The DocumentBased Question

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The Document-Based Question
DBQ
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What Is It?

• An essay question that requires you to interpret
  primary source documents.
• Documents might include the following

Newspaper articles/editorials Letters/diaries Spee
ches Legislation Political cartoons Charts and
graphs
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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

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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

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Is There a Right Answer to Each DBQ?

• Yes
• Multiple arguments
• Develop your argument (thesis) with evidence
  (include outside information)
• Use a strong historical argument

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I Have the Question, Now What Do I Do? Getting
Started

• Read the question thoroughly
• Explore all parts of the question (how many
  parts)
• Highlight important aspects
• 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)

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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
• You need to use the majority of the documents to
  backup your argument
• The more you use, the better your essay if they
  are used correctly
• Conclusion

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Getting Started Cont.

• Gather information
• Address issues
• Decide on data
• Organize plan of attack

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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.
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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?

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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?

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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?

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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?

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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?

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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?
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Question Breakdown

• New England region
• Chesapeake region

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Question Breakdown

• Both settled
• English origin
• Why settled, when settled, how settled?

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Question Breakdown

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

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Question Breakdown

• Why did this difference in development occur

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Question Breakdown

• Your knowledge of the colonial period up to 1700
  to develop your answer..
• OUTSIDE INFORMATION

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Sample Question Breakdown

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

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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

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Outside Information

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

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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

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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).

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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

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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 (???)

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Thesis Development

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

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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
• Dont quote document----summarize or main idea
• Underline factual information you want readers
  to see.and list documents when you use them.
  (DocA)

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Final Conclusion

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

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The Last Word

• Stay confident
• Dont 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.

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The Last Word

• Stay confident
• Dont panic
• Take a deep breath to relax
• You prepared all year for the test
• Everyone else is in the same boat as you

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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.
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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.

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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.

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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.

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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.

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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.
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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.

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Information Grid
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Information Grid