- AP Calculus
- AP Chemistry
- AP U.S. History
- AP World History
- Free AP Practice Questions
- AP Exam Prep
AP World History: Sample DBQ Thesis Statements
Using the following documents, analyze how the Ottoman government viewed ethnic and religious groups within its empire for the period 1876–1908. Identify an additional document and explain how it would help you analyze the views of the Ottoman Empire.
Crafting a Solid Thesis Statement
Kaplan Pro Tip Your thesis can be in the first or last paragraph of your essay, but it cannot be split between the two. Many times, your original thesis is too simple to gain the point. A good idea is to write a concluding paragraph that might extend your original thesis. Think of a way to restate your thesis, adding information from your analysis of the documents.
Thesis Statements that Do NOT Work
There were many ways in which the Ottoman government viewed ethnic and religious groups.
The next statement paraphrases the historical background and does not address the question. It would not receive credit for being a thesis.
The Ottoman government brought reforms in the Constitution of 1876. The empire had a number of different groups of people living in it, including Christians and Muslims who did not practice the official form of Islam. By 1908 a new government was created by the Young Turks and the sultan was soon out of his job.
This next sentence gets the question backward: you are being asked for the government’s view of religious and ethnic groups, not the groups’ view of the government. Though the point-of-view issue is very important, this statement would not receive POV credit.
People of different nationalities reacted differently to the Ottoman government depending on their religion.
The following paragraph says a great deal about history, but it does not address the substance of the question. It would not receive credit because of its irrelevancy.
Throughout history, people around the world have struggled with the issue of political power and freedom. From the harbor of Boston during the first stages of the American Revolution to the plantations of Haiti during the struggle to end slavery, people have battled for power. Even in places like China with the Boxer Rebellion, people were responding against the issue of Westernization. Imperialism made the demand for change even more important, as European powers circled the globe and stretched their influences to the far reaches of the known world. In the Ottoman Empire too, people demanded change.
Thesis Statements that DO Work
Now we turn to thesis statements that do work. These two sentences address both the religious and ethnic aspects of the question. They describe how these groups were viewed.
The Ottoman government took the same position on religious diversity as it did on ethnic diversity. Minorities were servants of the Ottoman Turks, and religious diversity was allowed as long as Islam remained supreme.
This statement answers the question in a different way but is equally successful.
Government officials in the Ottoman Empire sent out the message that all people in the empire were equal regardless of religion or ethnicity, yet the reality was that the Turks and their version of Islam were superior.
Going Beyond the Basic Requirements
- have a highly sophisticated thesis
- show deep analysis of the documents
- use documents persuasively in broad conceptual ways
- analyze point of view thoughtfully and consistently
- identify multiple additional documents with sophisticated explanations of their usefulness
- bring in relevant outside information beyond the historical background provided
Final Notes on How to Write the DBQ
- Take notes in the margins during the reading period relating to the background of the speaker and his/her possible point of view.
- Assume that each document provides only a snapshot of the topic—just one perspective.
- Look for connections between documents for grouping.
- In the documents booklet, mark off documents that you use so that you do not forget to mention them.
- As you are writing, refer to the authorship of the documents, not just the document numbers.
- Mention additional documents and the reasons why they would help further analyze the question.
- Mark off each part of the instructions for the essay as you accomplish them.
- Use visual and graphic information in documents that are not text-based.
Don’t
- Repeat information from the historical background in your essay.
- Assume that the documents are universally valid rather than presenting a single perspective.
- Spend too much time on the DBQ rather than moving on to the other essay.
- Write the first paragraph before you have a clear idea of what your thesis will be.
- Ignore part of the question.
- Structure the essay with just one paragraph.
- Underline or highlight the thesis. (This may be done as an exercise for class, but it looks juvenile on the exam.)
You might also like
Call 1-800-KAP-TEST or email [email protected]
Prep for an Exam
MCAT Test Prep
LSAT Test Prep
GRE Test Prep
GMAT Test Prep
SAT Test Prep
ACT Test Prep
DAT Test Prep
NCLEX Test Prep
USMLE Test Prep
Courses by Location
NCLEX Locations
GRE Locations
SAT Locations
LSAT Locations
MCAT Locations
GMAT Locations
Useful Links
Kaplan Test Prep Contact Us Partner Solutions Work for Kaplan Terms and Conditions Privacy Policy CA Privacy Policy Trademark Directory
IMAGES
VIDEO
COMMENTS
Resources from Heimler's History: To master all the WRITING SKILLS you need, get my ESSAY CRAM COURSE: +AP Essay CRAM Course (DBQ, LEQ, SAQ Help): https://bi...
Resources from Heimler's History: To master all the WRITING SKILLS you need, get my ESSAY CRAM COURSE:+AP Essay CRAM Course (DBQ, LEQ, SAQ Help): https://bit...
Here's a sample from the Document-Based Question module in our AP History Essay course. How this works. STEP 1: Get the Resource ... Want more free content from Heimler's History? Visit Heimler's History on YouTube. Still have questions? Contact Us Back to Top. Port William Academy, LLC, 10719 Alpharetta Hwy, Unit 1671, Roswell, GA 30077-1671 ...
