Transcript DBQ Info - Home - Jefferson Forest High School

APUSH Exam Info
Multiple Choice
• The majority of multiple-choice questions are on the
nineteenth and twentieth centuries.
• Approximately 20 percent of the questions deal
with the period from the first European
explorations through 1789
• 45 percent with the period 1790 through 1914
• 35 percent with the period 1915 to the present.
• There may be a few multiple-choice questions on
the period since 1980.
Multiple Choice
• Political institutions and behavior and
public policy account for approximately 35
percent of the questions
• Social and cultural developments account
for approximately another 40 percent.
• The remaining questions are divided
between the areas of diplomacy and
international relations (15 percent) and
economic developments (10 percent).
Multiple Choice
• As of the 2011 exam, a wrong answer
does not deduct from the overall test
score
• The multiple-choice section and the
free-response section each account
for 50% of the final score.
• each correct multiple choice earns
1.125 points
DBQ Info
1.Read the question -- that is, the
prompt -- three times. Remember that
in this instance "AP" stands for
"address prompt."
2.Identify the task. State in your own
words what you are being asked to
write.
3.Circle or underline the main words,
especially words of direction, such as
"analyze," "explain," "compare and
contrast," "evaluate," and "to what
extent."
2012 DBQ Prompt
• In the post–Civil War United States, corporations grew
significantly in number, size, and influence. Analyze the impact
of big business on the economy and politics and the responses
of Americans to these changes. Confine your answer to the
period 1870 to 1900.
(Suggested writing time—45 minutes)
• Percent of Section II score—45
4.Briefly list the main events of the
historical time period addressed. Use
the acronym PERSIA to help you
categorize the political, economic,
religious, social, intellectual, and
artistic aspects of the period. This is
outside information that may be
included in the essay.
5.Read each document, noting the source
or the title. Briefly write the main point
of each document. If the prompt
requires you to take one position or
another, group the documents on the
basis of those positions. For example, in
the 1999 DBQ you are asked to
evaluate colonial identity AND unity.
Note that documents A, C, E, and G are
about unity, whereas documents B, D,
F, and H deal with identity. Some
documents may be used to support both
unity and identity.
6.Use the source or the title when referring to the
information in the document. Do NOT use the
word "document" in the narrative of your essay.
(Writing "Document A says," "Document B
says," and so on results in a laundry list of
documents instead of an essay.)
• You may use the word "document" in
parentheses as a reference to a specific document
at the end of the information you have included
from that document.
FRQ Information
FRQ’s
• You may look at them during the
DBQ section, but you cannot
begin writing then.
• 2 Free Response Questions. In all
likely-hood will be pre-1865
questions
2012 FRQ Section B
• 2. Analyze the effect of the French and Indian War and its
aftermath on the relationship between Great Britain and
the British colonies. Confine your response to the period
from 1754 to 1776.
• 3. Analyze how western expansion contributed to
growing sectional tensions between the North and the
South. Confine your answer to the period from 1800 to
1850.
• You are advised to spend 5 minutes planning and 30 minutes
writing your answer
2012 FRQ Section C
• 4. Analyze the origins and outcomes of the intense cultural conflicts
of the 1920s. In your response, focus on TWO of the following.
• Immigration
• Prohibition
• Religion
• 5. Compare and contrast the Cold War foreign policies of TWO of the
following presidents.
• Harry Truman (1945–1953)
• Dwight Eisenhower (1953–1961)
• Richard Nixon (1969–1974)
• (Suggested total planning and writing time—70 minutes)
• Percent of Section II score—55
What the graders are looking
for…
•
•
•
•
Well-developed thesis
Specific Factual Evidence that supports the thesis
Analysis
Effective Use of Documents on DBQ- Means synthesizing,
extracting a main idea—how and why this document is
impacting what your thesis is trying to say. Do not just rephrase the word in the document.
• As graders scoring they think about how much significant
knowledge of history has this student demonstrated in this
essay.
Common APUSH Writing
Mistakes
• 8- does not put thesis in introduction
• Don’t tease, don’t tantalize the reader. Hold their
hand and guide them through the paper
• 7- A better thesis develops throughout paper, but
students don’t change first one
• If the students discover a better thesis as they write their
essay, include it at the end. They can draw an arrow to the
intro, etc. It is ok.
• 6- Does not incorporate the documents in their essays
• 5- Writes like an English class. In history class there is
only one way of writing – it’s a persuasive essay. Take a
position and support it. It should be brief- not great
literature!
Common APUSH Writing
Mistakes
• 4- Does not add any outside information to show
historical knowledge.
• 3- Does not budget time.
• 2- Does not spend enough time understanding,
brainstorming, and organizing the essay before
beginning to write.
• Avoid the compulsion to immediately begin writing.
Figure out the best method for you to organize your
essay before you begin to write.
• 1- No thesis is included.