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2009 ap world history dbq answer

Advanced Placement AP. Doing this will help you to get a sense of what makes a good and what makes a bad DBQ response. That said, not all DBQ essay examples are created equal. Without a doubt, the best sample resources come from the College Board.

This is because they are the ones who design and administer the AP exams. This means the following:. All samples are real student responses from previous yearsso you know they were written under the same conditions you'll have when you write your DBQ—in other words, they're authentic!

They not only have scores but also explanations of each essay's scorein accordance with the rubric. Some DBQ examples outside those available from the College Board might be worth looking at, particularly if they highlight how a particular essay could be improved. In general, though, a superior example will do the following:. Include the prompt and documents: It will be much easier for you to see how the information from the documents is integrated into the essay if you can actually look at the documents themselves!

Have a score: Seems simple, but you'd be surprised how many DBQ examples out there in the uncharted internet don't have one. Without a real, official score, it's hard to gauge how trustworthy a sample actually is. Here are your example essays! The APUSH test was redesigned in and again inso there are right now only five official College Board sets of sample essays you can use in your studies. Make sure to give yourself a minute reading period and 45 minutes to write your answer.

In addition, don't forget to use the current scoring guidelines when grading your own practice responses.

2009 ap world history dbq answer

To look at these, click "Free-Response Questions" for a given year. Note that these examples use the old rubric which is integrated into the Scoring Guidelines for a given free-response section. General comments on the quality of the essay, outside information, and document analysis still apply, but the score is on a 9-point scale instead of the current 7-point scale, and some of the particulars will be different.Please join StudyMode to read the full document.

The green revolution was the worlds introduction to modern agricultural and a time of vast improvements in the worlds fight in hunger. New technologies such as hi yield variety seeds Chemical fertilizer and agricultural machinery lid this revolution and are still a big part of the way we produce food for the world we live in today. The green revolution saved A lot of small developing countries throughout the world. Food is now a mass produced all around the world in fields and distributed to countries in need as well as countries who's people are willing to pay for foreign and exotic foods.

The green revolution has one enemy, The reproductive rate of the human species is exceeding the rate and which we can make food to feed it. The green Document two describes the very organized military structure of generals and captains ruling over the rest of the army.

It also describes the severe consequences suffered if the warriors were to abandon the battle. This requirement to fight until the end of the battle made the Mongols formidable opponents, and the fear they caused in their opponents was only augmented by tactics such as mental warfare, and the uncanny ability to easily adapt to any defense that was put in their way.

This mental warfare is described in document 3, where it is said that the Mongols would completely surround the city they were attacking in order to appear much larger in number that they actually were.

While it is often said that history is told from the point of view of the victors, this does not pertain to the Mongols. Being illiterate, they could not keep records, and instead relied on the efforts of their subjects to keep the empire running smoothly. This also means that all primary accounts of Mongol raids were from the point of view of the captors, who did not take kindly to being slaughtered. Documents 4 and 5 demonstrate this very idea, describing in detail the ferocity and aggression of the Mongols, and how they killed without any sort of remorse.

Document 6, on the other hand, gives a much more unbiased point of view, being that is was written in the late s by an outside source. This document describes the improvement of Asia as a result Expansion to foreign nations was a very important factor in America during the early twentieth century.

Although both factors were very common, idealism seems to have been the dominant factor during this time period towards foreign affairs. Speakers such as Senator Albert Beveridge and William Sumner were very important because they gave valuable information to people about foreign policies in the late s and early s.

Self-interest was very important to the expansion of America. Document G, a map of the United States expansion from also shows the factor of self-interest because it shows how they want to expand their power by having their naval and military forces Cynthia Ms. Conboy AP U. History 25 January After the 13th Amendment was passed, African American slaves were freed from their lifetime involuntary servitude, and life for them seemed to be on the way to happiness Document A.

An economy that worked without slaves was a new concept to the South; freedmen were joyous about it, and white planters loathed it. The United States underwent a sort of revolution in its economy and its social hierarchy Document D. After the Civil War ended, numerous changes had to be made to the South including rebuilding the infrastructure, maintaining hostility towards blacks, punishing or relieving Confederate leader, and determining the rights of newly freed slaves.

Of the political difficulties, voting became a new right to Black men. Union Leagues originally run by the Republican Party helped to gain a political voice for new freedmen. Many white southerners did not want Blacks to participate in politics, so black suffrage was brought up in court cases like United States vs. Cruikshank and States vs. After these cases, the 15th Amendment was rendered almost void because they allowed states to prohibit the voting of blacks based on requirements other than race.

