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Advanced Placement (AP)

You’ve been working hard in your AP US History class, and now it’s time to start prepping for your APUSH exam. 

But there’s a lot you’ll need to know if you want to do well, especially on the APUSH DBQ section. For instance, you’ll need to understand the APUSH DBQ rubric so you know how you’ll be scored on your answers, and you’ll need to look at a few APUSH DBQ examples so you understand what it takes to 

Luckily for you, we’ve compiled everything you need to know about APUSH DBQs in one easy place. (That place is, uh, here. ) We’ll go over: 

• An explanation of what APUSH DBQs are and why they’re important 
• A walkthrough covering how APUSH DBQs work on the exam and what to expect
• A six-step process for writing a great DBQ
• Four tips for studying for and answering the APUSH DBQs

We’ll also give you an APUSH DBQ rubric and APUSH DBQ examples That’s a lot to talk about, so let’s get going!

The APUSH DBQ is an essay-based question, so you'll have to write quickly!

What Is an APUSH DBQ? 

A DBQ is a “document-based” question that you’ll have to answer on your AP exam. For these questions, you’ll be given seven “documents,” which are short readings that cover different, usually related aspects of US History. From there, you’ll be asked to answer each DBQ in essay form using information from the documents you’ve been provided! 

The good thing about APUSH DBQs is that they’re open-ended, meaning there are multiple correct ways to answer each question. The downside is that in order to answer the question and earn full credit, you’ll need to analyze and incorporate multiple documents as part of your argument. 

And did we mention you’ll only have a limited amount of time to answer the DBQ, and that it's worth 25% of your total test score? That’s why APUSH DBQs can be stressful for test-takers! 

How Do DBQs Work on the APUSH Exam?

The APUSH exam consists of 60 questions in total. Here’s how they break down across the test: 

Of the two free response questions, one is a long essay (worth 15%) and one is a DBQ. This means that the sole DBQ is, by itself, worth 25% of your total grade, making it the single most heavily-weighted question on the APUSH exam.  

The APUSH DBQ will consist of a single open-ended prompt . To answer it, you’ll have to create a persuasive argument that uses the documents you’ve been given on the exam itself. (More on that a bit later.) 

To give you a little more context, here are some actual APUSH DBQ examples from previous years’ APUSH exams:

• “Evaluate the extent of change in ideas about American independence from 1763 to 1783.” ( 2017 ) 
• “Evaluate the relative importance of different causes for the expanding role of the United States in the world in the period from 1865 to 1910.” ( 2018 )
• “Evaluate the extent to which the Progressive movement fostered political change in the United States from 1890 to 1920.” ( 2019 )

APUSH Document Types 

To answer these questions well, you’ll also have to read, analyze, and incorporate information from seven documents you’ll be provided on test day. These documents will be a mixture of: 

• Primary texts : texts that were actually written in the time period you’re being asked about
• Secondary texts : texts written by later historians that explain the time period 
• Images: these are typically either political cartoons or artworks from the time period

How many of each type of document you’ll see on your exam varies from year to year, so you’ll need to be equally comfortable using all three types of documents. 

You’ll have to read through all seven documents and understand them so you can use them to answer your DBQ question. The information in the documents will help you create a thesis, build your argument, and prove your point…so you can get a great APUSH DBQ score! Just remember: to earn full credit, you’ll also have to explain how at least six of the documents are relevant to your argument, using evidence to back those claims up. 

Using Outside Information 

Along with the provided documents, you’ll also be expected to use one piece of historical evidence that isn’t included in the documents , but you already know from your own reading. This is information that you’ll have studied in class (or read on your own!) that applies to the DBQ and supports your argument. 

Unfortunately, you won’t be able to bring any class notes with you on exam day. That means you’ll need to study ahead of time so you’ll be ready to incorporate outside information into your DBQ answer! 

Whew! That’s a lot! However, if it makes it any easier, the APUSH DBQ will only cover the period from 1754-1980 . That means you’ll only need to focus on studying–and remembering!--information from about 230 years. 

Understand the APUSH DBQ Rubric

First, you need to understand what the expectations are and how your answer will be graded. That means reading through and understanding the official APUSH DBQ rubric!

The good news is that the College Board has provided the APUSH DBQ rubric as part of their 2021 AP Exam Administration Scoring Guidelines - AP United States History document .  

Here’s how the rubric breaks down:

Thesis (1 point) 

First, you’ll need to create a thesis that “responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.” In order to get this point you’ll need to make an arguable claim based on the documents that answers the question of the prompt.  

In other words, you’ll need to choose a position and then defend it with evidence from the documents and your knowledge base. 

Contextualization (1 point) 

In order to get a point for contextualization you’ll need to “accurately describe a context relevant” to the time period covered by the prompt. What this means is that you’ll have to describe the political, social, or economic events and trends that contributed to what your thesis is arguing. 

Some of this you’ll know from the provided documents, but some of it you will also be expected to know on your own based on what you’ve studied in AP US History. You’ll also need to relate your knowledge to “broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question.” That means you have to show how the events of this time period are relevant now or how they are similar to some other historical situation .

Evidence (3 points)

For this part of the rubric, you’ll earn one point just for incorporating specific evidence that does not come from the provided documents in a way that is relevant to your thesis! 

In order to earn the other two points, you must support your argument by using content from six of the seven documents . (If you don’t use six documents, but do use at least three of them, you’ll only earn one point.) 

You can’t just randomly throw information from the documents into your essay, though, you have to use it in a way that supports your argument and accurately represents what the documents are saying . 

Analysis and Reasoning (2 points)

For the analysis and reasoning section, you get one point for explaining “how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.” You’ll earn another point for “complexity,” showing that you understand the time period that the prompt covers and use evidence to prove your understanding and back up your argument . 

So to earn analysis and reasoning points, you have to prove how the documents are relevant to your argument, your argument has to demonstrate you understand the historical events of the time period, and you’ll have to create an argument that is well-reasoned and “complex.” 

You’ll need to show graders you understand there’s a variety of possible perspectives about the issue you’re writing about and that people in that era did not all agree or have the same experiences.

Step-By-Step Process for Tackling an APUSH DBQ

The APUSH DBQ is a complicated question that tests you over several different skills, so there isn’t any simple technique to ace it. However, if you master each of the individual skills it takes to do well on the DBQ examples, rocking your APUSH DBQ will be much easier! 

Here are five steps you can follow to build a foundation that’ll help you ace the DBQ. 

Step 1: Take a Practice DBQ

The best way to master APUSH DBQs is by practicing with real APUSH DBQ examples.

The College Board’s website has the actual prompts from 2015-2019 available to download. This means you can take at least five practice APUSH exams, as well as read APUSH DBQ example responses and APUSH DBQ rubrics, for free! 

This is excellent news because you can take several practice swings at answering APUSH DBQs before you have to tackle the real thing on test day. 

Before practicing DBQ responses, it’s a good idea to take at least one APUSH DBQ practice test so you know what your baseline is. That way, you’ll understand your strengths and weaknesses and can really zero in on your weakest areas! From there, you can work through the practice APUSH DBQ prompts on their own. 

However, the nature of a free response means that it won’t be easy for you to grade by yourself. To evaluate your DBQs, be sure to use the APUSH DBQ rubric we walked through above. Honestly try to assess whether or not you incorporated the information thoroughly and accurately. You can also ask a teacher, tutor, or even a family member to grade your APUSH DBQs for you as well! 

Later, after you practice the skills outlined in the steps below, take another practice DBQ and see if it seems easier for you. Compare your score to the baseline score from your first attempt. Then, re-read over your textbooks and take it again. Repeat the cycle a couple of times. The big benefit will be that you will eventually get so used to the APUSH DBQ that you will be more comfortable in the actual testing environment .

