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Advanced Placement (AP)

AP World History is a challenging class, and in order to get credit for it you’ll have to take an equally challenging exam. And one of the toughest parts of the test is the AP World History document-based question, or AP World DBQ. This question asks you to read and analyze documents on the fly, then write an argumentative essay…all in one hour. 

It can be hard to know what–and how–to study for the AP World History DBQ, especially when you don’t know which documents you’ll receive on test day. But don’t worry: we’ll break down everything you need to know about the AP World History DBQ so you can ace it on test day. (We’ll even give you AP World History DBQ example questions and an AP World History DBQ rubric example!) 

Here’s what we’ll cover:

• An explanation of what the AP World History DBQ is 
• A look at how the DBQ works on the AP World History exam
• A step-by-step process for tackling the AP World History DBQ
• A guide to studying for and answering the AP World History DBQ

Let’s get going!

What Is an AP World History DBQ? 

The document-based question (DBQ) is a question on the AP World History exam in which you are given a selection of seven documents and are asked to write an essay that incorporates information from at least six of them in a coherent argument based on a given prompt.

In other words: you’ll be writing an essay on a topic and incorporating resources that you’re given on the day of the exam! 

The DBQ tests over a wide range of skills , like writing, organizing thoughts, making arguments, making connections between different perspectives, and having a knowledge of world history. Yeah, the DBQs are definitely tough! That’s why it’s important to understand what the DBQ APWH is and how to best tackle it. 

How DBQs Work on the AP World History Exam

The DBQ format AP World History uses consists of a single open-ended prompt , and will focus on the time period of 1450-2001 .

Of the two free response questions, one is a long essay (worth 15%) and one is a DBQ. This means that the sole DBQ is, by itself, worth 25% of your total grade, making it the single most heavily-weighted question on the AP World History exam.  

Here are some actual AP World History DBQ examples from previous years’ AP World History exams:

• “Evaluate the extent to which economic factors led to the outbreak of the Mexican Revolution (1910–1920).” ( 2021 )
• “Evaluate the extent to which the Portuguese transformed maritime trade in the Indian Ocean in the sixteenth century.” ( 2019 )
• “Evaluate the extent to which railroads affected the process of empire-building in Afro-Eurasia between 1860 and 1918.” ( 2018 )

Of course, one of the things that makes AP DBQ questions unique is that you’ll be given seven documents to analyze as part of your essay response. Not only will you have to read and analyze these documents on exam day, you’ll have to include them as evidence in your essay to prove your argument! 

The seven documents you’ll receive will be a mixture of: 

• Primary texts : texts that were actually written in the time period you’re being asked about 
• Secondary texts : texts written by later historians that explain or interpret the time period 
• Images: usually either political cartoons or artwork from the time period 

How many of each type of document you get varies by year, so you’ll need to be comfortable using all three types to support an essay-based argument. 

To answer the AP World History DBQ, you’ll have to read through all seven documents and write an argumentative essay that answers the prompt. So not only will you have to come up with an arguable point, you’ll have to prove that thesis using evidence contained in at least three of the seven documents. If you want to earn full credit for your DBQ, you’ll actually have to use six of the seven documents to support your position! 

Just like in a sport, understanding how to score points on your DBQ is key to doing well on your exam. 

Understand the AP World DBQ Rubric

First, y ou need to understand what the expectations are and how your answer will be graded. Doing this will help you figure out what you need to study and which skills you need to brush up on. It’ll also ensure that you know exactly what a great DBQ response requires so that you earn as many points as possible! 

The good news is that the College Board has provided the AP World History DBQ rubric 2021 as part of their 2021 AP World History: Modern Sample Student Responses and Scoring Commentary document. The AP World History DBQ rubric contains all the information you need to know about how your response will be scored. 

Here’s how the rubric breaks down:

Thesis (1 Point) 

First you’ll need to create a thesis that “responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.” In order to get this point you’ll need to make an arguable claim based on the documents that answers the question of the prompt.  

