Every subject is easier to study using concrete examples; APUSH essays are no exception. The data-based question, or DBQ, differs from typical essays in only one way – the inclusion of five to seven historical documents. Your goal is to read through each historical document, then write an essay that clearly answers the given prompt while demonstrating your overall understanding of APUSH content. The following sources for APUSH DBQ examples are helpful to review before beginning your own writing.
What should I look in each APUSH DBQ sample?
In each sample, study how each author:
- analyzes historical documents
- provides additional examples
- uses evidence to support argument
APUSH DBQ Example #1: AP College Board
College Board is always the best source for up-to-date information and resources. This APUSH DBQ sample is from 2016, but provides three different variations of student responses. You can see how and why which writing sample scored best, as well as determine how to incorporate those elements into your own writing. (Examples from 2015 are also available.)
APUSH DBQ Example #2: AP US History Notes
Although this site doesn’t explain why each sample is successful, it does offer a large selection of examples to choose from. You can get a good sense of what type of writing goes into a high-quality essay. Read through both the DBQ and long essay examples.
APUSH DBQ Example #3: Kaplan Test Prep
Kaplan only provides one APUSH DBQ sample, but does go through the essay point by point, explaining how the author develops a well-supported argument. Another good view into the inner workings of a quality writing example.
APUSH DBQ Example #4: Khan Academy
If you haven’t already, visit Khan Academy. Khan’s Historian’s Toolkit is a four-part video series that not only explains how to approach the DBQ, but also deconstructs the thinking behind a question example. Definitely worth a look.
APUSH DBQ Example #5: Apprend
Although rather lengthy, the DBQ and rubric breakdown from Apprend is a comprehensive look into how a DBQ response can earn top points and why. Options are given for each step of the writing process, enabling you to see the best possible answer for all sections of the essay.
APUSH DBQ Example #6: Your Classroom
Looking for more examples? One of the easiest places to find APUSH DBQ samples is in your own classroom. Ask your current APUSH teacher to view previous students’ writing samples. As you know by now, reviewing other students’ work can be a very powerful and effective way to study for DBQ.
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The need for more laborers, soldiers, and support for the American cause during World War II dramatically altered American identity. However, at the time society was seemingly becoming more inclusive, some constitutionally questionable decisions were made that also altered the United States. Overall, World War II changed the face of the United States and set into motion movements that would transform what it meant to be an American in the decades to come.
As war seemed inevitable, Americans were called to factories to begin the process of rebuilding American military power and to also bolster America’s only free ally, Great Britain. Most factories employed white men exclusively as most unionized jobs were held by whites. As America seemed to be preparing for war A. Philip Randolph, president of the Brotherhood of Sleeping Car Porters, started a movement to allow African Americans to gain access to jobs preparing for the war effort. Mr. Randolph threatened a “March on Washington” if “loyal Negro citizens” were not granted the right to work in the common effort to defeat Nazi Germany (Doc. 1). President Franklin Roosevelt responded with an executive order to require that all industries with government contracts hire African Americans. As the United States entered the war, the call for soldiers increased, and millions of men volunteered to fight to defeat Germany and Japan, including African Americans. While still having to serve in segregated units that had white officers, thousands of African American men served proudly. An example of their ability to fight well was demonstrated by the all-black Tuskegee Airmen who flew many missions with distinction (Doc. 5). Although inequality lasted for the duration of the war, the foundations for a modern civil rights movement were being created as acceptance of African Americans into traditional roles in the military began to extend to other aspects of American life.
Women began to change their role in American society to one in which they would be looked upon as more of an equal to men. As the war progressed and more men went off to serve in the military, more women were required to take their place in factories. “Rosie the Riveter” became an American icon during the war, where she demonstrated her devotion to the cause to defeat the Axis Powers (Doc. 3). African American women made great strides in society as they left their traditional service jobs as maids and washer-women and also took the role of Rosie. Women also joined the military in the WACS, WAVES, and WASPS, and although they usually served in clerical positions, they were able to free more men to fight in the war effort. After the war ended, many women remained on the job as their husbands returned home and took advantage of the GI Bill and went to college. Women remaining on the job led to an evolution of a society with dual-income homes. Women’s identity as Americans thus was changing, as they became breadwinners and also gained respect as equals.
While African Americans and women were becoming more identified as equals and as “Americans,” Japanese Americans were forced to lose what little American identity they had gained. Executive order 9066, signed by FDR after the Japanese attack on Pearl Harbor, forced thousands of Nisei and Issei to be sent to detention centers (Doc. 2). Families were forced to live in limited quarters with no freedoms. This action was declared constitutional by the Supreme Court in the 1944 decision Korematsu v. U.S. as the fear of espionage and sabotage seemed to be very real in places like California after America was attacked by Japan (Doc. 6). Therefore, although African Americans and women were beginning to take on the identity as full citizens, Americans of Japanese descent did not.
As the constitutionality of the detention of a group of Americans was determined, the constitutionality of censorship was not. During World War II, Americans gave up some of the freedoms that identified them as Americans; for example, the U.S. mail was censored to potentially protect the well-being of American troops overseas (Doc. 4). Americans also temporarily lost the freedom to buy as much of certain products through rationing.
For the duration of World War II, American identity changed. Groups traditionally not granted full rights as citizens were gaining more respect from those who had had rights and power since the inception of the United States. Within twenty years of the conclusion of the war, African Americans and women had made legal gains that led them to equality; even Japanese Americans had made headway to a semblance of equality. And as the war ended, Americans expected their freedoms to be restored. While Americans held proudly to their identity, it was clear that they were willing to give up some of the ideals they held as part of their identity and were also willing to expand the scope of who was considered an American during a time of national emergency.