REPURPOSED AP EUROPEAN HISTORY DBQ
AP® European History Practice Exam
NOTE: This is an old format DBQ from 1997 [Form B] reformatted in an effort to
conform to the new DBQ format. The prompt has been altered slightly to fit with the new
exam format. Some documents have been removed (the former Documents1,3,4,5,6,11)
so that there are only seven documents. Remaining documents have been re-numbered to
reflect the changes.
For more revised DBQs, visit tomrichey.net.
Original DBQ Copyright © 1997 College Board
All rights reserved. REPRODUCED FOR INSTRUCTIONAL USE ONLY
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EUROPEAN HISTORY
SECTION II
Total Time – 1 hour, 30 minutes
Question 1 (Document-Based Question)
Suggested Reading period: 15 minutes
Suggested writing time: 40 minutes
Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose
of this exercise. You are advised to spend 15 minutes reading and planning and 45 minutes writing your answer.
Write your responses on the lined pages that follow the question.
In your response you should do the following:
State a relevant thesis that directly addresses all parts of the question.
Support the thesis or a relevant argument with evidence from all, or all but one, of the documents.
Incorporate analysis of all, or all but one, of the documents into your argument.
Focus your analysis of each document on at least one of the following: intended audience, purpose,
historical context, and/or point of view.
Support your argument with analysis of historical examples outside the documents
Connect historical phenomena relevant to your argument to broader events or processes.
Synthesize the elements above into a persuasive essay that extends your argument, connects it to a
different historical context, or accounts for contradictory evidence on the topic.
1. Compare the different attitudes and reactions both men and women had towards the
participation of women in the sciences during the 17th and 18th centuries.
Original DBQ Copyright © 1997 College Board
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Document 1
Marie Meurdrac (female), French scientist, forward to her "Chemistry Simplified for Women" 1666
When I began this little treatise, it was solely for my own satisfaction. I objected to myself that it was
not the profession of a lady to teach; that she should remain silent, listen and learn, without
displaying her own knowledge. On the other hand, I flattered myself that I am not the first lady to
have had something published; that minds have no sex and that if the minds of women were
cultivated like those of men, they would be equal to the minds of the latter.
Document 2
Gottfried Leibniz (male), German mathematician and philosopher, 1697
I have often thought that women of elevated mind advance knowledge more properly than do men.
Women, whose position puts them above troublesome and laborious cares, are more detached and
therefore more capable of contemplating the good and the beautiful.
Document 3
Johann Theodor Jablonski (male), secretary to the Berlin Academy of Sciences, letter to the
Academy president opposing Maria Winkelmann's application for membership in the Academy,
1710
I do not believe that Maria Winkelmann should continue to work on our official calendar of
observations. It simply will not do. Even before her husband's death, the Academy was ridiculed
because its
Document
8 calendar was prepared by a woman. If she were to be kept on in such a capacity, mouths
would gape even wider.
Document 4
Dorothea Erxleben, first woman to be granted a German M.D. (University of Halle), "Inquiry into
the Causes Preventing the Female Sex from Studying," 1742
Some will feel as if I declare war on men (by practicing medicine) or at least attempt to deprive them
of their privilege. Many of my own sex will think I place myself above them.
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Document 5
Johann Junker (male), head of the University of Halle, a German university, 1745
Learned women attract little attention as long as they limit their study to music and the arts. When a
woman dares to attend a university, however, or qualifies for and receives a doctorate, she attracts a
great deal of attention. The legality of such an undertaking must be investigated.
Document 6
Marie Thiroux d'Arconville (women), French anatomical illustrator, in her preface, "Thoughts on
Literature, Morals, and Physics" 1775
Women should not study medicine and astronomy. These subjects fall beyond their sphere of
competence. Women should be satisfied with the power that their grace and beauty give them and
not extend their empire to include medicine and astronomy.
Document 7
Gottingen newspaper article describing Dorothea Schlozer, the first women to receive a Ph. D.
from a German university, 1787
Usually one thinks of a learned woman as neurotic. And should she ever go beyond the study of
literature into higher sciences, one knows in advance that her clothing will be neglected and her hair
will be done in antiquarian fashion. She forces her way into circles of men for whom she is nothing
more than a book. For Madamoiselle Schlozer, this is not at all the case. She sews, knits, and
understands household economy perfectly well. One must gain her confidence before one comes to
know the scholar in her.
END OF DOCUMENTS FOR QUESTION 1
Original DBQ Copyright © 1997 College Board
All rights reserved. REPRODUCED FOR INSTRUCTIONAL USE ONLY
GO ON TO THE NEXT PAGE.
AP EURO DBQ RUBRIC
Name:
Updated for the 2016 Exam
THESIS & ARGUMENT
DBQ:
(TWO POINTS)
POINT?
1. THESIS PRESENT
Presents a thesis that makes a historically defensible claim
and responds to all parts of the question (does more than re-state).
Must be located in the introduction or conclusion (first or last paragraph).
2. THESIS EXCELLENT / THESIS-DRIVEN Develops and supports a cohesive
argument that recognizes and accounts for historical complexity by explicitly
illustrating relationships among historical evidence such as contradiction,
corroboration, and/or qualification.
DOCUMENT ANALYSIS
Used
(TWO POINTS)
POV / CAP (Any)
Context, Audience, Purpose
D
D
3. USES the content of
at least SIX of the
documents to support the
stated thesis or a relevant
argument
D
D
4. EXPLAINS the significance
of author’s POV, context,
audience, and/or purpose
(CAP) for at least FOUR
documents.
D
D
EVIDENCE & CONTEXT
(TWO POINTS)
5. CONTEXTUALIZATION
Situates the argument by explaining the broader
historical events, developments, or processes immediately relevant to the
question. NOTE: This must be more than a phrase or reference – use multiple sentences.
6. EVIDENCE BEYOND THE DOCUMENTS Provides an example or additional piece of
specific evidence beyond those found in the documents to support or qualify
the argument. Must be 1) distinct from evidence used to earn other points and 2) more than a
mere phrase or reference.
SYNTHESIS
(ONE POINT)
7. Extends the argument by explaining the connections between the argument and:
A development in a different historical period, situation, era, or geographical area
OR A course theme and/or approach to history that is not the focus of the essay (political, social, etc.)
OR A different discipline or field of inquiry (such as econ, gov & politics, art history, or anthropology)
NOTES:
TOTAL POINTS:
/7