DYSART UNIFIED SCHOOL DISTRICT #89

DBQDocument Based Question

The Black PlagueForm A

Updated August 2013

Student Name

School

Grade Level 10th Grade World History Period

Date Prerequisites must be present to be graded

Teacher Name ScoreScored using the holistic rubric ________ (1-6)

1=FFB 2=FFB 3=APP4=Meets 5=Exceeds 6=Exceeds

Overview

Document Based Questions (DBQ) provide primary and secondary source materials, related to a specific theme, in which students are provided the opportunity to:

Analyze informational texts Make life connections and determine social, historical, political and economic significance Draw conclusions from historical and/or current primary and secondary sources Respond accurately to a prompt, and apply six-traits writing skills and knowledge Utilize and demonstrate expository text comprehension strategies

The following must be completed on your DBQ: Put the prompt in your own words Analyze each document (take notes and answer the trigger thought question) Graphic Organizer Rough Draft Edit/Peer Edit Final Essay

Strategies for Success:

Underline/highlight directional and specific topic words in the prompt. It is important that you fully understand what it is you are responding to. (Role, Audience, Format, Topic)

With every document, realize that you need to analyze and identify the importance of that document to respond to the prompt thoroughly.

Use the left columns of document pages to pose questions, take notes, point out ideas, organize information, and so forth.

Use summary questions at the bottom to respond to the prompt with the information from the document. Keep the prompt in mind.

When reading document, use reading strategies to help you understand. These should include: slow down, write notes, highlight, reread, pose questions, visualize, look for patters, use punctuation to your advantage, summarize.

Before drafting, know all requirements of written response by reading the rubric. You must write according to the skillful column. It is the basic requirement.

Grade your rough draft with the first rubric. Make changes if necessary. Use pen to write your final draft.

DBQ Time Line:

■Day 1: Introduction of prompt and grading procedures/Document analysis/Notes/Trigger questions

■Day 2: Research/Share and discuss/Complete research charts

■Day 3: Research/Share and discuss/Complete research charts

■Day 4: Thesis formation/Graphic organizer

■Day 5: Rough draft including all citations/Peer review

■Day 6: Write final draft

DOCUMENT BASED QUESTION Grade 10 Form A

Write the prompt in your own words:

(Example: Assess how the Bubonic Plague changed life of the Western Europeans in regards to their government/laws, trade/profit, and social classes.) Choose one of the following as your argument (government/laws, trade/profit or social classes) and find three supports to defend your position (these are your three paragraphs) on how the plague affected life in your chosen category.

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Key Terms/Phrases:

Black Death Black Plague Bubonic PlaguePolitical Social EconomicAnti-Semitism Victims DiseaseSpread Trade InflationIllness Death FleasRats Causes EffectsResults Catholic Church

Collaborative Conversations

4 Exceeds 3 Meets 2 Approaches 1 Does Approach Standard

Background information

According to the American Heritage Dictionary a pandemic is an epidemic over a wide geographic area and affecting a large proportion of the population. The “Black Death” as a widespread epidemic of bubonic plague that occurred in several outbreaks between 1347 and 1400. It originated in Asia and then swept through Europe, where it killed about a third of the population.

PROMPT

Which area of Western European civilization was impacted the most by the Black Plague: society, government or the economy?

Preparation Seeks outside sources to gain insight

Readily shares resources with others

When appropriate makes strategic use of digital media to enhance understanding of findings

Preparation is evident, includes but not limited to: Identifies/highlights key

words and phrases Has notes of main ideas Includes outside sources When appropriate makes

strategic use of digital media to enhance understanding of findings

No Highlighting Skims text Very few notes, Some

misunderstandings of text and meaning.

