dbq thesis ap world

AP World DBQ Outline + Thesis Practice with Feedback

5 min read • july 11, 2024

Eric Beckman

Evan Liddle

Melissa Longnecker

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 argumentsNote: 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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AP World History DBQ Example

Once you have answered our  AP World History Document-Based Question , scroll down to read a sample high-scoring response. Our AP World History DBQ example will guide you through the step to a perfect answer.

Evaluate the effects of the Columbian Exchange on the peoples and cultures of the Old World (Europe, Asia, Africa) and the New World (Americas) from the late 15th century to the 17th century.

Guided Response:

Introduction Thesis/Claim (A):  The Columbian Exchange, initiated by Christopher Columbus’s voyages in the late 15th century, fundamentally altered the lives and cultures of people in both the Old World and the New World. In the Americas, it led to significant cultural and demographic shifts due to the introduction of new crops and livestock, as well as devastating impacts from Old World diseases. Conversely, the Old World experienced a transformation in diet, agriculture, and economic structures, largely due to the influx of New World crops like maize, potatoes, and tobacco.  (1 point for a clear thesis that responds to the prompt) Contextualization (B):  Prior to the Columbian Exchange, the Old and New Worlds had evolved separately, leading to distinct agricultural practices, societal structures, and disease immunities. The exchange bridged these worlds, introducing a period of profound biological and cultural exchanges.  (1 point for providing broader historical context relevant to the prompt) Body Paragraph 1 Evidence from Documents (C):  The introduction of tobacco in the Ming Dynasty, as described in Document 1 by Charles C. Mann, showcases the rapid adoption and integration of New World crops into Old World societies. Similarly, the spread of maize in Ormuz, as noted in Document 5 by Afonso de Albuquerque, indicates the eagerness of different cultures to incorporate New World crops.  (1 point for using content from at least three documents) Analysis and Reasoning (D):  The point of view in Document 1 reflects the perspective of a Chinese physician, highlighting the medicinal value attributed to tobacco, a New World plant, in the Old World. This demonstrates the integration of American crops into Asian medicinal practices.  (1 point for explaining the document’s point of view) Body Paragraph 2 Evidence from Documents (C):  The observations of Hernán Cortés in Document 4 about the marketplaces and infrastructure of Tenochtitlan reveal the sophistication of the Aztec civilization before European contact. This contrasts with the devastation described by Bartolomé de las Casas in Document 6, which underscores the catastrophic impact of the Columbian Exchange on indigenous populations.  (1 additional point for using content from at least four documents to support an argument) Analysis and Reasoning (D):  Document 4 provides insight into Cortés’s perspective as a conqueror, marveling at the complexity of the Aztec civilization, which underscores the depth of cultural loss following the Columbian Exchange.  (1 additional point for explaining the document’s point of view) Body Paragraph 3 Evidence Beyond the Documents (C):  Beyond the documents, the introduction of Old World diseases like smallpox had a devastating effect on Native American populations, who lacked immunity to these diseases. This led to a drastic decline in their population and a weakening of their societies.  (1 point for using additional historical evidence) Conclusion Complex Understanding (D):  The Columbian Exchange was not merely a transfer of goods but a profound reshaping of cultures and societies. It brought about not only the exchange of crops and diseases but also a reconfiguration of global power dynamics, with long-lasting effects on both the Old and New Worlds.  (1 point for demonstrating a complex understanding of the historical development)

When you finish your AP World History DBQ practice, use the buttons below to move on to our long essay practice questions and example answers or return to the main menu.

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Where to Find the Best DBQ Examples

Advanced Placement (AP)

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. Doing this will help you to get a sense of what makes a good (and what makes a bad) DBQ response.

That said, not all DBQ essay examples are created equal. We'll briefly cover what makes a good DBQ example and then provide a list of example essays by course. Lastly, we'll give you some helpful tips on how to best use sample essays in your own preparation process.

What's a Good DBQ Example?

