AP US History
Name:
Writing Packet
Free Response Question (FRQ) and Document Based Question (DBQ)
A. The Structure of the AP U.S. History Exam
Multiple choice:
•
80 multiple choice questions
•
55 minutes
•
50% of the total exam
Five minute break between multiple choice and free response section
Free response section:
•
15 minute mandatory reading period
Document based question (DBQ)
•
45 minute suggested writing time (15 min. examining/incorporating documents, 30 min. plan/write
essay)
•
22.5% of total exam grade
Standard essay questions:
•
Answer one question each from two groups of two questions
•
35 minute suggested writing time for each essay
•
Each essay 13.75% of the total exam grade
•
Generally, the first group of questions will be pre-1865
•
Generally, the second group of questions will be post-1865
B. The Revised New (if not improved) Hierl Theory of Essay Writing
1. Writing is thinking on paper. It doesn’t matter how well you say nothing, it’s still nothing. There is ONLY one best choice and
arrangement of words to express a given idea.
2. You are writing to impress an AP reader who will have approximately two minutes with your essay. You must convince the
reader at the outset that you are an intelligent life-form.
3. Read the question carefully and focus your discussion on directly answering that question. Be certain you answer the question
you are asked. AP Free response questions in recent years have tended to emphasize the following:
Analyzing or assessing the DEGREE to which a statement is true
Analyzing or assessing the IMPACT of an event or concept on some aspect of American society
Analyzing or assessing the RELATIVE IMPORTANCE of various factors on an event or concept
Analyzing or assessing the EXTENT to which a historical stereotype is true for a given period or concept
Analyzing or assessing the REASONS that cause a particular movement to develop
COMPARING and CONTRASTING differing attitudes toward a general concept or particular policy or
comparing and contrasting a factor or factors from different time periods.
Analyze means: examine HOW and WHY.
4. Always use the following format in organizing your essay. A predictable format will make it easier for the reader to extract
information from your essay. Use the question as a logical cue as to how the essay should be organized (categories). USE THE
CORE STRUCTURE.
5. "Hit 'em with a brick." Begin with a well-developed thesis statement that does more than repeat the question. It should (1)
answer the question, (2) take a position, and (3) establish organizational categories. This will get you thinking about logical
flow and also lend predictability to the essay for the reader.
6. Begin each paragraph with a topic sentence which defends your thesis and directly answers the question, and support it with
as much specific factual information as you can. Use the names, dates, places, events, and terminology of history. Do not
merely list or describe information but use it to prove your thesis. Explain how and why the specific information supports
your point of view (interpretive commentary). Avoid "vomit" essays in which you merely throw-up information in a random
manner without relating it back to your thesis.
7. "Kill the damn dog." Keep the essay focused on answering the question. Combine thoughts into clear, concise, sophisticated
sentences. Make the important factual information the subject of your sentence. A complete historical thought is a
cause/effect relationship so show cause/effect relationships in single sentences. Avoid wordiness! Example:
"See Spot run. Spot runs past Dick. The grass is wet. See Spot run past Jane. Dick has a stick. The sun is shining. Hear Baby
cry. Spot runs into the road. Spot gets hit by a car."
"While running across the yard to avoid being hit by a stick that Dick was swinging, Spot was blinded by the morning sun
reflecting off the dewy grass, ran into the road, and was hit by a car."
The second account of Spot’s death provides interpretive commentary and sets up a cause-effect relationship. In history, a causeeffect relationship is a complete thought.
8. End each paragraph with a clincher sentence that ties the entire paragraph directly back to the thesis statement.
9. Always focus on the complexity of history. Demonstrate that you understand the concept of multi-causation/ multi-effect.
Bring as much depth and breadth into the essay as possible.
10. Essays must always be written in dark blue or dark black ink. Penmanship, spelling, and grammar make a difference because
they subconsciously affect the ability of the reader to extract information from your essay and they interfere with the logical
flow of the essay. Use only past tense and DO NOT attempt to make your essay relevant to today's world. Use only third
person. Avoid starting sentences with pronouns.
11. Long essays are not always good essays, but short essays are almost never good essays. Don't be locked in to preconceived
notions of length or five paragraph essays. Budget your time. It is imperative that you give each essay your best shot. In all
likelihood you will score higher by attempting both free response questions than you will by concentrating all of your efforts on
one to the exclusion of the other.
12. The question every reader asks themselves at the end of an essay is, "How sophisticated a knowledge of history has this
student demonstrated in this essay?" The demonstrated level of sophistication will ultimately determine the grade.
C. Core Structure
I.
Well developed thesis statement that directly answers the question, takes a position (interpretation), and establishes
organizational categories. Your thesis statement should NOT be longer than two sentences.
A1. Most important topic sentence which introduces the category to be discussed, directly answers the
question, and takes a position on this particular category.
1. Most important specific factual information (SFI) which demonstrates both knowledge of the
material and an understanding of how this information supports the thesis (interpretive
commentary).
2. Next most important same as above. Interpretive commentary.
3. Next most important same as above. Interpretive commentary.
4. Next most important same as above. Interpretive commentary.
A2. Clincher sentence which ties the paragraph directly back to the thesis.
B1. Next most important topic sentence which introduces the category to be discussed, directly answers
the question, and takes a position on this particular category.
1. Most important specific factual information (SFI) which demonstrates both knowledge of the
material and an understanding of how this information supports your thesis (interpretive
commentary).
2. Next most important same as above. Interpretive commentary.
3. Next most important same as above. Interpretive commentary.
4. Next most important same as above. Interpretive commentary.
B2. Clincher sentence which ties the paragraph directly back to the thesis.
C1. Next most important topic sentence which introduces the category to be discussed, directly answers
the question, and takes a position on this particular category.
1. Most important specific factual information (SFI) which demonstrates both knowledge of the
material and an understanding of how this information supports your thesis (interpretive
commentary).
2. Next most important same as above. Interpretive commentary.
3. Next most important same as above. Interpretive commentary.
4. Next most important same as above. Interpretive commentary.
C2. Clincher sentence which ties the paragraph directly back to the thesis.
Repeat A, B, and C as many times as necessary to completely answer the question.
II.
Conclusion which restates the thesis in different words.
D. Brief Essay Writing Guide
Every thesis statement must:

Directly answer the question

Take a position

Establish categories
The word “change” should not appear in a thesis or topic sentence. You should be clearly expressing WHAT the
change is.
Every topic sentence must:

Directly answer the question

Take a position

Establish a category
Every paragraph must include:

Tons of specific factual information

Interpretive commentary THROUGHOUT the paragraph which explains how and why the information
supports the topic sentence and thesis (IC should answer the question “So what” concerning the SFI)

A clincher sentence which restates the topic sentence in different words
Every essay should end in a conclusion that must:

Restate the thesis statement and demonstrate consistency with the opening thesis statement
ALL students should attempt to increase the volume of their writing:

Add depth by examining MANY factors within each paragraph, not just one or two

Add specific factual information to show both a depth and breadth of knowledge

Don’t be satisfied with minimal SFI
E. Five Tier Generic Writing Rubric
_____________________________________________________________________________________________
LEVEL ONE
Argument
Well developed and clearly focused thesis; understands the complexity of the question
Critical thought
In-depth analysis; confronts and discusses different points of view
Evidence
Supports argument with substantial, relevant factual information; may have minor errors;
evidence is clearly related back to the argument
Writing style
Well organized and well written
_____________________________________________________________________________________________
LEVEL TWO
Argument
Consistent and controlled thesis; acknowledges the complexity of the question
Critical thought
Somewhat superficial analysis; acknowledges different points of view
Evidence
Supports argument with considerable, relevant factual information; may have minor
errors; evidence is not always clearly related back to the argument
Writing style
Clearly organized and written
_____________________________________________________________________________________________
LEVEL THREE
Argument
Limited or partially developed thesis which addresses the question simplistically
Critical thought
More descriptive than analytical; may discuss only part of the question; may have errors
Evidence
Factual information is merely described and not clearly related back to the argument
Writing style
Acceptable organization and writing
_____________________________________________________________________________________________
LEVEL FOUR
Argument
Confused or poorly developed thesis; may not fully understand the question
Critical thought
Illogical or superficial description; discusses only part on the question
Evidence
Little factual information randomly presented; may be irrelevant or factually inaccurate
Writing style
Weak organization and writing
_____________________________________________________________________________________________
LEVEL FIVE
Argument
Thesis lacking or irrelevant; does not understand the question
Critical thought
Off topic or inappropriate response
Evidence
Factual information completely lacking or outside the scope of the question
Writing style
Disorganized and poorly written
_____________________________________________________________________________________________
F. Scoring Guide
0 = not present
1 = present but flawed or incomplete
2 = present
3 = present and sophisticated
Thesis
Content
Thesis
Content (does more than restates the question – gives
direction)
____fully addresses the question
____fully addresses the question
____takes a position
____takes a position
____provides categories of analysis
____provides categories of analysis
___ total
___ total
Supporting paragraph 1 content
Supporting paragraph 2 content
____ topic sentence (directly answers the
question, takes a position, introduces a
category
____ topic sentence (directly answers the
question, takes a position, introduces a
category
____ evidence (specific factual information)
____ evidence (specific factual information)
____ interpretive commentary (directly shows
how and why the evidence answers the
question)
____ interpretive commentary (directly shows
how and why the evidence answers the
question)
____ clincher sentence
____ clincher sentence
____TOTAL POINTS
____TOTAL POINTS
Supporting paragraph 3 content
Supporting paragraph 4 content
____ topic sentence (directly answers the
question, takes a position, introduces a
category
____ topic sentence (directly answers the
question, takes a position, introduces a
category
____ evidence (specific factual information)
____ evidence (specific factual information)
____ interpretive commentary (directly shows
how and why the evidence answers the
question)
____ interpretive commentary (directly shows
how and why the evidence answers the
question)
____ clincher sentence
____ clincher sentence
____TOTAL POINTS
____TOTAL POINTS
Conclusion
____ Restates the thesis in different words (demonstrates a consistent thesis)
G. Sample Essay
Question - Between 1607 and 1763 the British North American colonies developed experience in and the expectation of self
government. Analyze the relative importance of three of the following factors in fostering that experience and expectation.
Social development
Religious development
Economic development
Political development
The development of representative democracy is the primary factor explaining the development of colonial experience in and
