U.s. history regents dbq essay

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The New US History Regents Exam

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Per the College Board, your thesis needs to be located in your introduction or your conclusion. You can receive another point for having a super thesis. How will you know whether the historical evidence agrees or disagrees?

The documents! This is good: it answers the question and clearly states the two responses to suffrage that are going to be analyzed in the essay. A super thesis , however, would take the relationships between the documents and the people behind the documents! One point for using six or seven of the documents in your essay to support your argument. Any summarizing should be connected a point.

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You can get an additional point here for doing further analysis on 4 of the documents. This further analysis could be in any of these 4 areas:. What is their position in society and how does this influence what they are saying? What are they trying to convince their audience of? Historical context - What broader historical facts are relevant to this document? Audience - Who is the intended audience for this document? Who is the author addressing or trying to convince? Be sure to tie any further analysis back to your main argument! Before they write the essay, however, New York students have to answer short answer questions about the documents.

Answering Regents exam DBQ short-answer questions is good practice for basic document analysis.


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  • US History Regents Breakdown & Practice DBQ Essay?

This prompt from the Morningside center also has some good document comprehensions questions about a US-History based prompt. Your AP history textbook may also have documents with questions that you can use to practice. Flip around in there! When you want to do a deeper dive on the documents, you can also pull out those old College Board DBQ prompts.

Read the documents carefully. Write down everything that comes to your attention. Of course, you might not be able to do all kinds of further analysis on things like maps and graphs, which is fine. You might also try thinking about how you would arrange those observations in an argument, or even try writing a practice outline! This exercise would combine your thesis and document-analysis skills practice. It helpfully has an entire list of analysis points for each document. Do you seem way off-base in your interpretation?

US History Regents Review Live

If so, how did it happen? One point is just for context - if you can locate the issue within its broader historical situation. If the question is about the Dust Bowl during the Great Depression, for example, be sure to include some of the general information you know about the Great Depression! Read through the prompt and documents and then write down all of the contextualizing facts and as many specific examples as you can think of. I advise timing yourself—maybe minutes to read the documents and prompt and list your outside knowledge—to imitate the time pressure of the DBQ.

This will help fill in holes in your knowledge. All you need to do for synthesis is relate your argument about this specific time period to a different time period, geographical area, historical movement, etc. It is probably easiest to do this in the conclusion of the essay. If your essay is about the Great Depression, you might relate it to the Great Recession of You do need to do more than just mention your synthesis connection. You need to make it meaningful.

How are the two things you are comparing similar? What does one reveal about the other? Is there a key difference that highlights something important? Don't let the DBQ turn you into a dissolving ghost-person, though. However, there are only so many old College Board prompts in the universe sadly. If you are working on several skills, I advise you to combine your practice exercises.

What do I mean? Set your timer for minutes, pull up a prompt, and:. Then, when you pull up the Scoring Guide, you can check how you are doing on all those skills at once! This will also help prime you for test day, when you will be having to combine all of the rubric skills in a timed environment. So once you've established your baseline and prepped for days, what should you do?

It's time to take another practice DBQ to see how you've improved! So, you established a baseline, identified the skills you need to work on, and practiced writing a thesis statement and analyzing documents for hours. What now? Recruit your same trusted advisor to grade your exam and give feedback. After, work on any skills that still need to be honed.

Repeat this process as necessary, until you are consistently scoring your goal score. Then you just need to make sure you maintain your skills until test day by doing an occasional practice DBQ. I know, I know. This will keep your memory sharp! Eat a good breakfast and lunch, if the exam is in the afternoon before the exam with protein and whole grains. This will keep your blood sugar from crashing and making you tired during the exam. Instead, do something relaxing. Mark them as you read—circle things that seem important, jot thoughts and notes in the margins. Write down themes and concepts that seem important and create a thesis from those.

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Remember, your thesis needs to answer the question and make a claim! Which documents support which ideas?

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Make sure your outline notes where you are going to include your contextual information often placed in the first body paragraph, but this is up to you , your specific example likely in one of the body paragraphs , and your synthesis the conclusion is a good place for this. Make sure you use all the documents!


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  8. Take a quick pass over your outline and the docs and make sure all of the docs appear in your outline. This probably just means you have a really thorough outline! But be ready to write pretty fast. If you have a good outline, the hard part is out of the way! You just need to make sure you get all of your great ideas down in the test booklet.

    Spend maybe one or two sentences introducing the issue, then get right to your thesis. For your body paragraphs, make sure your topic sentences clearly state the point of the paragraph.