<p>Okay I do not understand them and my AP teacher sucks at explaining how to do them. So I was wondering if anyone could explain them to me. ANYTHING will help. PS this is my first AP class ever!</p>
<p>Is it Euro, USH, or WH?</p>
<p>It is AP Euro</p>
<p>You essentially answer a prompt using all (minus one or two) of the documents. For euro (and world), you use information from the documents as the main points of your essay, and you can throw in some outside knowledge that you know. Generally, you should briefly cite which document you are using the information from after the sentence, and you should NOT quote from the document. An example of citing is this sentence (Document A).</p>
<p>Since you know nothing about DBQs, check out the AP Central website.
[AP</a> Central - The AP European History Exam](<a href=“Supporting Students from Day One to Exam Day – AP Central | College Board”>Supporting Students from Day One to Exam Day – AP Central | College Board)
This has past DBQs (and FRQs), scoring guidelines, and sample responses. You can see how they score the essays, and why sample essays received the scores they did.</p>
<p>EDIT: You get various points for organizing your documents, analyzing point of view, etc. I didn’t explain this here since you can find it on their scoring guidelines.</p>
<p>
Yeah he gave us a scoring guide. The main have problems with is POV and placing</p>
<p>^POV is actually kinda fun once you get the hang of it. Basically, you have to assess the validity of the document. If it’s a governmental record (data charts, etc.), you can say that because it’s an official governmental record, it’s probably accurate and contains no personal bias. Or if it’s a high-ranking official of a political party giving a speech about something, you can say that his point of view is that of all other party members or is that of the party itself. </p>
<p>My personal favorite POV (actually, this is more bias than POV) thing is for memoirs; you’ll almost always get a memoir or two on the AP Euro DBQ. You can attack the credibility of the memoir writer by saying that because the memoirs were written and published _______ years after the incident occurred (for example, a 1950 memoir dealing with an event in 1915), the writer’s ability to recall and recollect is not so good, which would lead to his/her inability to accurately describe the event.</p>
<p>^Thank you! I get it now! So like would you put the POV before the actual info on the doc or afterward, or are they interchangeable?</p>
<p>bump!!! Help please</p>
<p>I would put the POV stuff after the document info.</p>
<p>Okay I got all the POV and stuff down no my only problem now is pacing! I just took a DBQ which I know I would have done perfect on if I were to finish it! My teacher makes us first do a chart (doc, date, source, for or against) for just about all the docs, then we have to do an outline! This takes up most of my time! Please help me with my pacing problem! Are there any “exercises” I can do to help my pacing problem?</p>
<p>There is no way in hell that you’re going to be able to make that chart and outline on the actual AP test. If your teacher gives a timed DBQ, don’t even consider doing that. This is what I’d do (and I’ll use my prompt from last year’s DBQ: Analyze the factors that contributed to the instability of the Weimar Republic in the period 1918–1933.) :</p>
<ol>
<li><p>Ask myself what I know about this topic. Since I did my 8th grade History Day project on the Treaty of Versailles, I knew that the Weimar Republic was the democratic government created by the Treaty. I also knew that the Treaty harshly punished Germany (lots of reparation money, among other things), so I knew that could be either a reason (read paragraph with documents) or something extra that I’d throw in as outside info.</p></li>
<li><p>Read the documents. See what each document says about the prompt; there must be at least 1 relation between prompt and document. No “trick” documents exist. So, when you’re reading (and especially when you get to the last few ones), have 3 or 4 groups (in this case, reasons for the WR’s instability) in your head.</p></li>
</ol>
<p>(2.5). As you’re reading, make sure you mark any parts of any documents that can be construed into a POV/Bias reference.</p>
<ol>
<li>In the space under the prompt and historical background, write out those groups. Next to them, write the document numbers you’re going to use to support yourself. And screw any counterarguments; just bring up the documents that can be used to support that particular group.</li>
</ol>
<p>So, here’s the DBQ if you want to try out my method (it got me a 5, so it definitely worked): <a href=“Supporting Students from Day One to Exam Day – AP Central | College Board”>Supporting Students from Day One to Exam Day – AP Central | College Board. Print out the DBQ and go through it the way I outlined above; give yourself 60 minutes to plan and write. Let me know if you have any more questions.</p>
<p>See what you just told me to do is just like what he makes us do so I guess it’s a good method. Lol should have expected that since he is one of the people who grade the eassys for the AP test</p>
<p>Your teacher’s method is good, just way too time-consuming to be used on the actual exam.</p>
<p>I have an essay that’s due-well, it’s late, but I really need to get a grasp on how to write a DBQ because I’m just lost. My teacher … well … let’s just say he doesn’t really make it easy to understand, although he says he is. I want to be able to write a DBQ easily. I got an 8 on one. Once. In AP World. But APUSH is WAY more complicated than I thought.</p>
<p>Any advice or tips? Easy planning strategies? </p>
<p>Oh, and the question I have to write about is:</p>
<p>In what ways and to what extent did constitutional and social developments between 1860 and 1877 amount to a revolution?</p>
<p>I was thinking of making my 3 categories: Additions of new amendments/legislation (ex: Emancipation Proclamation, 13/14/15 Amendments) Division between political parties over issues such as currency, states vs national rights (But I have NO idea what identifications (the word my teacher uses to talk about events, important people, etc.) to use!) and the civil rights of blacks.(but that falls under the first category so… I’m lost. </p>
<p>HELP!!!</p>
<p>^Make your own thread! Don’t use mine please</p>