1. Aim: How Can I Write AP World History Essays?
Warm-Up: Using a Venn Diagram, compare and contrast Miley Cyrus and Taylor Swift (in a manner that is appropriate for school).

3. Developing a Thesis Statement
Based on the information in your Venn Diagram, what conclusions can you draw? Using your conclusions, you will now create a thesis statement.
A thesis statement should be a specific argument (1-2 sentences) that answers the question at hand. When lacking a question, create your own!
Example: While Miley Cyrus and Taylor Swift are both ________ and _________, Miley/Taylor is a superior __________ because ________ and ____________.

4. AP World History Thesis Practice
Example Test Question Prompt: Compare and contrast the Roman Empire during 206 BCE-220 CE with the Spanish Empire of the sixteenth century.
What differences do you see in the thesis statements below?
A: “There were many similarities and differences between the Roman Empire during 206 BCE-200 CE and the Spanish Empire of the sixteenth century.”
B: “There were many similarities and differences between the Roman Empire during 206 BCE-220 CE and the Spanish Empire of the sixteenth century. One was land-based while the other was sea-based yet they both grew rich from conquest of territory outside their boundaries.”

5. The AP World History Exam: An Overview
The multiple-choice section of the examination accounts for half of the student's exam score, and the free-response section for the other half.
Type of Question
# of Questions
Timing
Multiple Choice 70
55 minutes
Document-Based Question 1
50 minutes (includes a 10 minute reading period)
Continuity and Change-Over-Time Essay
40 minutes
Comparative Essay

6. 5 Steps to Attack the DBQ Thesis Statement Author’s Point of View
Grouping Historical Documents
Translating Historical Documents
Additional Historical Documents

7. Author’s Point of View
A) According to AP World History DBQ guidelines, the author’s point of view must be discussed within a DBQ essay at least twice. B) When discussing the author’s point of view, it is best to quote and/or translate why the author is biased toward a particular issue or why they have the views they have. C) When grouping historical documents, they must be placed or “translated” into proper groupings. In other words, the grouping of documents must make sense and present at least two sides of an issue or argument. D) Historical documents can be organized into main groups, groups within main groups, and cross groupings.
On a piece of paper, write 1-2 sentences about your first day back to school. Then exchange your paper with another student.
When we read some of these out loud, write down as many ways you can think of as to how we can group these documents.

8. Author’s Point of View: Main Groups
DBQ Essay: Muslim and Christian views toward merchants and trade from the origins of Christianity and Islam until 1500.
Documents 1, 3, 4, and 6 support Christian views towards merchants and
trade. For example, in document 1………

9. Author’s Point of View: Groups Within Groups
DBQ Essay: Muslim and Christian views toward merchants and trade from the origins of Christianity and Islam until 1500.
Documents 1 and 6 support Christian views towards merchants and trade when
it comes to the original views Christians had towards merchants
and trade. For example, in document 1………

10. Author’s Point of View: Cross Groupings
DBQ Essay: Muslim and Christian views toward merchants and trade from the origins of Christianity and Islam until Documents 1 and 5 support Christian and Muslim views against merchants and trade. For example, in document 1………

11. Translating Historical Documents
A) According to AP World History DBQ guidelines, the translation of historical documents must be discussed throughout the entire DBQ essay. B) Translations of all but one of the given historical documents within a DBQ essay prompt are required. C) When translating historical documents, it is best to not only translate the meaning of the historical documents, but to also translate how the documents fit into unique groupings and support those groupings.

12. Additional Historical Documents
A) According to AP World History DBQ guidelines, an additional historical document must be discussed within a DBQ essay at least once. B) When discussing the additional historical document, it is best to argue how the additional historical document will help support the argument of the essay. C) Additional historical documents used could be any historical document and does not have to necessarily exist. Some examples of historical documents that could be used include government documents, treaties between nations, maps, ship manifests or logs, trade documents, letters to Kings/Queens, etc.

13. DBQ Grading Rubric Basic Core (7 points total) Score
1 Point Has acceptable thesis.
1 Point Demonstrates understanding of basic meaning of all documents or all but one. Merely listing or grouping the documents does not suffice. Must include a short explanation of the document.
2 Points Supports thesis with appropriate evidence from all or all but one document AND be connected to the thesis.
1 Point Analyzes point of view in at least two documents.
· POV explains why this particular person might have this particular opinion OR what particular
feature informs the author’s POV.
· Students must move beyond mere description of that individual by considering and explaining the tone, the characteristics of the author, the intended audience and/or how the intended outcome may have influenced the author’s opinion.
1 Point Analyzes documents by grouping them in AT LEAST one clear way.
1 Point Identifies and explains the need for one type of appropriate additional document or source.
Expanded Core (2 points possible) *Student must achieve all 7 basic core points to be eligible. Has a clear, analytical, and comprehensive thesis. Shows careful and insightful analysis of the documents · Analyzes POV in more than two documents. · Analyzes the documents in additional ways—groupings, comparisons · Brings in relevant “outside” historical content.
· Identifies more than one type of appropriate additional document or provides a particularly
sophisticated explanation of why the additional document is necessary.