2. Advanced Placement U.S. History Analyzing the Prompt

3. Objectives Understanding the various type of analytical questions asked on AP examsUnderstanding the various type of analytical questions asked on AP exams Systematic Methods of Breaking Down QuestionsSystematic Methods of Breaking Down Questions Complete and Accurate Comprehension of ConceptsComplete and Accurate Comprehension of Concepts Developing an ability to not merely summarize, but infer and draw conclusionsDeveloping an ability to not merely summarize, but infer and draw conclusions

4. Analyzing the Prompt The objective of prompt analysis is to declare or write a statement of position. This statement is your thesis. The first step of this process is to breakdown and delineate the prompt.

5. Common Openings (Task)  To what extent  How much, degree, quantity  In what ways/How  Give a number of reasons  Analyze  Separate, breakdown into parts, show relationships  Evaluate  Judge, value, rate, rank, show relationships  Describe/Discuss  Give detail, picture, relationships to other things not shown

6. Breaking down question Task –what you have to doTask –what you have to do Main idea- what the prompt’s aboutMain idea- what the prompt’s about Subtopics- other ideas related to main ideaSubtopics- other ideas related to main idea Time Period- what years you are to write onTime Period- what years you are to write on

7. Reflected in your essay Task –reflected in thesis/your positionTask –reflected in thesis/your position Main idea- also reflected in thesis/main positionMain idea- also reflected in thesis/main position Subtopics-body paragraphsSubtopics-body paragraphs Time Period-introduction and throughout.Time Period-introduction and throughout.

8. The Parameters Identifying Time and Place Identifying Time and Place  Years, era, decade, location, region, sections, urban, rural, foreign, domestic Identifying Sides or Positions Identifying Sides or Positions  Are you asked to take a side?

9. Organizing Your Thoughts 1.Cause and Effect What produces an event and what are the results or consequences 2.Pro and Con List reasons aimed at a conclusion 3.Positive and Negative Agreement, denying, refuse, support 4.Compare and Contrast

10. Charts and Diagrams You are often asked to compare and contrast, explain, or evaluate events from various documents. It is a higher level task that requires a schematic bank of criteria. The following is a brief taxonomy of economic, political, and social characteristics.

11. Economic Characteristics WorkWork MoneyMoney IndustryIndustry ConsumerismConsumerism UnionsUnions BarterBarter GeographyGeography CommerceCommerce TransportationTransportation Agriculture Means of exchange Apprenticeship Raw materials Trade Labor Advertising Natural resources monopolies

12. Political Characteristics LawsLaws VotingVoting WarWar ElectionsElections RulesRules DemocracyDemocracy BordersBorders Balance of powerBalance of power Checks and BalancesChecks and Balances Government Regulations Diplomacy Foreign relations Institutions Leadership Court Cases Enforcement Constitutional

13. Social Characteristics EducationEducation RecreationRecreation LeisureLeisure Ethnic groupsEthnic groups RelationshipsRelationships FamilyFamily ReligionReligion SchoolsSchools GamesGames literatureliterature Child rearing Communication Class Structure Organizations Entertainment Humanitarianism Discrimination Racism Violence

14. Describing and Analyzing In writing essays, lower grades are given to essays that only describe, higher grades are given to essays that analyze. Here is a glossary to distinguish which of these you are doing.In writing essays, lower grades are given to essays that only describe, higher grades are given to essays that analyze. Here is a glossary to distinguish which of these you are doing.

15. Describing DefineDefine RecordRecord ListList RecallRecall RelateRelate How muchHow much WhereWhere WhenWhen HowHow What does it mean Select Which one Choose Omit Match Which is best

16. Analyzing DistinguishDistinguish IdentifyIdentify DifferentiateDifferentiate AppraiseAppraise CalculateCalculate ExperimentExperiment TestTest CompareCompare ContrastContrast JustifyJustify Criticize Diagram Inspect Debate Inventory Question Relate Solve Examine Categorize

17. The Analytic Method Dissect the PromptDissect the Prompt Brainstorm for FactsBrainstorm for Facts Formulate the ThesisFormulate the Thesis Outline the EssayOutline the Essay Write out the Thesis ParagraphWrite out the Thesis Paragraph Get Down to BusinessGet Down to Business

18. Rubric for Prompts Superior (8-9) Expressed clearly, on topic/question, fully developedExpressed clearly, on topic/question, fully developed Substantial, relevant informationSubstantial, relevant information Understands complexity of the question; deals with questions in depth, although treatment may not be balancedUnderstands complexity of the question; deals with questions in depth, although treatment may not be balanced Effective analysisEffective analysis May contain minor errorsMay contain minor errors

