This is a one-period lesson designed to help students understand the expectations of "sourcing" documents on the AP World History DBQ (redesign-format from 2017). The lesson includes a power point and a follow-up activity that students complete independently after the lesson concludes. The lesson uses the "H.I.P.P." approach to sourcing documents and teaches the best practices in how to do each type of sourcing. The power point includes information that builds on earlier DBQ lessons that can be found on TpT including one on "DBQ Overview" and one on "How to Write the DBQ". However, those lessons are not required for this to effectively teach, reinforce, or review the sourcing of documents on the DBQ. The power point roughly follows this sequence:
-Overview of DBQ Rubric and writing structure
-Introduction and explanation of HIPP (Historical Context, Intended Audience, Purpose and Point-of-View)
-Examples of HIPP from two documents (Emperor Wu of Tang Dynasty on Buddhism and Ming order on limiting silver expenses of weddings).
-For each example the lesson explains what can be learned from the document, historical context, intended audience, purpose, point-of-view, and how the sourcing helps explain the document.
-Power point ends with an explanation of the follow-up assignment
For the follow up assignment students are given two documents from the DBQ on mechanization of the cotton industry in Japan and India and they source each document by explaining the following:
1. What can be learned from this document?
2. Historical context of the document?
3. Intended audience of the document?
4. Purpose of the document?
5. Point-of-View of the document?
6. How does this sourcing help explain the document?
The assignment is included in the zip file as a Microsoft word file so it can be edited to fit your needs.