How to Write a DBQ

1. How to Write a DBQ

2. The purpose of a DBQ is not to test your knowledge of world history, but to evaluate your ability to practice skills used by historians. In order to write a DBQ, you will answer a question by analyzing several historical documents.

3. This is a skill that must be practiced. Although you may struggle at first, do not get discouraged. • Your answer is YOUR interpretation of the documents. As long as your answer is logical, and your interpretation is supported by the content of the documents, you are correct.

4. For the World History AP exam, students are expected to write one DBQ. Students are given 50 minutes to complete the essay. The College Board recommends students spend 10 minutes analyzing the documents and 40 minutes writing the essay.

5. Steps for completing the DBQ

6. I. Prewriting (10 minutes) • 1. Read the question and the historical background carefully. Ask yourself, “What is it they are asking me to accomplish?” Be sure to note whether the question has several parts. Does it ask you to analyze, compare/contrast, identify change over time, etc.? • 2. Identify the parameters of the question (time period, social classes, political and economic but not social causes, etc.). • 3. Identify the other key terms in the question. • 4. MANY STUDENTS WHO FAIL THE DBQ DO SO BECAUSE THEY FAIL TO ANSWER THE QUESTION.

7. B. Analyze the Documents • 1. Create a tentative chart or outline based upon the question. • 2. Use APPARTS to analyze each document. • 3. As you read each document, make notes (where the document fits on your chart, whether it is pro/con, author’s point-of-view or bias, etc.) • 4. Underline one or two key phrases in each document. • Identify a possible Group for the document

8. APPARTS METHOD APPARTS is a device that is used by students to analyze documents.

9. A • A = Author. Who created the source? What do you know about the Author? What is the author’s point of view? • Point of View = gender, political affiliation, religion, …. • What else affects a person’s point of view? Continue the list.

10. P • P = Place and Time. Where and when was the source produced? How might this affect the meaning of the source?

11. P • P = Prior Knowledge. Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source?

12. A • A = Audience. For whom was the source created and how might this affect the reliability of the source?

13. R • R = Reason. • Why did the Author or Speaker say or write the document?

14. T • T = The Main Idea. What point is the source trying to convey?

15. S • S = Significance. Why is this source important? Ask yourself, “So what?” in relation to the question which is asked.

16. Grouping • Now that you have analyzed the documents, it is time to group the documents to answer the question. • The groups form your body paragraphs, and are mentioned in the Thesis.

17. Grouping Rules • There must be a minimum of two groups. • There must be a minimum of two documents used per group. • You must use all documents in the essay. • You can use documents more than once in the same group or different groups.

18. Groups Example • Documents 1-10 • Political Effects – 1, 3,5, 7, 8 • Social Effects – 1, 4, 6, 9, 10 • Economic – 2 , 6

19. How to make groups. • Some questions identify the groups in the question. • Example: • Analyze the social and economic effects… • Analyze the positive and negative effects… • Compare the political and economic causes… • Analyze the pros and cons of …..

20. Grouping • Other questions, leave the grouping to you. • Analyze the effects of … • Compare the aspects of… • Identify the continuity and changes of…

21. Grouping • Then you will have to come up with the groups. • A good fall back is GPERSIA. • G • P = • E = • R = • S = • I = • A =

22. Grouping Remember GPERSIA is just a brainstorming tool. You must choose specific topics or groups. Example: Religion = Effects of Buddhism

23. II. Writing the Essay

24. Construct an Outline • 1. Make a quick outline by identifying important ideas and the documents that support • your ideas. • 2. Before you begin writing, re-read the question. Does your outline cover the question • completely? Did you use all of the documents?

25. BASIC CORE (competence) Score (1 point) (1 point) (1-2 points) (1 point) (1 point) (1 point) Total 7 points (1-2 points) Max score 9 • Has an acceptable thesis. • Understands the basic meaning of the documents. • (may misrepresent one document) • Supports thesis with appropriate evidence from all or all but one of the documents. • Analyzes point of view in at least two documents. • Analyzes documents by grouping them, in two or three ways. • Identifies and explains the need for one type of appropriate additional document or source. EXPANDED CORE (excellence) Expands beyond the basic core of 1-7 points. A student must earn 7 points in the basic core before earning points in the expanded core.

