FRQ+and+DBQ+help

Help page for writing a Free Response Question essay (FRQ) and a Document Based Question essay (DBQ).
I have found another informative page of **how-to-tips [|here].** It will open as a google doc. Please read this as well! The **thesis** examples are very helpful examples.

Example of an 8 essay from The War of 1812 DBQ..click. This would have received a 9 if it had more historical outside info to back up the well organized and beautifully stated thesis.

This page is going to be a collection of advice on writing FRQs and DBQs from various sources; even though the suggestions may become repetitive, it doesn't hurt to repeat advice. While writing these essays will be difficult for all of you at first, with practice throughout the year, you will become a skilled essay writer.

Advice taken from United States History: Preparing for the Advanced Placement Examination (Newman, Schmalbach).


 * Begin by reading the question. Read the entire question again.** Then:
 * Analyze the question
 * Organize the specific factual information (outside info) that you know
 * Develop a clear, concise thesis statement that addresses ALL aspects of the question
 * Write the introductory paragraph
 * Write the supporting paragraphs and conclusion
 * Read and evaluate your essay


 * Sample FRQ, 1996, College Board, score of 9: **


 * Free Response Question: **
 * Analyze the extent to which two of the following influenced the development of democracy between 1820 and 1840: **
 * Jacksonian economic policy **
 * Changes in electoral politics **
 * Second Great Awakening **
 * Westward movement **

 The United States of America has repeatedly undergone various series in development of democracy as the central political basis on which the country was founded. Throughout history, events may or may not effectively demonstrate American democracy in its most successful form. Despite the mistakes and successes of the past, however, the United States as a democratic society has benefited from lessons learned on the art of creating a more perfect union.

 Both Jacksonian economic policy and westward movement in America were indicative of the development of democracy between 1820 and 1840. It was in this antebellum era that the United States, with economic and sectional changes, made effects to comply democratic politics and make changes should the country’s founding philosophy be led astray.

 Nowhere was the democratic ideal depicted in the body of a man than in President Andrew Jackson. Elected as one of the more popular presidents of the early nineteenth century, the people’s choice of Jackson as a man who appealed to the interests and experiences of a cast majority reflected the democratic process on an honest scale. While its beauty and pure form remained generally housed in elections of the time, the democracy employed by Jackson, particularly in his economic politics, should also be viewed as a contribution to its early development in America. The pinnacle of Jackson’s economic dilemma found spiteful ground on the question of what to do about the Bank of the United States. The national bank itself had been established by somewhat democratic in the battle between sound economic standing Hamiltonians and limited government advocating Jeffersonians of the early 1800’s. Jacksonianism, which could be best characterized as Jefferson’s Republicanism thirty years later also, sought to limit the power of the federal government in hopes to secure more involvement of the states, and this the people, in the political process. Jackson held that the bank was not necessary, and that is was, moreover, not needed in a democratic America. Its operation often favored big business interest and stomped out farmers and westerner to who Jackson appealed. Though it may seem that his position against the bank was self-politically motivated, Jackson had democracy in truth close to his heart. By doing away with the national bank, which later caused the panic of 1837, the president hoped to eliminate unfair practices to the majority of people in the country. Finally, the ensuing economic problems resulting from Jacksonian policy presented a test to the democracy one again. Alleviating the problems would be the challenge of a new administration.

 The advancement of democracy and the need for it when crisis occurs was also evident in the movement west several Americans made between 1820 and 1840. The romantic, yet tragic take of rugged individualism is perhaps the notion of rule for the people, by the people in unique form. Several Americans made the move west in hopes of establishing better lives, another American ideal comparable to the aims of a democratic society. Subsequent land legislation and the westerners own initiatives at establishing and implementing the practice of self government were example of democracy in action. Local self-rule was particularly characteristics of this in that settlers often times took it upon themselves to set up democratic rules for living because there remote locations placed them at a disadvantage for receiving the federal end of democracy outright.