expectation of self-government. Religion, social development, and economic development also contributed, in descending
order of importance, to the institutions of self-government. In all instances British preoccupation with internal and European
affairs, salutary neglect, allowed colonial development largely unfettered by British control.
Almost from the outset of the colonial experience, representative democracy was the order of the day. Emerson’s contention
that “we began with freedom” is supported by the development of the House of Burgesses in Jamestown in 1619, and by the
early establishment of representative assemblies, such as the Massachusetts General Court, in virtually every colony. In New
England the establishment of charter colonies placed government in the hands of the settlers and instilled both the
expectation of and experience in self-government. Written constitutions, such as the Fundamental Orders of Connecticut,
placed the primary power to govern in the hands of the people, while expressing great distrust for a concentration of power in
executive hands. Even when representative assemblies did not develop, such as in Plymouth, the tendency was to establish
the rule of law through agreements such as the Mayflower Compact, which placed the power to govern in the hands of the
majority. In proprietary colonies the dominance of the individual quickly gave way to representative assemblies in colonies
such as Maryland and Pennsylvania. Thus from the beginning, colonists became used to and expectant of self-government.
Religious philosophy, toleration, and the separation of church and state also provided the impetus for self-government. In
New England the congregational organization of the Puritan church allowed a degree of self-government in the church which
easily transferred to the political arena in the form of the New England town meeting. The Puritan and Quaker impulse to
move away from a hierarchical structure in religion is reflected in the dominant power granted to representative assemblies
(rather than the executive) in many colonies, which gave more people the opportunity to have a voice in government.
Religious toleration (Pennsylvania, Rhode Island, The Maryland Act of Toleration) led to the separation of church and state
(first initiated by Roger Williams) which broadened suffrage and allowed greater political participation in government by the
general public. Even in the Southern colonies where the Anglican Church was the state religion, the low population density
forced settlers to make religious decisions themselves and fostered the expectation of competence in government as well. The
First Great Awakening further challenged established authority as New Lights unseated ministers whose views differed from
those of the majority. This sense of power to control one’s destiny in religion easily provided the expectation that the same
would be true in the political arena.
The frontier isolation of the colonists led them to develop a self-reliant and independent psychology which fostered the
expectation that settlers were competent to rule themselves. The availability of vast areas of free land forced less religiously
and politically tolerant colonies to loosen the bonds or risk losing population to more tolerant colonies. Social mobility was
largely determined by wealth, which meant making use of the Protestant work ethic, thus giving individuals control over their
own social status. This created a sense of personal power in the minds of the colonists which led them to expect, and demand,
determination of their own political destiny. Traditional European ways of limiting participation in government (land
ownership) were largely meaningless because of the ease with which colonists could acquire it. From the outset, the impulse
toward universal, white, male suffrage was much stronger in the colonies than in Europe. Thus experience and expectation of
self-government grew to be considered a right rather than a privilege in the colonies.
The salutary neglect of England in the economic sphere led the colonists to experience a degree of economic freedom not
usually associated with mercantilism. Despite British attempts to control the colonies economically (i.e. The Trade and
Navigation Acts), smuggling, triangular trade routes, and the development of early manufacturing saw the colonies exercise
their individuality in the economic arena. They became used to doing pretty much as they pleased and expected that their
economic self-determination would continue. Additionally, the economic self-sufficiency experienced by yeomen farmers led
them to believe in the ultimate control of their own lives. Thus when Britain made sporadic attempts to reexert control over
the colonies, such as with the Dominion of New England, the experience and expectation of self-government led the colonists
to ignore the attempts or to actively resist them.
The geographic isolation and salutary neglect which the colonies experienced almost from their founding led to the
development of the expectation of and experience in self-government. The establishment of representative democracy at the
outset was reinforced by the political, religious, social, and economic experiences of the colonists and led them to firmly
believe that those institutions which allowed them to determine their own destiny were just and proper.
H. A.P.P.A.R.T.S. for document analysis
AUTHOR