Step 2: Practice Writing a Thesis

Because your DBQ response will have to choose a position and defend it, you’ll need to work on writing strong thesis statements. A thesis statement is essentially your argument in a nutshell, and it sums up the purpose of your essay. 

The most important aspect of your APUSH DBQ thesis is that it has to make a claim that is both arguable (meaning you can use evidence to prove it) and is relevant to the prompt you’re given. However, you don’t want to just restate the prompt in your thesis! 

Here’s what we mean. Let’s say your APUSH DBQ prompt is: 

Evaluate the extent of change in ideas about American independence from 1763 to 1783.

You don’t want your thesis to be “Ideas about American independence changed a lot from 1763 to 1783. That’s just adding a few words to the prompt…and it’s not descriptive enough to cover the argument you’ll make later. Instead, make a specific claim about how and why ideas about American independence changed, and you’ll need to use the documents provided to prove it!

So for this example, a better thesis might be, “Between 1763 and 1783, American ideas about independence changed from being unsure about how the nation could survive without British rule to believing in (and fighting for) the nation’s independence.” 

Because APUSH DBQs are open-ended, there are actually many different thesis statements you could come up with that would let you write an amazing answer. Here are two APUSH DBQ examples that College Board considers acceptable theses for this prompt:

• “The ideas about American independence changed greatly from 1763 to 1783. In the beginning, colonists only wanted representation and a say in the legislation of new laws, but by 1783 Americans wanted true freedom from British rule.” 
• “From 1763–1783, ideas of American independence changed from the colonies blindly accepting the tyranny of the British by religious rights of divine kings to believing in natural rights of individuals against British rule.”

Let’s look at how these theses make specific claims: 

The first thesis argues that colonists originally only wanted representation, but by 1783 wanted freedom from British rule. These are two different mindsets that the author can then use the documents to illustrate and prove actually existed. 

The second example thesis addresses a more theoretical change in belief: one that changes from Americans of 1763 accepting the medieval notion of the king inheriting from God the right to govern, to one in which Americans of 1783 believed that individuals had the natural right of freedom from tyranny. The author can then use the documents as evidence that Americans in that time period had those beliefs, and can argue about what happened to change them.

By practicing thesis writing, you’ll be able to create a detailed–and defensible!--statement that will help you create a convincing DBQ argument. 

An outline will serve as a roadmap that'll help you write a great essay—and it'll help you manage your time, too. 

Step 3: Practice Creating an Outline

With only an hour to read the documents to write your essay, you probably won’t have time to revise. It’s very important that you make the best use of the limited time you will have available, so an outline will help you organize your thoughts and will keep you on track as you write. 

Just be careful that you don’t take too much time with your outline–you need to write a whole essay! Five minutes (or less!) is all you need to put together an outline that’ll help you write an awesome DBQ. 

With that said, let’s talk about what makes up a great outline.

Two important elements of a good outline are an introduction and conclusion ! Your intro will set up your thesis and your conclusion to restate your thesis while explaining why it’s relevant to the reader today. Because both of these sections center around your thesis statement, they’ll help you organize the rest of your argument…and your DBQ essay! 

Once you have those in place, you can start adding body paragraphs to your outline. Since you only have about 45 minutes to write this essay, you don’t want too many of them. Three or four body paragraphs will be enough to get the job done. 

The most important thing about your body paragraphs is that each of them makes a claim that a) supports your thesis and b) allows you to incorporate information from the documents as evidence. You may even want to make a note of which documents you want to use in each body paragraph! 

Here’s an outline template you can use as you practice your APUSH DBQs:

• Set up your argument and include your thesis.
• You can break down your thesis into several component steps, which will then become the body paragraphs as you expand upon them.
• Tell the reader what they need to know about the historical situation. 
• Include any information you might already know from outside the provided documents.
• Make the first argumentative point you mentioned in your introduction/thesis.
• Use information from two to three documents to illustrate and prove your point.
• Make the second argumentative point you mentioned in your introduction/thesis.
• Use two to three different documents to support this point. 
• If you have a third argumentative point, you’ll need to make it here. 
• Be sure to use at least one document to support your argumentative point. 
• Restate your thesis and summarize the main points you’ve made.
• Show how it’s relevant to the reader.

Again, this outline doesn’t need to be fancy! Jotting down a few words–or a short sentence–for each point will get you to where you need to go. 

Step 4: Practice Incorporating Quotes and References 

As you write your essay, you’ll need to use examples from the documents provided–and each time you do so, you need to explain documents you pulled the information from. You’ll do this whether you are quoting your source or just paraphrasing it. 

There are two ways to do this:

#1: Attribution

Attributing your information means you tell your reader in the sentence which document you’re quoting or paraphrasing from. Below are two attribution DBQ examples APUSH considers acceptable: 

"Charles Inglis uses reason to note that the colonies would be unable to sustain themselves without British support because the colonies don’t make enough money through agriculture and commerce.”

Notice that even though this APUSH DBQ example doesn’t quote Inglis outright, the author still lets the readers know which source they’re using to prove their point.

#2: Parenthetical

Using a parenthetical citation means that you put either the author of the source’s name or which document it’s from, in parentheses, at the end of the sentence. H ere’s an example of parenthetical citation that the College Board considers acceptable:

“He claimed only man himself can direct his own actions and decisions, not the rule of any legislative authority or man (Doc. 3).”

Since the sentence does not say who “he” is, the author of this essay has included this parenthetical citation (Doc. 3) that the reader can use to read the document in question and see if the argument the author is making is correctly represented from the source.

As you use these sources, you need to make sure that you are using the document accurately and not plagiarizing. Your goal is to show that you understand each document and know how to incorporate it into an argument. 

Step 5: Understand Time Management

One of the most important skills you can acquire by taking multiple attempts at the APUSH DBQ practice test will be time management . When you’re in the actual test environment, you won’t be able to use your phone to set a timer or alarm, so it can be difficult to keep track of how much time you’re spending on reading and re-reading the documents, brainstorming, and outlining. 

You want to leave yourself the majority of the time allowed (which will be one hour) for writing. College Board’s APUSH DBQ rubric recommends that you spend 15 minutes reading the documents and 45 minutes writing the essay . 

The best way to get your time management down is practice . Set timers during your APUSH DBQ practice test so you can get a feel for how much time it takes to put an answer together. That way you have a feel for the process and will have enough time to write your DBQ on test day. 

4 Tips for Mastering APUSH DBQs

Now that you’ve read our step-by-step process for tackling the APUSH DBQ and have seen several APUSH DBQ examples, here are some expert tips on doing well on the APUSH DBQ .  

Tip 1: Remember that Each Point Is Scored Separately

Go through the APUSH DBQ rubric and take note of each individual task since you’ll be scored on how well you complete each one . For each task, there are usually multiple points available. 

For example, you’ll earn one point for using at least three documents in your DBQ. But if you want to earn the full two points for that category, you’ll need to incorporate at least six documents into your answer.  

By understanding the rubric, you’ll be able to maximize how many points you earn on your DBQ. 

Tip 2: Your Essay Can Contain Errors 

Now, don’t misunderstand us: you can’t say an author makes one claim when they are clearly saying the opposite. You also can’t write something that is obviously wrong, like that America continues under British rule because the revolution was unsuccessful, and get full credit!  

But you can make minor errors that don’t detract from your argument as long as you are demonstrating a knowledge of the time period and the ability to incorporate evidence to make an argument. So for example, if you said that the First Continental Congress ended in November instead of October of 1774, you’ll still be able to earn full credit despite making a small error. 

