APUSH DBQ Follow Along [IN 30 MINUTES]

The speaker begins by outlining their approach to tackling an AP US History Document-Based Question (DBQ). They plan to address each of the seven points on the rubric, explaining how to earn points. The video will last one hour, with the first 15 minutes dedicated to analyzing documents. The speaker emphasizes the importance of time management and reading the instructions carefully. They start by reading the question multiple times to understand the task of evaluating the effectiveness of post-Civil War reconstruction efforts from 1865 to 1877.

The speaker stresses the importance of time management during the test, noting the 15 minutes allocated for document analysis and the subsequent 45 minutes for the response. They begin by reading the question again for clarity and then proceed to read the documents, starting with the 13th Amendment, which abolished slavery. They take notes on the documents, such as the Black Code of Louisiana, which imposed restrictions on African Americans, and a political cartoon reflecting white supremacy. The speaker also mentions Frederick Douglass's views on reconstruction and the importance of understanding the documents' context.

Continuing the document analysis, the speaker examines the 15th Amendment, which addressed voting rights, and a New York Times article about Hiram Revels, an African American senator from Mississippi. They also discuss the concept of 'carpetbaggers' and their role in the South. The speaker organizes the documents chronologically and thematically, looking for connections and parallels to build their argument. They return to a previously confusing document (Douglass's article) and find relevance in the discussion of voting rights and citizenship.

The speaker starts to build their argument by connecting the documents and creating a thesis statement. They decide that the reconstruction was a limited success, as despite the 13th and 15th Amendments and the election of African American senators, segregation and racism persisted. The speaker also plans to include an outside document to provide quantitative evidence of the impact on ordinary African American citizens' lives during the reconstruction period.

The speaker begins writing the DBQ essay, focusing on providing historical context and stating their thesis. They discuss the situation for African Americans leading up to 1865 and the conflict between federal and state governments. The speaker's thesis argues that reconstruction was not entirely effective, as it left African Americans with few real political and social freedoms by 1877, despite some constitutional amendments and political victories.

The speaker works on connecting the documents to build their argument, showing the positive aspects of reconstruction through constitutional amendments and political representation. They also discuss the challenges faced by African Americans, such as segregation and ongoing discrimination. The speaker emphasizes the need to avoid simply listing documents and instead create a narrative that shows how the documents relate to one another.

The speaker continues to analyze the documents, focusing on evidence and reasoning. They discuss the segregation laws and the political cartoon, as well as Frederick Douglass's perspective on citizenship and voting rights. The speaker also addresses the importance of sourcing the documents and explaining their relevance to the argument. They aim to show the complexity of reconstruction and its mixed outcomes for African Americans.

In the final part of the video script, the speaker reflects on the process of writing the DBQ essay. They discuss the importance of staying focused on earning points, connecting documents, and providing a holistic view of the topic. The speaker mentions their strategy for addressing each point on the rubric and ensuring that their thesis and argument align with the question. They conclude by emphasizing the value of this approach for successfully completing a DBQ.