Based on previous exam trends for APUSH exams, these topics haven’t been the DBQ prompts for the past few years, so they may be on this year’s🍀

I have listed out Westward Migration, Early Constitutional Era, and social change during WWII.

Also, I’ve included a how-to guide to writing DBQs and practice ones you could try! Just scroll past the 3 first topics to find these 🖤

Good luck! You’ve got this!

Westward Migration (1848 - 1890)

The West was seen as a land of opportunity by many settlers during the 19th century.

Homesteaders, miners, railroad workers, and ranchers were attracted to this region. Immigrants and Americans were drawn to the west because of…

• The discovery of gold and silver in the region

• Government land grants such as the Homestead Act.

• New opportunities and a chance to start a new life.

One Big Reservation Policy

Before the Civil War, the land west of the Mississippi River was considered "Indian Country" by the US government

• Access to the area was restricted to white people through the Indian Intercourse Act of 1834.

• This act prohibited whites from entering the area without a government-issued license.

In 1851, the US government adopted a new policy of "concentration" for the native tribes

• Involved defining specific boundaries for each tribe's reservation and relocating native peoples to these designated areas.

• This policy was intended to clear the way for white settlement in the West.

Sand Creek Massacre

The Sand Creek Massacre, also known as the Chivington Massacre, occurred in 1864,

• a group of Cheyenne and Arapaho tribes, led by Chief Black Kettle, had asked for peace and camped on Sand Creek in Colorado.

• They were attacked early in the morning by a group of Colorado military under the command of Colonel John Chivington.

  • The soldiers were ordered to "Kill and scalp all, big and little. Nits make lice."

  • Chief Black Kettle tried to stop the attack by raising an American flag and a white flag, but the soldiers ignored them and killed and scalped nearly all of the tribe members, including women and children.

The Sand Creek Massacre is considered one of the most horrific acts of violence against Native Americans in US history.

Little Bighorn

The Battle of Little Bighorn, also known as "Custer's Last Stand," was a battle that took place on June 25, 1876, as part of the northern Sioux Wars.

• The US Army, under the command of Lieutenant Colonel George Armstrong Custer, was sent to engage a band of Sioux warriors.

• Custer believed he had a small group of warriors surrounded on the banks of the Little Bighorn River in Montana,

  • Instead he found himself in the middle of a much larger Sioux camp of around 2,500 warriors.

• Custer and his men were quickly overwhelmed and killed in the battle.

The news of Custer's defeat and the deaths of his men caused a public outcry and demands for revenge throughout the US.

Ghost Dances

The rapid settlement of the West greatly upset many Native American tribes, who saw it as a threat to their way of life and an infringement on their land. In response, many tribes engaged in both active and passive resistance.

• One of the most notable movements was the Ghost Dance movement

  • Emerged in the late 1800s among several tribes.

• Was a religious movement that promised to restore Native American lands and bring back the bison, while causing the white settlers to disappear.

• Was based on the belief that through the performance of the Ghost Dance, all Native Americans would unite and a new Earth would come into being. This new Earth would be covered in dust, and the vanished buffalo would return in great herds.

Wounded Knee Massacre

The Ghost Dance movement and the belief in its ability to restore Native American lands and bring back the buffalo, led to the intervention of the US Army.

• They were tasked with stopping the Ghost Dance and the violence that ensued.

• This ultimately led to the killing of Sitting Bull, a Hunkpapa Lakota Sioux holy man and leader of the Sioux tribes.

In December 1890, the army caught up with a group of Sioux who were practicing the Ghost Dance and took them to the army camp at Wounded Knee Creek in South Dakota.

• The situation quickly escalated, when an accidental shot was fired, and the army responded by opening fire with their new machine guns.

  • They killed about 200 men, women and children, shredded their teepees and left many of them in the snow.

This event became known as the Wounded Knee Massacre, considered as one of the most tragic and notorious incidents in the history of the US treatment of Native Americans.

Assimilation

The US government's treatment of Native Americans during the late 19th and early 20th centuries included a policy of forced assimilation.

• The government sought to assimilate Native Americans into white American culture.

• This policy was implemented through a variety of means, including the establishment of boarding schools for Native American children.