Unprepared with text

unprepared with text does not recall or has not read text

No attempt was made to understand text

Questioning Has prepared several high level questions based on the text

Asks several higher level questions during discussion

Has prepared a variety of questions

Asks thoughtful questions during discussion

Is open to questioning

Has very few questions Asks very few

questions

Has not prepared questions

Does not ask questions

When questioned is unable to respond appropriately

Speaking Moves conversation forward

Speaks to all participants Thinks before answering Refers directly to the text Makes connections to

other speakers Considers all options Offers insightful

contributions Uses appropriate and

academic language all of the time

Builds on other’s comments

Prompts others to make comments

Comments often and encourages others

Addresses the issue, stays on topic

Reflects on the text often Responds to questions Respectfully considers all

opinions Offers interesting ideas and

makes preliminary connections

Uses appropriate and academic language most of the time

Builds on other’s comments

Emphasizes only own ideas

Addresses only teacher’s questioning.

Tends toward debate not dialogue

Ideas do not always connect

Comments neglect details of text. Only focuses on opinion

Only uses academic language a small portion of time

Disruptive or argumentative

Mumbles or is silent

Makes no connection to previous comment

Does not use appropriate academic language

Is engaged in another activity other than listening or speaking for clarification.

Listening Demonstrates effective listening skills (eye contact, nods, takes notes)

Writes down thoughts and questions

Builds on other’s comments

Questions for clarification when needed

Asks for clarification when needed

Develops clear understanding of speaker before making judgment, is reflective

Demonstrates effective listening skills (eye contact, nods, takes notes, body aligns with speaker).

Takes notes Asks questions for

clarification when needed Suspends judgment until

speaker is finished, No outside activity, only

listening

Rarely demonstrates effective listening skills (eye contact, nods, takes notes)

Loses track of conversation

May interrupt or judges other’s ideas without asking for clarification

May sporadically engage in another activity but stops and self regulates.

No effective listening skills demonstrated

Attempts to dominate

Interrupts speakers in middle of sentence

Repeats same ideas

No eye contact or is engaged in another activity rather than listening

Document A: The Spread of Plague from Asia

Notes:

Trigger thought: Describe how the map illustrates the spread of plague from Asia to Europe.

Document B: Churches response to the plague

Notes: The Middle Ages marked a time of strong religious convictions, and it was during the Bubonic Plague that anger toward the Roman Catholic Church and the persecution of Jews intensified. The church played an important role in the lives of the people of the 13th and 14th Centuries, and it was forced to intervene when Christians demanded help. The most significant action taken by the church involved causes of the Plague as it was forced to defend itself and other religious groups. Victims of the disease often stayed in monasteries and hospitals run by church officials.

Unfortunately, these methods provided little relief, and the Church, too, was in a frenzy. As Boccaccio noted, "Even the authority of divine and human law had crumbled and fallen into decay. For its ministers and executors, like other men, had either died or sickened...everyone had free rein to do as he saw fit.(Biel, 1989, p.32). As the number of infected clergy increased, many individuals began to suspect that it was the Church officials who were responsible for the spread of the Plague. Frightened men and women left their own families in order to escape the Plague, and the abandonment of their trust in the clergy seemed to be next. The Church offered little comfort to victims or their families to combat their fears.

The blame that the flaggelants placed on the Jews continued after their group dissolved, despite the efforts of Catholic officials and attempts of secular authorities to prevent their outbursts (Strayer, 1983). The flaggelants had helped to spread the belief that Jews infected cities' wells with the Plague element through the use of contaminated vials. Fears were heightened as it was discovered that Jews would not take water from city wells. (In order to keep Jewish kosher laws, Jews had to draw water from country springs.) In September, 1348, eleven Jews were charged with contaminating a well in a small southern German town. The men were tortured, and each eventually confessed (falsely) to the deed. Their trial and executions set off a wave of terrible acts against Jews in Switzerland and Germany. Zurich was the first city to take action against the Jewish community by voting never to admit Jews into thier city (Giblin, 1995). Jews in Basel, Strasburg, and Brussels were herded into wooden barns and burned alive. Others in Germany were burned at the stake. Pope Clement VI asked that gentiles treat Jews with tolerance, but this request was not granted. The Church had lost authority during the Plague, and now had few loyal followers.

