 AP Test: 55 minutes (including 15 min. reading period)  Format: Analysis of 5 to 8 documents and answer the question.  DBQ emphasizes understanding the background and context of the documents (just like the Stimuli-based Questions do!)  Must incorporate Outside Knowledge

1. Develop a clear thesis 2. Argumentation supported with relevant historical evidence 3. Use of the target historical thinking skills 4. Synthesis of your Ideas

 Thesis Paragraph Historical Background (Establish the Historical Scene) to establish historical context Thesis Statement  Essential to the DBQ  Take a position  AP Graders aren’t necessarily looking for the right answer, but rather for the writer’s ability to analyze and use documents to support the thesis! An introduction to the main arguments of the essay to be developed in the body (should align w/ the topic sentences for each body paragraph)  Ex for a Good Thesis Statement: Question: Evaluate the relative importance of domestic foreign affairs in shaping American politics in the 1790s  During the 1790s, foreign affairs contributed more to shaping American politics than did domestic issues.  Is this a well-developed thesis statement?  NOPE  While the young nation struggled w/ questions about powers in the new Constitution, ideological conflicts over the French, foreign policy divisions created by the Napoleonic Wars, and our relations w/ GB did more to divide Americans and promote the formation of two political parties in the 1790s  Took a position  Offered an interpretation of events  Provided the organizing arguments to set up for the rest of the Essay…

 Thesis Paragraph Historical Background (Establish the Historical Scene) to establish historical context Thesis Statement  Essential to the DBQ- What is the angle that you are going to take? What are you going to prove?  Take a position & explain the issues of the question  AP Graders aren’t necessarily looking for the right answer, but rather for the writer’s ability to analyze and use documents to support the thesis! An introduction to the main arguments of the essay to be developed in the body (should align w/ the topic sentences for each body paragraph)  Body Usually 3 paragraphs (Think rule of 3!) Emphasis on Document Analysis (evidence)  Document Analysis should provide the relevance for the Topic Sentence of the paragraph since the Topic Sentence should provide relevance to your Thesis Will address historical thinking skills such as…  Causation (ex: cause & effect)  Comparison (ex: similarities & differences)  Continuity & Change over Time  Periodization (Historical development specified in a prompt was higher or lesser value than a different event)  Conclusion Recap (NOT A RESTATE) of the thesis: How did you prove your argument (thesis?) Historical Relevancy? Remember to connect to future history!  Note: Long Essays are similar to the structure of the DBQ. Only difference is that outside knowledge is emphasized throughout & no documents are used when writing a long essay!

 Your analysis of the Documents are used to help prove your thesis; therefore the documents becoming the evidence  Two Purposes An additional source of relevant evidence (in addition to your outside knowledge) A way of demonstrating the effective analysis of sources with often differing and conflicting points of view  Arrangement of the Documents will most likely be in chronological order… however, you should use the documents in any preferred order when writing the DBQ  When citing the documents: Brief references are enough… quoting should be minimal  Some documents will be used more (or focused upon more) than others… That’s okay!

 In addition to making historical inferences when analyzing the document, you must acknowledge a few of the following for each document… Author’s point of view Intended audience of document Purpose of the document Historical Context  Think HIPPO (Historical Context, Intended Audience, Point of View, Purpose, Organization/ Use in Argument)

 How to use it? Thesis Paragraph  Providing the historical background (Historical Scene) Body  Used in adjacent w/ the document analysis (to provide historical context ) Conclusion  Used to connect future historical trends

 Act of combining ideas into a unified idea Applying all of the other historical thinking skills (such as Causation, Continuity & Change, Periodization, Comparison, Contextualization, Historical Argumentation, Appropriate Use of Relevant Historical Evidence, Interpretation) as well as drawing and fusing knowledge and methods from diverse sources and disciplines to develop a persuasive understanding of the past Synthesis also involves working to combine diverse and contradictory evidence to avoid a one-sided or narrow interpretation of the past

 Third person point of view  Avoid laundry lists Always briefly identify key concepts: legislation, people, events  Anticipate counter arguments  Remain objective  Transition sentences from one paragraph to the next  Avoid flowery language… Just get to the point!