Contextualization (1 Point) 

In order to get a point for contextualization you’ll need to “accurately describe a context relevant” to the time period covered by the prompt. What this means is that you’ll have to describe the political, social, or economic events and trends that contributed to the topic you’re writing about. 

Some of this you’ll know from the provided documents, but some of it you will also be expected to know based on what you’ve studied in AP World History class. You’ll also need to relate your knowledge to “broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question.” In other words, you’ll have to show how the events of this time period are relevant now or how they are similar to some other historical situation.

Evidence (3 Points) 

This category assigns points based on how well you use the documents provided to you on the test. 

For this category, you get one of the potential three points solely for if you incorporate specific evidence that does not come from the provided documents in a way that is relevant to your thesis. 

However, in order to earn the other two points, you must support your argument by using even more evidence from the documents provided . If you use three to five documents, you’ll earn an additional point. If you integrate six or more documents in your response, you can earn up to two points…and full credit for this category!  

Just remember: You can’t just randomly throw information from the documents into your essay, though, you have to use it in a way that supports your argument and accurately represents what the documents are saying . 

Analysis and Reasoning (2 Points) 

For the analysis and reasoning section, you get one point for explaining “how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument,” and you get one point for “complexity,” showing that you understand the time period that the prompt covers and use evidence to prove your understanding and back up your argument . 

Here’s what that means: you’ll have to prove how the documents are relevant to your argument, and your argument has to show that you understand the period you’re writing about. Additionally, you’ll need to write an essay that proves your argument in a way that shows you understand that there are a variety of possible perspectives about that time period or issue, and that not everyone in that period had the same experiences. 

If all that sounds like a lot...that's because it is! But don't worry. We'll walk you through the steps you can take to get prepared for your DBQ.

5 Steps for Tackling an AP World History DBQ

The AP World History DBQ is a complicated question that tests you over several different skills, so there isn’t a simple technique to ace it. However, if you master each of the individual skills it takes to do well on the DBQ examples, you’ll set yourself up to write a successful DBQ! response! 

Here are five steps you can follow to prepare for–and tackle!--the AP World History DBQ. 

Step 1: Use Past AP World DBQ Prompts to Practice

Taking practice exams is a great way to prepare for any standardized test–including the AP World exam. Not only do you get a chance to test your knowledge, practice tests also give you the opportunity to familiarize yourself with the test format…which is really important when it comes to AP World DBQs.

There’s good news when it comes to AP World DBQ prompts, though. College Board’s website has the actual AP World DBQ prompts from 2002-2020 available to download. This means you can take almost 20 practice AP World History exams, as well as access AP World History DBQ example responses and AP World History DBQ rubrics, for free!  

It’s good to take one practice test before you start studying intensely for it because that will let you know where your skills are now (and it’ll let you track your progress). However, the nature of a free response means that it won’t be easy for you to grade by yourself. When it comes to assessing your response, use the AP World History DBQ rubric and honestly assess whether or not you incorporated the information thoroughly and accurately. If that doesn’t work for you, you can always ask a family member, tutor, or teacher to give you feedback on your response as well! 

Don’t be afraid to use multiple AP World DBQ prompts as part of your test prep strategy. The more DBQs you do, the better prepared you’ll be on test day! 

Step 2: Practice Creating a Thesis

A thesis statement is a sentence or two, located in your essay’s introduction, that explains what your essay will be about. In this case, your thesis will outline the argument you make in your AP World DBQ. 

The most important aspect of your thesis is that it has to make a claim that is both arguable and relevant to the prompt you’re given. However, you don’t want to just restate the prompt in your thesis! 

Here’s what we mean. Say you’re given the following prompt:

“Evaluate the extent to which economic factors led to the outbreak of the Mexican Revolution (1910–1920).” 

You don’t want your thesis to be “Economic factors led to the outbreak of the Mexican Revolution,” since that just restates the prompt without adding in your own argument. To write a great DBQ, you want to make a specific claim about how and why economic factors led to the Mexican Revolution, and you want to be able to use the AP World History DBQ documents provided to prove it!