The results of the Church's role in the Black Plague are unclear (Strayer, 1983). Church documents note an increase in gifts to religious institutions, but a shrinking number of churches. Historians point out a general decline in moral standards, but at the same time, a flowering of personal piety and a revival of individual spiritual fervor.

Source: The Churches involvement in the Bubonic Plague, SBSKKO

Trigger thought: Explain the church’s stance on the plague and the people’s response to it.

Document C: Politics and the Plague

Notes: The plague had no permanent effect on the course of politics, but it did take its toll. King Alfonso XI of Castile was the only reigning monarch to die of the plague, but many lesser notables died, including the queens of Aragon and France, and the son of the Byzantine emperor. Parliaments were adjourned when the plague struck, though they were reconvened. The Hundred Years' War was suspended in 1348 because so many soldiers died. But it started up again, soon enough.

The effect at local levels was more severe. City councils were ravaged. Whole families of local nobles were wiped out. Courts closed down and wills could not be probated.

But new courts were convened. The legal mess caused by so many deaths was eventually sorted out, and political life went on. Still, more than once you will read of a siege being lifted because of the plague, or of some principality falling into disarray because the prince died of the Black Death.

History of Western CivilizationE.L. Skip KnoxBoise State University

Trigger thought: Describe how the plague affected politics at the state and local levels.

Document D: Social and Economic Effects of the Plague

Notes: Social and Economic Effects of the Plague

The plague had large scale social and economic effects, many of which are recorded in the

introduction of the Decameron. People abandoned their friends and family, fled cities, and

shut themselves off from the world. Funeral rites became perfunctory or stopped altogether,

and work ceased being done. Some felt that the wrath of God was descending upon man,

and so fought the plague with prayer. Some felt that they should obey the maxim, “Eat,

drink, and be merry, for tomorrow you may die.” The society experienced an upheaval to an

extent usually only seen in controlled circumstances such as carnival. Faith in religion

decreased after the plague, both because of the death of so many of the clergy and because

of the failure of prayer to prevent sickness and death.

The economy underwent abrupt and extreme inflation. Since it was so difficult (and

dangerous) to procure goods through trade and to produce them, the prices of both goods

produced locally and those imported from afar skyrocketed. Because of illness and death

workers became exceedingly scarce, so even peasants felt the effects of the new rise in

wages. The demand for people to work the land was so high that it threatened the manorial

holdings. Serfs were no longer tied to one master; if one left the land, another lord would

instantly hire them. The lords had to make changes in order to make the situation more

profitable for the peasants and so keep them on their land. In general, wages outpaced

prices and the standard of living was subsequently raised.

As a consequence of the beginning of blurring financial distinctions, social distinctions

sharpened. The fashions of the nobility became more extravagant in order to emphasize the

social standing of the person wearing the clothing. The peasants became slightly more

empowered, and revolted when the aristocracy attempted to resist the changes brought

about by the plague. In 1358, the peasantry of northern France rioted, and in 1378

disenfranchised guild members revolted. The social and economic structure of Europe was

drastically and irretrievably changed.

(Ed: D.S.) Courie, Leonard W. The Black Death and Peasant’s Revolt. New York:

Wayland Publishers, 1972; Strayer, Joseph R., ed. Dictionary of the Middle Ages. New

York: Charles Scribner’s Sons. Vol. 2. Pp. 257-267.

Trigger Thought: What was the plague’s impact on society and the European economy?

Document E: Trade and Black Death

Notes:Between 1339 and 1351 AD, a pandemic of plague traveled from China to Europe, known

in Western history as The Black Death. Carried by rats and fleas along the Silk Road

Caravan routes and Spice trading sea routes, the Black Death reached the Mediterranean

Basin in 1347, and was rapidly carried throughout Europe from what was then the center

of European trade. Eventually, even areas of European settlement as isolated as Viking

settlements in Greenland would be ravaged by the plague. By the time these plagues had

run their course in 1351, between 25 and 50% of the population of Europe was dead. An

equally high toll was exacted from the populations of Arabia, North Africa, South Asia,

and East Asia.

