DBQ

Students will be tasked to write DBQs (Document Based Questions), which are essays that analyze primary sources. The purpose of the DBQ (Document Based Question) is not to test your knowledge of the subject; it is to evaluate your ability to practice the historian's craft. DBQ's are often assigned in Honors classes and especially Advanced Placement classes in high school. Advanced Placement students are tested using DBQ's to receive college credit. You will be required to work with several primary source documents and use them to complete a task or answer a question. Remember that there is actually no right or wrong answer. Your answer is YOUR interpretation of the content of the documents. Your answer must be logical and your interpretation must be supported by the documents given. A DBQ task or question:

1. Requires that students analyze a series of documents from Part A of the DBQ question and answer a specific short answer question about each document.
2. Presents a specific task in Part B which must be addressed in an essay response using information obtained from the documents presented in Part A and the student's knowledge of social studies.
3. Is graded using a rubric which is made available to students each time a DBQ is assigned and is aligned with grading rubrics of DBQs from the College Board.

Common Core State Standards addressed:

• Close reading of texts. Cite specific textual evidence to support analysis of primary and secondary sources (RH1)
• Summarizing (RH2)
• Making Inferences (RH3)
• Interpretation of words and phrases and how they are used in the text  (RH4)
• Analysis of structure of texts (RH5)
• Analysis of point of view (RH6)
• Evaluation of content presented in diverse formats (RH7)
• Delineation and evaluation of argument in a given text/document (RH8)
• Broaden students’ range of experience with informational texts (RH10)
• Prepare and participate in a range of conversations and collaborations with diverse partners, building others’ ideas and expressing their own clearly and persuasively
• Present information such that listeners can follow the line of reasoning. (SL4)
• Adapt speech to a variety contexts and communicative tasks.  (SL6)
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.  (WHST 1a, 1b,1c,1d,1e and 9)
• Write informative and explanatory texts to examine and convey complex ideas clearly and accurately. (WHST 2a, 2b,2c,2d,2e).
• Produce clear and coherent writing (WHST4)
• Develop and strengthen writing (planning, editing, rewriting) WHST5)
• Research:  models focused questions that help students learn to narrow a broad topic.  Analysis of types of sources in DBQs models the variety and scope of information necessary to research a topic thoroughly enough to understand it (WHST 7 and 8)
• Avoiding plagiarism (WHST 8)
• Learning appropriate citation protocol (WHST8)
• Range of writing:  extended and shorter (one sitting or 1-2 days) Length of DBQs allows different kinds of practice (WHST 10)

DBQ questions are composed of two sections. In Part A, primary (and at times, secondary) source documents are provided for students to read, analyze, and then answer questions about each one. In Part B, students are provided with a specific task which must be addressed in an essay response. The essay response can be organized into three sections: the introduction, body, and conclusion. Below is a visual representation of this division:

Step 1: Answer each question in Part A.

Carefully read or view each document in Part A of the DBQ question, and answer the question that follows each document. Use factual information and base your answer to each question on the specific document to which it is related, and be sure to compose each answer using complete sentences.
    a. Make sure that you understand the content of the document.
    b. What is the author's Point of View (POV).
    c. What is the origin of the document?     d. Is the document valid or is it hearsay?

Step 2: Read through the grading rubric.

A DBQ essay question will always be accompanied by a grading rubric which explains how the essay response will be graded. Pay close attention to this rubric and be sure to meet all of the requirements so that your essay response can earn the maximum number of points. Be sure to read through the entire rubric so that you can discover not only what you should do to earn points, but also what you shouldn't do so that points will not be deducted from your response. Once you have an understanding of these criteria, begin writing your essay in Part B.

THE ESSAY
Step 3: Compose a thesis statement.

Read the task section in Part B of the DBQ essay question and analyze it in order to figure out what it is asking you to do. Key words used in the task may include:

• Discuss - means "to make observations about something using facts, reasoning, and argument (pros vs. cons); to present in some detail."

• Describe - means "to illustrate something in words or tell about it; Give a detailed account, listing characteristics, qualities and parts."

•  Show - means "to point out; to set forth clearly a position or idea by stating it and giving data to support it."

• Explain - means "to make plain or understandable; to give reasons for or causes of; to show the logical development or relationships."
• Analyze - means "to break a topic down into separate parts and discuss each one."
  
• Criticize - means "to make judgments. Evaluate comparative worth."
  
• Define - means "to explain the exact meaning, specific to the course or subject."
  
• Evaluate - means "to give an opinion or cite the opinion of an expert."
  
• Illustrate - means "to give concrete examples."
  
• Summarize - means "to give a brief, condensed account, including conclusions."
  

Once you understand what the task is asking you to write about, compose a thesis statement that addresses these issues.

Step 4: Organize the essay.

Organize the information that you want to use in your essay through the use of an outline. During this pre-writing step, you should brainstorm as many facts as possible that could be used in your essay. Also make sure that you are addressing the task as well as the requirements from the rubric.

 Step 5: Write the introduction.

• A. Revisit the historical context and determine if you can use part or all of this statement in your introduction.

• B. Insert your thesis statement from step three.

• C. If your thesis does not address the body paragraphs that will follow, compose a sentence that briefly introduces each topic.

Step 6: Write the body paragraphs.

Write the first body paragraph. Be sure to include all of the following components: topic sentence, supporting evidence in the body sentences, and a closing sentence. Follow this same format as you write the additional body paragraphs. Compose additional paragraphs if necessary in order to completely answer the essay question.

Be sure to use most of the documents provided in Part A in order to provide evidence which proves your thesis statement, and to meet the criteria in the rubric to earn a full credit for your essay.

Step 7: Write the conclusion.

Summarize the subject of the essay. You can often do this by restating the question in a different way. Explain what you concluded about the essay question. Summarize how the information in the body of your essay proves your point.