The Document-Based Question

The Document-Based Question DBQ

What Is It? • An essay question that requires you to interpret primary source documents. • Documents might include the following: • Newspaper articles/editorials • Letters/diaries • Speeches • Legislation • Political cartoons • Charts and graphs

What Are the Documents for? • To discuss events and ideas with which you are familiar. • To support or refute the essay questions • Focus around the essay topic • They help you understand what the question is about

When Do I Take the DBQ? • After the multiple-choice section • You get a green booklet with the essay questions and DBQ • Begins with a 15 minute mandatory reading period • Evaluate and interpret the documents

Is There a Right Answer to Each DBQ? • Yes - the one that you can support with evidence from the Documents and outside information • Multiple arguments • Develop your argument (thesis) with evidence (include outside information) • Use a strong historical argument

I Have the Question, Now What Do I Do? Getting Started • Read the question thoroughly (2-3 times) • Explore all parts of the question (how many parts) • Highlight important aspects -ideas, people, most importantly the dates (these are important clues) • Ask these two questions • Do I have an opinion about this subject? • What must I discuss in order to write a successful essay? (most important)

Getting Started Cont. • Your essay will follow the standard writing formula • Thesis or introductory paragraph • Opening sentence • Rephrase question • Your opinion • Introduce your arguments • Body • At least 3 full length paragraphs • Minimum of 4 documents to backup your argument • The more you use, the better your essay if they are used correctly • Conclusion

Getting Started Cont. • Brainstorm -what ideas, information do you have • Address issues, main ideas • Decide on data (what documents and outside information will you use?) • Organize plan of attack- Outline

Sample Question • Although New England and the Chesapeake region were both settled largely by the people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur? Use the documents AND your knowledge of the colonial period up to 1700 to develop your answer…. Circle or underline the key parts to the question.

Sample Question Breakdown 1) Although New England and the Chesapeake region were both settled largely by the people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?

Sample Question Breakdown 1)Although New England and the Chesapeake region were both settled largely by the people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?

Sample Question Breakdown 1) Although New England and the Chesapeake region were both settled largely by the people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?

Question Breakdown New England region Chesapeake region

Question Breakdown Both settled English origin Why settled, when settled, how settled?

Question Breakdown By 1700----colonial time period Evolved---grew into or developed Two distinct societies---different

Question Breakdown Why did this difference In development occur

Question Breakdown Your knowledge of the colonial period up to 1700 to develop your answer….. OUTSIDE INFORMATION

Sample Question Breakdown • Thoroughly examine and analyze the question • Brainstorm for information • Cluster/outline • List of important events, people and other pertinent information

Gather Outside Information • Jot down terms, ideas, and/or concepts • 2 or 3 minutes • Decide what you can and cannot use • Insert into cluster/outline

Outside Information • Information same as the documents • That means you are on target • Read question and brainstorm

Reading the Documents Use the AP-PARTS to help you understand the documents A = Author P = Place and Time P = Prior Knowledge A = Audience R = Reason T = The Main Idea S = Significance

Reading the Documents Document Order • Chronological - if the test is asking you trace the historical development. • Otherwise – organized for compare and contrast (draw comparisons in your essay).

Reading the Documents Inconsistencies • Not all documents agree • Present different view points • Recognize inconsistencies • APPARTS help you identify the source and differing opinions of the same event or data

Reading the Documents Once you decided on your thesis: (documents) • Supporting evidence • Contradicting evidence - incorporate and acknowledge these • Why was that document included? • Add more outside info (???)

Thesis Development • Read question one more time • Develop an argument you can prove • Make sure your thesis addresses all pertinent aspects of the question

Write Your Essay • Get to the point • Back thesis up with facts, solid evidence not fluff • opening statement with your opinion, restate the question and 3 arguments • 3 or 4 different issues or topic sentences • Make sure you are addressing the question • Refer back to the question several times • Include as many documents as possible and be sure you cite each document used • Don’t quote document----summarize or main idea • Underline factual information you want “readers” to see….and list documents when you use them…. (DocA)

Final Conclusion • Ending paragraph which summarizes what you have written. • This is not part of the body…….

The Last Word • Stay confident • Don’t panic • Take a deep breath to relax • You are going to learn how to write these • Remember, everyone else in the U.S. who is taking APUSH is in the same boat as you.

The Last Word • Stay confident • Don’t panic • Take a deep breath to relax • You prepared all year for the test • Everyone else is in the same boat as you

Sample Question • To what extent and how valid were the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States. Use the documents and your knowledge of the 1940s through the 1950s, to answer the question. Circle or underline the key parts to the question.

Sample Question Breakdown • To what extent and how validwere the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.

Sample Question Breakdown • To what extent and how valid were the fearsmany Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.

Sample Question Breakdown • To what extent and how valid were the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatenedthe existence and safety of the United States.

Sample Question Breakdown To what extent and how valid were the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.

Sample Question Breakdown • To what extent and how valid were the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States. Use the documents and your knowledge of the 1940s through the 1950s to answer the question.

Sample Question Breakdown • To what extent and how validwere the fearsmany Americans develop from the end of World War II through the Eisenhower administration that communism threatenedthe existence and safety of the United States. Use the documents and your knowledge of the 1940s through the 1950s to answer the question.

Information Grid

The Document-Based Question