General Essay Examples

1993 Apush Dbq Sample Essay

This example provides a complete analysis of the 1993 APUSH DBQ, focusing on the prompt concerning the impact of the New Deal. It includes a sample essay demonstrating effective thesis construction, document integration, and argumentation, alongside expert commentary on structure, evidence use, and potential revisions. This resource is designed to help students understand the expectations for the AP U.S. History exam's Document-Based Question.

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Key considerations

A strong DBQ thesis directly answers the prompt and establishes a clear, arguable position, often outlining the main points of the essay.

Effective document integration involves using documents as evidence to support your claims, explaining their significance rather than merely summarizing their content.

Thematic organization, supported by specific historical context and outside information, creates a coherent and persuasive argument.

Acknowledging complexities, counterarguments, or limitations within the historical period strengthens the analysis and demonstrates a nuanced understanding.

Assignment brief

The following question is based on the accompanying documents in the DBQ Packet for the 1993 AP U.S. History Examination. Evaluate the extent to which the New Deal fundamentally altered the role of the federal government in American society. Consider the period from 1933 to 1939.

Reference example

The Great Depression, a cataclysmic economic downturn, irrevocably reshaped the United States, and at its heart lay Franklin Delano Roosevelt’s New Deal. While some historians argue that the New Deal’s impact was more superficial than transformative, a closer examination of its legislative achievements and societal shifts between 1933 and 1939 reveals a fundamental alteration in the federal government’s role. The New Deal did not merely offer temporary relief; it established a precedent for federal intervention in economic regulation, social welfare, and the very definition of American citizenship, thereby laying the groundwork for the modern American state.

Prior to the New Deal, the federal government’s involvement in the economy was comparatively limited. Laissez-faire principles largely dictated policy, with minimal regulation of banking, industry, or labor. The Depression shattered this paradigm. The New Deal’s response, embodied in programs like the Glass-Steagall Act (1933) and the Securities Exchange Act (1934), directly addressed the speculative excesses that contributed to the crisis. These measures, while not preventing all future downturns, represented a significant departure from previous inaction. Document A, a statement by FDR, emphasizes the need for "sound and honest banking" and "effective supervision of all" financial institutions, signaling a new era of federal oversight. The establishment of the Federal Deposit Insurance Corporation (FDIC) through Glass-Steagall, for instance, provided a crucial safety net for depositors, a concept virtually nonexistent in the pre-Depression era. This expansion of regulatory power extended to industry through the National Industrial Recovery Act (NIRA), which, despite its eventual unconstitutionality, attempted to coordinate production and labor practices on a national scale. The Securities and Exchange Commission (SEC), created by the Securities Exchange Act, continues to this day to police the stock market, a clear legacy of New Deal intervention.

The New Deal also fundamentally redefined the federal government’s responsibility for the welfare of its citizens. The prevailing ideology before 1933 often placed the onus of economic hardship primarily on individual misfortune or local charity. Roosevelt’s administration, however, championed the idea that the federal government had a moral and practical obligation to provide a baseline of security. The Social Security Act of 1935 stands as the most potent symbol of this shift. It established a system of old-age pensions, unemployment insurance, and aid to dependent children, funded through federal payroll taxes. Document C, an excerpt from the Social Security Act, outlines its purpose: "to provide for the general welfare by establishing a system of Federal old-age benefits." This was a radical departure, creating a national framework for social insurance that had previously been the domain of private individuals, families, or state and local initiatives. Furthermore, the Works Progress Administration (WPA), established in 1935, employed millions of Americans in public works projects, from building roads and bridges to creating art and documenting local histories. Document D, a photograph of WPA workers constructing a dam, visually represents the federal government’s direct role in providing employment and stimulating economic activity during a time of widespread unemployment. This direct federal engagement in job creation and social provision was unprecedented.

Critics often point to the limitations of the New Deal, arguing that it did not end the Depression (World War II ultimately did) and that some programs were inefficient or unconstitutional. Document G, a political cartoon depicting FDR attempting to stuff the Supreme Court with new justices, illustrates the political opposition and constitutional challenges the New Deal faced. The Supreme Court's invalidation of key legislation like the NIRA and the Agricultural Adjustment Act (AAA) certainly hampered its immediate reach. Moreover, the New Deal’s benefits were not always equitably distributed; African Americans, for example, often faced discrimination within New Deal programs, as hinted at in Document F, which discusses the exclusion of agricultural and domestic workers (disproportionately Black workers) from Social Security. However, these criticisms do not negate the fundamental shift in the government’s role. The very fact that these programs were debated, implemented, and, in many cases, survived constitutional challenges, demonstrates a profound change in public and governmental expectations. The Social Security system, though initially imperfect, became a cornerstone of American life. The principle of federal responsibility for economic stability and social welfare, once established, proved enduring.

In conclusion, while the New Deal did not eradicate poverty or usher in an era of perfect economic stability, it fundamentally altered the role of the federal government in American society between 1933 and 1939. It moved the government from a position of relative non-intervention to one of active engagement in economic regulation, social welfare provision, and direct employment. The creation of agencies like the SEC and FDIC, the establishment of Social Security, and the massive public works programs initiated by the WPA all signify a permanent expansion of federal power and responsibility. The debates and challenges the New Deal encountered only served to highlight the profound nature of the transformation it represented, setting a new baseline for the relationship between the American people and their government that persists to this day.

Analysis of the 1993 APUSH DBQ Sample Essay

This sample essay addresses the 1993 AP U.S. History DBQ prompt concerning the New Deal's impact on the federal government's role. It aims to demonstrate effective argumentation, document integration, and adherence to historical analysis standards expected in the AP exam.

