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Writing a DBQ

Writing a DBQ. A step by step guide. What is a DBQ?. The Document-based Question (DBQ) is a coherent essay which integrates interpretation of the supplied documents with a demonstrated knowledge of the historical period in question. AP Test

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Writing a DBQ

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  1. Writing a DBQ A step by step guide

  2. What is a DBQ? • The Document-based Question (DBQ) is a coherent essay which integrates interpretation of the supplied documents with a demonstrated knowledge of the historical period in question. • AP Test • The DBQ counts 45% of the essay portion of the test. • 60 minutes in total length.  You will have 15 minutes to read the documents, underline relevant material and make a few notes, and 45 minutes to write the essay. • This essay is scored on a 15 -point scale or rubric where 15 is the highest and 1 is the lowest. • Friendly reminder: • The student who simply describes the contents of the documents and fails to place them into historical perspective will receive a low score on the DBQ essay

  3. PART I : “THE CRIME SCENE” • Assess the situation • (1) Take Inventory • Law & Order: Assess the crime scene & inventory all of the evidence • DBQ: List all relevant information that comes to mind about the topic at hand • Write the list as fast as you can • Use information from objective section

  4. Assessing (cont’d) • (2) The Prompt • Law & Order: Develop a preliminary hypothesis • DBQ: Read the question carefully & determine exactly the question is asking • (1) Compare & Contrast- (how same? How different? ) • (2) Analyze- (draw conclusions, no debate) • (3) Evaluate – (you establish success or failure) • (4) Assess the validity – (true or false, take position & state why) • (5) Discuss significance – (why important?) • (6) Explain the influence- (what was impact?)

  5. Sample Questions • To what extent and for what reasons did the policies of the federal government from 1865 to 1900 violate the principles of laissez-faire, which advocated minimal government intervention in the economy? Consider with specific reference to the following three areas of policy: railroad land grants, control of interstate commerce, and  antitrust activities. • Documents A-H reveal some of the problems that many farmers in the late nineteenth century (1880-1900) saw as threats to their way of life. Using the documents and your knowledge of the period, (a) explain the reasons for agrarian discontent and (b) evaluate the validity of the farmers' complaints

  6. Assessing (cont’d) • (3) Read the supplied documents. • Law & Order: Interview any witnesses • DBQ: In the margin of the documents, make notes which add to or embellish your brainstorm list. • (4) Brief Outline • Law & Order: Interview any witnesses • DBQ: Write down as much basic information as you can for further investigation

  7. PART II: OPENING ARGUMENTS • Introduce the case to the jury • (5) Intro/ Thesis • Law & Order: Opening argument • FRQ: 3 or more sentences, simplify • What is a thesis? • A thesis statement is a complete sentence which tells the reader what will be proven in an essay. The sentence must state the position of the writer on a topic, which in turn, can then be argued successfully in the essay. The writer affirms, for example, "Economics contributed more to the onset of the American Civil War than any other issue." • The statement must be arguable and the writer must take a stand. Broad generalizations or givens are not thesis statements. "Slavery contributed to sectionalism," for example, is a given which can generate a report, but is not the bases of an argumentative essay.

  8. Opening Arguments (cont’d) • (6) Set Scene • Law & Order: Place the crime in context • DBQ: Set the parameters of the question • 2nd paragraph • Very critical – no credit but looks good, show you understand territory • 4 to 6 sentences • establishes your credibility

  9. PART III: PRESENTING YOUR CASE • Strive for clarity & consistency • (7) The Evidence • Law & Order: Proof of your theory • DBQ: “Three or more” to support your case • For Every example – give 3 pieces of evidence (e.g., outside info, documents) • Note the prompts • Develop your case in linear fashion • Cite your sources

  10. Proper use of documents • Purpose: Give strength to your arguments. • Information from the primary documents should be incorporated into the essay when the information is supportive of an already existing topic statement. • Information from the documents must never be used to establish a thesis or topic statement, such action shows no historical insight, or even knowledge. • When correctly used, the primary document should highlight one of your essay's key terms. • The student should not quote directly from the primary documents. Instead the student should refer (specifically) to where the document agrees with his or her essay. • The student must show a historical understanding of the document and cannot stop at simply summarizing the information • To insure that the reader (exam grader) rewards the student for (correctly) using the supplied primary sources, each document used in the essay should be directly cited.

  11. Proper Document citation • A document may be cited in one of three ways: • 1. Identification by title, written into the body of the essay: . . . in Daniel Webster's reply to Jackson's Veto Message, Daniel Webster betrays his High Federalist convictions. • 2. Identification through description: . . .Webster's reply to Jackson reveals the Senator's High Federalist convictions. • 3. Identification through description with a supporting tag: . . .Webster's reply to Jackson reveals the Senator's High Federalist convictions [Doc C]. • When a document is used multiple times in the same essay, the citing may be relaxed in subsequent uses: e.g. Webster's reply also shows . . • Remember only use the documents to support an argument based on outside information, never paraphrase or quote from the document.

  12. Presenting the case (cont’d) • (8) Concession Paragraph (if necessary) ***** • Law & Order: Explain the fundamental argument of defense & refute it • DBQ: Explain opposing viewpoint • If possible (remember not all essays necessarily have a concession) refute the other side of the argument/ position. This means you address what the “other side” would argue in regards to the points you brought up in your essay. • After addressing the “other side” be sure to explain why this side is wrong/inaccurate. • Remember you want this paragraph to show the reader that you understand the totality of the question being asked. By your addressing and refuting the other side of the issue/argument you are showing the reader that you are aware and understand all angles of the question being asked. • (9) Closing Arguments • Law & Order: Why should the juror believe you? • DBQ: Reiterate the strengths of your position

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