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AP World DBQ Outline + Thesis Practice with Feedback
5 min read • december 31, 2020
Melissa Longnecker
Eric Beckman
Evan Liddle
DBQ Practice is very important when preparing for the AP World exam. It is recommended to write a short brief outline of your argument before writing your body paragraph.
Your task: In 20 minutes or less , read the documents and:
- Outline arguments you would make, using LESS than a full sentence for each
- List, but DO NOT describe, evidence, both documents and outside evidence
- Write a thesis based on these arguments Note: on the actual exam spending more than 20 minutes on this will not leave you with enough time to complete what you plan
DBQ Revolutions in Americas Prompt
Use these documents to answer the following prompt:
Develop an argument that evaluates the extent to which revolutions in the Americas between c. 1770 - c. 1825 successfully challenged social hierarchies.
Outlines and Feedback
Thesis and outline practice submission 1.
Thesis: Although the revolutions in the Americas themselves were successful, they did not successfully challenge social hierarchies because the lower class people including the Black and mixed races and the slaves still dealt with prejudice and the Whites stayed in power. However, there was some successful social hierarchy change for the Whites because a new class of Whites did gain more political power.
Lower classes and Prejudice continued: Doc 2, Doc 4 (Only Creoles benefited, slavery continued) Doc 5
White Creoles gained power: Doc 3 (Bolivar was a Creole, Hidalgo and Mexican Revolution)
But, still great divisions among social classes–> underdevelopment + neocolonialism
(My thesis starts with “although” but that was not what I was trying to set up the complexity with. Would I still need to prove that the revolutions themselves were successful? If so, I would use doc 1 for that).
DBQ Teacher Feedback
A way to improve your thesis would be to indicate a specific revolution which corresponds to your description. As for your question, abut complexity, that nuance could contribute to complexity but that itself is not complexity. Overall your structure looks good to me, but for your first paragraph you could be a bit more narrow. Prejudice against the lower classes? Race or labor based prejudice? Narrow that down.
Thesis and Outline Practice Submission 2
Revolutions in the Americas that took place from 1770 - 1825 were generally extremely successful at challenging established social hierarchies, as they diminished the power of traditional elites and led to the liberation of formerly enslaved peoples, mainly African Americans and their descendants. However, In some areas such as Latin America, the new elites that arose from revolutions to replace the old, leaving the rest of the social hierarchy intact.
Diminished Power of Elites: Doc 5, Doc 3, American Revolution (Freedom from Monarchy), French Revolution
Freed Enslaved People: Doc 1, Doc 2, Haitian Revolution
Social Hierarchy Intact: Doc 4, Creole Revolutions (Creole replace Peninsulares)
Your thesis is sufficient. If you want to make it better you could consider using hedging and qualified language such as the types of hierarchies reinforced/challenged (Labor, race, class). Your essay structure looks fine, but if you are running out of time consider combining paragraphs 1 and 2. Hope this helps keep practicing.
Thesis and Outline Practice Submission 3
Thesis: Although revolutions ranging from 1770-1825, made a profound effect on social hierarchies at the time through freedom of slaves and the destruction of monarchies in Britain, they did not last for the long term in most regions such as Latin America as the continuance of racism towards people of dark skin and harsh as well as inconsiderate ruling dominated these new changes.
Freedom of slaves: 1, 2
Destruction of monarchies: 3
Continued racism: 4
Continuance of harsh/inconsiderate ruling: 5
Could my complexity have to do something with racism still persisting in modern-day or would that not give me the point?
This thesis does a good job setting up your claim (the word “profound” works well here) and your line of reasoning. It’s clear what you plan to develop for your argument in your body paragraphs.
As you practice with DBQs, consider how you might bring documents together in your body paragraphs. This outline works, but a stronger (and easier to write) outline might find ways to bring documents together under a common argument and keep your overall essay to just 2 body paragraphs.
Complexity isn’t about bringing in modern examples necessarily. That skill point is about developing a complex argument throughout the whole essay. Think about how you could connect all of your ideas together throughout the paragraphs and fully explain your ideas. That will get you closer on many points, whether or not it earns that one complexity point.
Thesis and Outline Practice Submission 4
Thesis: Although the revolutions in the Americas successfully overthrew the direct rule of the European monarchies and led to an emergence of creoles who came to power, social inequality still plague the lower class peoples of the newly liberated nations and the obstacles of forming a fair government amidst the grievances of the mixed race and indigenous people did not greatly contribute to change the preexisting social structures.
