DBQs

1. DBQs Document Based Question • Students are asked a broad, arguable question • Given 8-10 documents about the topic during the time period • Answer the question using a well developed thesis statement, several of the documents AND outside information • Mandatory 15 minute planning period, suggested writing time of 45 minutes

2. Question • Comes from a specified time period • Time period changes each year • Arguable question • All student answer the same question • Examples: • In what ways did the French and Indian War (1754-63) alter the political, economic and ideological relations between Britain and its American colonies? (2004) • In what ways and to what extent did constitutional and social developments between 1860 and 1877 amount to a revolution? (1996)

3. Thesis Writing • The controlling idea • One-sentence answer to the question posed; the remainder of the paper will prove the thesis • Takes a stand on a historical issue or problem • Attempts to develop a coherent and persuasive line of thought intended to convince the reader of the validity of that stand • Your thesis is the concise statement of your argument • Created AFTER looking at the documents

4. Essay Answer • Needs a well developed thesis statement • Will take rephrasing of question • Better to make an argument • Yes, but • No, but • Use several (not all) of documents to support answer • Do not summarize or list documents • Needs analysis of documents’ significance • Use outside information to support answer!!! • Can be very simple • Ex: Document by Elizabeth Cady Stanton: outside information could be mentioning Seneca Falls or Declaration of Sentiments • Should be from time period • Few exceptions for very sophisticated writers • Should be in past tense • Avoid pronouns • Be specific

5. Essay Grading • On a 0-9 scale • Average score is 2-4 for Juniors • Not about length, but about content of essay • No major errors which detract from the essay

6. 8-9 Essay • Strong, well developed thesis which clearly addresses the question; deals with the most significant issues and trends relevant to the question and the time period • Abundant, accurate specifics; may contain insignificant errors • Depending on what is called for, demonstrates well reasoned analysis of relationship of events and people, cause and effect, continuity and change • Covers all areas of the prompt in approximate proportion to their importance (Extremely good papers need not be totally balanced) • Effective organization and clear language • DBQ: Sophisticated use of a substantial number of documents; substantial relevant outside information; chronologically coherent

7. 5-7 Essay • Has a valid thesis; deals with relatively significant issues and trends • Some accurate specific information relevant to the thesis and question • Analyzes information: uses data to support opinions and conclusions; recognizes historical causation, change, and continuity • Adequately addresses all areas of prompt; may lack balance • May contain a few errors, usually not major • Adequately organizes; generally clear language; may contain some minor grammatical errors • DBQ: Use of some documents and some relevant outside information

8. 2-4 Essay • Thesis may be absent, limited, confused, or poorly developed; may take a very general approach to the topic, failing to focus on the question; position may be vague or unclear • Superficial or descriptive data which is limited in depth and/or quantity • Limited understanding of the question; may be largely descriptive and narrative • Adequately covers most areas of the prompt; may ignore some tasks • May contain major errors • Demonstrates weak organization and writing skills which may interfere with comprehension • DBQ: Misinterprets, briefly cites, or simply quotes documents; little outside information, or information which is inaccurate or irrelevant

9. 0-1 Essay • Usually has no discernible thesis, contains a thesis that does not address the question, or simply restates the question • Superficial, inappropriate or erroneous information; or information limited to a small portion of the prompt • Analysis may be fallacious • May contain numerous errors, both major and minor • May cover only portions of the prompt; refers to the topic but does not address the prompt • Erratic organization; grammatical errors my frequently hinder comprehension • DBQ: Poor, confused, or no use of documents; inappropriate or no outside information

10. Let’s Practice! • For more practice go to: http://apcentral.collegeboard.com/apc/members/exam/exam_questions/2089.html

11. FRQs • Free • Response • Question • Traditional essay • No documents • Only outside information

12. FRQ Questions • Given a 2x2 choice • 2 groups of 2 questions • Must choose 1 question from each group • 1st group contains questions from the first part of US History • 2nd group contains questions from the second part of US History

13. Examples • Compare the ways in which religion shaped the development of colonial society (to 1740) in TWO of the following regions: (2002) New England Chesapeake Middle Atlantic • How did economic, geographic and social factors encourage the growth of slavery as an important part of the economy of the southern colonies between 1607 and 1775? (2001) • Analyze the degree to which the Articles of Confederation provided an effective form of government with respect to any TWO of the following. (1996) Foreign relations Economic conditions Western lands • Discuss the impact of territorial expansion on national unity between 1800 and 1850. (1997) • Assess the moral arguments and political actions of those opposed to the spread of slavery in the context of TWO of the following. (2000) Missouri Compromise Mexican War Compromise of 1850 Kansas-Nebraska Act

14. Essay Answer • Well developed thesis statement • Evidence supports the thesis • Lots of specific evidence

15. FRQ rubric • Very similar to DBQ- except there are no documents to refer to

16. 8-9 Essay • Strong, well developed thesis which clearly addresses the question; deals with the most significant issues and trends relevant to the question and the time period • Abundant, accurate specifics; may contain insignificant errors • Depending on what is called for, demonstrates well reasoned analysis of relationship of events and people, cause and effect, continuity and change • Covers all areas of the prompt in approximate proportion to their importance (Extremely good papers need not be totally balanced) • Effective organization and clear language

17. 5-7 Essay • Has a valid thesis; deals with relatively significant issues and trends • Some accurate specific information relevant to the thesis and question • Analyzes information: uses data to support opinions and conclusions; recognizes historical causation, change, and continuity • Adequately addresses all areas of prompt; may lack balance • May contain a few errors, usually not major • Adequately organizes; generally clear language; may contain some minor grammatical errors

18. 2-4 Essay • Thesis may be absent, limited, confused, or poorly developed; may take a very general approach to the topic, failing to focus on the question; position may be vague or unclear • Superficial or descriptive data which is limited in depth and/or quantity • Limited understanding of the question; may be largely descriptive and narrative • Adequately covers most areas of the prompt; may ignore some tasks • May contain major errors • Demonstrates weak organization and writing skills which may interfere with comprehension

19. 0-1 Essay • Usually has no discernible thesis, contains a thesis that does not address the question, or simply restates the question • Superficial, inappropriate or erroneous information; or information limited to a small portion of the prompt • Analysis may be fallacious • May contain numerous errors, both major and minor • May cover only portions of the prompt; refers to the topic but does not address the prompt • Erratic organization; grammatical errors my frequently hinder comprehension

20. Lets practice!!!