Tip 3: Write For Clarity 

One thing to keep in mind is that you will be graded on how well you make and argue a thesis, and how well you incorporate the evidence from the documents to support that thesis– you don’t get graded on how beautifully or fluently you write ! So, while you’ll want to use correct grammar and write as clearly as you can, don’t spend too much time thinking about how best to phrase things as if you were writing for publication. Just focus on clearly explaining your ideas! 

You won’t have points taken away for grammatical errors unless they make it difficult for the graders to see how you’ve used the evidence to make an argument.

Tip 4: Connect the Dots 

Not only for the APUSH DBQ, but for everything you write, you need to ask yourself, why is this relevant? In the contextualization section, you are required to relate the information you’re conveying to other time periods or situations to earn full credit.

This is your chance to show that while the period you’re writing about may have been long in the past, the events are still relevant to us today ! This is why we read, write, and study history in the first place!

What’s Next? 

If you’re taking APUSH, you’re probably taking other AP classes as well! Here’s a general guide to preparing for AP tests that’ll help you get ready for any other AP exams you take. 

Like we mentioned earlier, taking practice tests is one of the best ways you can get ready for your actual AP exams. Here’s a guide that’ll help you find the best AP practice tests for each exam.

If you’re taking multiple AP tests, you’ll need to maximize your study time. One way to do this is to study for each test based on when you’ll have to take it! Our complete breakdown of the AP exam schedule will help you manage your study time efficiently and effectively. 

Looking for help studying for your AP exam?

Our one-on-one online AP tutoring services can help you prepare for your AP exams. Get matched with a top tutor who got a high score on the exam you're studying for!

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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AP® US History

Ensuring your students earn the contextualization point on the dbq.

• The Albert Team
• Last Updated On: March 1, 2022

The redesign has brought a great deal of uncertainty and confusion amongst APUSH teachers.  In many ways, we are all “rookie” teachers, as all of us have the challenge of implementing fundamental curricular and skills-based changes into our classrooms.

One of the more significant changes is to the structure of one essay on the AP® exam, the Document Based question (DBQ).  The rubric for the DBQ was previously a more holistic essay that combined a strong thesis, and use of documents and outside information to support the argument.  This has been transformed into a much more structured and formulaic skills-based rubric.  The change has led to a healthy debate about the pros and cons of both types of essays, but in general the core of the essay has remained the same: write a thesis and support it with evidence in the form of documents and outside information.  If students continue to apply these basic writing skills, they are likely to earn 3 or 4 out of the seven total points for the Document Based Question .

In this post, we will explore one of these points students will be looking to earn to help their chances at passing the APUSH exam this May: the Contextualization point.

What is Contextualization?

According to the College Board, contextualization refers to a:

Historical thinking skill that involves the ability to connect historical events and processes to specific circumstances of time and place as well as broader regional, national, or global processes. ( College Board AP® Course and Exam Description, AP® US History, Fall 2015 )

Contextualization is a critical historical thinking skill that is featured in the newly redesigned course. In my opinion, this is a skill of fundamental importance for students to utilize in the classroom.  Often times, students find history difficult or boring because they don’t see connections between different historical time periods and the world they live in today.  They assume that events occur in a vacuum, and don’t realize that the historical context is critical in helping explain people’s beliefs and points of view in that period of time.  Putting events into context is something I always thought was important, but now that the College Board explicitly has established the skill, it has forced me to be more proactive in creating lessons and assignments that allow students to utilize this way of thinking.

The place that contextualization is most directly relevant on the actual AP® exam itself is the Document Based Question.  In order to earn the point for contextualization, students must:

Situate historical events, developments, or processes within the broader regional, national, or global context in which they occurred in order to draw conclusions about their relative significance. (College Board AP® Course and Exam Description, AP® US History, Fall 2015)

In other words, students are asked to provide background before jumping right into their thesis and essay and paint a picture of what is going on at the time of the prompt.  Although there is no specific requirement as to where contextualization should occur, it makes natural sense to place it in the introduction right before a thesis point.  Placing this historical background right at the beginning sets the stage for the argument that will occur in the body of the essay, and is consistent with expectations many English teachers have in how to write an introduction paragraph.

I explain contextualization to students by using the example of Star Wars.  Before the movie starts, the film begins with “A long time ago in a galaxy far, far away…” and continues with background information on the characters, events, and other information that is crucial to understanding the film.  Without this context, the viewer would not know what is going on, and might miss key events or be lost throughout the film.  This is what contextualization aims to do in student essays.  It sets the stage for their thesis, evidence, and argument that is to follow.

Contextualization vs. Historical Context

One aspect of the DBQ rubric that can be a bit confusing initially is that students are asked to do this contextualization, but there is also another area which gives them the option to use historical context.  So what is the difference?

Contextualization refers to putting the entire essay into a broader context (preferably in the introduction).  However, when writing their essays, students are also required to analyze four of the documents that they utilize by either examining the author’s point of view, describing the intended audience of the source, identifying the author’s purpose or putting the source into historical context. The latter sounds similar to contextualization (and it is essentially the same skill), but historical context is only focused on the specific document being analyzed, not the entire essay, like the contextualization point.  For example, if a document is a map that shows slavery growing dramatically from 1820 to 1860, a student might point out that this growth can be explained in the context of the development of the cotton gin, which made the production of cotton much more profitable and let to the spread of slavery in the Deep South.  While essentially the same skill, historical context focuses on one specific document’s background.

Examples of Successful Student Contextualization Points

One of the biggest pitfalls that prevent students from earning the contextualization point is that they are too brief or vague.  In general, it would be difficult for students to earn the point if they are writing only a sentence or two.  Early in the year, I assigned students a DBQ based on the following prompt:

Evaluate the extent in which the Civil War was a turning point in the lives of African Americans in the United States.  Use the documents and your knowledge of the years 1860-1877 to construct your response.

This was the third DBQ we had written, and students were now getting brave enough to move beyond a thesis and document analysis and started attempting to tackle the contextualization point. However, the attempts were all over the map. One student wrote:

The Civil War was a bloody event that led to the death of thousands of Americans.

Of course this is a true statement, but is extremely vague.  What led to the Civil War?  Why was it so deadly?  Without any specific detail, this student could not earn the contextualization point.

Another student wrote:

Slavery had existed for hundreds of years in the United States.  It was a terrible thing that had to be abolished.

Again, this is a drive-by attempt at earning contextualization.  It mentions things that are true, but lacks any meaningful details or explanation that would demonstrate understanding of the time period in discussion.  What led to the beginning of slavery in the colonies?  How did it develop?  What made it so horrible?  How did individuals resist and protest slavery?  These are the types of details that would add meaning to contextualization.

One student nailed it.  She wrote:

The peculiar institution of slavery had been a part of America’s identity since the founding of the original English colony at Jamestown.  In the early years, compromise was key to avoiding the moral question, but as America entered the mid 19th century sectional tensions and crises with popular sovereignty, Kansas, and fugitive slaves made the issue increasingly unavoidable.  When the Civil War began, the war was transformed from one to simply save the Union to a battle for the future of slavery and freedom in the United States.

Now THAT is contextualization!  It gives specific details about the beginning of slavery and its development.  It discusses attempts at compromise, but increasing sectional tensions that led to the Civil War.  The writer paints a vivid and clear picture of the situation, events, and people that set the stage for the Civil War.  Students don’t want to write a 6-8 sentence paragraph (they will want to save time for their argument in the body), but they need to do more than write a vague sentence that superficially addresses the era.