Thesis Statement and Argument

The essay begins with a clear thesis statement: "The New Deal did not merely offer temporary relief; it established a precedent for federal intervention in economic regulation, social welfare, and the very definition of American citizenship, thereby laying the groundwork for the modern American state." This thesis directly answers the prompt by asserting a "fundamental alteration" and outlines the key areas of change (economic regulation, social welfare, citizenship) that the essay will explore. It takes a strong, arguable position, setting the stage for a persuasive analysis.

Document Integration and Use

The essay effectively integrates several documents to support its claims. For instance, Document A (FDR’s statement) is used to illustrate the New Deal’s emphasis on financial regulation. Document C (Social Security Act excerpt) is cited to highlight the federal government’s new role in social welfare. Document D (WPA photograph) provides visual evidence of federal employment initiatives. Document G (political cartoon) is used to acknowledge opposition and constitutional challenges, adding nuance. Document F (discussion of exclusions) is referenced to address limitations and inequities. Crucially, the essay doesn't just summarize documents; it analyzes them, explaining how they support the argument about the changing role of government.

Structure and Organization

The essay follows a logical structure. The introduction presents the thesis. The body paragraphs are organized thematically, with each paragraph focusing on a specific aspect of the New Deal's impact: economic regulation, social welfare, and then addressing counterarguments/limitations. This thematic approach allows for a focused and coherent discussion. Transitions between paragraphs are smooth, guiding the reader through the argument. The conclusion restates the thesis in different words and summarizes the main points, reinforcing the essay's central claim.

Historical Context and Specificity

The essay demonstrates a solid understanding of the historical context of the Great Depression and the New Deal era. It names specific legislation (Glass-Steagall Act, Securities Exchange Act, NIRA, AAA, Social Security Act) and programs (FDIC, SEC, WPA) and places them within the broader narrative of federal expansion. This specificity adds credibility and depth to the analysis. The essay also acknowledges the complexities, such as the Supreme Court's challenges and the unequal application of benefits, which strengthens the argument by showing a nuanced understanding.

Tone and Style

The tone is academic and objective, suitable for a historical essay. The language is precise, and sentence structure is varied, avoiding monotony. The essay avoids overly casual language or unsupported generalizations. It maintains a formal academic voice throughout, which is essential for AP-level writing.

Revision Opportunities and Areas for Improvement

While strong, the essay could be enhanced further. 1. Broader Historical Context: While the focus is on the New Deal, briefly mentioning the pre-Depression governmental role (e.g., limited federal intervention, reliance on states/private charity) in the introduction could provide a clearer contrast. 2. More Document Analysis: Some document references could be deepened. For example, when discussing Document F, explicitly stating why the exclusion of certain workers from Social Security is significant to the overall role of the federal government (e.g., it reveals limitations and ongoing struggles for inclusivity within the expanded federal system) would be beneficial. 3. Addressing the 'Fundamental Alteration' Claim: While the essay argues for fundamental alteration, explicitly contrasting specific New Deal policies with their pre-New Deal counterparts in more detail within the body paragraphs could strengthen this claim. For instance, comparing the scale and scope of federal relief efforts during the Depression to those during previous economic downturns. 4. Conclusion Nuance: The conclusion could briefly touch upon the long-term legacy, perhaps hinting at how the New Deal set the stage for future expansions of federal power (e.g., post-WWII welfare state, Great Society programs), though staying within the prompt's timeframe is key. However, a sentence acknowledging that the definition of 'fundamental' can be debated might add a layer of sophistication.

Checklist for Writing a Strong DBQ Response

Does my thesis directly answer the prompt and take a clear, arguable position?
Have I used a majority of the provided documents to support my argument?
Have I explained how each document supports my point, rather than just summarizing it?
Have I provided specific historical context and outside information relevant to the prompt?
Is my essay organized logically with clear topic sentences and transitions?
Have I acknowledged complexities, counterarguments, or limitations where appropriate?
Is my tone academic and my language precise?
Have I avoided simply listing facts and instead focused on analysis and argumentation?
Does my conclusion summarize my argument and restate my thesis without introducing new information?

Example of Deeper Document Analysis

Analyzing Document F (Social Security Exclusions)

Instead of simply stating, 'Document F discusses exclusions from Social Security,' a deeper analysis would look like this: 'While the Social Security Act represented a monumental step towards federal responsibility for citizen welfare, Document F highlights significant limitations that complicate the narrative of a universally 'fundamental' alteration. The exclusion of agricultural and domestic workers—sectors where African Americans and other minority groups were disproportionately employed—from the initial Social Security framework reveals that the New Deal’s expansion of federal benefits was not equitably applied. This inequity underscores that the government's new role, while expansive, was still shaped by existing racial and class prejudices, demonstrating that the implementation of federal responsibility was as contested and imperfect as its initial conception.'

FAQs

What makes a thesis statement effective for an APUSH DBQ?

An effective thesis for an APUSH DBQ directly addresses all parts of the prompt, takes a clear and defensible position, and often provides a roadmap for the essay by outlining the main arguments or categories of analysis.

How should I use the documents in my DBQ essay?

You should use the documents as evidence to support your thesis and arguments. Don't just quote or summarize them. Explain how the document supports your point, connecting it to your broader argument and historical context. You can also use documents to acknowledge complexity or counterarguments.

What is 'outside information' in the context of a DBQ?

Outside information refers to specific historical facts, events, people, or concepts relevant to the prompt that are not included in the provided documents. Incorporating relevant outside information demonstrates a broader understanding of the historical period and strengthens your argument.

How important is historical context in a DBQ?

Historical context is crucial. It involves explaining the relevant background information, circumstances, or environment surrounding the historical events or issues discussed in the prompt and documents. Providing context helps the reader understand the significance of your argument and the documents themselves.

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