advanced placement u.s. history analyzing the prompt

Advanced PlacementAdvanced PlacementU.S. HistoryU.S. History

Analyzing the PromptAnalyzing the Prompt

ObjectivesObjectives

• Understanding the various type of analytical Understanding the various type of analytical questions asked on AP examsquestions asked on AP exams

• Systematic Methods of Breaking Down Systematic Methods of Breaking Down QuestionsQuestions

• Complete and Accurate Comprehension of Complete and Accurate Comprehension of ConceptsConcepts

• Developing an ability to not merely summarize, Developing an ability to not merely summarize, but infer and draw conclusionsbut infer and draw conclusions

Analyzing the PromptAnalyzing the Prompt

The objective of prompt analysis is The objective of prompt analysis is to declare or write a statement of to declare or write a statement of position. This statement is your position. This statement is your thesis. thesis.

The first step of this process is to The first step of this process is to breakdown and delineate the breakdown and delineate the prompt.prompt.

Common Openings (Task)Common Openings (Task)

To what extentTo what extent How much, degree, quantityHow much, degree, quantity

In what ways/HowIn what ways/How Give a number of reasonsGive a number of reasons

AnalyzeAnalyze Separate, breakdown into parts, show Separate, breakdown into parts, show

relationshipsrelationships

EvaluateEvaluate Judge, value, rate, rank, show relationshipsJudge, value, rate, rank, show relationships

Describe/DiscussDescribe/Discuss Give detail, picture, relationships to other things Give detail, picture, relationships to other things

not shownnot shown

Breaking down question Breaking down question

• Task –what you have to doTask –what you have to do• Main idea- what the prompt’s aboutMain idea- what the prompt’s about• Subtopics- other ideas related to Subtopics- other ideas related to

main ideamain idea• Time Period- what years you are to Time Period- what years you are to

write onwrite on

Reflected in your essayReflected in your essay

• Task –reflected in thesis/your Task –reflected in thesis/your positionposition

• Main idea- also reflected in Main idea- also reflected in thesis/main positionthesis/main position

• Subtopics-body paragraphsSubtopics-body paragraphs• Time Period-introduction and Time Period-introduction and

throughout. throughout.

The ParametersThe Parameters

Identifying Time and PlaceIdentifying Time and Place Years, era, decade, location, Years, era, decade, location,

region, sections, urban, rural, region, sections, urban, rural, foreign, domesticforeign, domestic

Identifying Sides or PositionsIdentifying Sides or Positions Are you asked to take a side?Are you asked to take a side?

Organizing Your ThoughtsOrganizing Your Thoughts

1.1. Cause and EffectCause and EffectWhat produces an event and what What produces an event and what are the results or consequencesare the results or consequences

2.2. Pro and ConPro and ConList reasons aimed at a conclusionList reasons aimed at a conclusion

3.3. Positive and NegativePositive and NegativeAgreement, denying, refuse, supportAgreement, denying, refuse, support

4.4. Compare and ContrastCompare and Contrast

Charts and DiagramsCharts and Diagrams

You are often asked to compare and You are often asked to compare and contrast, explain, or evaluate events contrast, explain, or evaluate events from various documents. It is a from various documents. It is a higher level task that requires a higher level task that requires a schematic bank of criteria.schematic bank of criteria.The following is a brief taxonomy of The following is a brief taxonomy of economic, political, and social economic, political, and social characteristics. characteristics.

Economic CharacteristicsEconomic Characteristics

•WorkWork•MoneyMoney•IndustryIndustry•ConsumerismConsumerism•UnionsUnions•BarterBarter•GeographyGeography•CommerceCommerce•TransportationTransportation

• AgricultureAgriculture• Means of exchangeMeans of exchange• ApprenticeshipApprenticeship• Raw materialsRaw materials• TradeTrade• LaborLabor• AdvertisingAdvertising• Natural resourcesNatural resources• monopoliesmonopolies

Political CharacteristicsPolitical Characteristics

• LawsLaws• VotingVoting• WarWar• ElectionsElections• RulesRules• DemocracyDemocracy• BordersBorders• Balance of powerBalance of power• Checks and BalancesChecks and Balances

• GovernmentGovernment• RegulationsRegulations• DiplomacyDiplomacy• Foreign relationsForeign relations• InstitutionsInstitutions• LeadershipLeadership• Court CasesCourt Cases• EnforcementEnforcement• ConstitutionalConstitutional

Social CharacteristicsSocial Characteristics

• EducationEducation• RecreationRecreation• LeisureLeisure• Ethnic groupsEthnic groups• RelationshipsRelationships• FamilyFamily• ReligionReligion• SchoolsSchools• GamesGames• literatureliterature

• Child rearingChild rearing• CommunicationCommunication• Class StructureClass Structure• OrganizationsOrganizations• EntertainmentEntertainment• HumanitarianismHumanitarianism• DiscriminationDiscrimination• RacismRacism• ViolenceViolence

Describing and Describing and AnalyzingAnalyzing

• In writing essays, lower grades In writing essays, lower grades are given to essays that only are given to essays that only describe, higher grades are describe, higher grades are given to essays that analyze. given to essays that analyze. Here is a glossary to distinguish Here is a glossary to distinguish which of these you are doing.which of these you are doing.