 Despite a prospering new region found and nourished by western settlement to further the development of democracy, a backward-step was taken on the notion that all people should have a voice in government. This pitfall is best exemplified in the punitive attitude the U.S. government retained toward the American Indians. Frontier disturbances and harsh government politics stripped the Indians of their land and culture and did little to further the idea of universal democracy. If examining the development of said cause is the key, such mistakes served to provide lessons on the manner in which effective democracy should not__ behave.

 Both Jacksonian economic policy and the American westward migration hold positive and negative aspects of life in a democratic society. The successes demonstrate primarily the act of establishing one of the world’s most unique societies. Democracies failures, though tragic, were precedents set out as tools for furthering understanding on the philosophy that embraces the heart of America.


 * Essay response to 1993 DBQ: (credit to the College Board) This essay was rated excellent:**

The years 1607 and 1629 saw the start of two English colonies in the New World—first Jamestown and then the Mass. Bay Colony. Both were mainly populated by people of English origin, and yet the differences between the two colonies were evident and significant. As they evolved, the two colonies developed contrasting economies, societies, and institutions. These major differences can be traced to the varying motives for colonization, the various settlers, the geography and climate of the New World, and the contrasting philosophies and views of the colonies.

By 1700, New England and the Chesapeake society had developed contrasting economies, as evident in a comparison between Mass. and Virginia. Whereas Virginia was thriving on a single cash crop, tobacco, Mass. had a varied commercial economy. Mass. was engaged in trade, fishing, ship building, and the industry of lumber. This contrast can be traced to several causes. One includes the motives of the founders of the colonies. Sir Humphrey Gilbert and Sir Walter Raleigh were among the first people to try to develop settlements in the New World. Their motive was primarily to make money. Whereas they failed, the Virginia Company succeeded because it had garnered enough capital through its organization as a joint-stock company. The Virginia Company similarly launched Jamestown to make money. Thus settlers of Virginia were influenced by the constant reminder that their first goal was to make profits. Captain John Smith, in History of Virginia explains how the settlers would only “dig gold, wash gold, refine gold, (and) load gold.”(Doc F). This obvious concern for making money through gold was eventually ended due to the lack of gold and Capt. Smith’s leadership. However, this conviction for making profits found its outlet in the cash crop, tobacco, which John Rolfe perfected. Aiding the transformation to tobacco was the fertile soil, long growing seasons, and warm climate. On the other hand, Massachusetts had rocky soil, short growing seasons, and cold winters. This, Massachusetts settlers had to turn to other outlets to make a living—their fine harbors and vast forests. Massachusetts settlers quickly began to fish, cut lumber, build ships, and trade. This contrast in economics also occurred because the settlers of Massachusetts were Puritans endowed with the Puritan work ethic. John Winthrop explains in his A Model of Christian Charity, how the Puritans wished to “knit together in this work as one man.” (Doc A) The Puritans, with their dedication to hard work, conscience, and commitment, wished to join together to make a success of Mass. Thus they could not develop the greedy, self-profiting attitudes of the Virginians and turned to more enriching pursuits.

Virginia and Mass. also contrasted in the composition of their society. Virginians developed and more stratified society, with aristocratic affluent planters at the top of the social pyramid, yeoman farmers next, then indentured servants and black slaves. Mass. instead had more social equality, with the “elect” as the most respected and powerful group. Mass. also focused their lives around families, while Virginia became composed of mostly landless, freed men. These societal differences can be traced to the original settlers and their voyage to the New World. The Ship’s List of Emigrants Bound for New England (doc B) consisted of large, whole families being transplanted while the Ship’s List for Emigrants Bound for Virginia (doc C) consisted manly of young men. Also adding to the contrast were the motives of the founders. Mass. was founded by Puritans to be a “city upon a hill.” (doc A), and so developed their society around their church. Thus the “elect” who were predestined for salvation would naturally be the most important members of the society. Their desire to also, as John Winthrop explains, to “make others’ conditions our own, rejoice together.. (and) labor and suffer together” (doc A) made social equality more prevalent. Puritans felt they had to bond together to elevate their society as a model, and thus could not degrade members of their society as socially inferior. Virginians on the other hand, was already greedy and self-centered. They were more concerned about personal gain than equality, and so different levels of society appeared. Inherent in the class levels, however, was the organization of the colony. Life centered around plantations, and so the rich planters were most important. Their constant need for labor source led to the introduction of land grants and indentured servants through the head-rights system. Bacon’s rebellion and the end of the slave monopoly of the Riyal African Company led to slaves, the lowest social class appearing. Massachusetts instead developed there life around towns, which bred even more feeling of unity, sharing, and equality.