Without a doubt, the best sample resources come from the College Board . This is because they are the ones who design and administer the AP exams . This means the following:

Any DBQ essay example that the College Board provides will include a real DBQ prompt

All samples are real student responses from previous years , so you know they were written under the same conditions you'll have when you write your DBQ—in other words, they're authentic!

They not only have scores but also explanations of each essay's score , in accordance with the rubric

Each prompt includes several sample essays with a variety of scores

Some DBQ examples outside those available from the College Board might be worth looking at, particularly if they highlight how a particular essay could be improved. In general, though, a superior example will do the following:

Include the prompt and documents: It will be much easier for you to see how the information from the documents is integrated into the essay if you can actually look at the documents themselves!

Have a score: Seems simple, but you'd be surprised how many DBQ examples out there in the uncharted internet don't have one. Without a real, official score, it's hard to gauge how trustworthy a sample actually is.

With that in mind, I have compiled lists, organized by exam, of high-quality example DBQs below.

Don't spend all your study time on false starts with your practice DBQs. 

Every DBQ Example Essay You Could Ever Need, by Exam

Here are your example essays! We'll start with AP US History, then move to AP European History, and finally wrap up with AP World History.

AP US History: Official College Board Examples

The APUSH test was redesigned in 2015 and again in 2018, so right now there are eight  official College Board sets of sample essays you can use in your studies . Make sure to give yourself a 15-minute reading period and 45 minutes to write your answer. In addition, don't forget to use the current scoring guidelines when grading your own practice responses.

• 2023 Free-Response Questions | Scoring Guidelines 2023
• 2022 Free-Response Questions | Sample DBQ Responses 2022
• 2021 Free-Response Questions | Sample DBQ Responses 2021
• 2019 Free-Response Questions | Sample DBQ Responses 2019
• 2018 Free-Response Questions | Sample DBQ Responses 2018
• 2017 Free-Response Questions | Sample DBQ Responses 2017
• 2016 Free-Response Questions | Sample DBQ Responses 2016
• 2015 Free-Response Questions | Sample DBQ Responses 2015

If you want additional sample question sets, you can look at older College Board US History DBQ example response sets . To look at these, click "Free-Response Questions" for a given year. For the corresponding DBQ examples and scoring guidelines, click "Sample Responses Q1."

Note that these examples use the old rubric (which is integrated into the Scoring Guidelines for a given free-response section). General comments on the quality of the essay, outside information, and document analysis still apply, but the score is on a 9-point scale instead of the current 7-point scale, and some of the particulars will be different. Older DBQs had up to 12 documents, while the current format has seven documents.

If you do look at older DBQ examples, I recommend using the current rubric to re-grade the essays in the sample according to the 7-point scale. I'll also give more advice on how to use all these samples in your prep later on.

Mr. Bald Eagle is an AP US History DBQ grader in his spare time.

AP European History: Official College Board Examples

Unfortunately, there aren't as many sample resources for the AP Euro DBQ compared to the other AP history tests because 2016 was the first year the AP Euro test was administered in the new format . Since then, more minor changes have been made in terms of time (you now have an hour on the DBQ) and individual parts of the rubric (you can view the current scoring guidelines here ).

This means there are seven sets of official samples graded with the current 7-point rubric:

The rest of the existing available samples were graded in the old 9-point format instead of the 7-point format implemented in 2016.

In the old format, there were 6 "core" points and 3 additional points possible. The old rubric is integrated with the sample responses for each question, but we'll highlight some key differences between the old and current formats :

With the old format, you were given a brief "historical background" section before the documents

There were more documents—up to 12—but the current format has seven

There was an emphasis on "grouping" the documents that is not present in the current rubric

There was also explicit emphasis on correctly interpreting the documents that is not found in the current rubric

While the essential components of the DBQ are still the same between the two test formats, you should definitely refer to the current rubric if you decide to look at any old AP European History samples . You might find it useful to look at old essays and score them in accordance with the current rubric.