Here are two AP World History DBQ examples that College Board considers acceptable theses for this prompt:

• “Mexico’s inability to resist the political dominance of the United States and European powers was the most significant factor in leading to the revolution because foreign dominance prevented the Mexican government from enacting economic reforms.”
• “Ethnic tensions were just as important in leading to the Mexican Revolution as economic factors because much of the economic exploitation that was occurring in Mexico affected poor indigenous communities.”

See how these two examples both make specific claims? The first argues that foreign influences prevented the Mexican government from enacting economic reforms. This is a claim that the author can prove by showing how foreign governments interfered with the Mexican government, and how that action led to reforms being stalled. 

The second AP World History DBQ example thesis addresses something more complex: how ethnic tensions led to economic exploitation. The author can then use the provided documents as evidence that poor indigenous communities were exploited, and can argue that those actions led to the Mexican Revolution.

Outlines take a little time, but they'll keep your DBQ from derailing. (Staying on topic is key!)

Step 3: Practice Creating an Outline

Remember the AP World History DBQ is timed, and you’ll only have one hour to complete it! To keep your writing organized and on track, it’s a good idea for you to create a quick outline before you jump into writing your essay. 

Having said that, you’ll need to be careful not to spend too much time on your outline so you have enough time to write your DBQ. That’s why we recommend spending 15 minutes reading documents, 5 minutes outlining your essay, and 40 minutes writing your response. 

The most important things that your outline will need are an introduction and conclusion ! Your introduction sets up your thesis while your conclusion restates your thesis and explains how it’s relevant to the reader in some way–perhaps by showing that a similar claim could be made about another time period, or that the effects of the thesis are still being felt today. 

Apart from your intro and conclusion, you’ll need body paragraphs. Since you only have about 45 minutes to write this essay, you don’t want too many of them. Three or four body paragraphs will be enough to make your argument. The most important thing about your body paragraphs is that each of them supports your argument and incorporates information from the documents!

To help you out, here is an example of a usable outline for the AP World History DBQ:

• Set up your argument and include your thesis.
• You can break down your thesis into several steps, which will then become the topics of each body paragraph
• Tell the reader what they need to know about the historical situation. 
• Include any information you might already know from outside the provided documents.
• Make the first point you mentioned in your introduction.
• Use information from the documents to illustrate and prove your point.
• Include two or three documents that support your point 
• Just like the previous paragraph, use two or three different documents to prove the second point of your thesis
• If you make a third point in your thesis, explain it here using one or two different documents as evidence 
• Restate your thesis and summarize the main points you’ve made.
• Show how it’s relevant to the reader.

Your outline doesn’t need to be anything fancy–it just needs to give you an idea of how to structure your DBQ. Trust us: outlining might seem like a waste of time, but having a guide will make writing go much faster. 

Step 4: Practice Incorporating Quotes and References

As you write your essay, you’ll need to use examples from the documents provided–and each time you do, you’ll need to indicate which documents you pulled the information from . You’ll do this whether you are quoting your source or just paraphrasing it. 

Here are two attribution examples that College Board considers acceptable for the AP World History DBQ:

• (Document 1): “The finance minister tells strikers that unemployment is the result of supply and demand and is out of the government’s hands, a position which probably increased people’s discontent with the government because they were unwilling to help.”
• (Document 2): “The newspaper cartoon shows that the government was willing to use violence to put down popular protests against a rigged election system. Such oppressive government policies may have contributed to increased support for the eventual revolution.”

Note that both of these connect the contents of the document to the argument the author is trying to make. They don’t just paraphrase or quote the contents of the document for the sake of using them– you should use documents to support your argument!

Keep in mind that the College Board is pretty specific about how they want you to use AP World history DBQ documents. In the 2021 AP World History Scoring Guidelines rubric, College Board makes the point that you should “ describe and explain ” the contents of the document: By “describe'' they mean you should point out to your reader what about the document is relevant and illustrate it as if the reader did not have the document in front of them. 

From there, you’ll need to explain the document. That means you should use the document to show the reader why changes or situations in history have happened or why there is a relationship between two factors you’re writing about. 