- Social inequality: Docs 2,4; continued to enslave African Americans in North America
- Obstacles of forming a fair of government: Doc 5; instability and poor governance=poverty and economy dependent on former colonizer countries
- Creoles gaining power: Docs 1,3; Simon Bolivar, Jose de San Martin
And also, are there more than one definitive, and correct answer to this prompt? I’m worried about misinterpreting the documents on the exam, thus leading to a non-historically defensible essay.
To start, I’ll address your question. Yes, there are multiple correct answers to this prompt (and any DBQ). The questions and document sets are designed to allow students to successfully defend any of a variety of claims. If your claim fits with your knowledge of history AND your understanding of the documents, it will likely count as “historically defensible.” (Basically, don’t stress it - you’ve got this!)
This is a really sophisticated thesis that addresses both political and social ideas. It looks like you know that to make the political/governance stuff work, you’ll need to connect it to social hierarchies. Good work.
I’m glad to see your body paragraphs include multiple documents. That’s the fastest/easiest way to be sure that you’re using them and actually developing an argument. Keep it up!
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Heimler's History
Ap world history teacher resource pack.
This course has everything you need to feel confident teaching AP World History, including: class activities, writing workshops, exclusive video content from Heimler, SAQs, LEQs, DBQs, and SBMC. Everything is aligned with the official APWH CED.
Course curriculum
Welcome and orientation (start here).
A Little Orientation to the Teacher Resources
Additional Resources for Your Students
If your students need more help, here are a few resources...
Unit 0 Resources (Everything before 1200)
Welcome to Unit 0
Unit 0 Roadmap—A Guide to Resources
Heimler's Video: Unit 0—Everything Before 1200
ACTIVITY: The Neolithic Revolution Document Analysis Activity (PDF & .DOC)
ACTIVITY: River Valley Civilizations—Ancient Trade Networks (PDF & .DOC)
ACTIVITY: Introduction to the Short Answer Question (SAQ) (PDF & .DOC)
ACTIVITY: Classical Age Religions and Philosophies Chalk Talk (PDF & .DOC)
ACTIVITY: Classical Civilizations Comparative Activity (PDF & .DOC)
ACTIVITY: Primary Sources from the Silk Roads Sourcing Activity
ACTIVITY: Primary Sources from the Silk Roads Sourcing Activity (PDF & .DOC)
ASSESSMENTS—SAQs and Stimulus Based Multiple Choice
Unit 1 Resources—The Global Tapestry (1200-1450)
Welcome to Unit 1
Unit 1 Roadmap—A Guide to Resources
1.1 ACTIVITY: Ballad of Mulan and Analects for Women Document Discussion (PDF & .DOC)
1.2 ACTIVITY: Muslim Thinkers and Innovators Discussion (PDF & .DOC)
1.3 ACTIVITY: Southeast Asian Art and Architecture Analysis (PDF & .DOC)
1.4 ACTIVITY: Introduction to Contextualization and Americas (PDF & .DOC)
1.5 ACTIVITY: Great Zimbabwe Article (PDF & .DOC)
1.6 ACTIVITY: Europe 1200-1450 Document Analysis Activity (PDF, PPT, & .DOC)
1.7 ACTIVITY: LEQ Graphic Organizer Activity (PDF & .DOC)
Unit 1 ASSESSMENTS—LEQ, MC, SAQ
Unit 2 Resources—Networks of Exchange (1200-1450)
Welcome to Unit 2
Unit 2 Roadmap
2.1 ACTIVITY— Mapping the Silk Roads and SAQ Activity (PDF & .DOC)
2.2 ACTIVITY— “The brutal brilliance of Genghis Khan” (PDF & .DOC)