  • Example - Carlisle Indian School: aimed to break the connection between the children and their culture and traditions.

• The government also actively sought to break up tribal sovereignty and violated its own treaties with native tribes.

The policy of forced assimilation and the breaking up of tribal sovereignty were aimed at assimilating Native Americans into the dominant American culture, and were often implemented through military force and repression.

Dawes Act

The Dawes Act of 1887 (also known as the General Allotment Act) was a federal law that aimed to assimilate Native Americans into white American culture by redistributing native lands and confining them to life on reservations.

• The act divided tribal lands into individual allotments, which were then distributed to individual Native American households.

• 47 million acres of land were distributed under the Dawes Act, however another 90 million acres were designated as reservations and sold to white settlers as they were considered more fertile.

The implementation of the Dawes Act, along with other policies aimed at assimilating Native Americans and breaking up tribal sovereignty, resulted in the loss of much of their land and a significant decrease in their population.

• By 1900, there were only 250,000 Native Americans in the country, a drastic decrease from the 600,000 in 1800 and the 5 million in 1492.

Farmers

The Hardships of the Farming Frontier Life in the West was difficult for many settlers, as they faced harsh conditions and the possibility of failure.

• Miners, homesteaders, ranchers, railroad workers, and other migrants all had to contend with the harsh realities of frontier life.

• Farmers in particular struggled with falling prices for agricultural goods and rising railroad rates, which made it difficult for them to make a living.

This led to the formation of Progressive reform movements, such as the Grange Movements and Farmers' Alliances.

• Aimed to address these economic challenges by advocating for government regulation of certain industries.

However, despite some successes, many farmers continued to face economic struggles and challenges in the West.

• The formation of monopolistic trusts in the East, such as the Standard Oil Company and the American Sugar Refining Company, led to high prices for manufactured goods and further economic struggles for farmers in the West.

• These trusts, which controlled much of the country's industry, had the power to keep prices high and limit competition.

• As a result, farmers found it increasingly difficult to make a living, as they were making less money while having to pay fixed or increasing expenses and taxes.

• Additionally, farmers had to compete with commercialized bonanza farms, which had access to expensive equipment and often received reduced railroad and storage rates.

  • This made it difficult for small farmers to compete and survive in the West.

The economic struggles of farmers in the West led to the emergence of Progressive reform movements, such as the Grange Movements and Farmers' Alliances.

• These groups sought to address the economic challenges faced by small farmers by lobbying state legislatures for economic regulation of certain industries.

  • One notable achievement of these movements was the Supreme Court case of Munn v. Illinois

    • Established that states had the power to regulate commerce within their own borders.

• The federal government also attempted to address these issues through the passage of the Interstate Commerce Act of 1866

  • First federal law aimed at regulating industry.

However, these efforts were not always successful in resolving the economic struggles of farmers in the West, as large corporations were able to circumvent regulations and maintain control over certain industries.

While the Grange Movements and Farmers' Alliances made some progress in addressing the economic challenges faced by small farmers in the West, their successes were limited.

• Large corporations, such as the railroad companies, were able to circumvent regulations and maintain control over certain industries.

  • For example, after the Supreme Court case of Munn v. Illinois established that states had the power to regulate commerce within their own borders, railroad companies got around the ruling by simply hiking up rates for interstate hauls.

  • Similarly, the Interstate Commerce Committee, which was established by the Interstate Commerce Act of 1866, had limited success in regulating the railroad industry.

Overall, the efforts to address the economic struggles of small farmers in the West were hindered by the power and influence of large corporations.

• In 1890, the US Census Bureau officially declared that the American frontier had been closed.

• This marked the end of westward expansion and the settling of the western territories.

• The census report stated that there was no longer a vast Western area with few settlers, and that the process of westward expansion had been completed.

This realization marked the end of an era in American history, as the Western frontier had been a defining aspect of American identity and had played a significant role in shaping the nation's culture and economy. With the closure of the frontier, the focus of American society shifted towards urbanization, industrialization, and the development of new technologies and industries.

Early constitutional era (1787-1800)

During the Constitutional Era, Americans made two attempts to establish a workable national government based on republican principles.