Here are the old sample DBQ questions and essays, organized by year:

• 2014 Free-Response Questions | Sample DBQ Responses 2014
• 2013 Free-Response Questions | Sample DBQ Responses 2013
• 2012 Free-Response Questions | Sample DBQ Responses 2012
• 2011 Free-Response Questions | Sample DBQ Responses 2011

You can get samples in the old format all the way back to 1999 from the College Board . (Click "Free -Response Questions" for the questions and "Sample Response Q1" for the samples.)

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 transitioned to a new format to more closely resemble AP US History and AP European History for the 2017 test. This means that there are six past exams available that use the current DBQ format:

Note that starting with the 2020 exam, AP World History will only cover the years 1200 to the present instead of thousands of years of history. As a result, both the course and exam have been renamed AP World History: Modern (a World History: Ancient course is in the works). What this means for you is that previous DBQs might have to do with time periods you're no longer required to study, so just keep this in mind.

In the old format, there were 7 "core" points and 2 additional points possible. The old rubric is integrated with the sample responses for each question, but we'll highlight some key differences between the old and current formats :

There were more documents—up to 10—but the current format has seven

There was an emphasis on "grouping" the documents on the old rubric that is not present in the current rubric

• In the old rubric, you needed to identify one additional document that would aid in your analysis; the new rubric does not have this requirement

The essential components of the DBQ are still the same between the two formats, though you should definitely look at the current rubric if you study with any old AP World History questions and samples. You might find it useful to look at the old essays and score them according to the current rubric.

Here are old AP World History questions and DBQ sample responses , organized by year:

Don't worry, the old format isn't as old as this guy right here.

How Should I Use DBQ Examples to Prepare?

Now that you have all these examples, what should you do with them? In this section, we'll give you some tips on how to use example DBQs in your own AP history prep , including when to start using them and how many you should plan to review.

What Should I Do With These DBQs?

Official sample essay sets are a great way to test how well you understand the rubric. This is why we recommend that you grade a sample set early on in your study process—maybe even before you've written a practice DBQ .

Then, when you compare the scores you gave to the official scores and scoring notes given to the samples, you'll have a better idea of what parts of the rubric you don't really understand . If there are points you are consistently awarding differently than the graders, you’ll know those are skills you'll need to work on.

Keep giving points for the thesis and then finding out the sample didn't get those points? This tells you to work more on your thesis skills. Not giving points for historical context and then finding out the AP grader gave full credit? You need to work on recognizing what constitutes historical context according to the AP.

Check out my tips on building specific rubric-based skills in our guide on how to write a DBQ .

Once you've worked on some of those rubric skills you're weaker in, such as evaluating a good thesis or keeping track of how many documents were used, grade another sample set. This way you can see how your ability to grade the essays like an AP grader improves over time!

Obviously, grading sample exams is a much more difficult process if you're looking at examples in an old format. The old scores as awarded by the College Board will be helpful in establishing a ballpark —a 9 is still going to be a good essay using the current 7-point scale—but there may be some modest differences in grades between the two scales. (For example, maybe that perfect 9 is now more like a 6 out of 7 due to rubric changes.)

For practice grading with old samples, you might want to pull out two copies of the current rubric, recruit a trusted study buddy or academic advisor (or even two study buddies!), and have each of you re-grade the samples .

You can then discuss any major differences in the grades each of you awarded. Having multiple sets of eyes will help you determine whether the scores you're giving are reasonable, since you won’t have an official 7-point College Board score for comparison.

How Many Example DBQs Should I Be Using?

The answer to this question depends on your study plans.

If it's six months before the exam and you plan on transforming yourself into a hard diamond of DBQ excellence, you might do practice grading on a sample set every few weeks to a month to check your progress to being able to think like an AP grader. In this case, you would probably use six to nine official sample sets.

If, on the other hand, the exam is in a month and you're just trying to get in some extra skill-polishing, you might do a sample set every week to 10 days . It makes sense to check your skills more often when you have less time to study because you want to be sure that you are focusing your time on the skills that need the most work. For a short time frame, expect to use somewhere in the range of three to four official sample sets.