2.3 ACTIVITY— Indian Ocean Basin Trade Activity (PDF & .DOC)
2.4 ACTIVITY— Trans-Saharan Trade Networks Document Analysis Activity (PDF & .DOC)
2.5 ACTIVITY— 13th and 14th Century Travelers Document Analysis and Sourcing Activity (PDF & .DOC)
2.6 ACTIVITY— European International Trade and Bubonic Plague Activity (PDF & .DOC)
2.7 ACTIVITY— LEQ Argument-Building Activity (PDF & .DOC)
Unit 2 ASSESSMENTS—LEQ, SAQ, MC
Unit 3 Resources—Land-Based Empires (1450-1750)
Welcome to Unit 3
Unit 3 Roadmap
3.1 ACTIVITY— Empires Thesis Statement Activity (PDF & .DOC)
3.2 ACTIVITY—Ming, Qing, and Joseon Dynasty Documents (PDF & .DOC)
3.3 ACTIVITY—Sikhism-Hinduism-Islam Comparative Activity (PDF & .DOC)
3.4 ACTIVITY—Four Corners Land-Based Empires Comparison Activity (PPT)
Unit 3 ASSESSMENTS—LEQ, SAQ, MC
Unit 4 Resources—Transoceanic Interconnections (1450-1750)
Welcome to Unit 4
Unit 4 Roadmap
4.1 ACTIVITY—Causation in Exploration Activity (PDF & .DOC)
4.2 ACTIVITY—Bartolome de las Casas Literature Circle Activity (.DOC)
4.3 ACTIVITY—Columbian Exchange Article for Discussion
4.4 & 4.5 ACTIVITY—Transatlantic Slave Trade Activity (PPT & .DOC)
4.5 ACTIVITY—DBQ Graphic Organizer (PDF & .DOC)
4.6 ACTIVITY—Resistance to European Colonialism 1450-1750 (PDF & .DOC)
4.7 ACTIVITY—Casta Lesson Plan (PDF & .DOC)
Unit 4 Assessments
Unit 5 Resources—Revolutions (1750-1900)
Welcome to Unit 5
Unit 5 Roadmap
5.1 ACTIVITY— Enlightenment Document Excerpts (PDF)
5.2 ACTIVITY— Documents of the Atlantic Revolutions (PDF & .DOC)
5.3 ACTIVITY— Causes of the Industrial Revolutions “Debate” Activity (PDF &.DOC)
5.4 ACTIVITY—The DBQ Argument Building Activity (PDF & .DOC)
5.5 ACTIVITY—Four Corners: Industrial Revolution Inventions/Developments Activity (PPT)
5.6 ACTIVITY—Meiji Restoration through Art (PPT)
5.7 ACTIVITY—(Combined with 5.10 below)
5.8 ACTIVITY—Qing China and Ottoman Empire Comparison Activity (PDF &.DOC)
5.9 ACTIVITY—Industrial Revolution Document Set and Industrial Revolution Document Analysis Chart (PDF & .DOC)
5.10 & 5.7 ACTIVITY— Capitalism, Consumerism, and Women in Europe Lesson Plan (PDF & .DOC)
Unit 5 ASSESSMENTS—SBMQ, SAQ, LEQ, DBQ
Unit 6 Resources—Consequences of Industrialization (1750-1900)
Welcome to Unit 6
Unit 6 Roadmap
6.1 ACTIVITY— Motivations for Imperialism “DBQ” Organizer and Motives for Imperialism DBQ (PDF & .DOC)
6.2 ACTIVITY—Atrocities in the Belgian Congo Documents (PDF & .DOC)
6.3 ACTIVITY—Resistance to Imperialism Document Set (PDF)
6.4 ACTIVITY—Making Connections: Global Exchange (PDF & .DOC)
6.5 ACTIVITY—Economic Imperialism Causation Activity (PDF & .DOC)
6.6 & 6.7 ACTIVITY—Global Migration Google Slides Presentation (PPT)
6.8 ACTIVITY— Imperialism - Causation Chalk Talk (PDF & .DOC)
Unit 6 ASSESSMENTS—SAQ, LEQ, DBQ, MCQ
Unit 7 Resources—Global Conflict (1900-Present)
Welcome to Unit 7
Unit 7 Roadmap
7.1 ACTIVITY— Comparison - Mexican, Chinese, and Russian Revolutions Graphic Organizer (PDF & .DOC)
7.2 ACTIVITY—Causes of World War I Document Set and Causes of World War I Document Chart (PDF & .DOC)
7.3 ACTIVITY— Colonies in the War Document Set AND Propaganda in the Colonies Website (PDF & .DOC)
7.4 ACTIVITY—LEQ Unit 7 Argument Building Activity - Effects of the Great Depression (PDF & .DOC)
7.5 ACTIVITY—Unsolved Tensions After World War I Document Set (PDF & .DOC)
7.6 ACTIVITY—Lead up to World War II Political Cartoons/Images Historical Situation Activity (PDF & .DOC)