DescribingDescribing

• DefineDefine• RecordRecord• ListList• RecallRecall• RelateRelate• How muchHow much• WhereWhere• WhenWhen• HowHow

• What does it meanWhat does it mean• SelectSelect• Which oneWhich one• ChooseChoose• OmitOmit• MatchMatch• Which is bestWhich is best

AnalyzingAnalyzing• DistinguishDistinguish• IdentifyIdentify• DifferentiateDifferentiate• AppraiseAppraise• CalculateCalculate• ExperimentExperiment• TestTest• CompareCompare• ContrastContrast• JustifyJustify

• CriticizeCriticize• DiagramDiagram• InspectInspect• DebateDebate• InventoryInventory• QuestionQuestion• RelateRelate• SolveSolve• ExamineExamine• CategorizeCategorize

The Analytic MethodThe Analytic Method

• Dissect the PromptDissect the Prompt• Brainstorm for FactsBrainstorm for Facts• Formulate the ThesisFormulate the Thesis• Outline the EssayOutline the Essay• Write out the Thesis Write out the Thesis

ParagraphParagraph• Get Down to BusinessGet Down to Business

Rubric for PromptsRubric for Prompts

Superior (8-9)Superior (8-9)• Expressed clearly, on topic/question, fully Expressed clearly, on topic/question, fully

developeddeveloped• Substantial, relevant informationSubstantial, relevant information• Understands complexity of the question; deals Understands complexity of the question; deals

with questions in depth, although treatment with questions in depth, although treatment may not be balancedmay not be balanced

• Effective analysisEffective analysis• May contain minor errorsMay contain minor errors


Competency (5-7)Competency (5-7)• Clearly expressed with limited developmentClearly expressed with limited development• Some relative informationSome relative information• Limited understanding of complexity; may deal Limited understanding of complexity; may deal

with only one aspect of the question in some with only one aspect of the question in some depth, or with all in a more general waydepth, or with all in a more general way

• Limited analysis, mostly describesLimited analysis, mostly describes• May contain errors that do not detract from May contain errors that do not detract from

overall discussionoverall discussion


Some Competency (2-4)Some Competency (2-4)• Comment may be confused or underdevelopedComment may be confused or underdeveloped• Lacks supporting information, or information Lacks supporting information, or information

given is minimal or irrelevantgiven is minimal or irrelevant• Ignores complexity; may deal with only one Ignores complexity; may deal with only one

aspect of the question in a general way, or all aspect of the question in a general way, or all respects in a superficial wayrespects in a superficial way

• No analysisNo analysis• May contain major errorsMay contain major errors


Incompetence (0-1)Incompetence (0-1)• Incompetent responseIncompetent response• Simple paraphrases or restatement of Simple paraphrases or restatement of

the question with no discussionthe question with no discussion• Little or no understanding of the Little or no understanding of the

questionquestion

Grading Rubric to EssaysGrading Rubric to Essays

www.collegeboard.org/www.collegeboard.org/apap

DBQ InstructionDBQ Instruction

AP United States AP United States HistoryHistory

The D.B.Q. question consists of a The D.B.Q. question consists of a statement and a time period, such statement and a time period, such as, "To what extent did the status of as, "To what extent did the status of Blacks in America change during the Blacks in America change during the period from 1940-1980?" Sometimes period from 1940-1980?" Sometimes the question will include subtopics, the question will include subtopics, as in, "To what extent did the social, as in, "To what extent did the social, political, and economic status of political, and economic status of Blacks in America change during the Blacks in America change during the period from 1940-1980?" If the period from 1940-1980?" If the question includes subtopics, you question includes subtopics, you must write about those subtopics in must write about those subtopics in your answer.your answer.

Sometimes the question will not be a Sometimes the question will not be a question at all, but rather a question at all, but rather a statement which you are asked to statement which you are asked to agree or disagree with: "The status agree or disagree with: "The status of Blacks in America changed of Blacks in America changed radically during the period from radically during the period from 1940-1980. Use the documents and 1940-1980. Use the documents and your knowledge of the time period to your knowledge of the time period to assess the validity of the assess the validity of the statement." The question always statement." The question always calls for an opinion answer, so there calls for an opinion answer, so there is no right or wrong answer. The is no right or wrong answer. The amount of points you get will depend amount of points you get will depend upon how well you support your upon how well you support your answer with the documents and with answer with the documents and with your own knowledge.your own knowledge.