Either way, you should be integrating your sample essay grading with skills practice and doing some practice DBQ writing of your own .

Toward the end of your study time, you could even integrate DBQ writing practice with sample grading. Read and complete a timed prompt and then grade the sample set for that prompt, including yours! The other essays will help give you a sense of what score your essay might have received that year and any areas you might have overlooked.

There's no one-size-fits-all approach to using sample sets, but in general they are a useful tool for making sure you have a good idea what the DBQ graders will be looking for when you write your own DBQ on test day.

Hey, where can we find a good DBQ around here?

Closing Thoughts: Example DBQs for AP History Tests

Example DBQ essays are a valuable resource in your arsenal of study strategies for the AP history exams. Grading samples carefully will help you get a sense of your own blind spots so you'll know what skills to focus on in your prep.

That said, sample essays will be most useful when integrated with your own targeted skills prep . Grading 100 sample essays won't help you if you aren't practicing your skills; rather, you'll just keep making the same mistakes over and over again.

Make sure you aren't using sample essays to avoid writing practice DBQs either—you'll want to do at least a couple, even if you only have a month to practice.

And there you have it, folks. With this list of DBQ examples and tips on how to use them, you are all prepared to integrate samples into your study strategy!

What's Next?

Still not sure what a DBQ is? Check out my explanation of the DBQ to learn the basics.

Want tips on how to really dig in and study for AP history tests? We've got a complete how-to guide on preparing for and writing the DBQ .

If you're still studying for AP World History, check out our top AP World History study guide , or get more practice tests from our complete list .

Want more study material for AP US History? Look into this article on the best notes to use for studying from one of our experts. Also, read our review of the best AP US History textbooks !

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Ellen has extensive education mentorship experience and is deeply committed to helping students succeed in all areas of life. She received a BA from Harvard in Folklore and Mythology and is currently pursuing graduate studies at Columbia University.

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DBQ Thesis Example

2019 dbq prompt.

Evaluate the extent to which the Portuguese transformed maritime trade in the Indian Ocean in the sixteenth century.

Remember your steps: Look at the years. Figure out if this is political, social, or dealing with economics. And then, is it comparison, change or continuity over time, or causation.

If you want to see an example of the ENTIRE DBQ done well, remember that it is in your Google Classroom.

Example of a Great Thesis:

• Although the arrival of the Portuguese was a very important change in Indian Ocean maritime trade in the sixteenth century, it did not completely transform trade, as the Portuguese never extended their control beyond a few ports and had to compete with Indian merchants and regional states such as the Ottoman Empire and the Sultanate of Aceh.

Gives a time frame: sixteenth century .

Gives a counterpoint: was a very important change...did not completely transform trade.

Makes an argument: never extended their control beyond a few ports...had to compete with Indian merchants and regional states...

Gives pieces of evidence: Ottoman Empire and the Sultanate of Aceh.

Example of a Minimally Okay Thesis

• The Portuguese transformed maritime trade in Indian Ocean in the sixteenth century by taxing non-Portuguese ships that traded in the region.

Makes an argument: by taxing non-Portuguese ships...

However, I want you to be a BETTER writer than this. This may not pass water.

Example of a Strong Thesis

• The Portuguese brought a few changes to the Indian Ocean trading networks but most Indian goods, including spices, continued to be traded locally, or to Middle Eastern and Chinese markets, as they had been for centuries before.

Makes an argument: brought a few changes...continued to be traded locally...as they had been for centuries before.

Gives pieces of evidence: including spices...Middle Eastern or Chinese Markets...

Examples of BAD, HORRIBLE, NO GOOD Theses

• In the sixteenth century, the arrival of the Portuguese completely transformed maritime trade in the Indian Ocean region.

All this did was repeat the prompt.

• Portuguese merchants came to dominate Indian Ocean trade by organizing themselves into powerful joint-stock companies.