Congress also Imports and exports across the Atlantic caused a constant demand for labor in the colonies. The British colonies supplied raw goods as well as some manufactured goods for countries around the world especially in Europe. As the demand for cash crops and raw materials from the Americas grew, the demand for labor also increased. Trans-Atlantic interactions fostered continuity in the demand for labor in the British North American colonies from to but also fostered changes in the sources of labor.

The harsh conditions for indentured servitude remained during this period.Read on for an example DBQ. Evaluate the extent to which the processes of empire-building affected political structures in the period — Document 1. Document 2. Document 3. Document 4. Document 5. Document 6. Document 7. Step 1: Analyze the Prompt First, read the prompt itself.

The prompt uses the verb evaluate, so you will need to make a claim about the effects on political structures. Begin grouping the documents into categories that you can use to help organize your essay. Next, take time to plan your response. Focus on formulating a strong thesis, and check your plan against the six DBQ requirements. See the sample plan that a high-scoring writer might make.

Since the prompt asks for how empire-building affected political structures, the writer will organize the essay by explaining multiple causes processes that impacted political structures. Leave a minute at the end to complete a brisk proofread and double-check that you met each of the DBQ requirements.

Acing the AP World History Document Based Question

Before the arrival of Europeans, Native American societies had established diverse political structures. The villages in the northeast of North America practiced a mixture of agriculture and hunter-gathering and sometimes formed alliances among tribes. The large-scale empires of the Mexica and Inca in Central and South America had centralized power in city-states and exacted tribute or labor from subjugated tribes. However, these societies would experience political upheavals when Europeans began their quest for territory in the s.

Empire- building typically involved a combination of the processes of military conquest, colonization, and economic influence. Where epidemic disease was also a factor, military and colonization strategies sometimes resulted in the total destruction of previous political structures in the Americas; a combination of the three processes permitted empire-builders to gradually infiltrate, then supersede, the political structures in Asia and Africa.

Also using military technology and the support of other tribes, the Spanish under Pizarro took control of the Inca empire in the Andes. In both locations, the Spanish essentially destroyed the empires and installed their own political systems, with viceroys who served under the Spanish crown and a hierarchical class system that gave preference to those of European ancestry.

Countries sending large numbers of settlers was another effective method of empire-building. This process enabled European nations to replace native governments in the Americas.

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At the same time, Europeans as a share of the population rose from 10 percent to The increase in the proportion of Europeans and blacks corresponds with the Spanish overrunning the native populations and instituting plantations. The spread of diseases among the native populations made it easier for the Spanish to do away with long-standing native governments and establish their own political structures in the Americas.

In India and Africa, Europeans utilized the old strategies of military force and colonization, but unlike in the Americas, newly introduced diseases did not have such a devastating effect on native populations. Thus, the process of empire-building also involved longer-term economic policies that caused a more gradual build-up of political power. European merchants gradually expanded their power in India, aided by the decline of the Mughal empire, as explained in Document 4.

By describing this potential threat to the emperor, the document hints at the potential for outsiders to take advantage of the political instability, as indeed the British merchants extended their economic influence into political control. Overall, the empire-building processes of conquest, colonization, and economic influence allowed empire-builders to exert power over territories.

When additional factors, such as epidemic disease, also played a role, as they did in the Americas, the empire-builders could sometimes briskly overthrow and replace the original political structures.

In locations such as India, empire-building involved a more complex interplay of economics with the pre-existing political structures, though the Europeans were still able to eventually gain control.We use cookies to give you the best experience possible. It's Free! 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? Not all AFricans just stood by and watcher, however.

Stop Using Plagiarized Content. There was a wide range of actions and reactions to the Scramble for Africa from the Africans themselves, from giving in peacefully to attempting to fighting back with all of their might.

Many Africans were afraid of European power, so they just gave in to the Scramble without a fight. Many African rulers just signed their land away [doc. This document is official and provides no personal repost, so it is possible that the rulers did not give in entirely peacefully, all we know is that they gave in.

A personal record of the Niger River delta dealing would help immensely to tell how easily the rulers signed. Ashanti leader Prempeh turned down a British offer of protectorate status, but he said that the Ashanti would always remain friendly with all white men [doc. Ndansi Kumalo, an African veteran of the Ndebele Rebellion tells how at first his people surrendered to the British and tried to continue living their lives as they always had [doc.