-The Role of Trade in Transmitting the Black Death

Trigger thought: How does this document explain the spread of plague and its results?

Document F: Number of Black Plague Deaths

Notes:

1000 1100 1200 1300 1347 13520

1020304050607080

Number of Black Plague Deaths from 1000 to 1352

years

mill

ions

25 million (1/3) people died in just under five years between 1347 and 1352. Estimated population of Europe from 1000 to 1352.

http://www.themiddleages.net/plague.html

Trigger thought: Mathematically analyze the chart by determining:a. The total number of deaths attributed to the Bubonic Plague from 1000 to 1352.b. The height of the plague.c. Possible reasons the plague reached such disastrous numbers in the early 1300s.

Document Based Question: Research Chart Research /General topici.e., contributions of classical Rome and Greece, design and architecture…

Site found or bibliographic infoi.e., URL, author, title of book and date of publication, …

How did you use this site:Resource gave no new information that I could use.As a guide for former research.As a direct source of information

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Suggested Sites

http://www.brown.edu/Departments/Italian_Studies/dweb/plague/effects/social.php (Social and Economic)

http://eh.net/encyclopedia/article/Routt.Black.Death (Economic)

http://themedievalera.wikispaces.com/The+Black+Death+-+Political+Effects (Political)

http://www.bbc.co.uk/history/british/middle_ages/blacksocial_01.shtml (Political and Social)

http://www.the-orb.net/textbooks/westciv/blackdeath.html (Political, Economic and Social)

http://history.howstuffworks.com/historical-events/black-death3.htm (Effects of the Plague)

http://historymedren.about.com/od/theblackdeath/p/blackdeath.htm (Effects of the Plague)

http://voices.yahoo.com/the-profound-effects-black-death-european-5828426.html (Effects of Society)

http://www.historylearningsite.co.uk/black_death_of_1348_to_1350.htm (Effects of the Plague)

http://www.historyextra.com/feature/black-death (Effects of the Plague)

Major Resources Used Chart

Resource used Information Gained : Show the quote, facts, ideas, or paraphrase that you will you in your response

Include the number of the resource or the URL from above

quote, facts, or paraphrased ideas.

On the lines provided below, list vocabulary words that you will use to answer the above prompt. Look back on the documents to trigger your thoughts. These are words that you will potentially use in your essay.

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PROMPT

Which area of Western European civilization was impacted the most by the Black Plague: society, government or the economy?

Graphic Organizer/Pre Writing

Planning Your Writing – Use the Graphic Organizer

Introduction:Describes the situation; defines the issue and basic terms that the essay will discuss

Thesis StatementCan follow this pattern:(Noun) should (action)

Argument 1:Why is your claim (the one you make in the Thesis Statement) a good one?What reasons can you give to support your idea?You may have too many details to talk about that just one argument takes a very long paragraph or more than one paragraph. The argument ends with a strong claim.

Argument 2:A totally different reason for your thesis statement. The paragraph(s) end again with a strong claim.

Counterargument/Rebuttal: A direct statement of what the imaginary “enemy” might say. What challenges the argument?This is countered with facts, definitions and justifications

Conclusion:Again, this may be more than one paragraph. It comes back to the arguments; Aristotle, in The Rhetoric, says a good writer should do this in the conclusion: "make the audience well-disposed towards ourselves and ill-disposed to our opponent." One way to achieve this is to explain the benefits for the audience if they accept your view. It's a good opportunity to make inferences or predictions. This writing can really challenge people's views.

Pre Writing

Directions: Complete one of the following prewriting activities, and then use the information you organize to create a rough draft on a separate sheet of paper. Read rubric for specific expectations for you 5 or more paragraph essay.

