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DBQ Breakdown

The document provides guidance on writing a DBQ (document-based question) essay response for the prompt "Evaluate whether or not the Catholic Church in the 1600s was opposed to new ideas in science." It outlines the key components of a high-scoring response, including developing a thesis, providing historical context, using evidence from multiple documents to support the argument, explaining the sourcing of documents, and demonstrating a complex understanding of the historical issue.

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160 views18 pages

DBQ Breakdown

The document provides guidance on writing a DBQ (document-based question) essay response for the prompt "Evaluate whether or not the Catholic Church in the 1600s was opposed to new ideas in science." It outlines the key components of a high-scoring response, including developing a thesis, providing historical context, using evidence from multiple documents to support the argument, explaining the sourcing of documents, and demonstrating a complex understanding of the historical issue.

Uploaded by

api-280699460
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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DBQ BREAKDOWN

DBQ PROMPT:

•  “Evaluate whether or not the Catholic Church in


the 1600s was opposed to new ideas in science.”
THESIS/CLAIM 1 POINT

•  Historically defensible thesis that establishes line of


reasoning.

•  Don’t just restate prompt.

•  Make a claim/argument
THESIS EXAMPLES

•  “The Catholic Church was opposed to new ideas


as it put the Bible under heavy criticizing, caused
people and clergy to question teachings, and
provided evidence that the sun was the center of
the universe and not the Earth.”

•  “The Catholic Church in the 1600s was not


opposed to new ideas in science due to the
willingness of the Catholic Church to listen and learn
while also having the desire to conduct science
themselves.”
CONTEXTUALIZATION 1 POINT

•  Describe broader historical context relevant to


prompt.

•  Possible examples:
•  The Protestant Reformation
•  The Catholic Reformation
•  Scientific Revolution
•  Geocentrism
•  The development and spread of the Gutenberg printing
press
EXAMPLE-CONTEXTUALIZATION

•  “The 1600’s in Europe was a time of intellectual change.


The rediscovery of classical texts during the Renaissance
also reintroduced Greco-Roman scientific thought from
the likes of Aristotle and Ptolemy along with reasoning
and logic. However, with more advanced technological
innovations, such as the telescope and microscope,
closer observation of the natural world has lead leading
scientists such as Tycho Brahe, Copernicus, and Galileo
to question the traditional Ptolemaic beliefs, the
scientific viewpoint of the Catholic Church.”

•  (The response relates scientific development over time


to challenge the position of the Catholic Church.)
EXAMPLE-CONTEXTUALIZATION

•  “The Scientific Revolution began in the Seventeenth century.


It consisted of using reasoning and observation to know the
truth (René Descartes and Francis Bacon). As a result, scientists
such as Nicholas Copernicus observed to find new truths.
Scientists believed that the truth can never be given and can
only be learnt by doubting and use of logic. Copernicus
developed the heliocentric theory. This theory stated that the
sun, not the earth, was the center of the Solar System. This
contradicted from the geocentric view of the earth being the
center while the sun, moon and planets orbited it. The
geocentric view was accepted for centuries and was taught
by the Catholic Church.”

•  (The response recognizes the development of new scientific


evidence and relates it to the traditional beliefs of the
Catholic Church. )
BAD EXAMPLES-CONTEXT

•  “Prior to common knowledge, it was believed that


the universe revolved around the Earth as stated in
the Holy Scriptures. The Catholic Church promoted
this idea for many years, however it is known that
those who opposed the Church are punished.”

•  (The response attempts to lay the foundation for the


Church’s geocentric stance but does so vaguely
without providing sufficient information. )
BAD EXAMPLES-CONTEXT

•  “The Enlightenment was happening during this time


period, through it emerged many new ideas in both
philosophy and science. A more rational and
secular way of thinking was becoming popular.
Many Enlightenment ideas contradicted those of
the Church. However, members of the Catholic
Church had a hard time denying clear evidence
and over time began to view it as a possibility.”

•  (The response relating the Enlightenment to the


Scientific Revolution is incorrect. )
EVIDENCE – UP TO 3 POINTS

•  Use at least 3 documents to address topic of


prompt.
•  Can’t just use quote here. Must describe source.

•  Support your argument using at least 6 of the


documents.

•  Use at least one new/additional piece of specific


historical evidence in support of argument.
EXAMPLE OF USING A DOCUMENT

•  “In document 2, a letter from Cardinal Bellarmine


to Paolo Antonio Foscarini, Cardinal Bellarmine says
that Copernicus’s theory is dangerous, and that
interpreting the Bible in your own way is against the
Catholic religion.”

•  (The response provides an accurate summary of


the document. )
EXAMPLE SUPPORTING AN ARGUMENT

•  “The criticism of the Catholic Church for new scientific


ideas is apparent, but there was some acceptance
present within the community. The account of a
Catholic monk in document 1 expresses the uncertainty
in the community of which side to believe. The Catholic
monk recognizes that Copernicus’ theory is valid but
after which he mentions how it has been suppressed by
the Church because of its disalignment with the
Church’s values.”

•  (The response connects the content of the document to


an argument about the debate on heliocentric ideas
within the Catholic Church.)
EXAMPLE-FURTHER EVIDENCE

•  “Furthermore, Galileo was imprisoned by the


Catholic Church for his ‘heretic’ ideas, which implies
that the Church feared that his new ideas regarding
science would eventually lead to the deterioration
of power held by the Catholic Church.”

•  (The response provides accurate outside


information relevant to an argument that addresses
the prompt.)
SOURCING 1 POINT

•  For at least 3 documents, explain why or how the


document’s point of view, purpose, historical
situation, and/or audience is relevant to argument.
SOURCING EXAMPLE

•  Explanation of authors point of view:

•  (Document 2): “His point of view is also essential in


understanding the Church’s position on new
scientific thought as Bellarmine was a high ranking
Cardinal and thus was a reflection of the ideas held
by the Church hierarchy.”

•  (The response provides sourcing regarding the point


of view of the author relevant to his position within
the Catholic Church. )
SOURCING EXAMPLE

•  Explanation of significance of author’s purpose:

•  (Document 1): “The Catholic monk and scientist believed that


Copernicus’ theory was right in a book he wrote. As a Catholic
himself he was aware this theory contradicts the Church
doctrine. However, he was still hoping for other people to learn
about the new theory and this is his purpose of writing this
book. His audience was other intellectuals like him, he tried to
express concerns he had regarding the church and wanted to
get some feedback from his peers.”

•  (The response successfully connects the document’s purpose


to an argument relevant to the topic of the prompt.)
SOURCING EXAMPLE

•  Explanation of the relevance of historical situation.

•  (Document 5): “Galileo asked his daughter to keep


the letters from the Pope private. It speaks volumes
that the Pope of the Catholic Church had to be
secretive about his support for a scientist.”

•  (The response successfully connects the


document’s historical situation to an argument
relevant to the topic of the prompt .)
COMPLEXITY 1 POINT

•  Demonstrate a complex understanding of the


historical development that is the focus of the
prompt, using evidence to corroborate, qualify, or
modify an argument.

•  Very very difficult to earn this point.

•  Example:
•  Explain nuance of motivation by analyzing how different
elements of the church had different goals and motivations
in dealing with the implications of the Scientific Revolution.

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