Overview of the National Exam

The national APUSH exam is broken into two major sections: Section 1 (55 minutes)

80 multiple choice questions Section 2 (130 minutes)

DBQ essay (15 minutes to plan; 45 minutes to write)

2 free-response essays (70 minutes)

Overview of Section 2: the Essays

For the essay section of the national exam, there will always be 3 essays (1 DBQ & 2 FRQs): The DBQ requires the use of both prior

knowledge & document interpretation The FRQs require only prior knowledge to

answer

See examples of each…

Documents can be images, charts, quotations. There are usually between 7

and 10 documents per DBQ. Each document includes a “source” that should

be carefully examined.

More on the DBQ in a minute….

For the FRQs, the College Board has given you choices. Students must

choose one of the two essays from Part B (Colonies through Civil War)…

How will the DBQ be scored?

The College Board uses a 9-point scale for DBQs, so we do too: Essays are scored as such:

9 (100), 8 (94), 7 (88), 6 (84), 5 (78), 4 (70), 3 (65), 2 (60), 1 (55)

The rubric is tailored each year to the specific DBQ essay, but all rubrics look for these themes…

DBQ Generic Rubric Contains a well-developed thesis that

clearly addresses the question Presents an effective analysis of all

parts of the question, although treatment may be uneven

Uses substantial number of documents effectively

Uses substantial, relevant outside information to support the thesis

Clearly organized and well written May have insignificant errors

What do I do???What do I do???

Read the instructions.Read the instructions.

Analyze the documents.Analyze the documents.

Write a well-organized essay.Write a well-organized essay.

Integrate the documents Integrate the documents into your essay as into your essay as support.support.

Rule #1: Rule #1: Don’t Freak Out!Don’t Freak Out!If you can read youIf you can read you’’ll be finell be fine

The answer is in the The answer is in the documentsdocuments..

Research essay with the research Research essay with the research already researched!already researched!

Time is short and worry wastes Time is short and worry wastes time.time.

Get moving to maximize each Get moving to maximize each momentmoment..

Rule #1: Don’t FREAK Rule #1: Don’t FREAK OUT!OUT!

READ! (READ! (Continued))•Read quickly (SCAN)Read quickly (SCAN)•Make notes in the test booklet as Make notes in the test booklet as you readyou read•Place documents in Categories Place documents in Categories as you readas you read

Things to Remember:Things to Remember:• You may not know much You may not know much

about the topic.about the topic.• You are being judged on You are being judged on

your ability to analyze your ability to analyze documents.documents.

• You donYou don’’t need to use all of t need to use all of the documents.the documents.

DBQ Tips

1. There is no right way to answer a DBQ. Every question can illicit an infinite number of responses The key is to make an argument (your

thesis) & support it with evidence All DBQs are written so that they can be

argued from multiple viewpoints

DBQ Tips

2. Be sure to answer the question This begins by gaining a clear

understanding of what the question is asking

Read the question three times & write it on your own words

Pay attention to all parts of the question, especially the verb (compare, evaluate, assess, to what extent, etc.) & time frame (stay inside the era)

DBQ Tips

3. Brainstorm & outline your essay Before you look at the docs or write

your essay, take time to jot down what you know about the topic (PERSIA)

What is your gut response to the question? This is usually your thesis (argument)

What outside information do you remember about the topic?

Political, Economic, Religious, Social, Intellectual, Artistic trends of

the era

DBQ Tips4. Organize your essay:

Chronological arguments are effective for questions that ask (or imply) change-over-time

Similarity/difference arguments are appropriate for comparison questions; Making direct comparisons within paragraphs is much more analytical than separate descriptive paragraphs about each item

• Read and Analyze the Read and Analyze the Documents for Documents for Reference and UseReference and Use

Before you start Before you start writing: writing:

Analyze using the “APPARTS” Method

•AA: Author: Author•PP: Place and Time: Place and Time•PP: Prior Knowledge: Prior Knowledge•AA: Audience: Audience•RR: Reason: Reason•TT: The Main Idea: The Main Idea•SS: Significance: Significance

AP-PARTS?AP-PARTS?

AuthorAuthor•Who created the Who created the source?source?•What do you know What do you know about the author?about the author?•What is the What is the authorauthor’’s point of s point of view?view?

Place and TimePlace and Time•Where was the source Where was the source produced?produced?•When was the source When was the source produced?produced?•How might this affect How might this affect the meaning of the the meaning of the source?source?

Prior KnowledgePrior Knowledge

•What do you know that What do you know that would help you further would help you further understand the primary understand the primary source?source?•Do you recognize any Do you recognize any symbols?symbols?

