You can have documents that fall into more than one group, but the big picture tip to remember is to group in response to the prompt. This is an absolute must. It answers the question of the motive behind the document. S represents Speaker or Source. You want to begin by asking yourself who is the source of the document. Think about the background of this source. Where do they come from? What do they do? Are they male or female? What are their respective views on religion or philosophy?
How old are they? O stands for occasion. You want to ask yourself when the document was said, where was it said, and why it may have been created. A represents for audience. Think about who this person wanted to share this document with.
What medium was the document originally delivered in? Is it delivered through an official document or is it an artistic piece like a painting? P stands for purpose.
Ask again, why did this person create or say this document? What is the main motive behind the document? S is for the subject of the document. This is where you see if you have an understanding of how the subject relates to the question the test is asking you.
Think about if there are other documents or pieces of history that could further support or not support this document source.
Tone poses the question of what the tone of the document is. This relates closely with speaker. Think about how the creator of the document says certain things. Think about the connotations of certain words. Explicitly state your analysis of POV: Your reader is not psychic. He or she cannot simply read your mind and understand exactly why you are rewriting a quotation by a person from a document. Assessing Charts and Tables: If you do, ask yourself questions like where the data is coming from, how the data was collected, who released the data, etc.
When you come across maps, look at the corners and center of the map. Think about why the map may be oriented in a certain way. Think about if the title of the map or the legend reveals anything about the culture the map originates from. Think about how the map was created—where did the information for the map come from. Think about who the map was intended for. If you come across more artistic documents such as literature, songs, editorials, or advertisements, you want to really think about the motive of why the piece of art or creative writing was made and who the document was intended for.
Be careful with blanket statements: Just because a certain point of view is expressed in a document does not mean that POV applies to everyone from that area. When drawing from the documents, you need to explicitly state which author and document you are citing. Bias will always exist: Do not fall into the trap of thinking just because there are numbers, it means the numbers are foolproof.
Be creative with introducing bias: Many students understand that they need to show their understanding that documents can be biased, but they go about it the wrong way. Refer back to the question: This is one way you clearly demonstrate that you spent a few minutes planning your essay in the very beginning.
Leave yourself out of it: Do not refer to yourself when writing your DBQ essays! Stay grounded to the documents: All of your core arguments must be supported through the use of the documents.
Do not form the majority of your arguments on what you know from class. Use what you learned in class instead to bolster your arguments in relation to the documents presented. Start essay practice early: At least one month before the AP World History exam date, organize a few essay questions you will work through for the next four weeks before the test. Find a proctor whether that be a parent, peer, or teacher and have them simulate a timed test as you answer the essay. Familiarize yourself with the time limits: Part of the reason why we suggest practicing essays early is so that you get so good at writing them that you understand exactly how much time you have left when you begin writing your second to last paragraph.
If you have never looked at an AP World History grading rubric before you enter the test, you are going in blind. You must know the rubric like the back of your hand so that you can ensure you tackle all the points the grader is looking for.
Here are the Scoring Guidelines. Read the historical background: You know that little blurb at the beginning of the document? The historical background is like a freebie—it can tell you the time period of the document and shed a little insight into the POV of the source. Familiarize yourself with analyses of art: This one is optional, but a great way to really get used to analyzing art is to visit an art museum and to listen to the way that art is described.
You know that saying, history repeats itself? This is especially true with AP World History. The beauty of AP World History is when you understand the core concept being tested and the patterns in history; you can deduce the answer of the question.
Identify what exactly is being asked and then go through the process of elimination to figure out the correct answer. Now, this does not mean do not study at all. This means, rather than study random facts about world history, really focus in on understanding the way history interacts with different parts of the world. Think about how minorities have changed over the course of history, their roles in society, etc.
You want to look at things at the big picture so that you can have a strong grasp of each time period tested. Familiarize with AP-style questions: Find a review source to practice AP World History questions. Make note of pain points: Figure out what you do not know so well and re-read that chapter of your textbook.