7.7 ACTIVITY— The Human Cost of Total War (PPT)
7.8 ACTIVITY—Mass Atrocities in the Early 1900s - Armenia and Ukraine (PDF & .DOC)
7.9 ACTIVITY—Sources of World War I and World War II (PDF & .DOC)
Unit 7 Assessments
Unit 8 Resources—The Cold War and Decolonization (1900-Present)
Welcome to Unit 8
Unit 8 Roadmap
8.1 & 8.2 ACTIVITY—Context and Causes: Cold War Discussion/Debate (PDF & .DOC)
8.3 ACTIVITY—Argument-Building -Effects of the Cold War (PDF & .DOC)
8.4 ACTIVITY—Mao's Little Red Book/Cultural Revolution Discussion (PDF)
8.5 ACTIVITY—Decolonization Podcast Assignment (PDF & .DOC)
8.6 ACTIVITY—Partition of India Assignment (PDF & .DOC)
8.7 ACTIVITY—Non-Violent Leaders Literature Circles (PDF & .DOC)
8.8 ACTIVITY—Fall of USSR and End of Cold War Political Cartoon or Newspaper Article Activity (PDF & .DOC)
8.9 ACTIVITY—“This or That” Cold War and Decolonization Activity (PPT)
Unit 8 Assessments
Unit 9 Resources—Globalization (1900-Present)
Welcome to Unit 9
Unit 9 Roadmap
9.1 ACTIVITY— Sources on the Green Revolution (PDF & .DOC)
9.2 ACTIVITY— Influenza DBQ Activity (PDF & .DOC)
9.3 ACTIVITY—“Environment in the 20th Century Telephone LEQ” Activity (PDF & .DOC)
9.4 & 9.7 ACTIVITY— Globalization of Economies Videos and Discussion (PPT)
9.5 ACTIVITY— Negritude Literature and Paintings (PDF & .DOC)
9.6 ACTIVITY— Globalization Images Activity (ZIP)
9.8 ACTIVITY—United Nations and 20th Century Global Issues Activity (PDF & .DOC)
9.9 ACTIVITY—Green Revolution 2018 SAQ Scoring Activity (PDF & .DOC)
Unit 9 Assessments
BONUS CONTENT: How to Make Educational Videos for Students (PD with Steve Heimler)
How to Make Educational Videos
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Resources from Heimler's History: To master all the WRITING SKILLS you need, get my ESSAY CRAM COURSE: +AP Essay CRAM Course (DBQ, LEQ, SAQ Help): https://bi...
WRITE YOUR THESIS Thesis formula = Although X, because A & B, therefore Y • X = counter argument • A & B = specifıc historical evidence (named) • Y = YOUR argument Thesis: CONTEXTUALIZATION Two or three vocab words associated with the theme of the prompt. NOTE: In your essay, name these AND explain what they mean. THEN connect them to your
3. Briefly summarize Heimler's ideas for each step Step 1 - The Prompt. a. Read and Understand the Question. b. When looking at the prompt, briefly summarize what Heimler means. -What is the Historical Thinking Skill embedded in the question (ex. compare and contrast, change over time) -What kind of category?
WRITE YOUR THESIS. Thesis formula = Although X, because A & B, therefore Y - X = counter argument - A & B = specifıc historical evidence (named) - Y = YOUR argument (NOTE: This formula isn't necessary, but if you don't use it, just make sure your thesis makes an argument and includes specifıc evidence.) Thesis:
Resources from Heimler's History: To master all the WRITING SKILLS you need, get my ESSAY CRAM COURSE:+AP Essay CRAM Course (DBQ, LEQ, SAQ Help): https://bit...
WRITE YOUR THESIS. Thesis formula = Although X, because A & B, therefore Y - X = counter argument - A & B = specifıc historical evidence (named) - Y = YOUR argument Thesis: CONTEXTUALIZATION. Two or three vocab words associated with the theme of the prompt. NOTE: In your essay, name these AND explain what they mean.
AP_DBQ_Worksheet_-_Heimler - Read online for free.
