DBQ Guidelines

1. Read the prompt 2X, break down the question by identifying time period, historical thinking skill, and
theme.
2. Write down any SFI or key terms (5-6) that come to mind regarding the prompt.
3. Break down, mark up, and read each document (10 minutes)
a. Begin with the document’s source line – is there an obvious historical context, intended
audience, purpose, or POV?
b. Identify the main idea/summarize the document (write to the left of the document).
c. Identify how the document is relevant to the prompt, what argument/claim is being made?
(write to the right of the document).
d. Identify any SFI or key terms, not mentioned in the document, to be used as OUTSIDE
EVIDENCE (write at bottom of document).
e. Identify HIPPO (Historical Context, Intended Audience, Purpose, Point of View or Outside
Evidence) associated with the document that might be used for SOURCING.

Possible Planning Table

Main Idea SFI HIPPO
DOC
(use all 7 documents) (only need 3)
1
2
3
4
5
6
7

4. Group documents into (2 or 3) CATEGORIES of ANALYSIS

a. Biggest mistake = using the documents in order, i.e. 1-7
b. Important = even though the documents contain similar patterns, themes, and topics – each
document is unique and is included for a reason. Thus, avoid sweeping generalizations such as
“documents 3 and 4 both talk about government…” Instead, treat each document separately
and explain how it supports the THESIS in a different way.
5. Write a TOPIC SENTENCE for each category that answers the question, makes a claim, and establishes a
line of reasoning (HTS = compare/contrast, cause/effect, continuity/change) required by the prompt.
6. Write a THESIS that answers the question (be SPECIFIC), makes 2-3 claims, and establishes a line of
reasoning (HTS) required by the prompt – use the topic sentences to form the thesis, DO NOT write the
THESIS until you have planned the DBQ.
a. Possible thesis formulas:
● Y because of A and B
● Y because of A, B, and C
● Although X, it’s Y because of A & B (used if going after complexity point)
 b. Biggest mistakes = restating the prompt and establishing broad categories instead of specific
categories – e.g. using economics and politics as categories rather than using specific categories
such as “banking and trade policies” or “government attempts to centralize control”.
7. Write the Introductory paragraph
a. Begin with CONTEXTUALIZATION (3-4 sentences)
● Reference the ACRONYM associated with the time period as a starting point, e.g. GERMS
for the Early Modern period or RAISING for the Modern period.
● 1st sentence = what was happening during the time period before the prompt topic
began? (cookie jar)
● 2nd sentence = what caused the prompt topic to occur? (cookie)
● 3rd and 4th sentences – what do you need to know for the prompt topic to make sense?
Do any relevant SFI/key terms require defining or explaining? (chocolate chip)
b. Include as much SFI or key terms that are from same time period, deal with the same theme,
and are relevant to the prompt, OUTSIDE EVIDENCE is needed throughout the DBQ.
● Possible phrases to use:
⮚ The time period was characterized by…
⮚ This period in history was marked by…
⮚ this is a time of…
c. Biggest mistake = using SFI that does not relate to the topic or time period specified in the
prompt
d. End the introductory paragraph with the THESIS (1 sentence), make sure the
CONTEXTUALIZATION sentences flow into the THESIS logically and seamlessly.
8. Write the first body paragraph
a. Begin with the first categories’ TOPIC SENTENCE
b. Introduce the first DOCUMENT
● First sentence needs to describe the document explicitly and summarize/paraphrase its
contents
⮚ do not quote the document
⮚ Avoid phrases like, “document 3 says, or said” – see Instead of SAID handout for
more suitable words
⮚ Mix in citing the document at the end, e.g. (Doc. 3)
● Second sentence must explain HOW and WHY the document supports the topic
sentence of the body paragraph
⮚ Possible phrases to use:
✔ This shows…because
✔ This demonstrates…because
✔ This affirms…because
● Third sentence, if SOURCING the document, must identify the HIPPO choice
⮚ Possible examples:
✔ The historical context of the document is…
✔ The author’s intended audience was…
✔ The king’s edict intended to…
✔ The farmer viewed the king’s edict as unfair…
✔ Outside evidence that relates to the document is…
● Fourth sentence, if SOURCING the document, must explain HOW the HIPPO choice
identified is apparent (how did you arrive at your conclusion?) and explain HOW it is
relevant to the THESIS.
⮚ Possible examples:
✔ The document’s historical context is consistent with the time period
because…and it demonstrates the effects of…
 ✔ The author’s intended audience was clearly the working class because he
speaks about their “dirty appearance” in a condescending manner which
demonstrates how elites treated lower class people unfairly, which
confirms…
✔ The king’s message, which was designed to intimidate and scare his
subjects, did little to stop peasants from rebelling which shows…
✔ The farmer’s view that the king’s edict was unjust is understandably
evident in his sad words which describe “wanting to die,” which
demonstrates how cruel the king treated his subjects.
✔ A piece of outside evidence, not shown, the Monroe Doctrine further
supports the claim that Europe was losing influence in the Americas
because after the U.S. implemented the policy, which aimed to keep
Europe from colonizing Latin America, it became the dominant power in
the region.
c. Introduce any additional DOCUMENTS that are grouped in the paragraph’s category and follow
the same steps outlined above. Each body paragraph must contain at least TWO DOCUMENTS.
● Possible phrases to use:
⮚ Similarly, Likewise, another example, Yet another…
d. Conclude each body paragraph with a CLINCHER sentence.
● The clincher sentence connects the body paragraph and DOCUMENTS back to the TOPIC
SENTENCE. Exam Tip: Though a clincher sentence is not required, it is a strong way to be
sure there is an argument and ties the documents used in the body paragraph together
when answering the prompt.
Important Reminders:
● Fail to Plan, Plan to Fail – take ??? minutes to organize, DO NOT start writing without a plan.
● Practice writing DBQs within the 60-minute time limit.
● Model and study AP College Board scoring commentaries and student samples from past DBQs.
● The DBQ is worth ??? of the overall exam grade. Therefore, make sure it is completed before moving
onto the LEQ which is worth only 15% of the overall exam grade.
● Generally, a DBQ can be answered with just TWO claims (like the LEQ). However, if the documents lend
themselves to THREE claims then it is necessary to write ???
● Include as much relevant SFI or key terms to strengthen the DBQ. Exam Tip: This is the least earned
point on the DBQ rubric because so many students become too focused on the documents so make
sure to include as much OUTSIDE EVIDENCE as possible.
● When sourcing (HIPPO) documents, make sure to use historical context at least one time. It is
permissible to source THREE documents with the same HIPP options, but it is recommended to source
??? documents to be safe. Exam Tip: This is the second least earned point on the DBQ rubric because
many students forget to source enough (at least 3) documents.
● Only one document can be used in a sentence. In other words, you cannot earn the first evidence point
on the AP rubric by stating, “Documents 2 and 4 both show…” Each document must be discussed in its
own sentence. Exam tip: Write at least one sentence about each document including at least one
specific fact. Try not to quote more than a word or two from the document.
● Use the words or synonyms of the HTS (compare/contrast, cause/effect, and continuities/change over
time) in the THESIS, TOPIC SENTENCES, CLINCHER sentence and throughout the DBQ.