Step 5: Understand Time Management

One of the most important skills you can acquire by taking multiple attempts at the AP World DBQ practice test will be time management. 

When you’re in the actual test environment, you won’t be able to use your phone to set a timer or alarm, so it’ll be difficult to keep track of how much time you’re spending on reading and re-reading the documents, brainstorming, and outlining. You want to leave yourself the majority of the time allowed (which will be one hour) for writing. 

College Board’s AP World History DBQ rubric recommends that you spend 15 minutes reading the documents and 45 minutes writing the essay . When you write your practice DBQs, be sure to use this format so you can get a feel for how much time you do (or don’t!) have for the question. Practicing with a timer is a great way to make sure you’re using your time wisely on test day! 

4 Tips for Studying for and Answering the AP World History DBQs

Now that you’ve read our step-by-step process for tackling the AP World History DBQ and have seen several AP World History DBQ examples, here are some expert tips on doing well on the AP World History DBQ . We’ve developed these tips based on the AP World History rubric to make sure you earn as many points as possible! 

Tip 1: Know Your Rubric

Go through the AP World History DBQ rubric 2021 and notice that it tells you exactly how to earn points in each category . Most categories are worth multiple points, so you need to know how to earn all the points possible. 

For example, the rubric is clear about how to earn points for your thesis statement. You’ll have to make sure that you have a thesis that states outright what argument you are trying to make if you want to earn credit for that category of the rubric! 

The scoring for the DBQ is pretty objective, and knowing exactly what the scorers are looking for will help you earn the most points possible.

Tip 2: Your Essay Can Contain Errors

In an AP World History DBQ, you’ll be able to make tiny errors and still be able to earn full credit for your response. 

Before you get too excited, there are big (and we mean big!) limits to this rule. For instance, you can’t misrepresent a document by saying an author makes one claim when they clearly aren’t. You also can’t write something that is obviously wrong, like that America continues under British rule because the revolution was unsuccessful! 

But you can make minor errors that don’t detract from your argument as long as you are demonstrating a knowledge of the time period and the ability to incorporate evidence to make an argument. So for example, you can make the mistake of saying that President Nixon’s impeachment hearings began in July 1974 (instead of May, when they actually began), and still earn full credit as long as you aren’t making an argument that depends on the accuracy of those dates.  

Tip 3: Write for Clarity 

One thing to keep in mind is that you’re graded on the quality of your argument and how well you prove it– you don’t get graded on how beautifully or fluently you write ! 

So, while you’ll want to use correct grammar and write as clearly as you can, don’t spend too much time making your writing beautiful. Instead, focus on clearly explaining your ideas! 

To this end, you won’t have points taken away for grammatical errors unless they make it difficult for the graders to see how you’ve used the evidence to make an argument. So while you want your writing to be as error-free as possible, it’s more important that you’re making your argument as clearly–and as persuasively–as possible. 

Tip 4: Write for Relevance

As you’re outlining and writing your AP World DBQ, ask yourself, why is this relevant to today’s readers? To earn a perfect score, you’ll have to tie your argument to another time period or historical situation. 

This is your chance to show that while the period you’re writing about may have been long in the past, the events are still relevant to us today ! This is why we read, write, and study history in the first place. So as you outline and write your DBQ, make sure you’re doing your best to show your reader why this historical moment or event is still important.

What’s Next? 

No matter what AP course you’re taking, you’ll want to have a study plan in place when it comes to exam time. This blog article can help you put together a prep strategy that works.

Not sure what a “good” AP test score is for AP World History? This list of the average AP test scores for every exam will help you understand how your scores stack up. 

Perfect test scores are great, but do you really need a perfect AP World History score? Our experts will explain the pros and cons of getting perfect 5s on your AP exams . 

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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Video transcript

Argumentative Thesis Statement

Ai generator.

In the realm of persuasive writing, the argumentative thesis statement stands as a pivotal element, guiding the entire context of an essay or research paper. It serves as the beacon that directs your work, letting readers know not only what to expect but also the position you’re advocating. This article dives into the depths of argumentative thesis statement examples, unraveling their significance, and offering a step-by-step guide on how to create one effectively.