There are generally nine documents There are generally nine documents following the question, all of which date following the question, all of which date from the time period of the question. from the time period of the question. You can choose which to use, but you You can choose which to use, but you should use most of them. Most of the should use most of them. Most of the documents are short written excerpts, documents are short written excerpts, about 1-3 paragraphs in length. They about 1-3 paragraphs in length. They may be parts of laws, court case may be parts of laws, court case rulings, official declarations, rulings, official declarations, presidential addresses, editorials, presidential addresses, editorials, speeches, books, or personal letters. speeches, books, or personal letters. Not all of the documents will be written Not all of the documents will be written excerpts; generally a D.B.Q. will include excerpts; generally a D.B.Q. will include at least one or two political cartoons, at least one or two political cartoons, pictures, charts, graphs, or maps.pictures, charts, graphs, or maps.

When answering the D.B.Q., When answering the D.B.Q., you should refer to the you should refer to the documents and also include documents and also include historical details from your historical details from your own knowledge. The graders own knowledge. The graders look primarily for a look primarily for a thoughtful thesis statement, thoughtful thesis statement, sound historical support, and sound historical support, and good use of the documents good use of the documents to support your answer.to support your answer.

Tips For The DBQTips For The DBQ

• Start with a clearly stated thesis.Start with a clearly stated thesis.– Good essays begin with a thesis statement, back it up with Good essays begin with a thesis statement, back it up with

supporting evidence from documents and outside supporting evidence from documents and outside knowledge and, if time permits, restate the thesis at the knowledge and, if time permits, restate the thesis at the end.end.

• Make sure you have additional outside Make sure you have additional outside information beyond the documents information beyond the documents presented on the exam.presented on the exam.– You need to demonstrate an ability to integrate outside You need to demonstrate an ability to integrate outside

knowledge in your document-based essay question as well knowledge in your document-based essay question as well as your ability to use the documents themselvesas your ability to use the documents themselves

• Organize your response carefully.Organize your response carefully.– Make an outline before you begin your essay.Make an outline before you begin your essay.


• Make sure that your thesis matches Make sure that your thesis matches your own assessment and your own assessment and knowledge.knowledge.– You should support a clear, simple thesis that can be You should support a clear, simple thesis that can be

supported using the documents and other outside supported using the documents and other outside information you may know. You may agree or disagree information you may know. You may agree or disagree with the statement.with the statement.

• Build an argument.Build an argument.– The best essays are those that marshal the positive The best essays are those that marshal the positive

arguments in favor of their position but that also refute arguments in favor of their position but that also refute or answer rival theses. Even if you think a statement is or answer rival theses. Even if you think a statement is completely true, it is better to confront and negate the completely true, it is better to confront and negate the evidence that seems to refute it than to ignore the evidence that seems to refute it than to ignore the counterevidence completely.counterevidence completely.


• Integrate the documents and your Integrate the documents and your analysis.analysis.– You do not have to use all of the documents but you You do not have to use all of the documents but you

must use the majority of them and integrate them must use the majority of them and integrate them well. Don't merely explain what is stated in the well. Don't merely explain what is stated in the documents. Use the documents as part of an documents. Use the documents as part of an integrated essay in support of your thesis.integrated essay in support of your thesis.

• Don't quote large portions of the Don't quote large portions of the documents.documents.– The reader of the essays are already familiar with The reader of the essays are already familiar with

the documents. You can quote a short passage or the documents. You can quote a short passage or two if necessary to make your point, but don't waste two if necessary to make your point, but don't waste time or space reciting them.time or space reciting them.


• Do take a stand on the question. Do take a stand on the question. Draw a definite conclusion from the Draw a definite conclusion from the historical facts and documents. historical facts and documents. – Do not spend your essay explaining that there Do not spend your essay explaining that there

are many different points of view and that you are many different points of view and that you cannot draw any definite conclusion about the cannot draw any definite conclusion about the question.question.

• Make Sure You Do Use the Make Sure You Do Use the DocumentsDocuments– Using the documents means to refer to them and not to Using the documents means to refer to them and not to

depend on them. Generally, you should use one more depend on them. Generally, you should use one more than half the documents.than half the documents.

Analyzing the DocumentsAnalyzing the Documents

P E A K E RP E A K E R

C C A S S I O NC C A S S I O N

U D I E N C E U D I E N C E

U R P O S EU R P O S E

I G N I F C A N C E I G N I F C A N C E

advanced placement u.s. history analyzing the prompt

Documents

higher grades

analyzingin writing

higher level task

domain idea

lower grades

thesis paragraphget

question task

various documents