Strategies for Teaching Contextualization to Students

Analyze Lots of Primary Sources One of the best ways to prepare for the DBQ is for students to practice reading and comprehending primary source texts, particularly texts that are written by people who use very different language and sentence structure from today.  This helps them understand and analyze documents, but it also can be helpful in practicing contextualization.  Looking at different perspectives and points of view in the actual historical time periods they are learning is key in allowing students to understand how the era can impact beliefs, values and events that occur.

Assign Many DBQ Assessments and Share Specific Examples The more often students write DBQs, the more comfortable students will get with the entire process and skill set involved, including contextualization.  One thing that has been especially successful in my classroom is to collect a handful of student attempts at the contextualization point and share them with students.  Students then get to examine them and look at effective and less effective attempts at earning contextualization.  Often the best way for students to learn what to do or how to improve is to see what their classmates have done.

Incorporating In-Class Activities The course is broken into nine distinct time periods from 1491 to present.  In each period or unit students are assigned activities that force them to put a specific policy, event, or movement into context.  For example, we did lecture notes on the presidency of JFK, learning about the Man on the Moon Speech, Cuban Missile Crisis, and creation of the Peace Corps.  Students had to write 3-4 sentences that asked them to put these events in historical context using the Cold War.  This allowed students to understand that each of these seemingly unrelated historical events were shaped by the tension between the United States and Soviet Union: winning the space race, stopping a communist nuclear threat less than 100 miles from Florida, and spreading goodwill into nations that might otherwise turn to communism all are strategies the United States used to thwart the Soviet threat.  By doing this activity, students gain an appreciation for how historical context shapes events and decisions of the day.

Teach Cause and Effect in United States History It is very easy to get caught up as a teacher in how to best get lots of minutia and factoids into students heads quickly and efficiently.  However, if we can teach history not as a series of independent and unrelated events, but as a series of events that have a causal relationship that impact what happens next, this helps students grasp and understand contextualization.  For example, in the lead-up to World War I, students create a timeline of events that led to America entering the conflict.  As students examine the torpedoing of the Lusitania, unrestricted submarine warfare, the Zimmermann telegram, etc., they gain an understanding that it was not a random decision by President Wilson, but rather a series of events that precipitated the declaration of war.  This is what contextualization is: the background that sets the stage for a particular moment in American history.

Examine Contextualization with Current Events I know what you are thinking, I have one school year (less if your school year starts in September) to get through 1491 to Present and now I am supposed to make this a current events class as well?  The answer is yes and no.  Will stuff from the news pages be content the students need to know for the exam: absolutely not.  However, it is a great opportunity for students to understand that our past explains why our country is what it is today.

For example, President Obama’s decision to work towards normalizing relations with Cuba makes more sense if students think about it through the lens of contextualization.  The United States invaded Cuba in 1898 in the Spanish-American War and set up a protectorate.  Cubans, upset with what they perceived as U.S. meddling and intervention led a communist revolution in 1959, ousting the American-backed government and setting the stage for one of the scariest moments in the Cold War : the Cuban Missile Crisis.  Looking at how the past shapes current events today helps students understand this skill, and it also helps them gain a deeper appreciation of how important history is in shaping the world around them.

Any time changes happen, there is a temptation to be reactionary and reject them.  I have found that by being more deliberate about helping students understand historical context, their engagement and understanding have improved significantly.  Teachers always are fighting that battle between covering the content (which is daunting in an AP® course) and helping students understand the “so what?” question.  Why does this matter to me?  By making connections, students can see that history does not every happen in a vacuum.  Our shared narrative is a series of events and ideas that continuously evolve and build off of each other.  When students gain a firm understanding of how the past impacts their lives today, it makes learning way more meaningful and fun.

Contextualization is tough for students at first, but it is a skill application that can be perfected and improved to maximize your students’ chances of earning that point and rocking the AP® exam.

Looking for AP® US History practice?

Kickstart your AP® US History prep with Albert. Start your AP® exam prep today .

We also go over five-steps to writing effective FRQs for AP® US History in this video:

Ben Hubing is an educator at Greendale High School in Greendale, Wisconsin.  Ben has taught AP® U.S. History and AP® U.S. Government and Politics for the last eight years and was a reader last year for the AP® U.S. History Short Answer.  Ben earned his Bachelors degree at The University of Wisconsin-Madison and Masters degree at Cardinal Stritch University in Milwaukee, Wisconsin.

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Document-Based Question (DBQ)

What is a dbq, how to read the documents:, written documents, how to answer the prompt:, compare & contrast, cause & effect, change & continuity over time, how to earn all 7 points:.

Contextualization

Analysis & Sourcing

How to start writing the dbq, how to write a dbq:.

Attached below is a worksheet with an outline organizer for your DBQ. When practicing for your DBQ, feel free to download & print this to use:

7 documents

You are given 7 documents, and you are given a prompt, similar to an LEQ prompt. You need to write an essay, responding to the prompt, using evidence from the documents. ​You have 60 minutes in total, but of those 15 minutes are recommended for reading. The sections below describe the types of documents, types of prompts, and the rubric and how to earn each point. 

You are given 7 documents. The different types are described below:

Excerpt / Written Document

Graphic, Diagram, Map, Cartoon

General Tips

Look at the sourcing before you read each doc to get an idea of what the doc might say

Write a quick summary (~3 bullet points) to summarize the content of each doc

Write a note of how each doc fits in with the prompt

Does it support or refute your thesis?

Which side of the prompt does it cover?

Which aspect (which body paragraph) of your prompt / thesis does it cover?

Any document with written paragraphs

Newspaper, letter, speech, historian's interpretation, constitution, religious text, etc.​

Special tips:

Before you read, read the sourcing & title and try to get an idea of what the doc might say

Take your time to understand the content of the doc; no need to rush​​

Write a few notes summarizing the doc

Figure out how the doc relates to the prompt

Does it argue one side or another?

Does it provide evidence for a specific geographical region?

Does it refute your thesis?

Which sub-category of the prompt does it answer?

Any document that is a photo

Any photo that a photographer might take, or an artist's depiction of a historical event

NOT a diagram, map, or something manmade or designed by historians

Read the sourcing & title to try to figure out what the photo might depict

Look at all aspects of the photo, get an idea of what it depicts

Does it represent a historical development?​

Does it represent an artistic movement?

Look for all signs of bias in the photo

Is it depicting a specific point of view?

Does it portray a certain culture as superior?

Does it portray a certain culture as inferior?​

Does it represent a military victory?​​​

This would mean one side is better than the other​

Does it portray something as bigger or exaggerated?

Means that the exaggerated thing is depicted as superior

Does it portray something as smaller?

Means that the thing that's depicted smaller is portrayed as inferior

Based on the point of view (bias) and the content, figure out how it relates to the prompt

Does it support / refute your thesis?

What aspect of the prompt does it answer?​

Any document that is a man-made photo

Graphic, diagram, political cartoon, map, etc.

Before you read, read the sourcing & title and try to get an idea of what the doc might depict

Look at the doc and try to figure out what it represents, or what topic it depicts

Think about the bias or point of view of the doc:

Does it represent the views of one side or another?

Is it depicting one side as exaggerated or superior to another?

Cartoons are generally biased

If it's a map, what is it representing?

Is it representing the map of industrial factories, trade routes, westward expansion, deciphered wind patterns, etc.?​

Once you figure this out, understand the historical context of the map

If it's a graphic or a diagram, what information does it detail?

If it's a population growth map, what allowed for population growth?​

Think of what the diagram depicts, and what allowed for that, and what's the historical context of that historical development?