Paragraph One: introduction

Introductory statements

One or two main support statements

Thesis statement

Paragraph Two: First Supporting Paragraph

What main facts and ideas support your thesis?

What document(s) gave you these facts?

Why are these facts important?

Paragraph Three: Next Supporting Paragraph

Transition statement to this paragraph

What main facts and ideas support your thesis?

What document(s) gave you these facts?

Why are these facts important?

Paragraph Four: Last Supporting Paragraph

Transition statement to this paragraph

What main facts and ideas support your thesis?

What documents gave you these facts?

Why are these facts important?

Paragraph Five: Your conclusion

Restate your thesis statement with the conclusions you have made.

PROMPT

Which area of Western European civilization was impacted the most by the Black Plague: society, government or the economy?

Holistic Rubric – Grades 3-12SCORE POINT 6

Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in

development and organization that often shows insight.

in-depth and/or creative exploration of the topic using rich, relevant, and credible details.

a strong, perhaps creative, beginning, and a satisfying conclusion.

specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.

intentional and committed interaction between the writer and the reader.

effective and/or creative use of a wide range of conventions with few errors.

o insightful with no historical errors.o makes original and specific connections

using resources.o uses background knowledge for all support

content.o thesis is prompt-driven and fits seamlessly

in opening paragraph.o relies on a variety of the documents and

includes outside resources, all of which are cited correctly

SCORE POINT 5

Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic

development and organization a balanced and thorough explanation

of the topic using relevant details. an inviting beginning and a satisfying

sense of closure. a broad range of carefully chosen

words crafted into phrases and varied sentences that sound natural.

awareness of the reader and commitment to the audience and topic.

effective use of a wide range of conventions with few errors.

o accurate, may contain only minor historical errors.

o makes obvious connections using relevant resources.

o uses background knowledge consistently.

o includes clear thesis statement in the opening paragraph.

o appropriately relies on a variety of the documents and may use outside sources, all of which are cited correctly

SCORE POINT 4

Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a

clear and coherent presentation of ideas with order and structure that can be formulaic.

relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.

a recognizable beginning and ending, although one or both may be somewhat weak.

effective word choice that is functional and, at times, shows interaction between writer and audience.

somewhat varied sentence structure with good control of simple constructions a natural sound.

control of standard conventions although a wide range is not used; errors that do not impede readability.

o accurate, may contain only minor historical errors.

o makes connections using some resources.

o uses background knowledgeo thesis statement is clear.o cites multiple documents correctly

SCORE POINT 3Response is inadequate in written communication, demonstrated by broad or simplistic ideas that are

understood but often ineffective. attempts at organizing that are

inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.

developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing.

reliance on clichés and overused words that do not connect with the reader; limited audience awareness.

monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.

limited control of standard conventions with significant errors.

o Historically accurate but overly generalo loosely makes connections to some

resources.o uses background knowledge/facts with

some connections.o includes a thesis, though it is not very

clear.o cites multiple documents correctly

SCORE POINT 2Response is poor in written communication, demonstrated by overly simplistic and sometimes

unclear ideas that have insufficiently developed details.

sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow.

missing beginning and/or ending. repetitive, monotonous, and often

misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.

lack of audience awareness. little control of basic conventions

resulting in errors impeding readability.

o Contains multiple historical errorso loosely uses background

knowledge/facts with no connections.o includes a general topic statement, but

not a thesiso uses more than one document

correctly but relies on one document OR cites only one document

SCORE POINT 1Response is inferior in written communication, demonstrated by lack of purpose or ideas and

sequencing. organization that obscures the main

point. an attempt that is too short to offer

coherent development of an idea, if it is stated.

extremely limited vocabulary that shows no commitment to communicating a message.

sentences with confusing word order that may not permit oral reading.

severe and frequent errors in conventions.

o has significant historical misinterpretation.

o no apparent thesis or topic statement.CITATIONS are a pre-requisite for scoring.

