Context: Provide context relevant to the prompt by describing a broader historical development or process. Evidence: Use at least six of the provided documents to support an argument in response to the prompt. Additional Evidence: Use a historical example not found in the documents as evidence relevant to an argument about the prompt.
Sourcing: Explain how the context or situation of at least three documents is relevant to an argument. Complex Understanding: Demonstrate a nuanced understanding of an argument that responds to the prompt by using evidence to corroborate, qualify, or modify the argument. During Step 1: Analyze the Prompt. Study with Hours. SAT Exam Prep. ACT Exam Prep. College Resources. AP Trivia. Sign in Sign up. AP World. Melissa Longnecker. Share Bookmark. See Units.
Answer the prompt and support your answer with evidence; use the documents to do this. You will be given a prompt and a set of seven documents to help you respond to the prompt.
The documents will represent various perspectives relating to the prompt, and they will always include a mixture of primary source text documents and primary or secondary source visuals. Your task is to use these documents, and your knowledge of history, to answer the prompt. The DBQ will only include five documents , rather than seven. The overall task remains the same: use the documents and your knowledge of history to answer the prompt!
The DBQ is designed to test your knowledge of history, your ability to analyze a variety of sources, and your skill in crafting and supporting a clear and complex argument. It is the single most complicated task on the exam; however, it is very doable with practice and preparation. Your answer should include the following:. A discussion of relevant historical context.
Use of evidence from the documents all and evidence not found in the documents to support your thesis. A discussion of relevant factors that affect the document. Complex understanding of the topic of the prompt. We will break down each of these aspects in the next section. For now, the gist is that you need to write an essay that answers the prompt, using the documents and your knowledge as evidence. You will also need to discuss some additional factors that impact your use of the documents.
In fact, some of the rubric points are identical, so you can use a lot of the same strategies on both writing tasks! The topic of your DBQ will come from the following time periods, depending on your course:. You will need to read and analyze the documents and write your essay in that time. A good breakdown would be: 15 min. Since the DBQ is the entire exam, the timing is a little different. You will have 45 minutes total to analyze documents and write your essay, and 5 minutes to upload your response.
A good breakdown would be. The DBQ Rubric. The DBQ is scored on a seven-point rubric, and each point can be earned independently. That means you can miss a point on something and still earn other points with the great parts of your essay. There are no changes to the expectations or scoring for the thesis on the DBQ-only exam. The thesis is a brief statement that introduces your argument or claim and can be supported with evidence and analysis.
This is where you answer the prompt. This is the only element in the essay that has a required location. The thesis needs to be in your introduction or conclusion of your essay. It can be more than one sentence, but all of the sentences that make up your thesis must be consecutive in order to count.
The most important part of your thesis is the claim , which is your answer to the prompt. On the DBQ, your thesis needs to be related to information from the documents, as well as connected to the topic of the prompt. Your thesis should also establish your line of reasoning.
This sets up the framework for the body of your essay since you can use the reasoning from your thesis to structure your body paragraph topics later. The claim and reasoning are the required elements of the thesis. One way to build in complexity to your thesis is to think about a counter-claim or alternate viewpoint that is relevant to your response.
If you are thinking about using one of the course reasoning processes to structure your essay and you should! In a causation essay, a complex argument addresses causes and effects. In a comparison essay, a complex argument addresses similarities and differences. In a continuity and change over time essay, a complex argument addresses change and continuity.
Sample complex thesis: While some cultural traditions and belief systems, such as Confucianism, actively warned against the accumulation of wealth through trade, other societies reliant on trade used their belief systems to rationalize the behavior of merchants despite moral concerns. Still, others used religion as a means to promote trade and the activities of merchants. There are no changes to the expectations or scoring of contextualization on the DBQ-only exam. She loves reading, theater, and chasing around her two kids.
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We highly encourage students to help each other out and respond to other students' comments if you can! The cartoon itself was an attempt to unite the colonies to fight the Native-Americans during the French and Indian War and support the Albany Plan for Union and is unrelated to the American Revolution 22 years later as the student implies with its qualifying sentence.