Involves comparing & contrasting 2 different things

Most important thing is the argument: Not what the differences/similarities were, but HOW THEY WERE SIGNIFICANT

How to use the documents:

Some docs might explain the features of one of the comparand (the thing you compare), other docs may explain the other comparand

Some docs might cover both comparands

Figure out what the docs are saying for each comparand, and write your thesis based on that

What are they saying are similar & different about the 2?​

Involves examining what a certain historical development, and what were its causes & effects

What's more important is examining the significance of the causes, or how one cause/effect was more important than other causes/effects

Generally, 2 causes and 1 or 2 effects

Some docs might explain the event

Some docs might explain the causes, others might explain the effects

Draft a thesis based on the info about the causes & effects mentioned in the docs

Try to mention which causes were more significant than other causes

Involves examining what changed & what remained the same as a result of one event​

Some docs might explain the catalyst (the event that caused the changes/continuities) you write about

Some docs might describe the changes

Some docs might describe the continuities

Draft a thesis based on what the docs say about the changes & continuities

How to Earn all 7  Points:

Contextualization (1 point).

Examine the historical context of the story

Kind of like a "recap" or a "flashback"

Like at the beginning of a TV show, it shows a recap of the previous episode

How to write one

Always include the time period & possibly the location​

"In Europe in the period 1450 - 1750, ..."

Provide a brief 3-5 sentence recap of how the world arrived at the situation you are writing about in your essay

The contextualization should finish with how the world arrived at the historical development you write about in your thesis, so that there is a smooth transition from contextualization to the thesis

Sample Contextualizations

Topic: Related to the industrial revolution​

Before the 1750s, people were performing manual labor, making items by hand, which was very inefficient. From 1750-1900, Europe and the rest of the world underwent an economic transformation called the Industrial Revolution. Starting in Britain due to its abundance of raw materials & strong financial support, industrial capitalists built factories powered by waterwheels or coal that artificially produced goods such as textiles, eliminating the need to make them by hand. This brought a lot more people from the countryside to the cities, where they worked in factories for low wages. From Britain, the industrial revolution spread throughout Europe as well as to US, Egypt, Russia, and Japan. [Insert Thesis Here]

Topic: Related to imperialism​

In the period 1750-1900, Europe underwent an economic transformation known as the industrial revolution, where people would use artificial power to cheaply & efficiently manufacture goods in commercial factories in the cities, rather than making goods by hand at home. In order for these factories to produce goods, they needed raw materials, which is why they had to look to other nations like those in Africa and Asia to supply raw materials to them. Thi​s led to European imperialism, a development where Europeans started colonizing other nations throughout the world, especially in Africa and Asia, to establish export-oriented economies to get raw materials to supply to their factories. [Insert Thesis Here]

Thesis (1 point)

This is your argument

Must be something that can be opposed​

Someone else has to be able to write an essay whose thesis is the opposite of yours

Must contain an argument, and generally 2-3 examples (topics for body paragraphs)

Better to have a concession

Useful for complexity point

Format of Thesis & Examples

Color Key: 

Concession / Counterargument*

Similarities / Continuities / Causes

Difference for Comparand 1 / Changes / Effects

Differences for Comparand 2

*Concession is always optional. Described in the analysis section, it can be used to get the extra complexity point

Prompt: Compare & Contrast

Although some may believe [counterargument]* , w hile [comparand 1] and [comparand 2] both [insert similarities] , [comparand 1] was [insert difference for comparand 1], and [comparand 2] was [insert difference for comparand 2], which [is why / allowed for] [insert argument]. 

Although the Delhi Sultanate had very strict religious authority, while the Delhi Sultanate and the Chola Kingdom both used religion to maintain stability , the Delhi Sultanate was attempting to impose Islam on a Hindu-majority population , and the Chola Kingdom imposed Hindu on a Hindu population , which allowed for the Chola Kingdom to be more successful than the Delhi Sultanate. 

Prompt: Change & Continuity over Time

Although some may believe [counterargument]* , as a result of [catalyst],  while [continuity] stayed the same , [change] changed,   which [is why / allowed for] [insert argument]. 

Although some may believe the Catholic church actually became more powerful, as a result of the Protestant Reformation, while women still maintained strictly subordinate roles , there were more religious wars, and more monarchs were able to consolidate more power for themselves , which caused the Catholic church to decline in power.  

Prompt: Cause & Effect

Although some may believe [counterargument]* are the most important causes of [event] ,  [causes] were the main causes** , which caused [effects].  

Although some may believe that the desire to spread Christianity was the main cause of European imperialism , the desire to get raw materials and the need for more markets were the main causes , which led to a more integrated global economy and the development of technological infrastructure in the colonies. 

**Here, the argument is that the causes you described in the blue section are more important than the causes in the yellow section. There is no need for an extra argument at the end

Evidence (3 points)

This is where you put examples / pieces of evidence to support your thesis​

To get 1 point : Use evidence from 3 of the docs

To get 2 points : Use evidence from 6 of the docs, and put an extra analysis to connect it to the thesis

It's always better to use all 7 docs in case you use one incorrectly

To get 3 points : Use an extra piece of evidence (from your own knowledge, not from the docs), and put an extra analysis to connect it to the thesis

Examples of How to Write your Evidence

How to earn the first point:

To earn the 1st point, you need to describe / state evidence from 3 docs without connecting it to the thesis

According to document 3, the Chola Empire used Hinduism as the state religion. 

According to document 7, there were more factories in Britain than in France. 

How to earn the second point:

To earn the 2nd point, you need evidence from 6* docs, and you also need to connect it to the thesis

According to document 3, the Chola Empire used Hinduism as the state religion. Because the population was also mostly Hindu, the Chola Empire was able to maintain stability by using a common belief in Hinduism to stabilize its rule. 

According to document 7, there were more factories in Britain than in France. Thus, Britain had a larger industrial output than France, which is why it was able to manufacture more weapons during World War 1 and why France relied on Britain for support. 

*Always use all 7 docs to in case you use one doc incorrectly

How to earn the third point:

To earn the third point, you need to include one piece of evidence that is not in the documents and is from your own knowledge. 

Think of what evidence or what viewpoint is missing

If it's a compare & contrast: is there any other similarity or difference? Do you have any other evidence to support the topics of your thesis?

If it's a change & continuity over time: Is there any other evidence to support one of your changes or continuities?

If it's a cause & effect: Is there any other evidence or historical content that can support your causes or effects?

Analysis (2 points)

This is the hardest part

For 1 point, you need to explain how the source of 3 documents affects either your argument or what the document has to say

There are 4 parts of sourcing, and you ONLY NEED TO CHOOSE ONE

Explained in more detail below​

For the 2nd point, you need to use complex analysis in your argument

This is the most confusing

The easiest way is to weave a counterargument through your essay, which the concession already sets you up for

The best way is to not think about it too much and just put a bit more complex arguments into your essay rather than sticking to a strict format

Historical Context

Point of View

You need to choose ONE of the above and follow the instructions below. Each of the sections below has information about each aspect of sourcing. 

You need to do this for THREE different sources to earn full points (we recommend you do 4 in case one is wrong)

Historical Context:

Explain how the historical context of any document affects what the document argues

This document was written after WW1 when everyone was feeling depressed and economically poor, which explains why the priest is talking about a revival of religion and cheerful spirits. 

This document was written in a time after the Protestant Reformation when there were a lot of religious wars, which is why the document argues that Lutheranism is better than Calvinism. 

Explain how the intended audience of any document affects what the document argues

This document was written for the Armenians of the Ottoman empire, a Christian minority that was believed to conspire with the Allies, which is why the document is very aggressive toward them in asserting Ottoman dominance. 