AudienceAudience•For whom was the For whom was the source created?source created?•How might this affect How might this affect the reliability of the the reliability of the source?source?•How might this influence How might this influence

the viewthe view expressed?expressed?

ReasonReason•Why was this source Why was this source produced at the time it produced at the time it was produced?was produced?•What was the motivation What was the motivation for its production?for its production?

The Main IdeaThe Main Idea•What point is the What point is the source trying to source trying to convey?convey?•Is the point Is the point objective or is the objective or is the purpose totally to purpose totally to influence or influence or persuade?persuade?

SignificanceSignificance•Why is this source Why is this source important?important?•What inferences can you What inferences can you draw from this draw from this document?document?•Ask yourself,Ask yourself,““So what?So what?”” in relation to the big in relation to the big issue.issue.

Before you start Before you start writing: writing:

Outline and pre-write: It will help your organization.

As you write. . . .As you write. . . . StickStick to your to your thesisthesis (topic). (topic).

Follow your Follow your outline but be outline but be willing to willing to adjust.adjust.

Stay Stay organized.organized.

As you write. . . .As you write. . . .• Use every document Use every document

appropriate to appropriate to support your support your argument(s).argument(s).

• Make notes as new Make notes as new ideas come to you.ideas come to you.

The “Top Bun” of your essay!

4-6 sentences

1. Establish TIME & PLACE.

2. Create a clear, THESIS STATEMENT.[underline or highlight it!] (can be 2 sentences if need be) – THESIS MUST STATE WHAT WILL BE IN YOUR MAIN BODY

3. Allude to the SUB-TOPICS or categories or groups you will discuss to support your thesis statement

4. Focus on the question at hand—do NOT begin with a “flowery” sentence!

No “laundry list!”

The “tasty” part of your essay!

8-12 sentences+ per paragraph

1. Identify your sub-topic or category in the first sentence. (TOPIC SENTENCE)

2. Include the documents that are relevant to support the ideas in the paragraph.

3. Use most of the documents given [70%].

4. Be sure to indicate Point-of-View (POV)/bias.

5. Bring in supportive outside information [o.i.]. This is critical!

6. Why were these documents selected?

1. Identify your sub-topic or category in the first sentence. (TOPIC SENTENCE)

2. Include the documents that are relevant to support the ideas in the paragraph.

3. Use most of the documents given [70%].

4. Be sure to indicate Point-of-View (POV)/bias.

5. Bring in supportive outside information [o.i.]. This is critical!

6. Why were these documents selected?

1. Attribution Who is this person?

2. Why might they be significant?

3. What is the point of view (POV) of the author?

4. How reliable and accurate is the source?

5. What is the tone or intent of the document author?

6. What other information does this document call to mind? Use all available clues.

1. Attribution Who is this person?

2. Why might they be significant?

3. What is the point of view (POV) of the author?

4. How reliable and accurate is the source?

5. What is the tone or intent of the document author?

6. What other information does this document call to mind? Use all available clues.

Remember, docs. can be used in a variety of ways!

Remember, docs. can be used in a variety of ways!

1.Attribution: cite the author by name, title, or position, if possible.

1.Attribution: cite the author by name, title, or position, if possible.

Why is this person and document selected?How does it help me answer the question?

Why is this person and document selected?How does it help me answer the question?

EXAMPLES:EXAMPLES:

John Tyler, an English writer, said: “...”

A Dominican monk in Florence described….

John Tyler, an English writer, said: “...”

A Dominican monk in Florence described….

2. Authorial Point of View: you show awareness that the gender, occupation, class, religion, nationality, political position or ethnic identity of the author could influence his/her views.

How does this apply to the question?Why has the author written what he/she has?

How does this apply to the question?Why has the author written what he/she has?

EXAMPLE:EXAMPLE:

Balthasar Rusow, a Lutheran pastor, was naturally upset by the celebration of a Saint’s Day, since Lutherans don’t venerate saints.

Balthasar Rusow, a Lutheran pastor, was naturally upset by the celebration of a Saint’s Day, since Lutherans don’t venerate saints.

3. Reliability and accuracy of each source referenced: you examine a source for its reliability and accuracy by questioning if the author of the document would be in a position to be accurate.

How might this help you answer the question?How might this help you answer the question?

EXAMPLE:EXAMPLE:

Niccolo Machiavelli’s book on the political tactics of a Renaissance prince was probably accurate as he observed the behavior of the prince, Cesare Borgia, for many years.

Niccolo Machiavelli’s book on the political tactics of a Renaissance prince was probably accurate as he observed the behavior of the prince, Cesare Borgia, for many years.

