HOW TO WRITE THE

AP EUROPEAN DBQ

THE IMPORTANCE OF THE DBQ

The DBQ counts as 22.5% (45% of Part II)

of the total score so it can play a huge role

in the AP Exam

It is important to know how the DBQ is

scored, as well as how to write it in order

to get the highest possible grade

Knowing how the DBQ is scored will help

prepare students to write a better DBQ

THE BASIC CORE

Students must obtain points 1-6 to get “to

the gate”

Possible to get Expanded Core points only

IF students obtain all of the Basic Core

points

THE BASIC CORE

Point 1 - Explicit thesis that directly

addresses the question

Thesis must be explicit, not implied, and

must address all parts of the question

THE BASIC CORE

Point 2 - Discusses a majority of the

documents individually and explicitly, must

use something in the “box”

Students must use at least a majority, and

this is usually a bare minimum

THE BASIC CORE

Point 3 - Demonstrates an understanding

of the majority of the documents

May have no more than one major error in

interpretation

This major error usually involves

misinterpreting the document to the extent

that it is used in an incorrect grouping

THE BASIC CORE

Point 4 - Supports the thesis with

appropriate interpretation of a majority of

the documents

Students who miss Point 1, will

automatically miss this point, as well

THE BASIC CORE

Point 5 - Analyzes “Point of View” or “Bias”

in at least THREE documents

Tends to be the “Killer Point” for many

students, since many simply have not

been taught “Point of View”

THE BASIC CORE

Point 6 - Analyzes the documents by

organizing them into at least THREE

distinct groups

Some DBQs have ready-made groups;

some make the students work harder; but,

there are always at least three possible

groups

THE EXPANDED CORE

Unlike the Basic Core, the Expanded Core

can be viewed as somewhat subjective

Up to three points are given based on how

well a student accomplishes the examples

given for the Expanded Core

THE EXPANDED CORE

Seven possible ways for students to achieve

Expanded Core points

Recommend students concentrate on these

four:

1. Persuasive use of documents as evidence

2. Addressing all parts of the question thoroughly

3. Analyzing point of view or bias in at least four

documents, and

4. Additional groupings or other forms of analysis

The Expanded Core

Devote less time to these three:

5. Having a clear, analytical and comprehensive

thesis -

the thesis can be very “subjective”

6. Using all or almost all of the documents – majority

of students do use most documents

7. Bringing in “relevant” outside information - students

are given historical background in the DBQ; often

they use this background as outside information

THE KEY TO SCORING

WELL ON THE DBQ The key to scoring well on the DBQ is how

well a student can demonstrate “Bias” or

“POV”

Students must demonstrate it at least

three times to receive the “core” point

In addition, demonstrating Bias or Point of

View shows the reader that the student is

capable of writing an in-depth paper

WHAT IS BIAS OR

POINT OF VIEW?

In the simplest of terms, Bias or Point of View is prejudice or influence

“Why” did the author say what he/she said?

“Why” includes the factors that might have influenced the author’s position

Keys to these factors can often be found in the documents

KEY FACTORS

Several factors influence the determination of Bias or Point of View• Name, Position, Nationality, Description,

• Document Date, Document type

• Relating authorial point of view to author’s place in society

• Evaluating the reliablility of the source

• Recognizing that different types of documents serve different purposes

Like we noted, much of this information can be found “In the Box,” saving valuable time

FURTHER EXPLANATION

Students should question every document as they analyze each, looking for keys

Is it an “official” pronouncement, a newspaper article, or maybe a diary or private letter

Is the author a male, female, a government official, or a person from particular class

How might the position or place in society of the author influenced what was written, or said

Look for key words or phrases in the document that might help in determining “Point of View”

Sometimes “who” can be important in “why” a person said something

DEMONSTRATING POINT OF

VIEW

Challenge: teaching students to insert Bias or Point of View in the DBQ

Method: students use several key words or phrases to demonstrate Bias or Point of View

Goal: students must demonstrate Bias or Point of View THREE times (AP Euro) in the DBQ to receive the “Core Point”

Bonus: students who get the hang of finding Bias or Point of View have an easier time getting “Expanded Core Credit”

SAMPLE AP DOCUMENT

Source: Peasant Parliament of Swabia to the Memingen

Town Council, from Articles of the Peasants of

Memmingen, March 3, 1525

Hitherto we have been held as your poor serfs, which is

pitiable, given that Christ has purchased and redeemed

us with his precious blood, just as he has the Emperor.

But it is not our intention to reject all authority. We will be

obedient to all authority appointed by God in all fair and

reasonable matters, and we do not doubt that as

Christian lords you will release us from serfdom.

KEYS TO FINDING POINT OF

VIEW IN THIS DOCUMENT

Who, or what is the author- A Peasant “Parliament”

made up of peasants who make demands

How reliable is the source- A petition “written” by

peasants calling for a release from serfdom, led by…

What type of document is this-It is a petition, a public

record, presented by a group of peasants

Interesting in the fact that not many peasants could read

or write, also the fact that religion is used as basis to

release serfs, as well as the fact they say that they will

obey all authority “appointed by God” so serfdom must

not be!