This speech was written to the American people to gain support for the Treaty of Versailles, which is why it intends to boost nationalist sentiment and promote American power. 

Explain how the purpose of any document affects what the document argues

This speech was written by the Republic party with the purpose of convincing its audience to vote for them, which is why it argues that Free Silver, a democratic idea, is bad. 

This speech was written by John of Montecorvino, the Archbishop of Khanbaliq who sought to convert the Mongol boys to Christianity, which is why he emphasizes how Christianity allows one to achieve salvation. 

Point of View:

Explain how the point of view of any document affects what the document argues

This speech was written from the point of view of an Indian cotton farmer, which is why he writes that the British completely destroyed the Indian handmade textile industry. 

This document was written from the point of view of Grover Cleveland, an anti-imperialist president, which is why he writes about the harms of annexing Hawaii. 

The Complexity Point

The final point is the complexity point. This is given if you have a complex argument, and it is hard to achieve. The best way to think about this is do more than the prompt asks, and add a bit of extra analysis into the essay. 

The easiest way to do this is weave a counterargument through the essay. In our thesis samples above, we already set you up for this with our concession clause. 

How to Start Writing the DBQ:

First step is to outline your essay. Follow the steps below:

Read through each document, write a brief summary, and figure out how it relates to the prompt (which side/aspect does it argue?)​

Write your thesis. Write each aspect of the thesis (concession/counterargument, evidence 1, evidence 2, argument), and combine them

Write the outline for your body paragraphs. Write the topic for each body paragraph, and which docs you'll use in each. Also, denote where you'll use your outside evidence

Write an outline for your sourcing. Choose 4 different documents, and write the sourcing sentence following the guidelines in the sourcing section above

Start writing. Good luck!

Find what you need to study

How to Pre-Write Your Essay for AP US History

5 min read • december 14, 2021

Dylan Black

Worried about the time limit and scoring well on LEQs and DBQs? Don't be! After a year-long class, you'll know all the information you need, and pre-writing will help you write efficiently.

Find the 2020 exam schedule, learn tips & tricks, and get your frequently asked questions answered on Fiveable's Guide to the 2020 AP Exam Updates .

What is pre-writing in APUSH? Pre-writing is creating a roadmap for your LEQ or DBQ. It will help you choose which LEQ prompt to go with, decide what points you should discuss, and write your thesis.

Here's a breakdown of how to pre-write your LEQs and DBQS.

Document-Based Questions (DBQs)

The first 15 minutes you are given to write a DBQ are considered a "reading period." This should be about the amount of time you'll need to plan your essay.

Here's a basic outline of how to plan a DBQ:

Read the prompt

Briefly read over the prompt and documents to get a general idea of what you're writing about. Start to think of the context of the situation. When reading your documents, don't focus on knowing every single little detail about the document. The acronym CHIPPO can help you read documents for efficiently:

• Content:  What is the document about?
• Historical Context:  What is the historical context surrounding this document? What large trends shape it?
• Intended Audience:  Who was this written for? Large audience or a single person? How does that shape the document's analysis?
• Purpose:  Why did the author write this document?
• POV:  What is the author's point of view regarding the content and how does this shape the document and your analysis?
• Outside Evidence: Is there anything you know about this document that is not in the document or another document?

Organize your evidence

Once you know what you're writing about, make a list of the documents that can support either side of the prompt. For example, if the prompt said "What was the most important factor in causing the Civil War?" you could make a T-chart with documents on one side that show how one factor was important, and documents on the other side that show how a different factor was important. Take note of how each document can prove a point. If you have evidence outside of the documents, you can also add that to the T chart. Grouping the documents into sections related to the prompt can help you write a good thesis and thus a good essay and will make your evidence easier to collect and analyze.

Develop your thesis

Once you have all of the required documents and 1-2 outside pieces of evidence in your T chart, pick the side that you can best argue and use that to write your thesis. Draw conclusions about how each document provides evidence to support your argument, and include this evidence in your thesis.

Outline where documents should be used in your response

Create an outline of what point you will make in each paragraph of your essay and how each of the documents will further that point.

If you have extra time, you can do a more in-depth analysis of the documents where you plan how to describe them, and look at how either point of view, purpose, historical situation, and/or audience is relevant to your argument for 3 of them. You can plan where to put that information in your essay as well because that's one of the seven points you can get.

Another good thing to think about if you have extra time is how you can get the complex understanding point.

 Write the Essay!

( Picture Courtesy of me.me )

Long Essay Questions (LEQs)

Skim the prompt choices.

On any AP History exam, you will be given three choices for your LEQ (you only have to write one!), each on a different time period. Prompt 1 will be from an early period, 2 from the middle, 3 usually from a later period. Skim the choices and pick the one you know the most about . You may love prompt 2, but if you know way more about prompt 1, go with prompt 1.

Make a t-chart and put evidence that supports one perspective of the prompt on one side, and evidence that opposes on the other. For example, if the prompt was "Evaluate the extent that ice cream is delicious" you could make a chart with reasons it is to a great extent (it tastes good) on one side, and reasons why it is to a small or no extent on the other (I'm lactose intolerant).

Once you have a T-chart, pick your argument based on whatever side has the most evidence. Going back to the ice cream example, if in the great extent category you have 3 reasons, but in the less extent you only have one, you should argue that it is delicious to a great extent, regardless of what your actual opinion is. Once you have your argument and supporting evidence, write your thesis. When you write your thesis, an easy way to try earning the complexity point is to incorporate both sides into your argument. For example, a thesis may read: "Ice cream is delicious to a large extent. It comes in many flavors and has a variety of toppings. However, it also causes a mess when it melts". The last sentence here will help you create a more nuanced argument. In terms of AP History, this means arguing both continuity and change or both similarities and differences.

Map out paragraphs

Now that you have your argument, evidence, and thesis done, make a list of each paragraph you'll write and for each paragraph jot down what the point of it is, what evidence you will use in it, and any additional ideas you have. A good thing to think about if you have extra time is how you can get the complex understanding point.

Write your essay

💡 Remember it's important to practice timed essays and find what pre-writing strategy works for you. To master APUSH essays, you'll have to practice! Here are some  practice prompts  to help you prepare to crush the exam. Remember, timed essay writing is a learned skill, and with some practice, you'll get awesome at it!

Good luck this year, have fun learning history, and go into your exam with confidence! You got this!

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Thesis Writing Documents

Thesis Writing

Thesis= the main idea of the essay.

What are you trying to prove?

a. fully address the prompt as many AP prompts will have more than one issue to be addressed; make sure you address all aspects of the prompt.

b. should be one or two sentences (semi-colons are your friend) located at the end of your introductory paragraph (after contextualization) then reword it in your conclusion (you can earn thesis point here if you miss it initially).

c. DO NOT SIMPLY RESTATE THE PROMPT

d. past tense

The thesis statement in AP US History uses the prompt to give direction and focus to the paper in question.

__________________________________________________

Introductory Paragraph:

Contextualization:

- 3+ sentences

-Describe a broader historical context relevant to the prompt

-Can be before, during (but not what you will argue in paper), or after the time frame

- Best bet/easiest option is to set up for the time period/ topic you will address in essay

Thesis: ( this is also the conclusion )

- 1 -2 sentences

-contains an argument

-contains 2-3 reasons

-No: I, we, me, you, us, our

-No: document citations at all (if you’re completing a DBQ (Document Based Question))

Body Paragraphs: you need 2-3 of these (depending on number of reasons/points in thesis)!

-Avoid vague statements/phrases (“many women,” “some Americans,” “things”)

-Avoid “never,” “always,” “obviously”

- 1-2 pieces of SFI (specific factual information) per body paragraph (evidence is KEY!)

