Document Based Question - WRITE TO GET A SEVEN Adapted from the online version created by Scott Keatley; updated by Elizabeth Russell

What do I need to know about history to take an AP DBQ? A Document-Based Question tests both your knowledge of world history and your ability to interpret documents. The more you know, the better your essay will be, but it is still possible to get at least 3 points just using the documents provided.

It is your job to organize, interpret, and analyze these documents. Writing the DBQ (Document Based Question) is a skill, and like all other skills, it can be learned.

15 minutes for 2 essays: reading and organizing time Most students spend at least 10 minutes working on the DBQ, since this essay requires the most reading and prep. time. The LEQ (Long Essay Question) can also be planned during the reading time.

Reading time – Understanding the Question First, read the question (prompt). Underline the words that are most related to your task.

Reading time – Understanding the Question Second, jot down anything you already know about the topic in the margins (this will be helpful later on).

Reading time - Document reading and analysis Read the documents. Read ALL information in the documents, including the source origins (this will be important later). There will always be 7 documents. They will likely be a combination of written and visual sources.

Reading time – Analysis of documents Use the margins to write notes, underline key phrases and begin to organize your documents into 2 categories: - one set of documents that agree with each other CONTRASTED AGAINST - another set of documents that agree with each other

Try to use all 7 documents in your two groups. If you can’t use all 7, you must use 6 very well. If you can’t use 6, you can get 1 point for using at least 3 documents well. Your groups will become 2 of your body paragraphs.

Reading time - OPVL You will not write about O, since that is provided for you, or P, since that often is used as evidence to prove some part of your thesis correct You must choose to write about V or L for 3 sources - but 4 is better! You can just do one type of evaluation (ex. L of 4 different sources) or mix and match - whatever is easiest for you

Think about O and P, then use that to help address V or L - why this source is V: useful, helpful or unique to historians - what should be questioned about this source/what isn’t mentioned/what seems one-sided for L (don’t say bias!)

But I’m slow Welcome to pressure! If you go over the 15 minutes, it’s alright. Just make sure you manage your time carefully on AP Exam Day; leave enough time to tackle both essays to the best of your ability. You are expected to spend more time on the DBQ; it is worth 25% compared to the LEQ at 15%.

Writing the DBQ: Do you have an arguable thesis? You have to have one to start out right. An AP reader can tell in moments if your essay is going to be strong or not. The thesis can be more than one sentence. The thesis must include respond to the question with a claim and a counter-claim.

A good thesis: 1) Clearly addresses the terms of the question 2) Makes an argument – someone ought to be able to disagree with your thesis!

Writing the DBQ: Contextualization Your first body paragraph should be background information about what was happening in the world at that time. - this is own knowledge, not in the documents - if you’re not sure where to begin, talk about the AP time frame and the region(s) of the world in the prompt * Remember our Unit posters! (ex. the Rs)

Writing the DBQ: one paragraph of sources and info versus another paragraph of sources and info Main task: Provide evidence to support the thesis You must state how each document supports some part of your thesis, not just describe documents or sum up what they say.

Bad examples: (Don’t do this!) The Assyrians’ strengths are mentioned in Documents 1, 2 and 5. Sennacherib states that he received “30 talents of gold, 800 talents of silver, precious stones, antimony, large cuts of red stone, couches inlaid with ivory…”

Analysis (a good example): Philip Stern points out that Sennacherib’s army had more than 100,000 men who were following a religious quest to conquer the world, and that the Assyrians could not tolerate any kingdom standing in their way (Source 5). Important point: each document should be analyzed in its own sentence!

Refer to the documents clearly Identify each source by a reference to its author, or what kind of source it is if it’s an image. Then put (Source #) at the end of your sentence. Ex. The Bible in II Kings states that God would not allow the Assyrians to take the city and sent an angel of death to their camp, which killed 185,000 troops (Source 3).

DON’T JUST QUOTE THE DOCUMENTS! If you must quote, limit it to the most important phrase from the document– you don’t have time to copy lengthy quotations. Paraphrasing or writing in your own words will probably be quicker. What you really need to do is state what the document has to do with proving some part of your thesis correct – stacking up quotes won’t help you!

Images Pictures, photos, maps, graphs/charts Analyze visual sources to the same degree you analyze written documents. Don’t just describe what the image shows and leave it at that – say how it proves some part of your thesis!

POV: Point of View - do this in 2nd and 3rd body paragraphs about the sources - must be done a total of 3 times: once for 3 separate sources (4 is better!) - DON’T try to do V or L of every single source - you don’t have time! - Must say how V helps the argument or L hurts the argument

Outside Evidence – at least 1 fact that is NOT in the documents (2 is better!) Go back to the notes you jotted down at the beginning & cross out any detail you saw in the documents – use what is left over AP will not give you a topic as narrow as the Assyrians and Hebrews; think bigger in terms of things you would already have to study in the course

Sophisticated Analysis – the Complexity point this is the hardest point to earn: SKIP IT if you have no time! otherwise, consider giving multiple reasons, deep connections to other time frames, or offering alternative views to what is in the documents it is much easier to recognize this level of analysis than it is to learn how to write it

Writing the DBQ - Conclusion Always restate your thesis in case you don’t score the point for it in the intro. Don’t copy it over again or change 1-2 words - do better than that

I. Intro: time frame, topic, arguable thesis Outline I. Intro: time frame, topic, arguable thesis II. 1st Body Paragraph: Contextualization III. 2nd Body P: one set of sources A. How each source supports thesis B. V or L of 1-2 sources C. 1 specific outside fact D. Analysis/complexity – only if you have time! IV. 3rd Body P: a contrasting set of sources VI. Conclusion: restate thesis

Start with these basics and you’re well on your way to a seven!