SAMPLE AP DOCUMENT Source: Reply of the Memmingen Town Council to the

Articles of the Peasants of Memmingen, March 15, 1525.

On the article concerning serfdom: we, your lords,

purchased this right for a considerable sum of money,

and the serfdom of a Christian is no hindrance to the

salvation of his soul. However, so that you, the subjects,

may see and recognize the council’s good will, the

council will release absolve its subjects from such

serfdom that the council controls. In return the peasants

shall pay us a reasonable sum of money

KEYS TO FINDING POINT OF

VIEW IN THIS DOCUMENT Who, or what is the author- Memmingen Town Council,

made up of town leaders

How reliable is the source- Based on this document and the previous document the town council, made up of “educated people” controlled a certain number of serfs in the area

What type of document is this-It is a reply to the peasant demands made in the previous document for their release from serfdom

Ironic in the context that it agrees to release the serfs if they are willing to pay them for this freedom! It also bases their argument “Christianity” saying that serfdom is no hindrance to a persons salvation

SAMPLE AP DOCUMENT

Source: Thomas Muntzer, preacher and theologian, open letter to the people of Allstedt, April 27, 1525.

How long are you going to resist God’s will? The whole of Germany, France, and Italy are awake. Four abbeys were laid waste during Easter week. More peasants in the Black Forest have risen, 3,000 strong! Hammer away on the anvils of the princes and the lords, cast down their towers to the ground!

KEYS TO FINDING POINT OF

VIEW IN THIS DOCUMENT Who, or what, is the author- Thomas Muntzer,

preacher and theologian

How reliable is the source- Based on what we know, he had been a follower of Luther, more “radical,” favored peasants

What type of document is this- It is an “open letter,” stretches the truth, might be propaganda, it is pro-revolt!

Chronologically it is also early in the revolt, might tend to be more pro-revolt

SAMPLE AP DOCUMENT

Source: Martin Luther, theologian, Against the Murderous, Thieving Hordes of Peasants, Wittenberg, May 1525

The peasants forgot their place, violently took matters into their own hands, and are robbing and raging like dogs. It is clear that the assertions they made in their Twelve Articles were nothing but lies presented under the name of the Gospel. This is particularly the work of that devil, Thomas Munzter, who rules at Muhlhausen. The peasants are not content with belonging to the devil themselves; they force and compel many good people to join their devilish league. Anyone who consorts with them goes to the devil with them and is evil of all the guilty deeds that they commit.

KEYS TO FINDING POINT OF

VIEW IN THIS DOCUMENT Who, or what, is the author- Martin Luther, theologian,

leader of the Protestant Reformation

How reliable is the source- Based on what we know, as leader of the reformation, he believed it to be spiritual, not worldly, peasants would be free in the next world

What type of document is this- It is a pamphlet that Luther wrote, obviously against peasants, why- needed support of princes against the HRE and the Catholic Church both politically and religiously, not the peasants!

Interesting in the fact that it also directly contradicts the previous document (written by Muntzer) that is pro-revolt, calling him the “devil” and lambasting those who follow him; so either for God or for the devil

READ THE QUESTION

Search for context clues, such as change

over time

Analyze the documents before attempting

the thesis

Group the documents to help develop the

thesis

THE “THREE-SENTENCE”

THESIS

“Introductory Sentence”

“Although Sentence”

“Explanatory Sentence”

THE INTRODUCTORY SENTENCE

Restates the question in an answer

format

Tells the reader what the student will be

writing about

Important!

Leads to the “Although Statement”

THE ALTHOUGH SENTENCE

Key sentence in the first paragraph and the entire paper!

Sets up a hierarchy for the student to work from

Sets up a “tension” in the paper by establishing a position

Along with the “Explanatory Sentence” it provides the framework for the student to answer the prompt

THE EXPLANATORY SENTENCE

Tells the reader how or why the student’s

position is the correct position

Focuses on the MAIN portion of the

“Although Sentence;” not the whole

sentence

Helps the student set-up the paragraphs

SAMPLE “QUESTION”

Analyze the causes of and the responses

to the peasants’ revolt in the German

states, 1524-1526.

The primary reason for the peasants revolt

in Germany was serfdom and responses

to the revolts varied.

This sentence sets up “various” groups;

reasons for and responses to revolts.

SAMPLE

INTRODUCTORY SENTENCE

SAMPLE

ALTHOUGH SENTENCE

Although the major cause of the Peasants revolt in the German states was the condition of serfdom, the views of, and responses to the revolt often varied according to the social status of the person.

This sentence refers to the cause of the revolt and sets up the responses to the revolt.

SAMPLE

EXPLANATORY SENTENCE

Those from the lower classes tended to

favor the revolt while members of the

upper classes viewed these rebellions with

fear and alarm.

This sentence divides the responses in to

two basic groups; for and against.

Views on causes of the revolt (Can include

Documents 1,2,3,& 8)

Views of those who were in “favor” of the

revolt (Can include 5,6,8,9)

Views of those against the revolt (Can

include 4,7,10,11,12)

SAMPLE

PARAGRAPHS