2006 APUSH DBQ: Uncovering the Complexity of America’s History

Introduction

The 2006 College Board Advanced Placement United States History Document-Based Question (DBQ) delved into the multifaceted and often contentious nature of American history. The prompt tasked students with analyzing the varying perspectives on a key turning point in the nation’s development: the tumultuous years following the American Revolution.

Historical Context

In the aftermath of the American Revolution, the fledgling United States grappled with numerous challenges. The nation struggled to establish a stable and effective government, unify its diverse population, and address the legacy of slavery. Tensions between opposing political factions, economic interests, and social groups ran high, shaping the course of American history for decades to come.

Document Analysis

The DBQ provided students with seven primary sources, each offering a unique vantage point on the era. These documents included:

• A letter from Thomas Jefferson (1801)
• A speech by James Madison (1815)
• An excerpt from a letter by Andrew Jackson (1824)
• A report from the Massachusetts Society for Promoting Agriculture (1804)
• An article by Mercy Otis Warren (1781)
• A passage from a speech by Elias Boudinot (1783)
• A resolution from the Connecticut Assembly (1789)

By carefully examining these documents, students were able to identify and interpret the diverse perspectives on the following key issues:

1. The Nature of American Society
– Should the nation focus on agrarian or industrial development?
– Which groups should have political power?
– How should the government address social inequalities?

2. The Role of the Federal Government
– Should the federal government have a strong or limited role in American society?
– How should the federal government balance the interests of different regions and groups?

3. The Legacy of slavery
– How should the nation deal with the institution of slavery?
– What were the implications of slavery for the future of American society?

Crafting a Thesis

Based on their analysis of the documents, students crafted a thesis statement that articulated their interpretation of the historical materials. A strong thesis statement should be:

• Clear and concise
• Defensible with evidence from the documents
• Contextualized within the broader historical era

Supporting the Thesis

In the body paragraphs of their essays, students provided evidence from the documents to support their thesis. They explained how the sources reflected different perspectives on the key issues of the time. By weaving together specific examples and historical context, students demonstrated their understanding of the complexities of American history.

Effective Strategies

Several effective strategies can help students succeed on the APUSH DBQ:

• Close Reading: Carefully read each document multiple times, paying close attention to the language, tone, and context.
• Contextualization: Place the documents in their historical context to understand their significance and biases.
• Evidence Selection: Choose specific and relevant evidence from the documents to support your thesis.
• Organization: Structure your essay logically, providing a clear flow of argument.
• Historical Vocabulary: Use precise historical vocabulary to demonstrate your knowledge and understanding.

Understanding the Benefits

Writing the 2006 APUSH DBQ not only tests students’ historical knowledge but also provides numerous benefits:

• Critical Thinking: The DBQ requires students to analyze, interpret, and synthesize complex historical information.
• Historical Awareness: The prompt deepens students’ understanding of a significant period in American history.
• Research Skills: Students learn to locate, evaluate, and use primary source materials.
• Writing Proficiency: The essay format develops students’ writing skills, including argumentation, evidence citation, and historical context.

Conclusion

The 2006 APUSH DBQ is a valuable tool for assessing students’ historical understanding and critical thinking skills. By grappling with the complexities of America’s past, students gain a deeper appreciation for the challenges and triumphs that have shaped the nation over time.

Additional Resources

• A Step-by-Step Guide to Writing the APUSH DBQ

• DBQ Tutorial

• Document Analysis Practice Exercises

Tables

Table 1: Key Events and Figures in the Post-Revolutionary Era

Table 2: Key Documents of the Post-Revolutionary Era

Table 3: Political Parties of the Post-Revolutionary Era

Table 4: Key Economic and Social Trends of the Post-Revolutionary Era