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What is an Argumentative Thesis Statement?

Before we delve into the intricacies of crafting a compelling argumentative thesis statement, let’s clarify what this vital element entails. An argumentative thesis statement serves as the core assertion of your essay, presenting your stance on a particular theme or topic. It goes beyond a mere description of the subject; it takes a firm position that you will defend with logical reasoning, evidence, and persuasion.

How to Craft an Argumentative Thesis Statement

Creating an argumentative thesis statement requires a methodical approach. By following these steps, you’ll be better equipped to develop a thesis that not only captures the essence of your argument but also engages readers from the outset.

Step 1: Identify Your Topic and Stance

The first step involves identifying the simple subject you’re addressing and your position on it before starting with the introduction . Your stance could be an assertion, a judgment, or an evaluation, shaping the tone and direction of your entire argument.

Step 2: Analyze Your Audience

Understanding your audience is crucial. Consider their perspectives, beliefs, and potential objections. Tailoring your argumentative thesis statement to resonate with your readers enhances the persuasiveness of your message.

Step 3: Develop a Concise Thesis

A strong thesis is concise and focused. It should encapsulate your main argument while giving a glimpse of the supporting points you’ll discuss. Avoid vague language and ensure your thesis statement is clear and direct.

Step 4: Incorporate Cause and Effect

A compelling argumentative thesis statement often involves demonstrating the cause-and-effect relationship between your stance and the topic. Highlight how certain actions, beliefs, or decisions lead to specific outcomes.

Can my argumentative thesis statement evolve as I research and write?

Absolutely. Your thesis can and should evolve based on your research findings and the development of your argument. Flexibility allows you to refine and strengthen your position.

How can I avoid falling into clichés when crafting my thesis statement?

To avoid clichés , strive for originality. Instead of using well-worn phrases, express your position in a unique way that showcases your perspective and analytical depth.

Should I include counterarguments in my thesis statement?

While it’s not necessary to include counterarguments in your thesis statement, acknowledging opposing viewpoints can add credibility to your argument. However, save the detailed counterarguments for the body of your essay.

Text prompt

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Media coverage of campus protests tends to focus on the spectacle, rather than the substance

Professor of Journalism, Michigan State University

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Protest movements can look very different depending on where you stand, both literally and figuratively.

For protesters, demonstrations are usually the result of meticulous planning by advocacy groups and leaders aimed at getting a message out to a wider world or to specific institutional targets. To outside onlookers, however, protests can seem disorganized and disruptive, and it can be difficult to see the depth of the effort or their aims.

Take the pro-Palestinian protests that have sprung up at campuses across the United States in recent weeks. To the students taking part they are, in the words of one protester, “ uplifting the voices of Gazans, of Palestinians facing genocide .” But to many people outside the universities, the focus has been on confrontations and arrests .

Where does this disconnect come from? Most people don’t participate in on-the-streets protests or experience any of the disruption that they cause. Rather they rely on the media to give a full picture of the protests.

For over a decade, my research has extensively explored trends in how the media shapes narratives around different kinds of demonstrations. Reporting on the campus encampments by large parts of the media fits a general pattern of protest coverage that focuses more on the drama of the disruption rather than the underlying reasons behind it – and that can leave audiences uninformed about the nuances of the protests and the movements behind them.

Covering drama over demands

Protests – from small silent sit-ins and mass marches to the current student-led encampments – share similar components.

They require a degree of planning, focus on a perceived injustice and seek reforms or solutions . Protests also, by their very nature, engage in varying degrees of disruptive actions that exist in confrontation with something or someone, and utilize strategies that attract the attention of news media and others.

These core elements – grievances, demands, disruption, confrontation and spectacle – are present in nearly all protests.

But to the media, some elements are more newsworthy than others, with confrontation and spectacle often topping the list. As a result, these elements tend to be covered more often than others .