Virginia and Mass. also differed greatly politically. Massachusetts developed a theocracy, where the church and state were joined and the “elect” having the most political power. Mass. also used town meetings to encourage self-government. Thus conflicts in Massachusetts were few. The Puritans dedicated themselves to the “church covenant” (doc d) or to a promise with God. Aiding to the spread of political power was the Articles of Agreement (doc D) stating that every settler should have convenient property given to them. Thus land-ownership requirements for voting were erased. Also fostering political unity and self-government in Mass. was the stress in every settler having the same opinions. Thus Hutchinson, with here views on antinomianism, and Roger Williams and his wish to separate church and state, were expelled from Mass. However in Virginia, there was strife between the aristocratic and the back country settlers. As Nathaniel Bacon asserts in his manifesto, “men in authority and favor” held “The dispensation of the country’s wealth.” (Doc H) Thus the plantation system in Virginia led to plantation owners holding too much political and economic power, as personified by Governor Berkeley. (Doc G) Thus the landless, freed indentured servants revolted in 1676, symbolizing the conflict in Virginia between its aristocratic and poor inhabitants.

Virginia and Massachusetts both ended up prospering in the colonial era, even with the widely different institutions and opinions they each held. The forces of geography, economy, and motives for founding the colonies influenced the contrast. However, in the next century New England and Chesapeake would discover the forces of freedom and liberty would lead them to find a common ground—that of breaking free from Great Britain.


 * Sample Free Response Essay on Columbus: Good or Evil**

At the 15th century’s end, a new era was beginning; the bubonic plague had devastated a large majority of Europe, along with smallpox and influenza, all of which would play a large role in the dawn of the New World. Christopher Columbus was a skilled, seafaring explorer fueled by recent Renaissance dreams of discovery and the search for Spanish glory by means of a route to Cathay; however, the methods by which he finally obtained his wealth were plainly barbaric. Spanish feelings of supremacy were clearly defined in Columbus’ actions of enslaving the “incurably timid” New World natives and using their “ignorant” nature to mine his precious gold and deliver the valuable exotic riches that would land in the lap of the Spanish monarchs, King Ferdinand and Queen Isabella, increasing their greedy desire that would eventually conquer and destroy the entirety of the native Caribbean population through biological weaponry and sever enslavement that drove many natives to suicide and induced abortions. The motives behind Columbus’ expeditions, greed, glory, God, and title, are simple and understandable. The mood the recent Renaissance had inspired left all daring explores full of a hunger to pave a shorter route to Cathay. The European countries struggled to uncover a trade route that would connect them to this oriental empire of insured riches and economical power.Columbus wanted a name not only for himself, but one also for his country and for his future legacy, his children. By incredible luck and seaworthy instincts,Columbus struck America, specifically the Caribbean Islands. His naive and hopeful belief, however, was that he had discovered the highly-prized “indies.” There was evidence of expansive riches; gold, silver, tobacco, corn, and potatoes were revealed at the hands of the friendly but ignorant natives. Evidence of Columbus’ growing feelings of superiority over the natives is apparent in his early journals. He makes it clear that natives could easily be converted to Christianity, or brainwashed to do anything else for that matter, to his Spanish monarchs. Since Columbus’ arrogance and lack of respect for other cultures drove him to attempt conversion and slavery on the native people in the name of glory and Spanish power, the natives’ own way of life and beliefs were totally extinguished. They were forced to grow tobacco, unearth gold, and forget their “heathen” ways. Another European terror, disease, just added to the horror that caused the extinction of millions of human beings. Europeans eventually discovered “Indians” had no resistance to their afflictions and used them as a threat to empower their iron grip. In the end, the natives’ spirit broke, leading to tragic suicides and induced abortions to save future generations from the European monstrosity. Columbus did discover the wealth he desired so passionately. African slaves were shipped to distribute New World labor the natives were no longer able to carry out and Spain made an official claim on the lands Columbus had valiantly discovered. The Treaty of Tordesillas sealed the deal on the self-proclaimed Spanish lands in 1494. The foundation for a new world had been built on the ruins of a flourishing culture. Still,Columbus died penniless, and still believing through pure ignorance that he had discovered the legendary Indies; the same pure ignorance the natives had felt when they accepted the white man with open arms and numerous gifts.