Score: FFB 1-2 APR 3 Meets 4 EX 5-6

Final Response

The following prerequisites must be present in order for DBQ to be completed, turned in, and/or graded.

1. Blue or Black ink pen only2. Legible3. In essay Format 4. Documents must be internally cited

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Bibliography Page

(You must use MLA or APA citation for all sources used in your essay. Use the following websites for information on how to cite sources using MLA format: http://www.easybib.com/, http://www.citelighter.com/, or http://owl.english.purdue.edu/owl/resource/747/01/ .Work cited pages include only those sources that have been cited.Bibliography pages include all sources used to gather information, even those that may not have been cited.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Holistic Rubric – Grades 3-12SCORE POINT 6

Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in

development and organization that often shows insight.

in-depth and/or creative exploration of the topic using rich, relevant, and credible details.

a strong, perhaps creative, beginning, and a satisfying conclusion.

specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.

intentional and committed interaction between the writer and the reader.

effective and/or creative use of a wide range of conventions with few errors.

o insightful with no historical errors.o makes original and specific connections

using resources.o uses background knowledge for all support

content.o thesis is prompt-driven and fits seamlessly

in opening paragraph.o relies on a variety of the documents and

includes outside resources, all of which are cited correctly

SCORE POINT 5

Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic

development and organization a balanced and thorough explanation

of the topic using relevant details. an inviting beginning and a satisfying

sense of closure. a broad range of carefully chosen

words crafted into phrases and varied sentences that sound natural.

awareness of the reader and commitment to the audience and topic.

effective use of a wide range of conventions with few errors.

o accurate, may contain only minor historical errors.

o makes obvious connections using relevant resources.

o uses background knowledge consistently.

o includes clear thesis statement in the opening paragraph.

o appropriately relies on a variety of the documents and may use outside sources, all of which are cited correctly

SCORE POINT 4

Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a

clear and coherent presentation of ideas with order and structure that can be formulaic.

relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.

a recognizable beginning and ending, although one or both may be somewhat weak.

effective word choice that is functional and, at times, shows interaction between writer and audience.

somewhat varied sentence structure with good control of simple constructions a natural sound.

control of standard conventions although a wide range is not used; errors that do not impede readability.

o accurate, may contain only minor historical errors.

o makes connections using some resources.

o uses background knowledgeo thesis statement is clear.o cites multiple documents correctly

SCORE POINT 3Response is inadequate in written communication, demonstrated by broad or simplistic ideas that are

understood but often ineffective. attempts at organizing that are

inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.

developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing.

reliance on clichés and overused words that do not connect with the reader; limited audience awareness.

monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.

limited control of standard conventions with significant errors.

o Historically accurate but overly generalo loosely makes connections to some

resources.o uses background knowledge/facts with

some connections.o includes a thesis, though it is not very

clear.o cites multiple documents correctly

SCORE POINT 2Response is poor in written communication, demonstrated by overly simplistic and sometimes

unclear ideas that have insufficiently developed details.

sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow.

missing beginning and/or ending. repetitive, monotonous, and often

misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.

lack of audience awareness. little control of basic conventions

resulting in errors impeding readability.

o Contains multiple historical errorso loosely uses background

knowledge/facts with no connections.o includes a general topic statement, but

not a thesiso uses more than one document

correctly but relies on one document OR cites only one document

SCORE POINT 1Response is inferior in written communication, demonstrated by lack of purpose or ideas and

sequencing. organization that obscures the main

point. an attempt that is too short to offer

coherent development of an idea, if it is stated.

extremely limited vocabulary that shows no commitment to communicating a message.

sentences with confusing word order that may not permit oral reading.

severe and frequent errors in conventions.

o has significant historical misinterpretation.

o no apparent thesis or topic statement.CITATIONS are a pre-requisite for scoring.

Score: FFB 1-2 APR 3 Meets 4 EX 5-6