In research focusing on social movements like Black Lives Matter, the 2017 Women’s March and others, I have found that time and again , coverage tends to headline the parts of the protest that are sensational and disruptive.

And this neglects the political substance of the protests. The grievances, demands and agendas are often left in the shadows. For example, analysis of the 2020 protests following the murder of George Floyd conducted by myself and colleague Rachel Mourão found the Associated Press and cable news headlines were more likely to focus on disruption and chaos than police violence or protester demands.

This pattern is referred to as the protest paradigm . While there are many factors that can make this paradigm fluctuate, like the timing of stories and the location of a news organization , movements that seek to disrupt the status quo are the most likely to receive initial coverage that frames protesters as criminal, irrelevant, trivial or illegitimate components of the political system.

When the media takes notice

This pattern can be seen in the initial coverage of protests against the war in Gaza at U.S.-based universities. These protests began in 2023 and only escalated into the campus encampments seen today after months of campaigning.

In the months leading up to the encampments, many students who were engaged in advocacy efforts over the Israeli campaign in Gaza demanded, among other things, that their universities divest from businesses connected to the Israeli occupation of Palestinian territories.

Students at Brown University participated in a hunger strike in February. Also in February, a coalition of students across several historically Black colleges crafted a joint call to action across university systems . Students at my university – Michigan State – rallied support through an online petition and then lobbied at board of trustee meetings . When the board of trustees issued a statement refusing divestment of any kind, students continued to march to the steps of the main administration building where they continued to protest , all before planning the encampment protests.

Little of this made it into mainstream news reports compared to late April, when an uptick in coverage corresponded with students organizing encampments at universities and university official began to respond. Those universities that asked police to enforce the dispersion of protesters amplified the intensity of confrontation, and, in turn, amplified the news coverage.

And rather than focusing on the grievance of protesters — that is, concerns about the deaths, injuries and looming famine affecting Palestinians — in reports of the campus encampments it has been the confrontations between protesters and police that have become central to the news media coverage.

As with all trends, there are always deviations and outliers. Not all reported pieces align with the protest paradigm. In the research examining news coverage after the murder of George Floyd , we found that when reports in major news outlets deviate from the protest paradigm, it was often in work produced by journalists who have engaged deeply and frequently with a community.

In the current campus protests, it is student journalism that has emerged as an outlier in this respect. Take, for example, an article from the Indiana Daily Student published during the peak of the unrest, which explains the lesser-known last-minute administrative policy changes that ultimately disrupted protest planning logic and contributed to the arrests and temporary bans of faculty and student protesters.

Who gets quoted, who doesn’t

There are commercial reasons why some newsrooms focus on the spectacle and confrontation – the old journalism adage of “ if it bleeds, it leads ” still prevails in many newsroom decisions. For the initial weeks of the campus protests, this penchant for sensationalism has shown up in the focus on chaos , clashes and arrests .

But it is a decision that delegitimizes protest aims.

This delegitimization is aided by the sourcing routines journalists often fall back on to tell stories quickly and without legal consequence . In breaking news situations, journalists tend to gravitate toward – and directly quote – sources that hold status, like government and university officials. This is because reporters may already have an established relationship with such officials, who often have dedicated media relations teams. And in the case of campus protests, in particular, reporters have faced difficulty connecting with protest participants directly .

As a result, official narratives may dominate news coverage. So when officials like Texas Gov. Greg Abbott equate protesters to criminals with antisemitic intentions , that typically gets covered – certainly more than any rebuttal from protest participants.

And because readers and viewers are unlikely to be on the ground to gauge Abbott’s characterizations of protesters for themselves, the coverage can shape how a protest movement and the politics around it are understood.

The media shapes the way most people understand them. But as coverage of the protests across universities has shown, often the focus is on the spectacle rather than the substance.

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Text of the Gaza ceasefire proposal approved by Hamas

The deal lays out a timetable for release of Israeli captives in Gaza and withdrawal of Israel’s troops from territory.

Al Jazeera has obtained a copy of the Gaza ceasefire proposal that Hamas said it accepted on Monday. The deal, which was put forward by Egypt and Qatar, would come in three stages that would see an initial halt in the fighting leading to lasting calm and the withdrawal of Israeli troops from the Palestinian territory.