• The basic republican principle is the idea that the people elect representatives to the government, which then makes the laws for society to follow.

• The first attempt at workable government in the United States was the Articles of Confederation. When the government formed by the Articles proved too weak, Americans wrote and adopted the Constitution of the United States.

Ever since, the Constitution has provided the basic framework for the government of the United States of America.

Weakness

America’s pre-Revolutionary relationship with England influenced the structure of the first national government under the Articles of Confederation.

• America’s political or governmental leaders feared a powerful central government like England’s.

  • They had fought the Revolutionary War to escape what they believed had been unfair taxation by Parliament and tyrannical rule by King George III.

• Therefore, in 1781 at the end of the war they adopted the Articles of Confederation, which created a weak national government.

Several factors made this government weak.

• First, Congress, the national legislative body, was the only major branch or part of the government.

  • As the national assembly, Congress made the laws for the United States.

    • However, Congress’ lawmaking power was very limited.

      • It had no power to tax

      • No power to regulate commerce among the states.

      • No common currency or paper money.

• In addition, the Articles gave each state one vote in Congress regardless of size.

  • States with large populations, like Virginia, believed this system was unfair.

• Finally, the Articles created neither an executive nor a judicial branch of government.

  • An executive branch enforces the laws, while a judicial branch interprets or explains the meaning of the laws.

Without either an executive or a judiciary, the new United States government could neither enforce its laws nor settle disputes if Americans disagreed over what the laws meant.

Constitutional Convention

In 1787, some American leaders took steps to replace the Articles with a second, more powerful national government.

• The Constitutional Convention met in Philadelphia, Pennsylvania and delegates from all thirteen states attended.

• Many arguments arose between delegates from the states with large populations and those with small populations.

• Neither group wanted to give up power to the other.

  • Delegates also disagreed on how the national government and the states should divide power, and they argued about issues related to African-American slavery.

In order to reach agreement in the new Constitution of the United States, the delegates from the thirteen states had to work out compromises.

• George Washington served as the President of the Convention.

  • As President, Washington presided at the Convention. Although he seldom participated in the convention’s debates, he lent his enormous prestige to the proceedings.

  • Since all Americans respected George Washington, they figured if he would serve as President of the Convention, then it must be a good thing for the United States to create a new government.

• James Madison, a brilliant political philosopher, often led the debate and kept very thorough notes of the proceedings.

  • Madison’s notes are the best record historians have of what occurred at the Convention. Madison proposed many of the basic ideas eventually included in the Constitution.

    • For example, he authored the “Virginia Plan,” which proposed a federal government of three separate branches and became the foundation for the structure of the new government.

  • Because of the leadership, James Madison provided at the Constitutional Convention, he has become known as “Father of the Constitution.”

Constitution

The Constitution of the United States of America…

• Established a government that shared power between the national government and state governments

• Protected the rights of states

• Provided a system for orderly change through amendments or additions to the Constitution itself.

The distribution of power between a central or national government and its political subdivisions (the states) is called federalism.

• The Constitution also made federal law the supreme law of the land when constitutional.

  • This means whenever a state law conflicts with a national law, then the national law wins out and becomes the law for the entire country.

    • The part of the Constitution that expresses this idea is called the supremacy clause.

      • The supremacy clause states the Constitution is the supreme law of the land and is therefore binding on the state courts.

However, the Constitution did allow the states to keep considerable leeway to run their own governments.

• Disagreement between the large states and the small states developed at the Constitutional Convention regarding the states’ representation in the national legislature.

  • Under the “Virginia Plan,” the national lawmaking body consisted of a two-house legislature or congress.

    • Since the “Virginia Plan” provided that population determine representation in both houses of congress, it would greatly reduce the influence of the smaller states and give the more populous and wealthy states, like Virginia, Massachusetts and Pennsylvania, control over the national legislature.

  • The small states flatly rejected this part of the “Virginia Plan.” They countered with the “New Jersey Plan,”

    • Provided for equal representation for each state in the national legislature.

    • The “New Jersey Plan” said each state would possess one vote in Congress, to preserve the principle of state equality.