- Make sure SFI is relevant to the prompt and is being used to prove your thesis

-First sentence of each body paragraph is a restatement of the thesis (a mini-thesis):

Mrs. Adams is an awesome teacher because not only does she give students feedback on their work, but she also provides multiple examples of good work and extra time for students to practice.

o First topic sentence:

Mrs. Adams is a great teacher because she provides feedback on student work, which typically results in higher grades on their report cards.

-The rest of this paragraph gives specific examples of when and how Mrs. Adams gives feedback, and makes an obvious connection to how this makes her a great teacher.

o Second topic sentence (transitioning from paragraph 2 to 3):

In addition to this helpful feedback, Mrs. Adams also provides samples of what A-worthy work looks like so students know what they should be striving for.

-The rest of this paragraph gives specific examples of when and how Mrs. Adams provides samples of what A-worthy work

looks like, and makes an obvious connection to how this makes her a great teacher.

o Third topic sentence (transitioning from paragraph 3 to 4):

Though it’s important to understand what A-quality looks like, a great teacher knows there must be ample time to practice the skills and interact with the content to create the understanding and knowledge that allows for exemplary products.

-The rest of this paragraph gives specific examples of when and how Mrs. Adams provides time for extra practice, and makes an obvious connection to how this makes her a great teacher.

Conclusion:

-Restates your thesis in different way ( not required, but you can earn the thesis point here if you left something out/did not fully address the prompt in your original thesis ).

Jestina Ricci awarded Winston Family Honors Award for Outstanding Honors Thesis

April 16, 2024 The Harriet Tubman Department of Women, Gender, and Sexuality Studies

Jestina Ricci '24, receives prestigious Honors College Award for honors thesis

WGSS major Jestina Ricci has been awarded the Winston Family Honors Award for Outstanding Honors Thesis. Established by Robert and Karen Winston, the annual Winston Honors Writing Awards recognize the written work of students in the University of Maryland Honors College. 

Jestina received the award for Outstanding Honors Thesis for "Forever and Indefinitely My Baby: #MedicalMoms, Social Media Influencing, and the Denial of Disability Identity Formation."

Abstract: 

Throughout the United States, individual states are passing legislation to entitle compensation to the children of family vloggers. However, disabled children are excluded from these pieces of legislation due to their subject positions as both disabled and children. As the subjects of content posted by a community of non-disabled mothers under the #MedicalMom hashtag, disabled children are mobilized for sympathy and online views from non-disabled audiences. When #MedicalMoms are criticized, it is for their irresponsible reproduction and sexuality instead of the denial of their children’s identity formation online. Both content posted by #MedicalMoms and reactions to said content rely on positioning disability as a specter. As the disabled children of influencers age into adulthood, centering their perspectives will be crucial to transforming discourse on care and dependence, as well as addressing any limitations in forthcoming state legislations. 

The selection committee writes the following: "Extensively researched and theorized, your thesis uses an interdisciplinary approach to examine how social media, disability, and privacy concerns intersect in contemporary parenting culture.... Throughout, your call to center, recover, and prioritize the voices, experiences, dignity, and identity formation of people with disabilities rings through with the most compelling intellectual force and ethical conviction."

Congratulations Jestina! 

Disability Media Studies

How to Prepare for the APUSH DBQ Section

The DBQ APUSH section requires you to use your own knowledge with support from the provided documents. The essay question is graded on a scale from 0 to 9. To earn a 9 on your essay, utilize these 7 tips:

1. Practice Time Management

After the 15 minutes set aside for reading, you have 40 minutes to write your APUSH DBQ essay from start to finish. You need to answer the prompt, write a solid essay, include citations, and check your grammar. Can you write an essay worthy of a 9 in the time given? Yes! Just give yourself plenty of practice. Set up an environment similar to the one you’ll experience on test day, and practice acing the APUSH DBQ section.

2. Utilize Your Reading Time

During the 15 minutes for reading, you can’t start writing the essay. However, you can start the pre-writing process. Mark up the documents, write notes, develop your thesis, and make an outline. Then, you’ll be better prepared to start writing when you can open your booklet.

3. Include a Focused Thesis Statement

The thesis statement is one of the most important parts of the essay. It’s not going to be good enough to just reword the question.

You need a thoughtful thesis that addresses ALL parts of the question. Review the question, and circle words like analyze, describe, evaluate, or compare. Then, make sure that you complete each task.

When you’re ready to write your thesis, underline it in your booklet. That way, it stands out to the grader.

4. Use as Many Documents as Possible

Don’t quote large parts of the document. Use your own thoughts and ideas to craft your essay. However, if the test provides 3 documents for you to use, try to use all 3 documents on the exam.

Refer to each one directly, such as Doc. A, when citing them. Remember that the documents are only meant to be used for evidence. So, use your own words to explain the citations, as needed.

5. Practice Good Essay Writing Skills

The DBQ essay is no different than any other essay you write at school. Use the 5-paragraph essay format with an introduction, 3-4 supporting paragraphs, and a conclusion. Keep your essays organized by using transitions throughout, and don’t write your essay in first person.

6. Craft a Solid Conclusion

If you need to use your time writing strong introduction and body paragraphs, you can get away with a quick conclusion. Just take a sentence or two to wrap up your essay. However, if you can control your pacing, a solid conclusion can leave the grader with a great impression.

If you haven’t already done so, the conclusion is a great place to make connections to later history, too. Think about what event you could relate to the rest of your essay.

7. Check for Grammar and Spelling Errors

Before you close your booklet, don’t forget to check for grammar , punctuation, and spelling errors. A quick read through of the essay could help you discover a missing word or punctuation mark. It may not seem like much, but it could impact your score.

As you prepare to confront the DBQ APUSH section, consider these tips to help you prepare to earn a 9 for your essay. Practice these tips with your practice DBQ prompts now, so you’re confidence to excel when writing the essay on test day.

Jamie graduated from Brigham Young University- Idaho with a degree in English Education. She spent several years teaching and tutoring students at the elementary, high school, and college level. She currently works as a contract writer and curriculum developer for online education courses. In her free time, she enjoys running and spending time with her boys!

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Kishida cracks jokes and invokes ‘Star Trek’ as he and Biden toast US-Japan alliance at state dinner

President Joe Biden listens as Japanese Prime Minister Fumio Kishida speaks ahead of a toast during a State Dinner at the White House, Wednesday, April 10, 2024, in Washington. (AP Photo/Evan Vucci)

President Joe Biden makes a toast with Japanese Prime Minister Fumio Kishida during a State Dinner at the White House, Wednesday, April 10, 2024, in Washington. (AP Photo/Evan Vucci)

President Joe Biden, center right, and first lady Jill Biden, right, welcome Japanese Prime Minister Fumio Kishida, center left, and his wife Yuko Kishida for a State Dinner at the White House, Wednesday, April 10, 2024, in Washington. (AP Photo/Susan Walsh)

Kristi Yamaguchi, right, and Yukiko Saegusa arrive at the Booksellers area of the White House for the State Dinner hosted by President Joe Biden and first lady Jill Biden for Japan’s Prime Minister Fumio Kishida, and wife Kishida Yuko, Wednesday, April 10, 2024, in Washington. (AP Photo/Jacquelyn Martin)

Former President Bill Clinton and former Secretary of State Hillary Rodham Clinton, arrive at the Booksellers area of the White House for the State Dinner hosted by President Joe Biden and first lady Jill Biden for Japan’s Prime Minister Fumio Kishida, and wife Kishida Yuko, Wednesday, April 10, 2024, in Washington. (AP Photo/Jacquelyn Martin)