Who created the source? What do you know about the author? What is the author’s point of view?
PLACE AND TIME
Where and when was the source produced? How might this affect
the meaning of the source?
PRIOR KNOWLEDGE
Beyond information about the author and the context of its creation, what do you
know that would help you further understand the primary source? For example, do you recognize any
symbols and recall what they represent?
AUDIENCE
For whom was the source created and how might this affect the reliability of the source?
REASON
Why was this source produced and how might this affect the reliability of the source?
THE MAIN IDEA
What point is the source is trying to convey?
SIGNIFICANCE
Why is this source important? Ask yourself, “So what?” in relation to the question asked.
I. AP PARTS Worksheet
Author:
Place and Time:
Prior Knowledge:
Audience:
Reason:
The Main Idea:
Significance:
J. New Guidelines for DBQs
1. Read the question carefully. Understand that you are to answer a question, not simply to discuss documents.
Approach it as an essay question for which you DON’T have documents.
2. Be alert to the time parameters of the question.
3. Make certain you understand what the question asks you to look for in the documents.
4. Establish potential categories BEFORE you examine the documents. You may need to adjust these after
examining the documents. If the question gives you categories, use those categories.
5. After you read the question and BEFORE you examine the documents, jot down all of the outside information
that comes to mind from that time period.
6. Formulate a tentative thesis statement BEFORE you read the documents. You may have to adjust this, but in
will give you something to consider the documents in relation to.
7. Examine the document for the MAIN IDEA relative to this particular question. Do not simply state what is in
the document or tell what the document says.
8. Use the CORE STRUCTURE. Begin with a thesis statement that fully addresses the question, takes a position,
establishes organizational categories, and follow normal essay writing procedure. Look for organizational cues
in the question itself.
9. YOU must determine the logical organization of your essay; the arrangement of the documents should not
dictate that organization. Avoid referring to the documents in the exact order in which they appear.
10. You should refer to the majority of documents in your essay, but you do not have to use every one (Don’t use
any = maximum score of 4 out of 9).
11. Do not merely paraphrase the document. Show that you understand how the essence of the document
relates to your thesis. Extract the MAIN IDEA of the document relative to this question. NEVER start a
sentence with any form of "Document A says......" The IDEA of the document should be the subject of the
sentence not the document itself.
12. Avoid lengthy direct quotations from the documents like the plague. You are to be the author of the essay,
not the editor.
13. Attempt to ascertain why each document is included. Documents are designed to trigger the memory of
outside information. Many documents can be used to support both sides of a question. Carefully analyze
each document to determine how it can support your thesis and clearly relate it back to your thesis with
interpretive commentary. Focus on using level two questions to draw inferences from the documents.
14. Bring in as much outside specific factual information as you can. Use the documents as clues for the outside
information readers are looking for. No single thing is as important as outside information in the DBQ.
15. The manner in which you refer to the documents is inconsequential. The most unobtrusive way to refer to the
documents is simple to put the letter of the document in parenthesis following the sentence in which it is used
(A). This will help both you and the reader keep up with the number of documents that are being used.
16. Remember, direct your discussion of both document based and outside information toward supporting your
thesis. Use interpretive commentary to directly relate the information back to the question
17. The reader has only approximately two minutes with your essay. Make your information easy to extract.
18. CHILL!!! The DBQ is nothing more than writing an essay with a cheat sheet.
K. DBQ Analysis Exercise
QUESTION:
What time period is your answer to focus on?
Specifically, what things does the question ask you to examine?
What specific categories come to mind?
What MAJOR outside information can you associate with this time period in reference to this particular
question?
Write a thesis statement that fully answers the question, takes a position, and establishes categories for
analysis.
Complete the following for all documents:
Document A
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document B
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document C
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document D
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document E
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document F
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document G
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document H
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document I
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document J
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Final Categories
1.
2.
3.
Final Thesis Statement
Final Topic Sentences (must directly answer the question)
1.
2.
3.