Document-Based Questions Document-based questions are one of three different types of essays you will need to be able to write on the AP exam, and in class. Because the document-based question DBQ is a skills-based essay rather than a content-based question, it has a lot of moving parts. This can make the DBQ seem very difficult to students who have not yet developed the analytical and writing skills used in this type of essay— but those skills can be developed with time and practice. And the DBQ has one great advantage:
Crafting a Solid Thesis Statement You have one chance to make a good first impression. Usually, an AP World History reader can tell within the first few sentences whether or not an essay is going to be strong. A few essays can recover after a poor start, but first impressions matter.
Consequently, nothing is more important in the first paragraph than the clear statement of an analytical thesis. Different kinds of writings demand different types of opening paragraphs. In English class, you may learn a style of essay writing that asks for general background information in a first paragraph.
On a DBQ, however, you do not have much time. The reader is most interested in seeing a strong thesis as soon as possible. Your thesis can be more than just one sentence. With the compound questions often asked by the DBQ, two sentences might be needed to complete the idea.
To score well, the thesis needs to include specific information that responds to the question.
Many students think they have written a thesis when, in actuality, they have not; their opening paragraphs are just too general and unspecific. Kaplan Pro Tip Your thesis can be in the first or last paragraph of your essay, but it cannot be split between the two.
Many times, your original thesis is too simple to gain the point. A good idea is to write a concluding paragraph that might extend your original thesis.
Think of a way to restate your thesis, adding information from your analysis of the documents. The thesis is that part of your essay that 1 specifically addresses the terms of the question and 2 sets up the structure for the rest of your essay. It says very little about how the essay is structured.
There were many ways in which the Ottoman government viewed ethnic and religious groups. The next statement paraphrases the historical background and does not address the question. It would not receive credit for being a thesis.
The Ottoman government brought reforms in the Constitution of The empire had a number of different groups of people living in it, including Christians and Muslims who did not practice the official form of Islam. By a new government was created by the Young Turks and the sultan was soon out of his job.
This next sentence gets the question backward: Though the point-of-view issue is very important, this statement would not receive POV credit. People of different nationalities reacted differently to the Ottoman government depending on their religion.
The following paragraph says a great deal about history, but it does not address the substance of the question. It would not receive credit because of its irrelevancy.
Throughout history, people around the world have struggled with the issue of political power and freedom. From the harbor of Boston during the first stages of the American Revolution to the plantations of Haiti during the struggle to end slavery, people have battled for power. Even in places like China with the Boxer Rebellion, people were responding against the issue of Westernization.
Imperialism made the demand for change even more important, as European powers circled the globe and stretched their influences to the far reaches of the known world. In the Ottoman Empire too, people demanded change.
These two sentences address both the religious and ethnic aspects of the question. They describe how these groups were viewed. The Ottoman government took the same position on religious diversity as it did on ethnic diversity. Minorities were servants of the Ottoman Turks, and religious diversity was allowed as long as Islam remained supreme.
This statement answers the question in a different way but is equally successful. Government officials in the Ottoman Empire sent out the message that all people in the empire were equal regardless of religion or ethnicity, yet the reality was that the Turks and their version of Islam were superior.AP World History.
Chapter Outlines; Submit notes. Admissions Essays. Common App Essays; Brown Essays; Use these sample AP U.S. History essays to get ideas for your own AP essays. These essays are examples of good AP-level writing. APUSH Sample Essays. , views; Instant Spelling And Grammar Checker. One of the best ways to prepare for the DBQ (the “document-based question” on the AP European History, AP US History, and AP World History exams) is to look over sample questions and example essays.
Consider how you might integrate this castle into the DBQ that is your life. AP World History: Official College Board Examples. The World History AP exam has just transitioned to a new format to more resemble AP US History and AP European History for the test.
Let’s take a look at a sample AP World History DBQ question and techniques to construct a solid thesis. Read on for tips on how to incorporate the documents into your AP World History DBQ essay. Tags: ap world history. Share this entry. Share on Facebook; Share on Twitter; You might also like.
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 to 10 related documents.
AP World History Student Samples Aligned to the Rubrics - Long Essay Question 1 Sample student responses to an AP World History long essay question, scored using the AP history rubric.
Includes scoring guidelines and commentary.