes!

POV:

Unacceptable: “Ralph Fitch (Doc #4) is biased because he is British.”

“He Qiaoyuan (Doc #7), a Ming court official, wrote to the emperor that the trade banshould be lifted because they are very high prices for Chinese goods on the market.”

Acceptable: “ As an English scholar, D’Avenant (Doc #8) would certainly have wantedto support England’s own economic gain and any Parliamentary movement thatwould accomplish this.”

“He Qiaoyuan (Doc #7), a Ming court official, wrote to the emperor that the trade banShould be lifted because they are very high prices for Chinese goods on the market. His motives are suspicious since goods from his native province are desirable and heStands to gain from the lift of the ban, but this also shows a changing attitude of theChinese on trade with foreigners.”

ADDITIONAL DOCUMENT:

DON’T ask for a document that you already have!

MAKE SURE that you clearly state how the document that you are requestingwill help you answer the question that you have.