Not a historically defensible claim.

• Despite its small size and population, Portugal used its location on the Atlantic Ocean to transform itself into a major maritime power.

Too much mystery. They alluded too much, so no point, because they're waiting to give us more in the evidence.

Please refer to the powerpoint for more information on this. I have taken out the extra slides that we'll go over in class later. I have left in the last slide that we have not touched on in class yet . Do not feel obligated to touch it yet but if you feel comfortable, you can start playing with that prompt.

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Welcome to the AP World History subreddit. It is meant to be an open forum for all-things-AP-World. Teachers and students are encouraged to post links, information, and questions that may help others as the attempt to conquer the AP World History Exam.

How to write a Document-Based Question (DBQ)

Document-Based Questions (DBQ)

You have 45 minutes to read documents and a 5 minute window for you to submit your answer


What you need to do:

Step 1. Read and understand the question 


Stop yourself and read it carefully


What is the historical thinking skill embedded in the question?


Is it asking you to compare two things?


Is it asking you to talk about change over time?


Write it down, highlight it, underline it


2. What kind of categories?


Ex. “Political change”


3. What is the time period given?


Make sure your essays deal with issues within that time period


Step 2. Read through the documents quickly


Try to spend at least 10 minutes (no more) reading and analyzing the document 


When reading each document quickly, you need to look for:


What is the source of this document?


Who is speaking to who?


2. Summarize the main idea


Referencing to the prompt


The documents are used as evidence and supposed to help you answer the question


“If I only had this document, how would it answer the question?”


3. Group your documents into two groups


Ex. If documents are giving economic reasons and others are giving religious reasons, group them like that


Grouping your documents by category is  higher level and shows that you’ve made connections between the documents 


10-point skip


Thesis: 0-1 Point


Important because it organizes your argument


Rubric -- You need to write one or two sentences which are historically defensible and establishes a line of reasoning 


Specific historical evidence


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.”


Thesis: “Although the arrival of the Portuguese was a very important change in indian ocean maritime trade in the sixteenth century (X), because the Portugese never extended their control beyond a few ports (A) and had to compete with Indian merchants and regional states such as the Ottoman Empire (B), it did not completely transform the trade (Y) .”


Contextualization: 0-1 Point


Your argument in a larger historical context


Rubric -- Explain the historical context before during or after the time period of your prompt 


The most intuitive way is explaining the events that occured before the given time period 


Good idea to talk about specific maritime technology during that period 


Your contextualization (3-4 sentences) needs to relate to the prompt


Content -- 2-3 Vocabulary Words


Specific things that occurred during the periods


Explain the terms 


Connect them to your arguments


Evidence: 0-5 Points


1 Point: Successfully describing the contents of 2 documents 


2 Points: Successfully supporting your argument with 2 documents


3 Points: Supporting your argument with at least 4 documents


Recommend using all 5 documents because if you get an interpretation wrong, you could still get 3 points


2 Points: Writing about evidence related to your prompt that is not mentioned in the documents (One point each time)


Don’t quote from the documents


Difference in describing and arguing the documents 


Argue with your evidence


Evidence from the documents: 3 points 


Grouping documents


Topic sentences for body paragraphs


Ex. Grouping documents by “economics”


Start by writing a topic sentence for the paragraph that explained why economics was the cause of ----- 


In the paragraph, use documents to demonstrate why that is true 


Evidence beyond the documents: 0-2 Points


Connect specific evidence to arguments


Must not be mentioned in documents


Name a piece of evidence, explain it, and connect it 


Analysis and Reasoning: 0-3 Points


Sourcing documents (2 points) 


To source a document means to show how that documents historical situation audience purpose or point of view is relevant 


Historical Situation: 


Place document in larger historical context


Audience: 


To whom was this written? 


What was this document intended to do?


Point of View:


Why do they say what they say, in the way that they say it? 


