1. The DBQ AP World History Ms. Sheets

2. About the DBQ
Primary purpose of DBQ is not to test students’ prior knowledge of subject matter. Rather, it evaluates their ability to formulate and support an answer from documentary evidence.
There is no single “correct” answer; various approaches and responses are possible.
Pretend you are a historian. You have already done all of your research (as evidenced by the documents), and you are now writing a paper where you must cite your evidence.

3. 1) Read the Prompt
Find and underline the key phrase
You will use the key phrase throughout your essay
Determine what is the prompt asking

4. 2004
2007
Based on the following documents, analyze the responses to the spread of Buddhism in China. What additional kind of document(s) would you need to evaluate the extent of Buddhism appeal in China?
Based on the following documents, analyze the responses to the spread of Buddhism in China. What additional kind of document(s) would you need to evaluate the extent of Buddhism appeal in China?
Using the documents, analyze Han and Roman attitudes toward technology. Identify an additional type of document and explain briefly how it would help our analysis.
Using the documents, analyze Han and Roman attitudes toward technology. Identify an additional type of document and explain briefly how it would help our analysis.

5. 2006
2008
Using the documents, analyze the social and economic effects of the global flow of silver from the mid-sixteenth century to the early eighteenth century.
Using the documents, analyze the social and economic effects of the global flow of silver from the mid-sixteenth century to the early eighteenth century.
Based on the following documents, analyze factors that shaped the modern Olympic movement from to 2002.
Based on the following documents, analyze factors that shaped the modern Olympic movement from to 2002.

6. 2) Read and analyze the documents
Documents are chosen on the basis of both the information they convey about the topic and the perspective that they offer.
Documents should be used to illustrate points the student is making in the essay.
Students are not expected to have particular knowledge of every document’s author or topic or to include knowledge outside of the documents in order to receive the highest score.

7. Questions to Ask About the Documents
What is the document saying?
Is the document similar or different to others in terms of content?
Who is speaking? (Attribution)
Why is this person significant?
What is the speaker’s POV?
Is this speaker/source reliable or accurate?
What is the author’s tone?

8. 2008 DBQ
Documents 1-10

9. Founder of Modern Olympics Share athletes around the globe
Document #1:
Founder of Modern Olympics
Share athletes around the globe
Process will promote peace
“utopia,” free trade
SPICE themes?

10. 2% women participation (attribution) Photograph – POV for photographer
Summary of Documents
Document #2:
2% women participation (attribution)
Photograph – POV for photographer
Empty stands
Long skirt: still must adhere to cultural standards
SPICE themes?

11. Idea that Nazism > democracy
Summary of Documents
Document #3:
Cheating
Idea that Nazism > democracy
More than just a skiing competition; political competition too
SPICE themes?

12. Soviets’ enemies, Cold War
Summary of Documents
Document #4:
Competed in the 1952 games
Soviets’ enemies, Cold War
Russians vs. Americans
“Got to beat ‘em”
SPICE themes?

13. “Defeated enemy syndrome” World trade power “Magic of the Olympics”
Summary of Documents
Document #5:
“Defeated enemy syndrome”
World trade power
“Magic of the Olympics”
National crusades
Saving economic power of Olympics
SPICE themes?

14. USSR seen as “beacon of peace, democracy”
Summary of Documents
Document #6:
USSR seen as “beacon of peace, democracy”
Propaganda, Soviet achievements
SPICE themes?

15. Corporations as top sponsors Korean companies not among top sponsors
Summary of Documents
Document #7:
Corporations as top sponsors
Korean companies not among top sponsors
“failed to avail itself of an opportunity”
“stand to make a lot of gold”
SPICE themes?

16. 29% female participation (attribution) Women representation
Summary of Documents
Document #8:
29% female participation (attribution)
Women representation
“Running in shorts”
“psychologically, they don’t think so”
SPICE themes?

17. Not US Government spending (misleading)
Summary of Documents
Document #9:
Millions of US dollars fees paid to Olympic Committee for broadcasting rights
increase
Not US Government spending (misleading)
SPICE themes?

18. Pakistan’s team’s performance “tarnished” national pride
Summary of Documents
Document #10:
2000 field hockey team
Pakistan’s team’s performance “tarnished” national pride
Discusses partition of India, archrivals
2nd place 1956, Gold in 1960
SPICE themes?

19. 3) Group the Documents
MUST have AT LEAST 3 groups/paragraphs
A group must include more than one document.
Any document can be used twice (or more), but it MUST be used at least once.
The documents are chosen because they have similarities with one another; you have to find those!