Great Compromise

After considerable discussion, the delegates to the Constitutional Convention agreed on the Great Compromise.

• Under the Great Compromise, Congress consists of a two-house legislature.

  • Each state, regardless of its size, gets two members in the Senate, while population determines a state’s membership in the House of Representatives.

In short, the Great Compromise provided for a two-house Congress in which the people would be represented in a House of Representatives and the states in a Senate.

• Thereby, the Great Compromise balanced power between large and small states in Congress.

  • An argument arose at the convention between the northern and southern states.

    • All the northern states had decided to abolish or end slavery in the years immediately following the Revolution, because they recognized that African-American slavery contradicted the Declaration of Independence’s idea that “all men are created equal.”

    • However, the white leaders of the southern states had decided to keep slavery, because they believed it brought them economic prosperity.

Unfortunately, financial greed and racial prejudice were more important to the southerners than their political ideals.

• The northern states said that since slaves were property instead of citizens, they should not be counted when determining the slave states’ membership in the House of Representatives.

• The southerners argued that since slaves were human beings, they should be counted in figuring a state’s population for representation in the House.

The two regions eventually compromised by counting each slave as three-fifths of a person. This agreement became known as the three-fifths compromise, which succeeded in placating (satisfying) the Southern states.

Federalists Vs Anti-federalists

Americans were still nervous about making the central or national government too powerful.

• James Madison answered this concern by proposing in the Virginia Plan a federal government of three separate branches, which divided power and governmental responsibilities.

• The division of power among different branches of government is known as separation of powers. Madison created three separate, but co-equal, branches.

  • These three branches are the legislative, executive, and judicial.

    • The legislative branch or Congress makes the laws.

    • The executive branch, led by the President, enforces the laws.

    • The judicial branch, led by the Supreme Court, interprets or explains the meaning of the laws.

  • Madison also included in the Constitution a checks and balances system so that none of the three branches would become too powerful.

    • Checks and balances is a system by which each branch of government can check or stop the actions of the other branches.

      • For example, under the Constitution, the President appoints the members of the Supreme Court, but the Senate must confirm or approve these appointees before they can become Supreme Court justices.

Finally, the Constitutional Convention tried to restrain or check the federal government’s power by limiting it to those powers specifically identified in the Constitution.

• Before the new Constitution could take effect, at least nine states had to ratify or approve it.

• The ratification debate in Virginia was pivotal, because Virginia was the largest state in population and was located on the Atlantic seaboard in the very center of the nation.

  • Two groups of Americans emerged the Federalists, who supported ratification, and the Anti-Federalists, who opposed it.

    • The Federalists advocated the importance of a strong national government, especially to promote economic development and public improvements.

      • For example, a strong national government could promote public improvements by using federal tax money to build roads and canals.

      • By improving the nation’s transportation system, such public improvements could lead to the expansion of the American economy.

      • George Washington and James Madison were the leading Federalists or proponents (supporters) of ratification in Virginia.

    • In contrast, the Anti-Federalists feared an overly powerful central or national government, because they believed it would destroy the rights of individuals and the prerogatives (rights or privileges) of the states.

      • Patrick Henry and George Mason were Virginia’s two leading opponents of ratification.

      • Anti-Federalists, like Henry and Mason, also believed that a national Bill of Rights was necessary.

      • During the ratifying conventions in several states, the Anti-Federalists forced the Federalists to pledge that a Bill of Rights would be the first order of business of the new government established by the Constitution.

Eventually, all thirteen states ratified or approved the Constitution and it took effect in 1789.

• James Madison, who had been one of the Federalists’ leaders during the ratification process, took responsibility for drafting (writing) a Bill of Rights, which would meet the Anti-Federalists’ concerns without weakening the new government.

  • The major principles of the Bill of Rights of the Constitution were based on earlier Virginia statutes.

    • While drawing up the amendments that eventually became the United States Bill of Rights, Madison consulted the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom.

      • George Mason, one of Virginia’s political leaders, had written the Virginia Declaration of Rights.

    • This document set forth the idea that governments should not violate basic human rights.

      • Thomas Jefferson had written the Virginia Statute for Religious Freedom.

    • This document outlawed the established church in Virginia.

