Writing the DBQ AP European History

Two Parts: Four Sections

SectionQuestion Type Number of Questions TimingPercentageof Score I AMultiple Choice 5555 Minutes40% I BShort Answer 450 Minutes20% II ADBQ155 Minutes25% II BLong Essay1 out of 235 Minutes15%

THE DBQ  Essay based on a set of 7documents. Documents may include written or visual primary sources (quotes, letters, speeches, decrees, laws, political cartoons, drawings, maps, photos, etc.)  The DBQ counts for approximately half of the essay section or about 1/4 of your entire AP Exam! (twice as important as each of the other two essays – which count about 1/8 each.). The DBQ is “ muy importante!”  You have 55 Minutes which includes reading time. Give yourself about 15 minutes to read and group documents!

 Maximum Possible Points: 7  A. Thesis: 0-1 point  B. Analysis of Historical Evidence and Support of Argument. 0-3  Analysis of Outside Examples to Support Thesis/Argument 0-1 point points (gives you possible 4 points in this category)  C. Contextualization: 0-1 point  D. Synthesis: 0-1 point

 For all three points here you must include: 1.Plausible argument for all or all but one of the documents. 2.Explicitly uses documents to support analysis. 3.Uses APPARTS for all or all but one of the documents. 4.Bonus Point for outside and relevant information. Note that this equals about 15% of your total answer.

 Accurately and explicitly connects historical phenomena relevant to the argument based on the documents to broader historical events and/or processes.  This is where the theme comes in to play. What does it mean and why?

 Appropriately extends or modifies the stated thesis or argument or…  Recognizes and effectively accounts for disparate, sometimes contradictory evidence from primary sources and/or secondary works in crafting argument or…  Connects argument to other historical periods, geographical areas, contexts, or circumstances or….  Draws on appropriate ideas and methods from different fields of inquiry or disciplines in support of the argument. (Think AP English here!)

DBQ: THE MISSION  Write a 5 body paragraph essay – intro/thesis paragraph, 3 body paragraphs based on three groupings of documents and a conclusion paragraph.  Group the documents in at least three different ways which help answer the prompt.  Write a complex thesis which answers ALL parts of the prompt and includes three ways to prove your argument.  Attempt to use all the documents in your essay. Support your thesis with them. Analyze them using APPARTS.  Identify bias and the author’s point of view at least 3 times in your essay and connect to specific documents.

 Acceptable thesis statements create an argument that responds to both tasks; identifying at least one relevant view and at least one example of intellectual change for the period. (AP, 2015)  Use active voice. Think Precis.  Concentrate on rhetorically accurate verbs  Do not simply restate but name assertion and balance with “that” linked with a causation.

THESIS  Example prompt:  “Analyze the various causes of the Thirty Year’s War in Europe during the 17 th century.”  It is not sufficient to merely state in your thesis, “There were many causes of the Thirty Years War.” You have not given a specific, explicit answer to the question and will lose points on basic core 1 and 4.  What WERE the causes??? Be specific!!

THESIS  A better thesis would be…  “Although the Thirty Year’s War erupted around religious conflicts between Catholics and Protestants in Europe during the 17 th century, competition between growing national monarchies and the weakening of the Church’s secular authority in Europe fueled the outbreak of this destructive conflict.”  This thesis gives a specific, explicit answer to the prompt and provides three groupings of documents which help support the thesis:  Group 1 – Conflict between Catholics & Protestants  Group 2 – Growing national monarchies  Group 3 – Weakening of Church authority

THESIS CHECKLIST Think of your thesis as the trinity of writing…always in threes. 1.Answer the question that is asked in one or two CONNECTING sentences (this is your argument). 2.Indicate the groups (3) that you will use to address the question. 3.Remember the “Rule of Three”: three ideas in your thesis which are the three groupings of documents, and at least three documents per grouping!

Obviously, you should always write your thesis AFTER you’ve grouped your documents. Practice now using hand out!

GROUPING  Common methods of grouping documents include organizing by gender, time, social class, occupation, geography, nationality, culture, similar points of view, or religion.  Make sure all of your groupings ANSWER THE PROMPT!  Documents may be used in more than one group. You do not need an even number of documents in each group.  Always include at least three documents per grouping. It will prevent a failed group if you misinterpret one document. If you get stuck – use PRIMES or SPRIITE as your “safety net” groupings. Be careful of being too formulaic.