AP 23.570 DBQ/LEQ - Heimler: How to Understand the Prompts. Ever since the College Board changed its wording for their DBQ and LEQ prompts to " Evaluate the extent to which… " students have been confused about how to understand them. At the end of the day, the "Evaluate the extent to which" language is there to force you into an ...
Step 3: Write the Thesis (1 point on the rubric) The thesis is the concise and clear statement of your argument that you just decided on above. Use your arguments to make your thesis - don't go off script. DO NOT HIJACK THE QUESTION! Answer the question in your thesis - ALL PARTS of it! Provide the reader with a "road map.".
Here is Heimler's dbq worksheet. I think it is best as a way to gain experience with how to think about the material you will be using and arranging for the dbq. I think LemonLockers is dead on. I'll try to attach the dbq document: Heimler's dbq worksheet. It says AP World but it's for any AP history dbq. Also find his video on the dbq.
DBQ Practice is very important when preparing for the AP World exam. It is recommended to write a short brief outline of your argument before writing your body paragraph. Your task: In 20 minutes or less, read the documents and: Outline arguments you would make, using LESS than a full sentence for each. List, but DO NOT describe, evidence, both ...
Resources from Heimler's History: To master all the WRITING SKILLS you need, get my ESSAY CRAM COURSE: +AP Essay CRAM Course (DBQ, LEQ, SAQ Help): https://bi...
The intent of this question was to assess students' ability to articulate and defend an argument based on evidence provided by a select set of historical documents. The Document-Based Question (DBQ) asked students to evaluate the extent to which European imperialism had an impact on the economies of Africa and/or Asia.
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 1876-1908. Identify an additional document and explain how it would help you analyze the views of the ...
WRITE YOUR THESIS. Thesis formula = Although X, because A & B, therefore Y • X = counter argument - A & B = specific historical evidence (named) - Y = YOUR argument. Thesis: CONTEXTUALIZATION. Two or three vocab words associated with the theme of the prompt. NOTE: In your essay, name these AND explain what they mean. THEN connect them to your ...
The Heimler Review Guide for AP World, APUSH, AP Euro, AP Human Geography, and AP Government has everything you need to get an A in your class and a five on your exam in May. AP Essay Cram Course Writing AP History essays (DBQ, LEQ, and SAQ) can be enormously frustrating if you don't know how they're scored.
Thesis Construction . Watch Mr. Heimler Write a DBQ. A Formula for How to Write a DBQ. Practice DBQ's. Practice DBQ Rubric: apush_dbq_rubric_2017.pdf: File Size: 797 kb: File Type: pdf: ... Powered by Create your own unique website with customizable templates.
This entry was posted in AP College Board "Must Do's" DBQ Sourcing and tagged AP AP Essentials DBQ Essays Heimler Student Resources « AP 23.469 Target Vocabulary for 4.3 AP 23.471 Columbian Exchange - Products »
Dedicated to helping you write AP Our Essays equipped confidence. We offer an online course in how to write the DBQ (Document-Based Question), LEQ (Long Essay Question), and SAQ (Short Response Question).
Thesis should be packed, should be your argument in miniature Thesis Formula -- Although X, because A and B, therefore Y. X: Counterargument A and B: Specific Evidence Y: Your argument Ex. DBQ Prompt: "Evaluate the extent to which the Portuguese transformed maritime trade in the Indian Ocean in the sixteenth century."
Resources from Heimler's History: To master all the WRITING SKILLS you need, get my ESSAY CRAM COURSE: +AP Essay CRAM Course (DBQ, LEQ, SAQ Help): https://bi...
3.1 ACTIVITY— Empires Thesis Statement Activity (PDF & .DOC) 3.2 ACTIVITY—Ming, Qing, and Joseon Dynasty Documents ... 6.1 ACTIVITY— Motivations for Imperialism "DBQ" Organizer and Motives for Imperialism DBQ (PDF & .DOC) ... (PD with Steve Heimler) How to Make Educational Videos. Show more About this course $149.00;
DBQTemplate-HeimlerEDITABLE.pdf - AP WORLD HISTORY DBQ... Doc Preview. Pages 2. Identified Q&As 1. Total views 100+ Dwight Morrow High. APUSH. APUSH 202. DrGrasshopperPerson864. 5/11/2020. View full document. Students also studied. DBQ.pdf. CUNY LaGuardia Community College. ANCHIS 101. All Challenges History.pdf. Solutions Available.