    • Under British colonial rule, the Anglican Church had been the established church, which was the practice of the colony giving government support to one favored church.

In short, the Virginia Statute for Religious Freedom supported the idea of freedom of religion.

The states then ratified the Bill of Rights, which meant it was added to the Constitution.

• The Bill of Rights is the first ten amendments to the Constitution. An amendment is an addition to the Constitution.

  • The First Amendment guarantees all Americans freedom of speech, freedom of the press, freedom of religion, freedom of assembly (the right to gather at public meetings), and the right of petition (the right to make written requests to make changes in the government).

Ratification of the Constitution did not end debate on the issue of governmental power.

• Elements of Federalist and Anti-Federalist thought are reflected in contemporary political debate on issues such as the size and role of government, federalism, and the protection of individual rights.

• Those Americans, who see a primary role for the federal government in solving national problems, are heirs to the Federalists’ beliefs.

• Americans, who hold more conservative beliefs, echo the concerns of the Anti-Federalists and champion liberty, individual initiative, and free markets (business and trade without government regulation or rules).

Social Change During WWII

Arsenal of Democracy

The US entrance into WWII ended the Depression since the US quickly became, in the words of President FDR, the Arsenal of Democracy as it turned its production capacity toward making war material.

• This production supplied both the US military and its allies like the UK, China, and USSR. Facing a labor shortage because of the 15 million men and women in the armed services, unemployment virtually disappeared during the war.

• The US produced an astonishing quantity of weapons and goods during the war.

  • Liberty Ships were US cargo boats that were made cheaply and quickly, and they proved useful in moving men and material around the world during the war.

Four Freedoms

Addressing Congress on January 6, 1941, the president delivered a speech that proposed lending money to Britain for the purchase of US war materials.

• He justified such a policy by arguing that the US must help others nations defend “four freedoms:”

  • Freedom of speech

  • Freedom of religion

  • Freedom from want

  • Freedom from fear

This shifted World War II from a political war to an ideological war, one that wasn't against Germany per-se, but rather against fascism and Nazism as a whole.

• This helped to frame America as a fighter for democracy against fascism.

Mobilization

The US government raised taxes and sold bonds (loans by citizens to the US government) just like in WWI, but at an unprecedented level.

• The government also organized and supervised the US economy in new ways through rationing and through agencies like the War Production Board (WPB) and the Office of Price Administration (OPA) that controlled war industries and consumer prices, respectively.

• US industries did a booming business, far exceeding their production and profits of the 1920s.

  • The depression was over and unemployment disappeared.

Instead of automobiles, tanks and fighter planes rolled off the assembly lines.

• Henry Ford built the Willow Run factory, covering 67 acres, where 42,000 workers turned out a B-24 bomber every hour.

• A shipyard in California could turn out an entire ship in just 14 days.

The mobilization in preparation for World War II is largely considered the cause of the end of the Great Depression.

• Government expenditures and a need for labor decreased unemployment and began flowing money through the economy again.

The War & Women

Just like in WWI, the manpower shortage led to new opportunities for women and minorities, who worked in factories to replace the enlisted men.

The War & African Americans

During World War II, African Americans were drafted into the military and were often placed in segregated units, which were led by white officers.

• This segregation was a reflection of the Jim Crow laws and practices that were in place in the United States at the time, which institutionalized racial segregation and discrimination against Black Americans.

  • Despite the segregation, many African American soldiers fought with distinction, including the Tuskegee Airmen, who were a group of African American pilots who served in the U.S. Army Air Corps.

    • The Tuskegee Airmen faced numerous challenges and discrimination, but they persevered and became one of the most highly decorated units of World War II.

    • Their bravery and determination inspired other African Americans to fight against racism not just abroad, but also at home.

      • This led to the development of the Double V Campaign, which sought victory over fascism abroad and over racism at home.

Philip Randolph, a prominent Black leader and civil rights activist, played a significant role in the Double V Campaign.

• He used the threat of a march on Washington to pressure President Franklin D. Roosevelt to issue Executive Order 8802, which prohibited racial discrimination in defense industries.

• This was a significant step towards ending segregation and discrimination in the military and in the defense industry.

