A strong Document Based Question (DBQ) begins with the ability to write a strong Long Essay Question (LEQ) . One significant reason to justify that statement is the LEQ requires the proper use of relevant evidence to substantiate your claim in addition to the broader historical situation. Additionally, your language choices (or lack thereof) have an impact on the strength of the essay, progression of ideas, development of the historical thinking skills, and analysis. Ultimately, you need to know your history and how to write a well-developed, college-level history essay. Oh, let's not forget that you are accomplishing this task in a timed, impromptu situation. From this point, you add in the tasks associated with documents to provide a document enhanced essay with historical analysis and avoid the common error of writing a document driven essay lacking analysis.
You have THREE tasks to complete with the documents. NOTE: the number references are aligned to the class expectations; the actual AP exam expectations are in brackets. The class expectations are higher for several reasons. Consistently hitting the class expectation targets will ultimately lead you to hitting most of the targets on the AP exam since there are built-in safety nets to earn higher scores.
Use 4 [3] documents and relate those documents to the topic of the essay.
DBQ rubric = Evidence Section B = 1 point
Use as Support 7 [6] documents and relate those documents to the argument of the essay.
There are quantitative & qualitative shifts between those two things. The move to 7 documents is a quantitative shift AND is a much higher bar to achieve. Then asking you to support your argument, as opposed to using the content of the document to address the topic of the essay, is a major qualitative move.
DBQ rubric = Evidence Section B = 1 point
Use HIPP (historical situation, intended audience, purpose, point of view) on 4 [3] documents.
You only have to successfully include one HIPP on an individual document used. So you need to include one HIPP per each of the four documents used; however, you are encouraged to attempt HIPP for 5-7 documents to provide a safety net. NOTE: In class you may be required to incorporate one-four HIPP references per document to practice the skill.
HIPP must be related and relevant to the essay argument; it cannot be a random reference or factoid.
You do not need to use the same HIPP on all documents. You are encouraged to focus on Historical Situation as the primary HIPP and blend with a second appropriate HIPP. It is the easiest to practice and apply. Incorporating a second HIPP to the same document provides a safety net and leads to stronger analytical writing.
DBQ rubric = Analysis & Reasoning Section D = 1 point
It is strongly recommended that each paragraph be balanced with documents and specific information as much as possible. As a guideline, try and use 2 documents per paragraph. Sometimes that is not possible, depending on the documents, but in general the essays should be balanced.
Strong DBQ essays utilize outside information to support your argument. The title of this category makes it very clear that this is information NOT found in any of the documents. In order to complete this task, you must provide outside evidence AND use it in a way that is relevant to the essay argument. There is no double-dipping so this evidence may not be linked to a document whatsoever.
Use 2 [1] pieces of specific, relevant historical evidence beyond that found in the documents AND use it in a way that is relevant to the essay argument.
DBQ rubric = Evidence Section B = 1 point
The "complexity" point on the rubric rewards essays which develop complex arguments which is essential for analytical writing. There are a number of ways that essays can demonstrate complexity. If an essay follows the writing program emphasized in this course, that would be one way of attempting to achieve complexity. In fact, it is not just one way, but attempts to achieve complexity in four different ways! Complexity is difficult to earn, so attempting to achieve this task in multiple ways will go a long way to helping you develop stronger analytical essays and at least potentially receive this rubric point.
Explaining nuance of an issue by analyzing multiple variables
Explaining both similarity and difference, or explaining both continuity and change, or explaining multiple causes, or explaining both cause and effect
Explaining relevant and insightful connections within and across periods
Confirming the validity of an argument by corroborating multiple perspectives across themes
Qualifying or modifying an argument by considering diverse or alternative views or evidence
Complexity can be achieved FOUR different ways by using this writing program:
establishing a complex argument by following the THESIS FORMULA. The developed "X" statement potentially hits the bullet #2 and/or #5
establishing a complex argument by organizing the information around the APUSH course theme. This corroborates multiple perspectives across different themes. This potentially hits bullet # 4
establish a complex argument by developing a conclusion which continues the effect of the essay argument (this can also assist with contextualization). This potentially hits bullet #2
establish a complex argument by juxtaposing two documents (or in the case of the LEQ, bringing in two opposing pieces of evidence and reconciling them) in the same paragraph. This potentially hits bullet #1
Essays will be FIVE paragraph essays. Each paragraph serves a specific function and purpose designed to strengthen the essay and to maximize earning rubric points.
Paragraph One: pre-contextualization + thesis package
Paragraph Two: X paragraph (necessary in order to develop and write a complex essay)
Paragraph Three: A paragraph (elaboration of your first theme)
Paragraph Four: B paragraph (elaboration of your second theme)
Paragraph Five: thesis package revisited + post-contextualization (effects of the argument)
This basic presentation provides an explanation of each section of the DBQ and how points are earned. Connections to course learning activities are also mae to provide clarity of purpose for your studies.
DBQs and LEQs rubric scores are converted to grades for your course grades. The converted rubric score + level of completion of the prompt analysis sheet for the prompt are combined for your final "grade" on the assessment. The conversion chart is organized to show you a correlation to AP exam student performance means. Example: those who consistently score DBQ-6-7 or LEQ 5-6 are on track to earn a 5; score DBQ-4-5 or LEQ-4 are on track for a 4, etc. NOTE: The DBQ is only one of four factors of the full AP exam and is not a guarantee of a final composite score; the LEQ is only one of four factors of the full AP exam and is not a guarantee of a final composite score.
7 = 100 - 94 | 6 = 93 - 87
5 = 86 - 80 | 4 = 79 - 73
3 = 72 - 66
2 = 65 - 60 | 1 = 59 - 50 | 0 = 49 - 0
No submission = 0 but points may be earned for submitting the Prompt Analysis