26. A. Introduction Paragraph • A. Introduction Paragraph identify the parameters of the question. What is the question asking you? • Groups • The Thesis statement Must answer the question and include groups and parameters. It Needs to be clear, analytical, and comprehensive. • Frame your Thesis with background info. Or info. From a doc.

27. B. Body Paragraphs • 1. Topic sentences should relate back to the thesis. Repeat the group name. • 2. Evidence from documents. • a. Should always refer to the documents • b. Evidence should depend heavily upon the documents. • 3. Point of view from Authors when possible. • 4. Additional Document to support group

28. C. Conclusion • Restate your thesis statement. • State global impact or historical impact if possible. • Additional documents that would support topics if you forgot to do it in the body paragraphs.

29. 3. Using the documents • a. Summarize and analyze every document • b. Group the documents (i.e. put documents with the same topic, theme, point of view, time period, etc. together). NEVER GIVE A LAUNDRY LIST OF DOCUMENTS • c. Documents should constantly refer to the question and/or your thesis • d. Identify each document by using the author’s name of the document and the number in such a way that the reader cannot help but notice your use of the document.

30. e. Do NOT quote the documents. Paraphrase the documents in your own words • Use key terms from the sections of the document you highlighted • f. Identify and analyzing point of view for every document possible.

31. 4. Additional Suggestions • a. Use as many indicators of analysis as possible. The indicators of analysis • are: • 1) Analytical essay structure (thesis, discussion w/evidence, • conclusion) • 2) Organization of evidence into categories, especially ones not • specified in the question itself—GROUPING IS GOOD • 3) Frequent reference to the terms of the question • 4) Combining documents for analysis or evaluation • 5) Recognition of contradictions, ambiguities, etc. in documents

32. b. Although your essay will NOT be scored for grammar, spelling, or sentence • structure, readers are human. Sloppy writing and poor composition skills • will have an impact on the sub-conscious of the reader. Write as neatly as • time constraints allow.

33. III. Common Errors

34. A. Major Concerns • 1. Simply paraphrasing or summarizing the documents. • 2. Failing to integrate the documents with the essay. • 3. Failing to answer the question asked. • 4. Failing to analyze the documents or determine their significance (i.e. treating all • documents of equal value, as absolute truth, not noting possible bias, etc.). • 5. Failing to demonstrate that independent thought has gone into the essay. • 6. Failing to address the points of view of the authors of the documents. • 7. Failing to use all of the documents.

35. B. Minor Concerns • 1. Grammar and spelling. • 2. Do NOT refer to yourself in the essay. High school teachers, AP graders, and college • professors hate when students do this. • 3. Thesis statement is not in the first paragraph.

36. http://www2.fultonschools.org/teacher/crockett/AP%20World/APPARTS.pdfhttp://www2.fultonschools.org/teacher/crockett/AP%20World/APPARTS.pdf • http://www.salesianhigh.org/faculty/petrino/howdbq.pdf

37. Evaluate the ways that individuals and government responded to the problems created by industrialization in the United States form 1865 to 1914 . • Write an essay that discuss the impact of industrialization on workers in the United States from 1865 to 1914 and evaluate the ways that individuals and government responded to the problems created by industrialization.

38. The opportunity to get rich, to attain great wealth is here…now within the reach of almost every man and woman…. You have no right to be poor. It is your duty to be rich…. I sympathize with the poor, but the number of poor who are to be sympathized with is very small… let us remember, there is not a poor person in the United States who was not made poor by his own shortcomings… Russell Cornwell, Acres of Diamonds, 1900

39. It is true that wealth has been greatly increased, and that the average comfort, leisure, and refinement have been raised, but these gains are not general. In them the lowest class do not share…There is a vague but general feeling of disappointment; and increases bitterness among the working classes; a widespread feeling of unrest and brooding revolution. Henry George, Progress and Poverty, 1905.

40. The employer desires to reduce wages and lengthen the hours of labor, while the desire of employees is to obtain shorter hours of labor and better wages, and better surroundings. Strikes establish or maintain the rights of unionism; that is, to establish and maintain the organization by which the rights of worker can be better protected.Samuel Gompers

41. I am going to fight… If it takes all summer and all winter, and all next summer and all next winter. Yes, even life itself. I will fight this to the bitter end. I will never recognize the union, never, never. HC Frick, President, Carnegie Steel, 1892