Samuel Maharero, a Herero leader, wrote to another African leader about how the Herero people were trying to be obedient and patient with the Germans [doc. Many people in Africa just gave i to the changes occurring all around them. Not everywhere the Europeans went did they encounter this obedience and complacency. Many places people fought the invaders.

The emperor of Ethiopia, Menelik II, wrote a letter to Great Britain, France, Germany, Italy, and Russia in telling them he would not just sit by and watch if they continues parcelling off Africa [doc. Ndansi Kumalo tells how, after trying to live normally, his people could not stand the Europeans any more and they took up arms against the Europeans and rebelled [doc.

An Ethiopian painting of the Battle of Adowa shows the Ethiopians greatly overpowering the Italians and clearly winning the battle while suffering a very few casualties [doc. This is an Ethiopian painting so the artist probably depicted the battle to make the Ethiopians look as good as possible.

A document from the Italians about this battle would make it easier to pass judgement on it. The Ashanti queen mother, Yaa Asantena spoke to the Ashanti chiefs in telling them that if they would not fight the Europeans the Ashanti women would [doc. Samuel Maherero said in his letter to another African leader that they should fight the Germans as it is better to die fighting for freedom than to die from maltreatment, imprisonment, or something similar [doc.

A German military officer said about the Maji Maji REbellion that the chiefs told their people that they had a medicine thst would make them invincible so they could fight the Europeans for as long as necessary [doc 8].

An African chief, Mojimba, described a battle in on the Congo River, saying that the battle just kept going and going that many, many Africans were killer [doc. He also said that white men are very wicked.

2009 ap world history dbq answer

As an African who fought the Europeans and saw them kill many of his kin, Mojimba naturally thinks that the Europeans are wicker. This account of the battle was also given 30 years after the battle so it might not be entirely accurate. A European account would help to see this battle more clearly.Find out your chances, get recommendations for improvements to your profile, and see how your profile ranks among other students applying to the same schools. Our free guidance platform determines your real college chances using your current profile and provides personalized recommendations for how to improve it.

This exam consists of 55 multiple-choice questions, four short-answer questions, a longer essay with a choice of two prompts, and a special type of essay question: the Document Based Question, or DBQ. Read on to learn what to expect from the AP US History DBQ, as well as some advice for getting prepared for this type of question and formulating your plan of attack for test day.

As its title indicates, the AP US History exam and its accompanying course curriculum deal with the history of the now-United States, starting in the s with the arrival of European colonists and extending until the present day. It covers not only events and people from this time and place, but also broader historical trends that have shaped US history.

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In its role as an Advanced Placement course, AP US History exists not only to teach you historical facts, but to help you understand how to approach and analyze historical content in the way that college-level courses will eventually expect you to be able to do.

While many students take AP US History courses at their high schools in preparation for the exam, you can also study for the exam independently. However, you should be aware that inthis exam was updated, and some significant changes were made in how it approaches historical material.

Older study materials will no longer be accurate. In requiring you to analyze primary and secondary sources on your own, the DBQ mimics the work that professional historians do in assessing historical documents. The documents provided for the DBQ will vary a great deal from year to year and topic to topic.

On the other hand, the more complicated format and high expectations of the DBQ can present some unique challenges.

Practically speaking, writing a successful DBQ essay requires you to read, comprehend, and assimilate into your larger historical understanding a number of new and unfamiliar pieces of information within a very short period of time. The readers will judge your essay upon how well it demonstrates solid argumentation, analysis of evidence, contextualization, and synthesis.

The DBQ you receive will focus either on historical causation, patterns of continuity and change over time, comparison, interpretation, or periodization. It should have the same components as any other short essay, including a strong thesis statement and ample supporting evidence for this thesis. Most of all, it has to be coherent and make sense as an argument for your point. On a more specific, practical level, when preparing for your AP US History exam, and specifically for the DBQ, completing practice test questions and full practice tests is always helpful.

2009 ap world history dbq thesis

Sandwiched in the middle of this test will be, of course, the DBQ. Here are some tips for approaching the real AP US History exam in the moment, when stress levels are high and time is of the essence. Take a look at our other blog posts about the AP program for more information about AP course offerings and how to prepare for your AP exams.