Read and reread the question. Figure out what the question is REALLY asking. Underline the key word or words or key phrase in the question. Look for verbs like "analyze", "assess", "evaluate", "compare", "account", "to what extent". The questions will demand a **judgement** based on historical evidence (SFI). If the question begins with "describe" or "explain", it will be a two part question that then asks you to analyze the affect that something you described had on, let's say, the status of a certain group of people. Most questions have more than one part, hidden in one complex question. Address each part. Example: Examine the relative importance of domestic and foreign affairs in shaping American politics in the 1790s.
 * 1. Analyze the question.**

SPEND FIVE MINUTES PLANNING. Really, I know I am shouting, but do it. Make a list of each category the question asks, then brainstorm and write in down all of the info you know about each category. These facts that you list will help you develop and support your thesis. Example: Domestic Affairs Foreign Affairs Politics
 * 2. Organize your Information.**

Hamilton plan: French Rev. President Wash. National debt British v. French Jefferson v, Hamilton assumption Proc. of Neutrality Election of 1796 tariff Jay Treaty John Adams ???? excise tax XYZ affair Bank of US Wash. Farewell Address Loose v. Strict Interpretation of Constitution Whiskey Rebellion Alien and Sedition Acts

The thesis does not simply restate the question, but provides your judgement on the question--it takes a position. Example: During the 1790s, domestic and foreign policy had a profound impact in shaping the politics of the young American nation.
 * 3. Develop a clear, concise thesis statement that addresses ALL aspects of the question.**

Then, continue expanding upon your thesis: The example above continues ... During the 1790s, domestic and foreign policy had a profound impact in shaping the politics of the young American nation. America was struggling with questions about the interpretation of the Constitution and it's implied powers, thus creating domestic strife, while attempting to gain respect from foreign nations over issues such as retention of British forts and the right of deposit at New Orleans, both of which were crucial to American trade and morale.

This intro paragraph and thesis take a position, and interprets the events that help answer the question.

First, give a bit of background to the question or your thesis. Next, write your thesis statement. Then, introduce the points or main ideas you will develop in the supporting paragraphs.
 * 4. Write an introductory paragraph.**

If you organize and present your main points in the introductory paragraph, writing the rest of the essay is essay, as you have just established the outline of your essay, and the main points you will cover. Refer to the guide I gave you in class (the fill in the bland guide to FRQ writing).

With each paragraph, give Specific Factual Information that supports your thesis. Explain and analyze each piece of SFI. This is not a grocery list--don't just list your facts, like you did in planning--elaborate, analyze, and explain them in relation to your thesis. The amount of SPECIFIC FACTUAL INFORMATION that you include is a key factor in your AP essay grade! The essay measures your knowledge of the time period presented in the question, so wow the reader with your knowledge.
 * 5. Write the supporting paragraphs and conclusion.**

While in this section, remember these key points: Write your essay in the first person--do not use I, we, you, us. I especially shudder at the use of "you". Also, use past tense, as in Columbus sailed...
 * Avoid words like "felt", "says", and "feels"; furthermore, avoid "they" and "others".**
 * Explain key terms in the question, such as "expansionism".**
 * !!!!!!Do use verbs that analyze and convey judgement, such as "reveal", "exemplify", "demonstrate", "imply", "symbolize".**
 * Remain objective. Do not use slang terms, nor call people "good guys", or "bad guys".**
 * Develop a main point with each paragraph--clearly state this main point in your topic sentence.**
 * Concluding paragraph--restate your thesis in an interesting manner or by pointing out its significance.**


 * 6. Reread and evaluate your essay.**

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