The proposed agreement would also ensure the release of Israeli captives in Gaza as well as an unspecified number of Palestinians held in Israeli jails.

Keep reading

Us ‘reviewing’ gaza ceasefire proposal, says it opposes rafah invasion, israel’s war on gaza: all to know about the truce proposal hamas agreed to, what are the implications of israel’s ban on al jazeera.

Israel has said that it does not agree to the proposal but that it will engage in further talks to secure an agreement – all while pushing on with its assault on Gaza.

Meanwhile, the United States, which is also involved in the negotiations, said it is reviewing the Hamas response.

Here’s the text of the proposed deal:

Paper by the mediators in Egypt on May 5, 2024

The basic principles for an agreement between the Israeli side and the Palestinian side in Gaza on the exchange of captives and prisoners between them and the return of sustainable calm.

The framework agreement aims at: The release of all Israeli captives in the Gaza Strip, civilians or military, alive or otherwise, from all periods, in exchange for a number of prisoners held by Israel as agreed upon, and a return to a sustainable calm that leads to a permanent ceasefire and a withdrawal of Israeli forces from the Gaza Strip, its reconstruction and the lifting of the siege.

The framework agreement consists of three related and interconnected stages, which are as follows:

The first stage (42 days)

[Herein] a temporary cessation of military operations between the two parties, and the withdrawal of Israeli forces eastward and away from densely populated areas to a defined area along the border all along the Gaza Strip (including Wadi Gaza, known as the Netzarim Corridor, and Kuwait Roundabout, as below).

All aviation (military and reconnaissance) in the Gaza Strip shall cease for 10 hours a day, and for 12 hours on the days when captives and prisoners are being exchanged.

Internally displaced people in Gaza shall return to their areas of residence and Israel shall withdraw from Wadi Gaza, the Netzarim corridor, and the Kuwait Roundabout:

• On the third day (after the release of three captives), Israeli forces are to withdraw completely from al-Rashid Street in the east to Salah al-Din Street, and dismantle military sites and installations in this area.
• Displaced persons (unarmed) shall return to their areas of residence and all residents of Gaza shall be allowed freedom of movement in all parts of the Strip.
• Humanitarian aid shall be allowed in via al-Rashid Street from the first day without any obstacles.
• On the 22nd day (after the release of half the living civilian captives in Gaza, including female soldiers), Israeli forces are to withdraw from the centre of the Gaza Strip (especially the Netzarim/Martyrs Corridor and the Kuwait Roundabout axis), from the east of Salah al-Din Street to a zone along the border, and all military sites and installations are to be completely dismantled.
• Displaced people shall be allowed to return to their places of residence in the north of Gaza, and all residents to have freedom of movement in all parts of the Gaza Strip.
• Humanitarian aid, relief materials and fuel (600 trucks a day, including 50 fuel trucks, and 300 trucks for the north) shall be allowed into Gaza in an intensive manner and in sufficient quantities from the first day. This is to include the fuel needed to operate the power station, restart trade, rehabilitate and operate hospitals, health centres and bakeries in all parts of the Gaza Strip, and operate equipment needed to remove rubble. This shall continue throughout all stages.

Exchange of captives and prisoners between the two sides:

During the first phase, Hamas shall release 33 Israeli captives (alive or dead), including women (civilians and soldiers), children (under the age of 19 who are not soldiers), those over the age of 50, and the sick, in exchange for a number of prisoners in Israeli prisons and detention centres, according to the following [criteria]:

• Hamas shall release all living Israeli captives, including civilian women and children (under the age of 19 who are not soldiers). In return, Israel shall release 30 children and women for every Israeli detainee released, based on lists provided by Hamas, in order of detention.
• Hamas shall release all living Israeli captives (over the age of 50), the sick, and wounded civilians. In return, Israel shall release 30 elderly (over 50) and sick prisoners for every Israeli captive, based on lists provided by Hamas, in order of detention.
• Hamas shall release all living Israeli female soldiers. In return, Israel shall release 50 prisoners (30 serving life sentences, 20 sentenced) for every Israeli female soldier, based on lists provided by Hamas.