Document Use 2: The student correctly utilizes the content of all 7 documents. Docs 1 and 3 are used in par. Docs 2 and 4 are used in paragraph 4. Docs 7, 5 and 6 are used in paragraph 5. You must present the evidence and use it to advance your argument to get the Outside Evidence point. Uses at least one additional piece of the specific historical evidence beyond that found in the documents relevant to an argument about the prompt.
Three things to know about Outside Evidence:. Economic issues were also a big topic that caused the Revolution. The British had taxed the colonists for two decades. The Sugar Act and Townshend Acts were two taxes that caused the colonists anger because the Crown was taxing them internally. The Stamp Act caused the largest outcry for it taxed many items and was a direct tax. The House of Burgesses opposed these with their Virginia Resolves. They stated that only colonial legislatures had the power to tax within the colonies 2 Sam Adams, the leader of the Sons of Liberty who tried to bring about revolution, stated that the colonists enjoined all the rights of Englishmen, including protection of their property rights.
British taxation policies on the colonists were one of the most visible and atrocious acts perceived by the colonists. For over a century, the colonists had accepted the parliamentary taxes on foreign goods entering the colony external taxes for purposes of payment for British naval protection. However, with the taxing of British West Indies sugar into the 13 mainland colonies under the Sugar Act Parliament had begun taxing goods traded between colonies and not just foreign goods.
Never before had the Parliament taxed colonial goods traded within and between colonies internal taxation. Outside Evidence 1 : Though not very elaborate, the discussion at the beginning of paragraph 3 concerning taxation gets over the threshold to receive the point.
There is enough elaboration of what the taxes were and why they were offensive to the colonists to warrant the point. Outside Evidence 2 : In this paragraph, the student received the point for its clear and extensive discussion of taxation issues. It correctly brings forth the colonial distinctions between internal and external taxes and gives specific laws that illustrated it. Note that the student brings in quite a bit of outside evidence throughout.
A simple phrase or mention will not get the point. You must analyze sources to better understand how to interpret the content of the document. This analysis is what the Analysis point is all about. There are four ways you can analyze a document on the exam. To help you remember, use the acronym H. Historical Context — What is the context of the document that might be influencing the document?
Or, what caused the document to be created. Historical Context is not contextualization; it only applies to the individual document. Purpose — What action or result is the document hoping to achieve? Point-of-View — What is the larger group represented by the document, and what is the goal of that group. Point-of-view goes beyond just the individual author of a document, but the group that author represents. You must go beyond just what the historical context, intended audience, purpose, or point-of-view and you must state how that influences the document.
Reader Tip! Try to get those two first, and if you cannot, then try to establish the point of view. The Albany Plan proposed by Ben Franklin and others would have created an inter-colonial assembly that would have power over inter-colonial trade. Other rights taken away were stated in the Declaration of Independence in an attempt to convince the colonies to unify to revolt against the British monarchy. Historical Context: The student established the historical context for Doc.
Point-of-View: The point of view for document 4 is given with the discussion of the significance of the Sons of Liberty in connection with Sam Adams. The Reasoning Point is a holistic point. That means the reader the grader will evaluate if the essay, as a whole, demonstrated a nuanced, complex understanding of the topic.
Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question. Complex understanding refers to how many perspectives of the prompt do you understand, and can you evaluate those perspectives.
Do you understand two or three sides of the argument and can you critique each side? To demonstrate a complex understanding, try to highlight contradictions or ironies throughout the essay. The more you show-off your knowledge, the better chance you have to earn the Reasoning point. Qualifying, modifying, or corroborating your argument simply means using the evidence available to you- both the documents and outside evidence- to build an argument.
But the key point is- the more your evidence works together and is connected, the stronger the qualification, modification, or corroboration. AP test grader Chris Averill finds that highlighting contradictions can really add depth to your essay and demonstrate that the student understands in a meaningful way their arguments. Contradiction Example:.
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