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APUSH DBQ Introduction
Transcript of APUSH DBQ Introduction
making sure you understand
all parts of the question. Released 2005 B version :
In the early nineteenth century, Americans sought to resolve their political disputes through compromise, yet by 1860 this no longer seemed possible. Analyze the reasons for this change.
Use the documents and your knowledge of the period 1820-1860 in constructing your response. Step 3: Create a preliminary thesis
that makes an assertion on the prompt include your rough thoughts on your points of validation (a, b, c, paragraph topics) What is the question asking you to do?
Is there a time frame? Step 2:
Brainstorm everything you remember about the topic ! Examples:
Kansas Nebraska Act
Compromise of 1850
Continue this brainstorm Discuss options as a class.... Step 4: Read and analyze all documents using APPARTS. Circle information that
catches your attention. Jot down outside information. Fill in the “Yes /But” chart. Step 5:
“Cluster” everything you
know about the topic. Think big categories (permits)
and structure of the essay
Once you "bucket" the information - then think levels of specificity Step 6: Put everything together. Make final adjustments to your thesis. Select information to defend your thesis. Acknowledge and prepare to destroy counterarguments. Step 7: Write the Essay. The DBQ should take 60 minutes to answer. Spend 15-20 minutes on the first six steps. Writing the essay should then take 40-45 minutes. Don’t explain documents -- that is not your task.! AP readers have a list and a summary for each document. Use documents to reinforce your main points and outside information.
Don’t rewrite large portions of documents. Do not quote, paraphrase and clearly reference the document. You job is to demonstrate how the doc and your understanding of it supports your argument.
Reference author’s you are citing (e.g. …“In the letter by Abraham Lincoln”)
Cite every document used, e.g., (A), (F) Write your essay just like you write your FRE with the exceptions of inserting the docs, see below.... Rubric for Evaluating
Student Name:__________________________________________________ Final Score:________
8 – 9 (High)
._____ Well-developed thesis that addresses the question
._____ Considerable specific and relevant outside information to support the thesis
._____ Effective analysis of a substantial number of documents
._____ Well-written and clearly organized
._____ May contain minor factual errors that do not detract from the overall quality of the essay
5 – 7 (Medium)
._____ Acceptable thesis
._____ Some specific and relevant outside information to support the thesis
._____ Effective analysis of some of the documents
._____ Acceptable writing and organization
._____ May contain factual errors that do not seriously detract from the quality of the essay
2 – 4 (Low)
._____ Thesis is nonexistent, confused, or unfocused
_____ Little specific or relevant outside information
._____ Little or no analysis of the documents
._____ Problems in writing and organization that detract from the quality of the essay
._____ Contains major factual errors
0 – 1
_____ Incompetent or inappropriate response to the question
_____ Little or no factual information; substantial factual errors
_____ Completely off topic; the paper is blank or not turned in Improve Scores on the DBQ
1. DBQ essays with no outside information or no analysis of the documents will receive a score
no higher than four on a nine-point assessment. A thorough analysis of the documents with
an adequate thesis and no outside information will generally receive a four. Students who
add some outside information will generally receive a five or higher.
2. Students should use specific names, terms, and events (i.e., proper nouns) as outside
3. Making an inference from a document can count as outside information.
4. Students should make sure they stay in the time period required by the question.
5. Simply restating what a document is about is not enough. Students should make sure they
6. Students should avoid writing a “laundry-list” analysis of each document.
analyze documents and make inferences from the documents.
7. Students should avoid quoting long passages from the documents; this leaves little time for
analysis of the documents.
8. Students should make sure they keep returning to the main topic of the essay.
9. Students should use the introductory paragraph to define terms, provide historical
background, define the time period, and state points of validation. In most cases, students
should not write an introduction that is too long; introductory information should be kept to a
10. Errors in grammar and style are not a serious problem unless they detract from the
comprehension of the essay.
11. Students who make “Yes/But” statements will probably drive their scores into a higher range.
12. Students should refer to documents within the text of their essay (e.g., “According to the
Census Report of 1890 …” or “As evident in John Kennedy’s Address to Congress in 1961
…”). Note: student scores will not be hurt by referring to documents in parentheses using
the letter of the document (e.g., Document A).