AP World History and European History students will find this guide essential for mastering Document-Based Questions (DBQs). It focuses on sourcing documents by analyzing Points of View (POVs) and Contextual Analysis Points (CAPs). The guide provides strategies for evaluating the speaker's perspective, the context of the document, and the intended audience. It is designed to help students effectively interpret historical documents and construct well-supported arguments in their essays. Ideal for AP exam preparation, this resource enhances critical thinking and analytical skills.

Key Points

  • Explains how to source historical documents for AP World History DBQs.
  • Details strategies for analyzing Points of View (POVs) in historical texts.
  • Covers Contextual Analysis Points (CAPs) for understanding document significance.
  • Offers tips for constructing coherent arguments based on document analysis.
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AP World/European History – DBQs:
Sourcing a Document: Writing POVs and CAPs
Sourcing a document means explaining the production of it. Why was it produced and what’s the thinking behind it?
Sourcing through POVs.
HOW does the speaker feel about the topic he/she is writing about? In order to do this you must READ BETWEEN
THE LINES in order to figure HOW the speaker feels about the topic. IDENTIFY the speaker’s position on the topic.
WHY does the speaker feel this way? In order to do this you must read the source line and use something about the
speaker, his gender, position, nationality, age, etc. that would explain why he/she has this point of view on the topic.
Put the above two things in a coherent sentence. You may say something like… “This [speaker] feels….. about… which
is probably due to that fact that as a …. he/she would naturally view …. as….”
Sourcing through CAPs.
What is happening that would cause this speaker to write this?
If the audience is not given to you, predict who he/she is reaching out to or is hoping will hear this?
What is the speaker hoping to accomplish, impact, change, solve, etc. by saying this?
Now put all three of these three things together in a coherent sentence that answers the following: Why is THIS
PERSON saying THIS THING at THIS PARTICULAR TIME to THIS PARTICULAR PERSON/GROUP? You may say
something like… “Because [event] is occurring at this time, [speaker] may be saying this in order to
convince/persuade/change/ etc… [audience] to [take an action].”
For clarity in writing, if you are going to discredit a source after using it as evidence to defend one of your arguments, alert the
reader by saying. “However, …..”
THESE POVs or CAPs will not work:
He is biased because he is the emperor.
He is credible because he is a scholar.
Because he/she was there when the event occurred, then they would be a credible source.
More suggestions:
POVs for images such as art, political cartoons, charts, graphs:
1. The political cartoon as a … point of view towards… by distorting the (size or shape) of … making it look like… to
convey the message that…
2. Although statistics/data are supposed to be objective, these numbers may have been manipulated in order to show…
since they come from… who would want to show…
3. The photograph reflects a… point of view by focusing on… and depicting it as … in order to show…
CAPs for images such as photography:
4. Because the photographer has chosen to take his/her photo from an angle that puts… in the front and … in the back,
he/she is trying to show that….
5. Because the photographer is was hired by (or is working for) he/she is naturally going to want to show… in order to
get the message across to the viewer that…
POVs for text-based documents:
6. The author’s use of the world/phrase…. Is meant to show a/an…. point of view towards…. by emphasizing…
7. The author might say… because…
8. The author’s point of view is … because…
9. Surprisingly, the author, as a … does not… but instead…
10. One would expect the author to… because…
11. The author’s use of the word… clearly shows a … point of view because…
CAPs for text-based documents:
12. Because the author is addressing (identify the audience if it’s given to you) he/she is most likely trying to (identify the
purpose) because…
13. Because the author is most likely trying to address the (identify the audience if it’s not given to you) at a time when…,
he/she is most likely trying to…
14. The author is saying this now (identify the occasion) to (identify the audience) because he/she may be trying to
(identify the purpose).
If you’re going to use bias:
15. Clearly, the author is biased towards/against…because he/she….and he shows it in the document by his use of the
word/phrase….to indicate that he feels….
16. The obvious biased of the author towards/against… is most likely due to… and is evidence when he/she states that…
If you’re going to use credible, accurate:
17. The author is credible because as a … he… and therefore would know about…
18. This source is most likely an accurate account of… because it comes from… who would naturally know about…
because…
19. The source is most likely accurate because who better than… who is a/an… to know about… since….
Words to use instead of SAID.
Try these more specific words to show the tone of the document.
Tone words:
Condemned doubted encouraged embraced
Praised rejected sarcastic challenged
Exaggerated exalted ridiculed rationalized
Informed understated dismissive speculated
Condoned mocked attacked questioned
Idealized stereotyped generalized ignored
Overlooked glorified criticized implied
Showed berated modified adapted
Decreed suggested defended satirized
Patronized bashed attacked
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FAQs

What are Points of View (POVs) in historical documents?
Points of View (POVs) refer to the perspectives and biases of the authors of historical documents. Understanding POVs is crucial for analyzing how the author's background, position, and context influence their interpretation of events. This guide emphasizes the importance of reading between the lines to identify the speaker's feelings and motivations, which can significantly impact the interpretation of the document's content.
How do Contextual Analysis Points (CAPs) enhance document analysis?
Contextual Analysis Points (CAPs) provide a framework for understanding the circumstances surrounding the creation of a document. By examining the historical context, audience, and purpose of the document, students can better assess its significance and the author's intentions. This guide outlines how to effectively integrate CAPs into essays to strengthen arguments and provide a more nuanced understanding of historical events.
What strategies are suggested for writing effective DBQs?
Effective DBQs require a clear understanding of the document's context, author, and audience. This guide suggests starting with a strong thesis statement that reflects the main argument, followed by structured paragraphs that incorporate evidence from the documents. Additionally, students are encouraged to critically analyze the documents, considering biases and perspectives, to create a well-rounded argument that meets AP exam criteria.
Why is sourcing important in AP World History DBQs?
Sourcing is essential in AP World History DBQs because it allows students to critically evaluate the reliability and relevance of historical documents. By understanding who created the document, why it was produced, and the context in which it was written, students can better assess its value as evidence in their arguments. This guide provides detailed methods for sourcing documents effectively, which is a key skill for success in AP history exams.
What types of documents are typically used in AP World History DBQs?
AP World History DBQs often include a variety of document types such as letters, speeches, government reports, and visual sources like political cartoons or photographs. Each type offers unique insights and perspectives on historical events. This guide helps students analyze these different formats and understand how to extract relevant information to support their arguments in essays.
How can students practice writing DBQs effectively?
Students can practice writing DBQs effectively by using past exam prompts and applying the strategies outlined in this guide. Engaging in peer review and feedback sessions can also enhance their writing skills. Additionally, students should focus on time management during practice to simulate exam conditions, ensuring they can construct coherent and well-supported essays within the allotted time.

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