Cracking the DBQ

1. Cracking the DBQ

2. What is the DBQ? • “Document Based Question” • Interpretation of primary source documents • Newspaper articles, editorials, letters diaries, speeches, excerpts from legislation, political cartoons, charts, graphs • Rarely “classic” • Authors usually obscure • Theme/period should be familiar • Usually ~6 to12 lines long • Begins with a 15 minute reading/planning period • Writing period is 45 minutes long (not including reading period or break)

3. Is there a “right” answer to each DBQ? • NO • You can take a number of positions • Support your argument (thesis) with evidence • Documents can be used to support whatever argument you take • BUT you must include outside information!!

4. How is the DBQ Scored? • On scale of 1-9 • Graders guided by “core-scoring method” • Can get 6 points for doing basic tasks • Basic Core • Having acceptable thesis • Using a substantial majority of the documents • Addressing all parts of question • Understanding and proper utilization of docs • Illustration point of view (in at least 3 docs) • Grouping docs (at least 3 different categories) • Expanded Core • Can get 3 additional points • Clear and comprehensive thesis • Using all docs • ‘skillfully’ using docs as evidence • Insightful analysis of docs • Illustrating point of view in at least 4 docs • Grouping docs (more than 3 categories) • Incorporating outside knowledge (not mentioned)

5. Thesis (Skills 1 and 3) • Read the question at least 3 times • Make sure your thesis reflects the question • Remember, DON’T use “I” or “YOU” • Don’t ignore any part of the question • Social, economic, political

6. DOCs (Skills 2 and 4) • USE EVERY DOC! Skip one at most. • Reference each doc: • “… (DOC 1).” or “As (author of doc) points out, many moderate Marxists felt….” • You may quote the docs, but make sure you explain how it relates to your thesis and to the other docs in the group… • You’re allowed to misinterpret one, but try not to…

7. Point of View (Skill 5) • The docs are not facts, they’re opinions. In what ways) can such opinions reflect bias? • Author? • Place (and time)? • Prior Knowledge? • Audience? • Reason/Goal? • POV is not really “The Main Idea” or “The Significance”.

8. Group the Docs (Skill 6) • You must have at least 3 different groups • Group = at least 2 docs (AP) • Good idea to use more than 2 (in case you misinterpret 1), so Mr. M requires three • Docs can be used more than once • Can be grouped as (for ex.): • Pro v con • Revolutionary v Moderate v Reactionary • 19th v 20th century

9. Expanded Core Points • Skill 7 • Create a thesis that not only answers the question but indicates how your essay will be organized (grouped) • Skills 8, 10, 11, 12 ask you to do the basic cores well: • Skill 9 • Cite the document • State the author • Cite it (Doc 2) • DO NOT WRITE: “In document 2, blah, blah, is said, which is contradicted by doc 13.” • The essay is about the authors of the source! • Also, paraphrasing makes for a boring and tedious read…

10. APPARTS (to determine POV) • Author • Who created the source? • What do you know about the author? • What is his/her point of view? • Place (and time) • Where and when was the source produced and how might this affect its meaning? • Prior Knowledge • Beyond information about the author and the context of its creation, what do you know that would help you further understand the doc? Symbols? Other names (a French Calvinist) • Audience • To whom was the source written and how does it affect its reliability? • Reason • Why was it produced? • THE Main Idea • What point is the doc trying to convey? • Significance • Why is it important? This about the question your trying answer?

11. Check List • Read the Question x 3 • Gather Outside information • Scribble everything you can remember whether it’s relevant or not • Create columns, grids, timeline • Now Read Docs and apply APPARTS • Write notes on the side • Docs are usually arranged chronologically • If they’re not, it’s usually indicated that you should be comparing/contrasting different points of view • Watch for contradictions within the docs • Consider the source’s political ideology, class, race, religion, gender

12. Let’s practice: • Discuss the roles played by women in the religious conflicts of the sixteenth century.

13. Think about the question • What were the religious conflicts of the sixteenth century? • Remember the 16th century = the 1500s • Didn’t something happen on Halloween in 1517? • Where did it happen? • Wittenberg, Germany • Who was involved • Pope • Martin Luther (What do I remember about this guy?) • What were the issues? • Sale of indulgences, ‘faith alone’, priesthood of all believers.

14. Document 1

15. Document 2

16. Document 3

17. Document 4

18. Document 5 Source: German mother teaching her daughter to read the Bible. German woodcut, circa 1540.

19. Source: Elizabeth's Act of Uniformity (1559), Where at the death of our late sovereign lord King Edward VI there remained one uniform order of common service and prayer, and of the administration of sacraments, rites, and ceremonies in the Church of England, which was set forth in one book, entitled: The Book of Common Prayer, and Administration of Sacraments, and other rites and ceremonies in the Church of England; authorized by Act of Parliament holden in the fifth and sixth years of our said late sovereign lord King Edward VI, entitled: An Act for the uniformity of common prayer, and administration of the sacraments; the which was repealed and taken away by Act of Parliament in the first year of the reign of our late sovereign lady Queen Mary, to the great decay of the due honor of God, and discomfort to the professors of the truth of Christ's religion Document 6