Overall, the contributions of African Americans during World War II helped to bring about much needed change and paved the way for future civil rights struggles.

The War & Mexican-Americans

The Second World War also saw significant racial tension between White and Latinx people on the West Coast of the United States.

• One of the most notable incidents was the Zoot Suit Riots in Los Angeles, which occurred when white servicemen roamed Mexican-American neighborhoods, attacking Latinx people.

  • The violence and discrimination faced by Latinx individuals during this time was a reflection of the racism and prejudice that was prevalent in society at the time.

To help address labor shortages during the war, the United States government implemented the Bracero Program.

• Recruited Mexican laborers to work in American agriculture.

  • These workers were brought in to fill in for the missing white workers who were serving in the military.

While the Bracero Program did provide much needed labor, it also led to further tension and resentment between White and Latinx communities.

• Overall, the racial tension between White and Latinx people during World War II was a reflection of the broader issues of segregation and discrimination that were present in society at the time.

Despite the challenges faced by Latinx individuals, many continued to fight for their rights and for equality, laying the groundwork for future civil rights struggles.

The War & Native Americans

During World War II, some Native American people saw new opportunities arise as a result of the conflict.

• One famous example of this was the Navajo Code Talkers, who were recruited by the United States military to serve as communication experts.

  • The Navajo Code Talkers used their fluency in the Navajo language to transmit secret messages that were indecipherable to the enemy.

  • This proved to be an extremely effective tactic, and the Navajo Code Talkers played a crucial role in the war effort.

  • The service of the Navajo Code Talkers is a testament to the bravery and patriotism of Native American people during World War II.

Despite facing ongoing discrimination and challenges, many Native Americans were able to make significant contributions to the war effort and to their country.

• The legacy of the Navajo Code Talkers continues to be celebrated and honored today.

The War & Japanese Americans

The Japanese internment camps during World War II are a controversial and dark chapter in American history.

• Executive Order 9066, which was issued by President Franklin D. Roosevelt, authorized the internment of over 110,000 Japanese Americans on the West Coast of the United States.

  • Over two-thirds of these individuals were U.S. citizens.

• The internment was motivated by a combination of war paranoia and longstanding discrimination against Asian Americans.

• The internment camps were a form of mass detention, with Japanese Americans being forcibly removed from their homes and placed in camps for the duration of the war.

  • Many lost their homes, businesses, and personal possessions as a result.

  • Some Japanese Americans tried to challenge the internment order, but the Supreme Court upheld it in the landmark case of Korematsu v. United States (1944).

• Despite the discrimination they faced, some Japanese American men were able to fight for the United States in the European theater.

  • The 442nd Infantry Regiment, which was composed largely of Japanese Americans, became one of the most highly decorated units in American history for their service in fighting the Nazis.

DBQ Format (how to write…)

Format

Before you start writing, READ and GROUP your documents based on simularity/contrast or ones that refute/support your thesis. This will help you with your body paragraphs.

Paragraph 1 (intro)

• Contextualization

• Thesis

Body Paragraph Sample%%*%%

• Topic sentence

• Document Evidence

  • Explain evidence relevant to prompt

  • Analysis and Reasoning for Doc

  • Outside Info

• Another Document evidence

  • Explain evidence relevant to prompt

  • Analysis and Reasoning for Doc

  • Outside info

• Connect documents

• Show how it supports your thesis

Counter Body Paragraph Sample%%*%%

• Topic Sentence

• Document evidence

  • Explain evidence relevant to prompt and why it is “incorrect” (why it does not follow your thesis)

  • Analysis and Reasoning for Doc

  • Outside Info

• Another Document evidence

  • Explain evidence relevant to prompt and why it is “incorrect” (why it does not follow your thesis)

  • Analysis and Reasoning for Doc

  • Outside info

• Conclusion (although not necessary)

*For your body paragraphs, they do NOT have to follow this exact outline… you can add more documents if you want, and you certainly don’t have to use analysis and reasoning and outside evidence for EVERY document, this will be explained later.

Contextualization (0-1 Point)

Has to…

• Describe a broader historical context relevant to the prompt.

  • To earn this point, the response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. This point is not awarded for merely a phrase or reference.

