How to Write the

1. How to Write the B Q D AP United States History University City High School

2. The Document Based QuestionThe AP College Board The document-based question measures students’ ability to analyze and synthesize historical data and to assess verbal, quantitative, or visual materials as historical evidence. As with the long essay, responses to the document-based question will be judged on students’ ability to formulate a thesis and support it with relevant evidence. The documents included in the DBQ are not confined to a single format, may vary in length, and are chosen to illustrate interactions and complexities within the material. In addition to calling upon a broad spectrum of historical skills, the diversity of materials will allow students to assess the value of different sorts of documents. The DBQ will typically require students to relate the documents to a historical period or theme and, thus, to focus on major periods and issues. For this reason, outside knowledge beyond the specific focus of the question is important and must be incorporated into the student’s essay to earn the highest scores.

3. The Document Based QuestionThe AP College Board Document-Based Question 55 minutes • There will be one DBQ on the exam (25%). The document-based question will have one of the following historical thinking skills as its main focus: causation, change and continuity over time, comparison, interpretation, or periodization. All DBQ will also always assess the historical thinking skills of historical argumentation, appropriate use of relevant historical evidence, contextualization, and synthesis. • For the sample question below the main historical thinking skill being assessed is continuity and change over time. The learning objective addressed is peopling. • Analyze major changes and continuities in the social and economic experiences of African Americans who migrated from the rural South to urban areas in the North in the period 1910–1930.

4. The Document Based QuestionAP College Board • Determine what the question asks you to do; read it several times and dissect its various components. • Focus on the verbs; important words are: how, why, account for, list, compare, contrast, define, discuss, illustrate, explain, defend, describe, differentiate, outline, summarize, assess, evaluate, analyze, how successful, and to what extent. • Note if the question asks you to explore various aspects of a bigger topic. These categories can sometimes be organized around key themes such as social, political, diplomatic, ideological, economic, and cultural. • Write down everything you can think of that relates to the question before you read through the documents, and to continue that as you go through them. You must use outside information if you wish to score well.

5. The Document Based QuestionAP College Board • Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise. You are advised to spend 15 minutes planning and 45 minutes writing your answer. In your response you should do the following • State a relevant thesis that directly addresses all parts of the question. • Support the thesis or a relevant argument with evidence from all, or all but one, of the documents. • Incorporate analysis of all, or all but one, of the documents into your argument. • Focus your analysis of each document on at least one of the following: intended audience, purpose, historical context, and/or point of view. • Support your argument with analysis of historical examples outside the documents. • Connect historical phenomena relevant to your argument to broader events or processes. • Synthesize the elements above into a persuasive essay.

6. The Document Based Question What Good Responses Will Include • A good response would draw on six or seven documents (that is, all or all but one of the documents provided) to present an analysis of each element mentioned in the question: changes and continuities in the social and economic experiences of African American migrants from the rural South to the industrialized North between 1910 and 1930. • Given the thrust of the question, the thesis should focus on the historical thinking skill of patterns of continuity and change over time. It should address the experience of African American migration from South to North with respect to social and economic issues and to the particular time period noted (1910–1930). It might also connect the specific theme to broader regional, national, or global processes. • The analysis of the documents should provide evidence to support the thesis. In order to receive full credit, the essay should support the thesis with evidence from all or all but one of the documents and should incorporate more in-depth analyses examining at least one of the following — intended audience, purpose, historical context, or point of view — for all or all but one of the documents.

7. The Document Based QuestionAP College Board • A strong essay, however, does not simply list the characteristics of one document after another. Instead, it makes connections between documents or parts of documents to craft a convincing argument. For instance, a good essay might note that migration to the North was popular among many African Americans in the South. • Finally, a good response demonstrates an understanding of the broader context of issues relevant to the question. As mentioned above, a strong essay connects the issues raised by the documents to broader discussions of racism in U.S. history; it might also mention the transition from an agricultural to an industrial economy, various motivations that have influenced migration within the nation, and the development of housing patterns in urban environments.