Then, create flashcards of the key concepts of that chapter along with key events from that time period.
Supplement practice with video lectures: A fast way to learn is to do practice problems, identify where you are struggling, learn that concept more intently, and then to practice again. Crash Course has created an incredibly insightful series of World History videos you can watch on YouTube here. Afterwards, go back and practice again. Practice makes perfect, especially when it comes to AP World History. Strike out wrong answer choices: The second you can eliminate an answer choice, strike out the letter of that answer choice and circle the word or phrase behind why that answer choice is incorrect.
This way, when you review your answers at the very end, you can quickly check through all of your answers. There is no guessing penalty for doing so, so take full advantage of this! Use high polymer erasers: The exam writers do this on purpose. The proctor will make timing announcements, and it is recommended that you spend 45 minutes writing the document-based question, and 40 minutes writing the long essay question.
You will want to spend the first 10 minutes of the suggested reading period on the DBQ since this essay requires the most preparation time. Use the remaining five minutes to read and prep for the long essay question. Documents can be of many different sorts. They can be pictures, photographs, maps, charts, graphs, or text.
Written documents are usually excerpts of much longer pieces that have been edited specifically for the exam. They could be from personal letters, private journals, official decrees, public speeches, or propaganda posters. Obviously, the nature of the source should guide you in how you analyze the document. Often, students have a harder time analyzing the visual and graphic sources than the written sources.
Even so, use all of the documents in your essay, treating the non-written sources with the same attention as the written ones. All of the essay questions on the AP World History exam will be presented in a booklet. Feel free to write notes in this booklet as you read the documents and to underline important words in both the source line and the document itself. Nothing in the booklet is read as part of the essay scoring.
Use the generous margins for notes that will help you group the documents together and discuss their points of view. Jot down notes about the background of the authors in the margins.
At the bottom of the document, write a short phrase that summarizes the basic meaning of the document, its purpose why it was written , and a missing piece of evidence that could relate to the document. If the document is a speech, the missing evidence could be the perception of those listening to the speech. If the document is a government declaration, the missing evidence could be information about how effectively the declaration was carried out. It is also helpful to pause after reading all of the documents to consider evidence that would provide a more complete understanding of the issue.
Then you can suggest an additional document. Once you have finished reading and have made short notes of all of the documents, reread the question. Again, note what the question asks. If you have not done so already, mark which documents address the different issues that the question includes. Group the documents by their similarities. At this point, you should be able to draw enough conclusions to organize a strong, analytical thesis. At the end of the 15 minutes, the proctor will announce that the time is up for the suggested reading period.
If you have not yet finished reading and organizing your essays, take a few more minutes to finish up. A few students might be ready to write before the end of the reading period, but most find that the given time is just about right.
Let’s take a look at a sample AP World History DBQ question and techniques to construct a solid thesis. Using the following documents, analyze how the Ottoman government viewed ethnic and religious groups within its empire for the period –
Sep 03, · How to Write a DBQ Essay Four Parts: Analyzing the Documents Developing an Argument Drafting Your Essay Revising Your Draft Community Q&A In the past, Document Based Questions (DBQ) were rarely found outside of AP history exams%(7).
AP World History Student Samples Aligned to the Rubrics - Long Essay Question 2 Sample student responses to an AP World History long essay question, scored using the AP history rubric. Includes scoring guidelines and commentary. Section II of the AP World History exam is divided into two parts: the document-based question (DBQ) and the long-essay question. The first part of Section II is the document-based question (DBQ). This essay asks you to think like a historian; it will ask a specific question and present 4 .
Overall AP World History DBQ Essay Tips & Advice 1. Start essay practice early: At least one month before the AP World History exam date, organize a few essay questions you will work through for the next four weeks before the test. Indentured servitude had an overall negative impact on the world. Although employers benefited from their work, most others had suffered, and this had a definite impact on the lower classes. Despite the fact that indentured servitude was a more attractive alternative to slavery, it still had a somewhat equally negative global effect.