Scheduling the exchange of captives and prisoners between the parties in the first stage:

• Hamas shall release three Israeli detainees on the third day of the agreement, after which Hamas shall release three other detainees every seven days, starting with women as much as possible (civilians and female soldiers). In the sixth week, Hamas shall release all remaining civilian detainees included in this phase. In return, Israel shall release the agreed-upon number of Palestinian prisoners, according to lists Hamas will provide.
• Hamas will provide information about the Israeli detainees who will be released at this stage by the seventh day (if possible).
• On the 22nd day, the Israeli side shall release all prisoners from the Shalit deal who have been re-arrested.
• If there are fewer than 33 living Israeli detainees to be released, a number of bodies from the same categories shall be released to complete this stage. In return, Israel will release all women and children who were arrested from the Gaza Strip after October 7, 2023 – provided this is done in the fifth week of this stage.
• The exchange process is linked to the extent of commitment to the agreement, including the cessation of military operations, the withdrawal of Israeli forces, the return of displaced persons, as well as the entry of humanitarian aid.
• All necessary legal procedures to ensure that freed Palestinian prisoners are not re-arrested on the same charges are to be completed.
• The steps of the first stage above do not constitute a basis for negotiating the second stage. Punitive measures and penalties that were taken against prisoners and detainees in Israeli prisons and detention camps after October 7, 2023, are to be lifted and their conditions improved, including individuals who were arrested after this date.
• No later than the 16th day of the first phase, indirect talks will begin between the parties to agree on the details of the second phase of this agreement, with regard to the exchange of prisoners and captives from both parties (soldiers and remaining men), provided that they are completed and agreed upon before the end of the fifth week of this stage.

The United Nations and its agencies, including UNRWA , and other international organisations, are to continue providing humanitarian services across the Gaza Strip. This shall continue throughout all stages of the agreement.

Infrastructure (electricity, water, sewage, communications and roads) across the Gaza Strip shall be rehabilitated, and the equipment needed for civil defence allowed into Gaza to clear rubble and debris. This shall continue throughout all stages of the agreement.

All necessary supplies and equipment to shelter displaced people who lost their homes during the war (a minimum of 60,000 temporary homes – caravans – and 200,000 tents) shall be allowed into Gaza.

Throughout this phase, an agreed-upon number (not fewer than 50) of wounded military personnel will be allowed to travel through the Rafah crossing to receive medical treatment, and an increased number of travellers, sick and wounded, shall be allowed to leave through the Rafah crossing as restrictions on travellers are lifted. The movement of goods and trade will return without restrictions.

The necessary arrangements and plans shall be put in place for the reconstruction of homes, civilian facilities, and civilian infrastructure that was destroyed due to the war, as well as arrangements to compensate those affected, under the supervision of a number of countries and organisations, including: Egypt, Qatar, and the United Nations.

All measures in this stage, including the temporary cessation of military operations, relief and shelter, withdrawal of forces, etc., shall continue in the second stage until a sustainable calm (cessation of military and hostile operations) is declared.

The second stage (42 days):

A return to sustainable calm (a permanent cessation of military and hostile operations) must be announced and take effect before the exchange of captives and prisoners – all remaining living Israeli men (civilians and soldiers) in exchange for an agreed-upon number of prisoners and detainees in Israeli prisons and detention camps.

Israeli forces shall withdraw completely from the Gaza Strip.

The third stage (42 days):

An exchange of the bodies and remains of the dead on both sides after they have been retrieved and identified.

The reconstruction plan for the Gaza Strip over a period of three to five years – including homes, civilian facilities, and infrastructure – and compensating all those affected begins, under the supervision of several countries and organisations, including: Egypt, Qatar and the United Nations.

A complete end to the siege of the Gaza Strip.

Guarantors of the agreement:

Qatar, Egypt, the United States, and the United Nations.

May 5, 2024