FRQ Resources

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My resources are no longer publicly available.
Please visit the main page to gain access to the materials on this site. 
You will need to 1) donate and 2) have access to Google Drive

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SAQ Resources

• How to Respond to SAQs Presentation - Updated 8/2026 (Fixed some issues, improved slides)
• Updated SAQ Samples (uses Unit 0 content)  - Added 8/2026

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LEQ Resources

DBQ Resources

• How to Write an LEQ Presentation Updated 7/2026​​
• ​LEQ Rubric 
  • This is what I use to give feedback to my students or for peer grading. 
• Old version First LEQ Packet  / Sample LEQ 
• Updated 2026 version First LEQ Packet 2026  / Sample Updated LEQ Updated 8/2026
  • ​This is the packet that I assign to teach students to write their first LEQ essay in Unit 1. They are allowed to use the packet to write their essay in class. Afterwards, students peer grade the essays. Students use anonymous numbers instead of names. I want students writing their first essay early in the school year, which is why I cover it in Unit 1 instead of waiting for them to finish the 1200-1450 period in Unit 2. 
• ​LEQ Practice Outline
  • Outline where students quickly practice how they will answer the prompt and organize their essay
• Heimler's History "Two Steps to a Perfect LEQ" Video (8+ minutes)
• Heimler's History "A Formula for LEQ Writing" (4 minutes)

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Section 2B: Long Essay
1 Question | 40 Minutes | 15% of Exam Score

The long essay question requires students to do the following:

• Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning.
  
• Describe a broader historical context relevant to the prompt. 
  
• Support an argument in response to the prompt using at least two pieces of specific and relevant evidence.
  
• Use historical reasoning (e.g., comparison, causation, continuity or change over time) to frame or structure an argument that addresses the prompt.
  
• Demonstrate a complex understanding of a historical development related to the prompt through sophisticated argumentation and/or effective use of evidence.
  

The long essay question is required and covers approximately half of the chronological scope of the course.

​Responses to the long essay question are not expected to address the entire time period specified in the prompt. Responses may choose to focus on one (or more) historical development(s) referenced in the prompt.

• How to Write a DBQ Presentation
• How to Source Documents
• DBQ Rubric
  • ​​​This is what I use to give feedback to my students or for peer grading. 
• Official College Board DBQ Rubric​
• First DBQ Packet
  • ​This is the packet that I assign to teach students to write their first DBQ essay in Unit 4. They are allowed to use the packet to write their essay in class. Afterwards, students peer grade the essays. Students use anonymous numbers instead of names. 
• Sample Essay for 1st DBQ
• Quick Practice DBQ Graphic Organizer
  • ​Pass this out with DBQ documents and give students quick practice with the basic skills of the DBQ without writing the full essay. 
• Heimler's History Video "Formula for DBQ Writing" (6 minutes)
• Heimler's History Video "3 Secrets to a Perfect DBQ" (15 minutes)
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​Section 2A: Document-Based Question
1 Question | 1 Hour (includes 15-minute reading period) | 25% of Exam Score

• Students are presented with 7 documents offering various perspectives on a historical development or process.
• Students assess these written, quantitative, or visual materials as historical evidence.
• Students develop an argument supported by an analysis of historical evidence.
• The document-based question focuses on topics from 1450–2001.

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Students are expected to address one of the following historical thinking skills in answering the long-essay-question.
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