You don’t have to do “H.A.P.P.” on all the documents


Choose one that makes the most sense out of that document


You just have to successfully source 2 documents


Try to source at least 3, in case you get one wrong


Analysis & Reasoning Complexity: 0-1 Point


Very Rare*


Is your essay nuanced? Does it analyze multiple variables? DOes it explain the complexity of the topic at hand with skill and with beauty? 
 How to Write a DBQ - Heimler’s History

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AP World History: Sample DBQ Document Organization

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 Ottoman Empire.

Analyzing the Documents

The readers award credit based on what the essays accomplish. They do not remove points if an essay is off-task, written poorly, or wrong. There is one exception, however. In the DBQ, you must demonstrate that you understand the documents being used. If your essay makes more than one major misinterpretation, credit cannot be earned.

A major misinterpretation is one that misses the basic intent of the document. If you wrote that the Proclamation of the Young Turks (document 7) was a movement away from ethnic and religious equality, that misinterpretation would be a major error.

If, instead, you wrote that the Ottoman Empire survived for decades after the Proclamation of the Young Turks in 1908, the statement would be wrong (the Ottoman Empire collapsed after World War I) but would not be a misinterpretation of the document. All of the documents could still count as being understood properly. Be careful—especially with visual and graphic documents. Students tend to misinterpret these non-written documents more than they misinterpret traditional written documents.

Kaplan Pro Tip For charts and graphs, pay particular attention to the title and to the factors delineating the information in the visual. This will help you interpret the document. For pictures, remember that all pictures are taken for a reason and reflect the point of view of the photographer and/or the subject. Notice details in the background or foreground that can help you interpret them.

Using Evidence to Support Your Thesis

• Refer to the document number directly in the sentence: “As shown by document 7, the Young Turks believed that all ethnic and religious groups should be treated equally.”
• Refer to the document within parentheses at the end of the sentence: “The Young Turks believed that all ethnic and religious groups should be treated equally (document 7).”
• Refer to information presented in the line of source attribution: “As shown by The Proclamation of the Young Turks in 1908, the Young Turks believed that all ethnic and religious groups should be treated equally.”
• Combine the last two techniques: “As shown by The Proclamation of the Young Turks in 1908, the Young Turks believed that all ethnic and religious groups should be treated equally (document 7).” (best option)
• Give no attribution: “The Young Turks believed that all ethnic and religious groups should be treated equally.” (worst option)

Discussing Point of View

• Does the occupation of the author give the document more or less reliability? For example, government officials may overstate or exaggerate information for political, state, or personal reasons.
• Does the social class, religion, national background, or gender of the author influence what is mentioned in the document?
• Does the type of document influence the content of what is said? A journal entry or private letter might be more candid about a topic than a public address that is meant to be persuasive. A political cartoon by definition is exaggerated and meant to convey a certain message, whereas a photograph may accurately represent what was in front of the camera for a shot, but could be staged and framed to capture only a certain perspective.
• Does the timing of the document influence the message? Recollections and memoirs written long after an event may not have the same reliability as first-hand materials done immediately afterward.
• Does the intended audience skew the message of a source? If a document is meant to be read by the sultan, it has a different POV than one written for a European audience.
• Describing the tone of the document can also count for POV if the document is sarcastic, triumphant, haughty, etc. Using tone for POV can be more subtle and is best used with other descriptions of POV.

Grouping Documents Together in Your Analysis

Organizing your documents, using additional historical evidence.

• a document from the sultan himself since he represents the central power of the Ottoman Empire
• official orders from the Ottoman government on how to treat different ethnic and religious subjects since such a document could show how the government implemented its policies
• a chart showing statistics of religious diversity within the empire that would help describe the position of the official faith within the empire
• a speech or an article from a Young Turk on his attitude toward the Ottoman government that would help show the differences in thought between reformers and officials
• a document from a religious leader within the Ottoman Empire that would provide a sense of how official religious policies were perceived by the religious communities themselves
• a map showing the distribution of different ethnic groups within the Ottoman Empire, which would help illustrate the divisions faced by this multi-ethnic country

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