“Despite the fact that the Thirty Year’s War was fought primarily over religious conflicts between Catholics and Protestants in Europe during the 17th century, competition between growing national monarchies and the weakening of the Church’s secular authority in Europe were just as significant to the outbreak of this destructive conflict.” Group 1 Topic Sentence Group 2 Topic Sentence Group 3 Topic Sentence 3 pieces of Evidence from Docs. Conclusion DBQ Outline

USE OF DOCUMENTS  Use of a document is defined as citing, quoting, paraphrasing, listing, summarizing, mentioning, analyzing, interpreting, or critiquing the documents in any way.  For example, “Martin Luther, a German monk and theologian believed that salvation could be achieved “through faith alone” (doc.1).  Always include parenthetical citation after you’ve used a document. Why?

POV ANALYSIS  Consider the following about each author:  Title, position, or job (economic motives, political motives, etc.)  Male/female  Country or religion of the person  Date the statement was made (around a war? other historical event?)  Consider the type of document and why it was created:  Political speech, diary entry, newspaper article, official decree, etc.  Pictures, paintings – who paid for it?

Source: Pope Urban II, at the Council of Clermont, calling for the first Crusade, November, “Your brethren who live in the Middle East are in urgent need of your help… For, as most of you have heard, the Turks and the Arabs have attacked them and have conquered the territory of the Byzantine Empire… They have occupied more and more of the lands of the Christians…They have killed and captured many, and have destroyed the churches and devastated the Empire…” EXAMPLE DOCUMENT

A.S.A.P. (Attribute the Source + Analyze POV) Pope Urban II, leader of the Roman Catholic Church during the 11 th century, characterized Muslims in the Middle East as destructive and hostile peoples (doc.4). Obviously, as Pope, he would want to portray the Arabs as warlike in order to gain support for a Crusade to liberate and restore Christian title to the “Holy Land”, which would increase his political and religious authority in addition to providing the Church with increased tax revenue from lucrative eastern trade routes.

“It is not surprising that Source X would make this statement because...” “This document is fairly reliable because...” “The author of this document may be biased because...” “Because Document 5 is a diary entry, the author is most likely not seeking to gain publicity or influence opinions.” POV ANALYSIS FORMULAS

If you get stuck - remember the word: OBVIOUSLY!!! POINT OF VIEW ANALYSIS

EXPANDED CORE  Up to three points are given based on how well a student accomplishes the examples given for the Expanded Core.  Unlike the Basic Core, the Expanded Core can be viewed as somewhat subjective.  Concentrate on these four expanded core criteria (easiest way to earn expanded core points): 1. Persuasive use of documents as evidence 2. Addressing all parts of the question thoroughly 3. Analyzing point of view or bias in most of the documents 4. Additional groupings or other forms of analysis

DBQ REVIEW STEP-BY-STEP!  Read and understand the prompt.  Quickly tackle the documents to look for categories to form your thesis – make notes or a quick chart.  Draft your thesis and note your groups. Make sure your thesis and groupings answer all parts of the prompt.  Determine which documents will work for POV analysis. Attempt to write POV analysis statements for MOST documents.  Draft your topic sentences. Write your essay!

DBQ SECRETS TO SUCCESS!  Make sure you know what the question is asking.  Look for the point of view of the author of each document.  Take into account the social status, educational background, profession or other biographical information of the author of each document.  Look very carefully at the date of each document.  Look for change over time in the documents.  Look for possible solutions in the documents.  Remember that the documents are not necessarily facts. Many times the documents simply express an opinion or perception.  Respect the documents.  Do not make a document say something it doesn't really say.  Assume the reader of the exam knows the documents inside and out but cite the documents that you use either with author & number.  Do not ramble.  Documents are often given in chronological order BUT do not use them in chronological order.  Use of all the documents if possible. Don't force the documents to fit, though.  The thesis must not be simply a restatement of the question.  Use the rule of “3" – 3 ideas in thesis, 3 groupings of documents, at least 3 points of view, etc.  Answer the question that is asked and address each part of the question.  Remember that there is no one right answer one right way to group documents on the DBQ.  Use a grid or chart to organize your information.  Use outside historical information to bolster your essay.  Do not include information in your essay unless you are sure it is correct.