President Joe Biden and first lady Jill Biden pose for a photo with Japanese Prime Minister Fumio Kishida and his wife Yuko Kishida by the Grand Staircase in the Cross Hall of the White House during a State Dinner at the White House, Wednesday, April 10, 2024, in Washington. (AP Photo/Evan Vucci)

Secretary of State Antony Blinken and Evan Ryan, Assistant to the President and Cabinet Secretary, arrive at the Booksellers area of the White House for the State Dinner hosted by President Joe Biden and first lady Jill Biden for Japan’s Prime Minister Fumio Kishida, and wife Kishida Yuko, Wednesday, April 10, 2024, in Washington. (AP Photo/Jacquelyn Martin)

Robert De Niro and Tiffany Chen arrive at the Booksellers area of the White House for the State Dinner hosted by President Joe Biden and first lady Jill Biden for Japan’s Prime Minister Fumio Kishida, and wife Kishida Yuko, Wednesday, April 10, 2024, in Washington. (AP Photo/Jacquelyn Martin)

Tables are decorated during a press preview at the White House in Washington, Tuesday, April 9, 2024, for the State Dinner for Japan’s Prime Minister Fumio Kishida on Wednesday. (AP Photo/Susan Walsh)

FILE - This April 2, 2012 file photo shows singer Paul Simon performing at Avery Fisher Hall in New York, April 2, 2012. Simon will sing for guests at Wednesday’s White House state dinner for Japan. The White House says he’s one of first lady Jill Biden’s favorite musicians. (AP Photo/Evan Agostini, File)

Former President Bill Clinton listens to toast by President Joe Biden and Japanese Prime Minister Fumio Kishida during a State Dinner at the White House, Wednesday, April 10, 2024, in Washington. (AP Photo/Evan Vucci)

President Joe Biden and Japanese Prime Minister Fumio Kishida exchanged warm toasts to each other and the close alliance between their nations as top figures from business, sports and politics looked on during Wednesday night’s state dinner.

Top figures from business, sports and politics turned up for a lavish state dinner honoring Japanese Prime Minister Fumio Kishida. The White House on Wednesday served up a maximum dose of pomp to honor the close U.S. ally.

After a day of wide-ranging talks and a joint news conference, President Joe Biden and first lady Jill Biden welcomed Japan’s Prime Minister Fumio Kishida and wife Yuko Kishida back to the White House Wednesday evening for a lavish state dinner.

US President Joe Biden and visiting Japanese Prime Minister Fumio Kishida enjoyed a dinner out in Washington DC on Tuesday evening.

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WASHINGTON (AP) — Japanese Prime Minister Fumio Kishida cracked jokes and invoked a touchstone of American culture as he quoted from “Star Trek” at Wednesday’s state dinner , telling guests at the White House that he hoped the “unshakable relationship” between his country and the U.S. would “boldly go where no one had gone before.”

“I would like to propose a toast to our voyage to the frontier of the Japan-U.S. relationship with this word: boldly go,” Kishida said, quoting the iconic opening monologue of the original “Star Trek” series.

Kishida, who spoke in English, and President Joe Biden exchanged warm toasts to each other and the decades-long, alliance between their nations as top figures from business, sports and politics — including an ex-president — looked on. The two leaders, who expressed a genuine friendship, pledged to continue to knit together their countries’ interests in the face of global challenges.

Biden , 81, said he and Kishida, 66, came of age as their countries forged a strong bond in the decades after they were pitted against each other in World War II.

“We both remember the choices that were made to forge a friendship,” Biden said. “We both remember the hard work, what it has done to find healing.”

“Tonight,” Biden continued, “We pledge to keep going.”

As the White House served up a maximum dose of pomp to honor its close U.S. ally, notable guests included Bill and Hillary Clinton, who were on familiar turf for the event. The former president declared it “feels great” to be back before casting an appreciative eye at a portrait of his wife from her first lady days that was on display nearby.

Guests in bright spring colors and lots of shimmery gowns chatted politics and talked shop as they strolled in — that meant eclipse chatter from NASA Administrator Bill Nelson (“fabulous” view in Ohio!) and an assessment of Biden’s electoral prospects in Wisconsin from Gov. Tony Evers (looking good!).

But on a day when the inflation news from Washington was less than encouraging, Federal Reserve Chairman Jay Powell shot past reporters without stopping to chat. Olympic figure skater Kristi Yamaguchi, in a purple gown, said she didn’t expect to be out campaigning for Biden but nonetheless seemed bullish on his reelection. Actor Robert De Niro supplied the night’s Hollywood quotient and seemed to channel one of his tough-talking characters when he was asked for his thoughts about the 2024 election.

“What do you think?” he retorted.

On a warm spring evening, the Bidens came stepped onto the North Portico to welcome Kishida and his wife, Yuko, who stood out in a flowing royal blue gown on the red carpet.

Inside, Jill Biden , wearing a beaded sapphire gown, had transformed the State Floor of the White House into what she called a “vibrant spring garden” for the evening. The floor of the famous Cross Hall was decorated with images giving the nearly 230 guests the feel of walking over a koi pond, a nod to fish that symbolize “friendship, peace, luck and perseverance,” the first lady said at a media preview Tuesday.

Guests at the head table with the Bidens and Kishidas included the Clintons, De Niro and Japanese pop duo Yoasobi.

Kishida, in his toast at the dinner, enthused over the splendor.

“First and foremost, to be honest my breath is taken and I’m speechless in front of such a huge number of prominent American and Japanese guests,” he said.

A state dinner is a tool of U.S. diplomacy, an honor doled out sparingly and only to America’s closest allies. In the case of Japan, the president has granted that honor for just the fifth time to an ally that he sees as a cornerstone of his policy toward the Indo-Pacific region.

Kishida is on an official visit to the United States this week. The state dinner is Biden’s first this year.

The guests included plenty of Biden family members, including granddaughter Naomi and her husband, Peter Neal. Business moguls also were in force, including JP Morgan Chase CEO Jamie Dimon, Apple CEO Tim Cook and Amazon founder Jeff Bezos. Labor luminaries United Auto Workers President Shawn Fain and United Steelworkers President David McCall were also in attenddance. Both unions have endorsed Biden for reelection.

Dry-aged rib eye steak, cherry blossoms and the music of Paul Simon were also part of the evening. Simon opened his after-dinner performance by playing guitar and singing two of his major hits, “Graceland” and “Slip Slidin’ Away.”

Guests dined on a meal that was designed to highlight the “bounty of spring” in Japan and the United States: a first course of house-cured salmon that was inspired by a California roll and an entree of rib eye with shishito pepper butter, fava beans, mushrooms and onions. Dessert was salted caramel pistachio cake with a matcha ganache and cherry ice cream.

Some of Jill Biden’s favorite flowers, including sweet peas, roses and peonies, were arranged alongside imported cherry blossoms to decorate a mix of round and rectangular dinner tables in the East Room in shades of pink. A few floral centerpieces topped out at 6 feet (1.8 meters) tall.

Tables were set with a mix of place settings representing the administrations of Presidents Lyndon B. Johnson and George W. Bush. Glass and silk butterflies danced over the tables.

Simon is one of Jill Biden’s favorite artists, the White House said, adding that she chose him as a special tribute to Kishida because the prime minister also admires his music.

Simon’s career spans six decades, including performing as part of a duo with his childhood friend Art Garfunkel. The 82-year-old New Jersey native has earned numerous accolades, including multiple Grammys and a place in the Rock & Roll Hall of Fame.

Kishida is the fifth world leader Biden has honored with a state dinner following counterparts from France , South Korea , India and Australia .