8. The Document Based QuestionAP College Board After Document Analysis Step 1 • Select what documents to use, and then arrange them to support your argument in providing an answer to the question. • DO NOT QUOTE from any document extensively. Choose a short phrase or idea from the document and use that to refer to the entire document. • Use the information given about the source to help you in identifying both it and its significance. The date, author, and any other information may be crucial in helping you evaluate its significance, perspective, and the context in which it falls.

9. The Document Based QuestionAP College Board After Document Analysis Step 2 • Once you have gone through the documents you should decide on a thesis, or theme to follow as you write your essay. • Consider trying to fit the question into one of the six categories offered earlier. • State it clearly in the first paragraph, and keep referring to it throughout the essay. • Link the idea of the documents you use to your thesis, and interweave your own background knowledge into your analysis. A well-developed thesis is essential to a high score in this section.

10. A “Dazzling” D.B.Q.Is Like a Tasty Hamburger

11. The Introductory Paragraph The “Top Bun” of your essay! 4-6 sentences

12. The Introductory Paragraph • Establish TIME & PLACE. • Create a clear, THESIS STATEMENT.[underline or highlight it!] • Allude to the SUB-TOPICS or categories you will discuss to support your thesis statement. • Focus on the question at hand—do NOT begin with a “flowery” sentence! • No “laundry list!”

13. The “”Meat”” Paragraphs The “tasty” part of your essay! 8-12 sentences+ per paragraph

14. The ”Meat” Paragraphs • Identify your sub-topic or category in the first sentence. • Include the documents that are relevant to support the ideas in the paragraph. • Use most of the documents given. • Bring in supportive outside information. This is critical!! * o.i.’s = “outside information” • Why were these documents selected?

15. Questions to Ask Yourself About the Documents • Attribution  Who is this person? • Why might they be significant? • What is the point of view (POV) of the author? • How reliable and accurate is the source? • What is the tone or intent of the document author? • What other information does this document call to mind? Use all available clues. Remember, docs. can be used in a variety of ways!

16. How to Reference a Document in Your Essay • Thomas Paine, in his pamphlet, Common Sense, said: “………………….” • Joe Wilson, a mid-Western delegate to the Republican convention in 1912, agreed with….. • The 19c historian, Frederick Jackson Turner, felt that …………………. (Doc. E) NEVER begin with: In Document 3, …..

17. The Concluding Paragraph The “Bottom Bun” of your essay! It holds it all together! 3-4 sentences

18. The “Concluding” Paragraph • Start with a “concluding phrase.” • Restate your thesis statement a bit differently. • Put your essay answer in a larger historical perspective. End of some trend/movement/idea, etc. Beginning of some trend/movement/idea End of one & beginning of another. Do NOT end on the note that this is the reason we are where we are today!

19. Put It All Together, And . . . .

20. Ummmmm, Burger! I Mean, A Perfect Essay!

21. DBQ Template I Mean, A Perfect Essay!

22. For Homework this Weekend: Create a rough draft in outline form using this format: Write out your introductory paragraph. Create a loose outline of your “meat” ¶s in this manner: Skip a line from your intro. ¶ Identify the “theme”/thesis of this first “meat” ¶ [underline or highlight it] Indent bullets listing all facts/doc. info. and other “o.i.”s that you will need in that ¶ When done with that ¶, skip a line and do the same for the other “meat” ¶s

23. Homework This Weekend Skip a line after your last “meat” ¶ and write you concluding ¶ out in full. Bring your outline into class Monday and I will divide the class up into small “peer review” groups. You will then read over the outlines of the other group members and make suggestions/corrections IN A CONSTRUCTIVE MANNER.

24. Now, after the Peer Review Session Monday, Go Home & Write Your Essay And Dazzle Me With Your Brilliance! YOU CAN DO IT!!