Breakdown of Essay: The AP U.S. History exam gives students a choice between two long-essay questions. You chose ONE! A thesis statement is required. You will have 35 minutes to answer the one question you select. Makes up 15 % of final exam score. Graded on a 0-6 point scale.
WRITE YOUR THESIS Thesis formula = Although X, because A & B, therefore Y • X = counter argument • A & B = specifıc historical evidence (named) • Y = YOUR argument Thesis: CONTEXTUALIZATION Two or three vocab words associated with the theme of the prompt. NOTE: In your essay, name these AND explain what they mean. THEN connect them to your
WRITE YOUR THESIS. Thesis formula = Although X, because A & B, therefore Y - X = counter argument - A & B = specifıc historical evidence (named) - Y = YOUR argument (NOTE: This formula isn't necessary, but if you don't use it, just make sure your thesis makes an argument and includes specifıc evidence.) Thesis:
Resources from Heimler's History: To master all the WRITING SKILLS you need, get my ESSAY CRAM COURSE: +AP Essay CRAM Course (DBQ, LEQ, SAQ Help): https://bi...
Step 3: Write the Thesis (1 point on the rubric) The thesis is the concise and clear statement of your argument that you just decided on above. Use your arguments to make your thesis - don't go off script. DO NOT HIJACK THE QUESTION! Answer the question in your thesis - ALL PARTS of it! Provide the reader with a "road map.".
3. Briefly summarize Heimler's ideas for each step Step 1 - The Prompt. a. Read and Understand the Question. b. When looking at the prompt, briefly summarize what Heimler means. -What is the Historical Thinking Skill embedded in the question (ex. compare and contrast, change over time) -What kind of category?
Thesis: 0-1 Point Important because it organizes your argument Rubric -- You need to write one or two sentences which are historically defensible and establishes a line of reasoning Specific historical evidence Thesis should be packed, should be your argument in miniature Thesis Formula -- Although X, because A and B, therefore Y.
To earn this point, the thesis must make a claim that responds to the prompt rather than restating or rephrasing the prompt. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion. 0-1 Points Despite [counterargument], because [evidence 1] and [evidence 2], [my argument]. RUBRIC ...
Heimler's History_ APUSH Live Review Note Guide 2021 - Free download as PDF File (.pdf), Text File (.txt) or read online for free.
historical significance of this topic and your thesis. This should be in your introduction prior to your thesis. So what will you do? Write content or fact rich, analytical sentences. (It must include specific details!) Describe events or processes that happened before the time period of the question or in another region that are relevant.
THESIS or NOT A THESIS from HEIMLER'S HISTORY. 3. WHAT IF YOU BLANK ON THE LEQ? from HEIMLER'S HISTORY. THE ULTIMATE REVIEW PACKET: Your one stop-shop for EVERYTHING you need to ACE those tests and get a FIVE on the Exam this May. There's a TON of resources out there for you to review. But, I'm partial to the review series I made below…
WRITE YOUR THESIS. Thesis formula = Although X, because A & B, therefore Y • X = counter argument - A & B = specific historical evidence (named) - Y = YOUR argument. Thesis: CONTEXTUALIZATION. Two or three vocab words associated with the theme of the prompt. NOTE: In your essay, name these AND explain what they mean. THEN connect them to your ...
Let's take a look at a sample AP World History DBQ question and techniques to construct a solid thesis. Using the following documents, analyze how the Ottoman government viewed ethnic and religious groups within its empire for the period 1876-1908. Identify an additional document and explain how it would help you analyze the views of the ...
• Except where otherwise noted, each point of these rubrics is earned independently; for example, a student could earn a point for evidence without earning a point for thesis/claim. • Accuracy: The components of these rubrics require that students demonstrate historically defensible content knowledge. Given the timed nature
Heimler's History was better for cramming for the exam for me because Heimler's just an entertaining guy and it's not as difficult to stay focused on his content for hours and hours in comparison to other channels. u/ChessMan420, make use of all the videos, review books, and other resources with a balance. Try and use the actual textbook for ...
Every student should feel confident in their AP History classes. On this channel I have produced a mixture of seriousness and buffoonery in order to help students of AP U.S. History, AP World ...
Heimler's History: AP World History Notes Unit 1: Global Tapestry (1200-1450) State Building in Song China World's preeminent power by 960 Split into multiple kingdoms Unified, dynastic empire known as the Song Dynasty to 1279 Built structure with 6 departments: Personal, finance, rites, army, justice, and public works, all overseen by the censorate Confucianism: Understood reality as ...
Sample Prompts. AP World History: Modern. In the period 1450-1750 CE, empires achieved increased scope and influence around the world, shaping and being shaped by the diverse populations they incorporated. Develop an argument that compares the process of empire building in land-based and maritime empires in the period 1450-1750 CE. AP US History
Teacher lectures. Read textbook then use heimlers history as supplementary content no notes although notes might be helpful. Like someone else mentioned, I usually watch his videos before reading my textbook. If you struggle with understanding your normal textbook like me, I recommend the AMSCO.
Jacob Clifford is to Econ what Heimler is to History. Just for future reference. Mr. Smeads for APES, turksvids + vinteachesmath for AP Calc AB/BC, Jacob Clifford for AP Macro/Micro, and Adam Norris for AP Gov ! Heimler already does Gov videos. If all else fails watch khan academy.