Typically, I like to go 50-100 years before this event and contextualize based off of the prompt.

• For example, if it is a prompt about the evolution of women’s rights in the early 20th century, I’m not going to talk about international politics.

Have a good thesis (0-1 Point)

Has to…

• Respond to the prompt with historically defensible thesis/claim that establishes a line of reasoning.

  • To earn this point, the thesis must make a claim that responds to the prompt rather than restating or rephrasing the prompt. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

I always like to use this formula →

X. However, A, B, and C. Therefore, Y.

• X = Counterclaim (this will set you up for complexity!!

• A, B, C = Your evidence/ general claims. These will eventually be possible sentence starters for your body paragraphs

• Y = Your overall claim. This is your argument throughout your essay.

Evidence! (0-3 points)

Here you can earn up to 3 points!

• 1 pt - Uses the content of at least three documents to address the topic of the prompt.

  • To earn one point, the response must accurately describe — rather than simply quote — the content from at least three of the documents.

• 2 pts - Supports an argument in response to the prompt using at least six documents

  • To earn two points, the response must accurately describe — rather than simply quote — the content from at least six documents. In addition, the response must use the content of the documents to support an argument in response to the prompt*.*

• 3 pts - Uses at least one additional piece of the specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt.

  • To earn this point, the response must describe the evidence and must use more than a phrase or reference*. This additional piece of evidence must be different from the evidence used to earn the point for contextualization*

For evidence, you want to try and use all of your documents. I know that it says 6, but just in case you read the document wrong, you should try and include all 7. They also have to support your thesis and be related to the prompt.

In addition, no matter what, do not quote the documents!! A) You won’t have time to quote the document and then analyze it, you’ll run out of time really fast and B) AP test graders know these documents inside and out. You are allowed to paraphrase or summarize the document in one or two sentences.

Finally, for that 3rd point, you need one piece of additional evidence outside of the documents. I’d try to include more than one, just in case you are historically inaccurate or it is in one of the docs and you just missed it. Also, it should not just be a name drop - if you want to use the Boston Massacre as your outside evidence, you have to explain that event and how it connects to your thesis.

Analysis and Reasoning (CAPP and Sophistication) (0-2 points)

Here you can earn up to 2 points!

• 1 pt - For at least three documents, explains how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.

  • To earn this point, the response must explain how or why (rather than simply identifying) the document’s point of view, purpose, historical situation, or audience is relevant to an argument about the prompt for each of the three documents sourced.

• 1 pt. - Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.

  • A response may demonstrate a complex understanding in a variety of ways, such as:

    • 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

  • This understanding must be part of the argument, not merely a phrase or reference

For that first point, this is more commonly known as CAPPing or HIPPing

You need to do this three times, but just to be sure you do it right, I’d do it at least 4 times. Also, you don’t have to use all four different types, you can stick to just one or two of them if you are not fully confident with the other ones!

Now, for that second point… not many students receive this point. You will not get it if it is just a phrase or sentence in your essay.

Your essay has to be amazing overall. You are allowed to have a few mistakes with spelling and grammar, but the content of your essay has to show that you have an overall proficient understanding of the prompt.

You can get this point by simply having a counterargument and refuting it, as long as you do it efficiently. You can also do any of the other bullet points listed.

Practice!

Here are some practice DBQs related to the three possible subjects for this exam. You don’t have to write a whole DBQ if you dont want to, you could simply read the documents, group them, and come up with a thesis and evidence you could use in your essay. Some of these prompts are older or are modified DBQs, so they may have different rubrics or more documents than the current 2023 essay, but it has the same idea.

Wesward Migration -

http://mprapush.weebly.com/uploads/2/9/3/0/29308547/1992dbq-settlementofthewest.pdf

Early constitutional era - https://www.cbsd.org/cms/lib/PA01916442/Centricity/Domain/2100/DBQ%20on%20Revolution%20Era%20Continuity%20vs%20Change%20_%20Docs%20and%20Exemplar%20Essay.pdf

Social Change During WWII - https://www.etownschools.org/cms/lib/PA01000774/Centricity/Domain/629/DBQ%20WWII%20Homefront.pdf