4. Tone or Intent of the Author: you examine the text of a document to determine its tone (satire, irony, indirect commentary, etc.) or the intent of the author. Especially useful for visual documents, like art work or political cartoons.

EXAMPLE:EXAMPLE:

In his great sculpture of “David,” Michelangelo wanted to convey the confidence, and even arrogance, of Renaissance Florence at the peak of its cultural influence in 16c Europe.

In his great sculpture of “David,” Michelangelo wanted to convey the confidence, and even arrogance, of Renaissance Florence at the peak of its cultural influence in 16c Europe.

5. Grouping of Docs. by Author: you show an awareness that certain types of authors, simply by their authorship, will express similar views when you group documents by type of author.

EXAMPLE:EXAMPLE:

As Northern Renaissance humanists, Erasmus, Sir Thomas More, and Cervantes all poked fun at the foibles and scandals of late medieval society as well as of their own.

As Northern Renaissance humanists, Erasmus, Sir Thomas More, and Cervantes all poked fun at the foibles and scandals of late medieval society as well as of their own.

AP LINK: ON POV

•http://www.collegeboard.com/student/testing/ap/eurohistory/pov.html

1. Baldassare Castiglione, in The Handbook of the Courtier, said: “………………….”

2. Erasmus of Rotterdam, a northern Christian humanist, agreed with…

3. The 19c historian, Jacob Burkhardt, felt that …………………. (Doc. 9)

NEVER begin with: In Document 3, …..

NEVER begin with: In Document 3, …..

1. Thomas Paine, in his pamphlet, Common Sense (Doc A), said: “…”

2. Joe Shmoe, a Western delegate to the Republican convention in 1912 (Doc B), agreed…

3. The 19c historian, Frederick Jackson Turner, believed... (Doc. E)

NEVER begin with: In Document G…

Citing Documents

DBQ TipsUSING Documents

Do NOT quote, paraphrase, or describe documents. The essay reader already knows what the docs say

Do NOT laundry list (an essay that merely describes what the docs say without analysis)

Use all the docs, unless you don’t understand one

Cite documents…

The “Bottom Bun” of your essay!

It holds it all together!

3-4 sentences

1. Start with a “concluding phrase.”

2. Restate your thesis statement a bit differently.

3. Put your essay answer in a larger historical perspective.

End of some trend/movement/idea, etc.

Beginning of some trend/movement/idea, etc.

End of one & beginning of another.

Do NOT end on the note that this is the reason we are where we are today!

DBQ Tips This isn’t as scary as you think: “Answers to essay questions will

be judged on the strength of the thesis developed, the quality of the historical argument, and the evidence offered in support of the thesis, rather than on the factual information per se.”

The average national score on a DBQ is 3.5

DBQ PRACTICE: COME UP WITH A THESIS FOR THE DBQ

ASSIGNED

DIVIDE CLASS INTO 5 GROUPS GROUPS MUST

READ PROMPT WRITE OUT THE PARAGRAPH THEY ARE

ASSIGNED CREATE A SLIDE WITH THEIR PARAGRAPH

HIGHLIGHTING- Citations, O.I, Critical analysis, POV/ BIAS

EXAMPLE From the early days of the American Republic it

was apparent that the United States desired to be different and unique from Europe politically and economically. The founding fathers each had their own twist and interpretations of the Enlightenment and their vision for the future of the young nation. However, the majority were congruent in their belief in the necessity of a small government whose true role was to protect peoples’ legal rights and shy away from foreign entanglements which could destroy the nation’s promising future. These early policies started to evolve with the economic explosion of America during the late 19th and early 20th Century. Many people desired to display the growing strength of the nation and become a player in the growing global economy. These economic developments led to inevitable and controversial changes in the United States foreign and domestic policies.

¶1 Economic O.i.- Manifest Destiny and economic exploits

filled the early history of the Republic. The United States grew an average of

twenty eight thousand miles per year in the 19th Century. Doc. 1

From the early days of Samuel Slater it became apparent that the political situation here was favorable to capitalism. Doc. 2

Doc. 3 (YOU SHOULD GET THE PICTURE

• From the early days of the American Republic it was apparent that the United States desired to be different and unique from Europe politically and economically. The founding fathers each had their own twist and interpretations of the Enlightenment and their vision for the future of the young nation. However, the majority were congruent in their belief in the necessity of a small government whose true role was to protect peoples’ legal rights and shy away from foreign entanglements which could destroy the nation’s promising future. These early policies started to evolve with the economic explosion of America during the late 19th and early 20th Century. Many people desired to display the growing strength of the nation and become a player in the growing global economy. These economic developments led to inevitable and controversial changes in the United States foreign and domestic policies.

GRADE DBQ AS A CLASS