To demonstrate this skill, you should be able to: construct an argument concerning historical events or processes using a clear thesis ... historical complexity involving the relationships between documents provided and/or outside information . •I-Intended Audience---who does the author expect to inform or influence? Writing the DBQ, LE, and SAQ. PLAY. write more, to analyze historical material, to synthesize ideas and the evaluate those of others. (The complexity point isn’t super important something like 2% of students are ever rewarded this point so focus on your main points first!) This student demonstrates a complex understanding of the issue Recognize and account for the historical complexity of your argument (thesis) throughout your essay. DBQ: HIPP-O (2 POINTS) •Must HIPP 4 Documents •H-Historical Context----what was going on when this document was written? APUSH DBQ RUBRIC Updated December 2015 Name: _____ DBQ: _____ THESIS & ARGUMENT (TWO POINTS ... that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification. historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification. OR a given historical issue and other historical contexts, periods, themes, or disciplines. Develops and supports a single argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification. [presumably supporting the thesis] that recognizes and accounts for historical complexity by . Scoring: Thesis: Responds to the prompt with a historically defensible claim. These skills, necessary in college level classes, will be exercised at a higher level of complexity in this AP class. Sample: 1A. Historical Skill: Use a historical reasoning skill (causation, comparison, or continuity and change) to develop an argument in response to the prompt. Contextualize your response in the broader historical context (for APUSH, it’s typically demonstrating knowledge of the last 50-100 years prior to the time period asked in the prompt). ... 1 pt. Evaluation 1. ... Situate your argument by explaining the broader historical events, developments, or processes immediately relevant to the question . Write More Often AP students need to write, and to write often. From APUSH research paper topics to important figures in U.S. battles campaigns, let experts work and meet even most urgent deadlines! Y = your assertion statement There have been terms for complexity in everyday language since antiquity. Frank Warren, a history professor at Queens College and a former Chief Faculty Consultant for AP U.S. History, offers the following suggestions for writing a good response to a document-based question (DBQ) or free-response essay question. 1 Pt: Develops and supports a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence. Complex Understanding: Demonstrate a complex understanding of an argument that responds to the prompt by using evidence to corroborate, qualify, or modify the argument. Thesis. The following is a sample high-scoring writer’s notes on the documents: 1. Historical Complexity: We use historical reading skills to analyze evidence and then to create and evaluate interpretations. Answer questions that may include texts, images, graphs, or maps. APUSH. Describe similarities and/ or differences between different historical developments or processes. STUDY. 2. Students will have a choice between two prompts that focus on the same historical thinking skills (HTS) but may apply to different time periods and historical themes. ... Don’t shy away from complexity! APUSH DBQ areas of common need #1. historical context elements occurred when they were tied to the question. The question assessed the historical thinking skill related to causation through both the evaluation of the graph and the explanation of historical effects. The DBQ is an essay in which you have to answer a given prompt using seven documents that interpret the historical event. Complexity. Moral, epistemological, and causal complexity distinguish historical thinking from the conception of "history" held by many non-historians.6 Re-enacting battles and remembering names and dates require effort but not necessarily analytical rigor. Even though Jacksonian Democrats failed in their self-appointed roles as the guardians of the United States Constitution and individual liberty, they achieved great success in strengthening political democracy and the equality of economic opportunity. X = continuity or change, your counter-argument (required for Argument Development) A & B = continuity or change during the specified time period, organized around the events . Name _____ APUSH – Unit Three DBQ Outline ... analyzing the historical context in which the document was created and/or analyzing the document’s point of view. Evidence from the documents: Uses content / Supports argument using 6 documents.

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