20. 4) Write your thesis
Provide an answer to the prompt, but use your own language (do not use “the phrase”)
Provide groups in thesis
These will be your paragraphs
Provide Place / Time (exactly as stated in DBQ prompt if provided)
Must be written in a single sentence (straightforward, state it quickly, and move on)
Restate prompt
Define groups
Develop timeframe

21. Prompt
Analyze the relationship between a child and his/her parent from the child’s birth to the age of forty.
Restatement:
The relationship between a child and her parent from the child’s birth to the age of forty includes a loving relationship as a child, one that is tense as a teenager, and a good relationship again as an adult.
This is considered a simple restatement of the prompt because it uses “the phrase” and would not receive a point on the AP.

22. Prompt 2) Develop Groups: Loving/child Dependency and affection
Analyze the relationship between a child and his/her parent from the child’s birth to the age of forty.
2) Develop Groups:
Loving/child Dependency and affection
Tense/teenager Irritation and embarrassment
Better/adult Appreciation through maturity

23. Prompt 3) Develop timeframe:
Analyze the relationship between a child and his/her parent from the child’s birth to the age of forty.
3) Develop timeframe:
A young child is both dependent on his parent and excited to show the parent affection, yet as the child grows older, he is often irritated and embarrassed by his parent as a teenager, until by adulthood the child has come to appreciate what the parent did for the child in his youth.

24. 5) Write
Thesis Statement as Introduction
Body Paragraph (x3)
- Topic Sentence (provide group; use phrase)
- Doc 1 (example)
- Concrete and Specific Details
- Commentary / Connection to topic or thesis
- POV Statement (if applicable)
- Analysis (Why is this with the others)
- Additional Document (if applicable)
- Concluding Statement

25. How to Cite Documents in the DBQ
Use in-text citation.
Winston Churchill, in a letter to Franklin D. Roosevelt, argued that (Doc 7).
King Louis XIV believed that (Doc 1).
The graph reveals an increase in cotton production after the introduction of machines (Doc 4).
DO NOT begin with “In Document ”

26. Understanding vs. Using for Evidence
Christopher Columbus states that he was “shocked and appalled” by the nakedness of the indigenous people (Doc 4).
This statement reveals that you understand Document 4. Though this statement is important for letting the reader know you understood what you have read, you are doing nothing but retelling what you have just read; this statement does not count as evidence.

27. Understanding vs. Using for Evidence
Christopher Columbus states that he was “shocked and appalled” by the nakedness of the indigenous people (Doc 4). This reveals that Columbus was imposing his European ideas regarding clothing and decorum upon a group of people who were foreign to those ideas. Therefore, pre-conceived cultural notions affected the first meetings of the Old and New World.
These statement reveals that you both understand Document 4 and are using this document for evidence. The first sentence is a mere regurgitation of what Document 4 states. The next statement is YOUR INTERPRETATION of the document. You are pulling out what is significant about the document and sharing it with the reader.

28. Point of View Statement
Identify who is speaking
Explain what they believe
Why do they believe that? Is it tied it to their group/classification? Remember, position informs opinion.
Think about the dress code What would you think about that if you were the principal, or maybe a student? Does WHO you are change HOW you think about that issue?
Write your POV statement in one of the following formats:
As a _______, it is understandable that ________________.
As a _______, one can see why _____ felt that __________.
As a _______, one can assume that _______ felt that _____.

29. Point of View Statement
POV will often focus on demonstrating that the gender, class, religion, occupation, nationality, political position, race or ethnic identity of the author would influence/affect his opinions.
So, WHY did the author write what he/she had?
Example:
As a Japanese peasant overworked, exhausted and often ill in the cotton factory, Aika Shunsuke felt resentful towards the wealthy factory managers since she saw herself and her family as exploited by these men.

30. Additional Document Document that you would like to consult and WHY
At least 1 per paragraph
Students only get credit if they explain WHY
Should be something that illustrates a perspective, point of view, or issue that is not represented in the document  students will not get credit for a repeat
Doesn’t have to be a document that DOES exist has to be one that COULD exist.
An additional document that would _____(use the phrase)_______ would be _______. This would reveal/show _________.

31. Practice Additional Document
An Olympic athlete competing in the 1892 games; did this person view the Olympics in the way that it was envisioned by de Coubertin?
Document 1
An additional document that would help me learn more about factors that shaped the modern Olympic movement would be an article detailing the perspective of an Olympic athlete who competed in the 1892 games. This document could show us if this athlete viewed the Olympics in the way that they were envisioned by de Coubertin, thus revealing if de Coubertin’s dreams of political utopia were shared by others.

32. 6) Check your work
Go through the rubric to make sure you have everything you need.
Did you use every document?
Is your thesis clear without being a simple restatement of the prompt?

33. DBQ Rubric Handout What does the AP require I do?
What must I do for this class?