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2009 Ap History Dbq

Get Started Now.Find out your chances, get recommendations for improvements to your profile, and see how your profile ranks among other students applying to the same schools.

Our free guidance platform determines your real college chances using your current profile and provides personalized recommendations for how to improve it. It covers significant events, people, development, and processes over the course of six historical periods and aims to develop your ability to analyze and assess historical evidence, data, and significant issues, as well as help you understand historical sources, images graphs, and maps.

The test was redesigned inand while the course content remains the same, older practice tests and materials no longer apply to the current version of the test. In this post, we look look at one of the most important components of the World History exam: the Document Based question.

Because your response to this question is worth 25 percent of your total score, you should prepare for it as thoroughly as possible. Read on for advice on how to study for and master this section. The Document Based Question DBQ asks you to mimic the work that real historians perform in analyzing historical documents.

You will have 55 minutes to respond, 15 of which are generally meant for reading, planning, and outlining, and 40 of which are allotted for writing, although you may divide your time as you wish. In general, the DBQ is designed to test certain skills, including argumentation, analyzing evidence, contextualization, and synthesis.

Each individual DBQ will also test one additional skill, such as comparison, causation, patterns of continuity and change over time, or periodization. A successful response addresses all aspects of the question be careful here; you might want to make a list of all parts of the question so you remember to answer every component and uses all or all but one of the documents. When using the documents as evidence, you must take into account the context and point of view of each document, paying attention to the person or persons who created it and what is being conveyed.

Your response should also have a strong thesis argument, and use plenty of evidence, including the documents at hand, other sources with which you are familiar, and outside facts for context. As you can see, the graders will specifically measure your response according to its thesis argument and development, document analysis, use of evidence beyond the documents, and synthesis with fact and materials that are not directly connected in the question or documents presented, such as a different time period, theme of the course, or discipline.

Be sure to cover every period included in the curriculum completely and thoroughly. You should also take plenty of practice tests. Refer to our guide for information about where to find practice exams and how to use them.

If your AP teacher offers practice tests, take them seriously and prepare for them as you would any test that counts for a grade. Using practice prompts, create outlines that address every required portion of your answer; doing so will help you write your essay much more quickly and easily. Plan out the organization of your essay, categorizing documents, identifying where they will fit into your essay, and writing notes about you will say about them.

Identify which quotes you will use and jot down any notes that help you explain their relevance and how they contribute to your argument.

Make sure you are including analysis in your outline, and that it is not simply a list of sources. If you practice creating outline now, you will be well-versed in how to make an effective one when test day comes. First things first: calm down. When you get to the DBQ, read the prompt carefully.

please grade my essay 1-9. Ap world history dbq

Then read it another time. Review the instructions and expectations for what you should include in your response. Then read and review the documents with the question in mind, taking notes and making annotations as you go. Plan quickly but carefully.

2009 ap world history dbq answer

Create an outline as you have practiced. The planning stage should take about 15 minutes. Next, write the essay. Use your outline to guide you, and refer to the documents provided as needed.

While you should use quotes to bolster your argument and provide evidence, most of your essay should be your own original analysis.

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Try to write quickly, but be mindful of legibility, spelling, and grammar. Leave a few minutes of the 40 minutes you have allotted for writing to briefly review your essay for errors or anything else you might want to change.

The DBQ may seem daunting, but careful preparation for this important component of the AP World History exam will make the process much easier. Looking for more information on approaching similar AP courses and exams? Check out these posts:.See our listing below for prior year questions along with some excellent writing guides.

The practice test includes short answer questions, long essay questions, and a document based question. This is a great place to start your test prep. The College Board has posted the actual questions from and along with scoring guidelines, sample responses, statistics, and score distributions. Includes prior year short answers, long essays, and DBQs. This video by Mr. Geoffrion does an excellent job explaining how to conquer the AP World History long essay question.

An excellent video from Mr. This video is only 16 minutes, but covers a lot of ground. Be sure to watch this!

Essay Writing: AP World History DBQ Outside Evidence

This slideshare presentation by Scott Keatley is fantastic. Clearly explains with 40 slides many strategies for getting a perfect 9 on your DBQ.

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Includes some nice examples from actual essays. AP PracticeExams. Official Practice Questions The practice test includes short answer questions, long essay questions, and a document based question. Prior Year Questions The College Board has posted the actual questions from and along with scoring guidelines, sample responses, statistics, and score distributions.


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