DBQ - Grouping and Thesis
Statements
AP WORLD HISTORY
Grouping
 At Least 3 groups in each DBQ
 Do NOT just use the generic “Pro”, “Anti”,
“Neutral” groupings.
 If the documents provided seem to indicate there
were positive, negative or mixed reactions, used
better vocabulary than “pro”,”anti”, “neutral”
 Be as specific as possible in descriptions of
groupings
 Are there any connections between reactions,
trends or events and the historical time period?
 Documents can be used in more than one
grouping!
Thesis Statements
Good DBQ Thesis Statements:
 Takes a stand
 Answers the question
 Previews the argument
 Details Time and Place
 Groupings
 Can be more than one sentence
2009 DBQ Question
Using the documents, analyze African
actions and reactions in response to the
European Scramble for Africa. Identify
an additional type of document and
explain how it would help in assessing
African actions and reactions.
Thesis #1
“Throughout history, colonization has been a
main concern of many nations. In the 1880s,
there was a great desire by European
powers to colonize and control Africa in order
to gain resources. This became known as
the Scramble for Africa. The hypocritical
actions of the European powers led to an
extreme contempt for the Europeans among
the African people, which triggered violent
rebellions that eventually helped lead Africa
to liberty later on.”
Thesis #2
“For years after the Berlin Conference, various
European powers raced to occupy and colonize land
in Africa. It was a time of growth for Europe, but
what was it for Africa? Africa’s fate was being
decided for it by the European invader. Not all
Africans just stood by and watched, however. There
was a wide range of actions and reactions to the
Scramble for Africa from the Africans themselves,
from giving in peacefully to fighting back with all of
their might.”
Thesis #3
“Although the European powers felt as
though they were doing great good in
the African continent during the
Scramble for Africa, the actions of the
Africans was that of rebellion and
reactions showing much determination
to rid Africa of the unjust Europeans.”
Point of View
Point of View
 This is perhaps the most difficult item for many
students. It can be brought
 down to some very simple questions.
 1) Why would this person say this?
 2) How reliable is this document?
 3) What makes this document different from other
kinds of
 documents?
 4) What is the tone or the intent of this document?
Additional Document
 After the thesis is the most common spot
 Don’t forget to do it (#1 forgotten thing)
 Easy to request
 Be specific:If the documents have a quote
from a merchant, they can’t say, “We need to
hear from other merchants.” They have to be
more specific and say, “We need to hear from
merchants who did not have the same trouble
as X.”
Thesis Practice:
1) Using the documents, analyze the
patterns of trade in the period 1000–
1450.In addition, identify possible cultural
consequences of trade in this time period.
2) Using the documents, assess the level
of cultural development of the Aztec and
the Inca.
3) Religions of common geographic
origins tend to differ from those that
originate in other areas of the world.
How do religions having common
geographic origins tend to share
somewhat common codes of behavior
and views of the nature and reason for
existence?
4) Using the documents, compare and
contrast the philosophy and outlook of
Confucianism and Neo-Confucianism and
their ramifications for China. Was the
change a reaction to the Daoists and
Buddhists or simply a growing lack of
confidence in Confucianism during a time
of hardship?
5) Based on the documents, discuss
human relationships with the environment.
Evaluate whether it is more important for a
developing civilization (or nation) to
conserve and protect its resources, or fully
develop them. Decide what the
consequences of each decision would be.