19. Rubric for Prompts Competency (5-7) Clearly expressed with limited developmentClearly expressed with limited development Some relative informationSome relative information Limited understanding of complexity; may deal with only one aspect of the question in some depth, or with all in a more general wayLimited understanding of complexity; may deal with only one aspect of the question in some depth, or with all in a more general way Limited analysis, mostly describesLimited analysis, mostly describes May contain errors that do not detract from overall discussionMay contain errors that do not detract from overall discussion

20. Rubric for Prompts Some Competency (2-4) Comment may be confused or underdevelopedComment may be confused or underdeveloped Lacks supporting information, or information given is minimal or irrelevantLacks supporting information, or information given is minimal or irrelevant Ignores complexity; may deal with only one aspect of the question in a general way, or all respects in a superficial wayIgnores complexity; may deal with only one aspect of the question in a general way, or all respects in a superficial way No analysisNo analysis May contain major errorsMay contain major errors

21. Rubric for Prompts Incompetence (0-1) Incompetent responseIncompetent response Simple paraphrases or restatement of the question with no discussionSimple paraphrases or restatement of the question with no discussion Little or no understanding of the questionLittle or no understanding of the question

22. Grading Rubric to Essays www.collegeboard.org/ap

23. DBQ Instruction AP United States History

24. The D.B.Q. question consists of a statement and a time period, such as, "To what extent did the status of Blacks in America change during the period from 1940-1980?" Sometimes the question will include subtopics, as in, "To what extent did the social, political, and economic status of Blacks in America change during the period from 1940-1980?" If the question includes subtopics, you must write about those subtopics in your answer.

25. Sometimes the question will not be a question at all, but rather a statement which you are asked to agree or disagree with: "The status of Blacks in America changed radically during the period from 1940-1980. Use the documents and your knowledge of the time period to assess the validity of the statement." The question always calls for an opinion answer, so there is no right or wrong answer. The amount of points you get will depend upon how well you support your answer with the documents and with your own knowledge.

26. There are generally nine documents following the question, all of which date from the time period of the question. You can choose which to use, but you should use most of them. Most of the documents are short written excerpts, about 1-3 paragraphs in length. They may be parts of laws, court case rulings, official declarations, presidential addresses, editorials, speeches, books, or personal letters. Not all of the documents will be written excerpts; generally a D.B.Q. will include at least one or two political cartoons, pictures, charts, graphs, or maps.

27. When answering the D.B.Q., you should refer to the documents and also include historical details from your own knowledge. The graders look primarily for a thoughtful thesis statement, sound historical support, and good use of the documents to support your answer.

28. Tips For The DBQ Start with a clearly stated thesis.Start with a clearly stated thesis. –Good essays begin with a thesis statement, back it up with supporting evidence from documents and outside knowledge and, if time permits, restate the thesis at the end. Make sure you have additional outside information beyond the documents presented on the exam.Make sure you have additional outside information beyond the documents presented on the exam. –You need to demonstrate an ability to integrate outside knowledge in your document-based essay question as well as your ability to use the documents themselves Organize your response carefully.Organize your response carefully. –Make an outline before you begin your essay.

29. Tips For The DBQ Make sure that your thesis matches your own assessment and knowledge.Make sure that your thesis matches your own assessment and knowledge. –You should support a clear, simple thesis that can be supported using the documents and other outside information you may know. You may agree or disagree with the statement. Build an argument.Build an argument. –The best essays are those that marshal the positive arguments in favor of their position but that also refute or answer rival theses. Even if you think a statement is completely true, it is better to confront and negate the evidence that seems to refute it than to ignore the counterevidence completely.

30. Tips For The DBQ Integrate the documents and your analysis.Integrate the documents and your analysis. –You do not have to use all of the documents but you must use the majority of them and integrate them well. Don't merely explain what is stated in the documents. Use the documents as part of an integrated essay in support of your thesis. Don't quote large portions of the documents.Don't quote large portions of the documents. –The reader of the essays are already familiar with the documents. You can quote a short passage or two if necessary to make your point, but don't waste time or space reciting them.

31. Tips For The DBQ Do take a stand on the question. Draw a definite conclusion from the historical facts and documents.Do take a stand on the question. Draw a definite conclusion from the historical facts and documents. –Do not spend your essay explaining that there are many different points of view and that you cannot draw any definite conclusion about the question. Make Sure You Do Use the DocumentsMake Sure You Do Use the Documents –Using the documents means to refer to them and not to depend on them. Generally, you should use one more than half the documents.

32. Analyzing the Documents P E A K E R C C A S S I O N U D I E N C E U R P O S E I G N I F C A N C E