Strategies for Writing the U.S. History DBQ

What is a Document-Based question? A Document-Based Question (DBQ) requires students to write an essay in which the defense of the thesis comes from an analysis of original source documents as well as outside knowledge of a specific time period and topic

To Feel Comfortable Answering a DBQ Analyze Documents on a Routine Basis Analyze documents using AP PARTS

A P R T S Author Who created the document? Does the author have a viewpoint that affects the meaning of the document? Place and Time Where and when was the document created? Does the place and time affect the meaning of the document? Prior Knowledge What do you know beyond the information provided in the document? Audience For whom was the document created? Does the intended audience affect the document’s reliability? Reason Why was the document produced at the time it was produced? The Main Idea What is the document about? What point is the document trying to convey? Significance So what? How does the document relate to the topic you are studying? Why is the document important?

Writing the DBQ: A Five-Step Process Step 1: Read the question and make sure you understand all parts of the question Sample DBQ: To what extent did the idea of “equality,” as stated in the Declaration of Independence, bring about the Civil War in 1861?

Step 2: Read and analyze each document using AP PARTS. Remember to list outside information as you analyze the documents

Step 3: Make an assertion. Remember to answer the question. Sample Assertion: Although some may argue that economic differences led to the Civil War, the war was caused primarily by political disagreements over the nature of equality.

Step 4: Test your assertion and prepare your essay using the Yes/But strategy. • Calhoun, a spokesperson for the South, did not believe that all people were entitled to liberty. But • Lincoln, a spokesperson for the North, • Not all northerners agreed with viewed the Declaration of Independence Lincoln’s views on the Declaration of as the central idea of the United States Independence. • The anti-slavery developments of the • Some historians see the economic 1850s—as seen in the publication of differences between northerners and Uncle Tom’s Cabin, protests against the southerners as more important than Fugitive Slave Law, protests against the philosophical differences over slavery Dred Scott decision, and the raid on and equality Harper’s Ferry—were increasingly seen as a threat to the southern way of life.

Step 5: Write the Essay. On the AP exam students will have 60 minutes to answer the DBQ. Students should spend 15-20 minutes on the first four steps. Writing the essay should take 40-45 minutes

Rubric for Document-Based Question (DBQ) 8 – 9 a.______ Well-developed thesis that addresses the question b.______ Considerable specific and relevant outside information to support the thesis c.______ Effective analysis of a substantial number of documents d.______ Organized and well-written e.______ May contain minor errors that do not detract from the overall quality of the essay

5 – 7 a.______ Acceptable thesis b.______ Some specific and relevant outside information to support the thesis c.______ Effective analysis of some of the documents d.______ Acceptable organization and writing e.______ May contain some errors that do not seriously detract from the quality of the essay

2 – 4 a. ______ Thesis is nonexistent, confused, or unfocused b 2 – 4 a.______ Thesis is nonexistent, confused, or unfocused b.______ Little specific or relevant outside information c.______ Little or no analysis of the documents d.______ Problems in organization and writing that detract from the quality of the essay e.______ Contains major errors that detract from the quality of the essay

0 – 1 ______ Incompetent or inappropriate response to the question ______ Little or no factual information; substantial factual errors U ______ Completely off topic; the paper is blank or not turned in

Information to Help You Write Better DBQ’s 1. DBQ essays with no outside information or no analysis of the documents will receive a score no higher than four on a nine-point assessment. A thorough analysis of the documents with an adequate thesis and no outside information will generally receive a four. Students who add some outside information will generally receive a five or higher

2. Students who make “Yes/But” statements will probably drive their scores into a higher range. 3. Students should make sure they stay in the time period required by the question

4. Students should avoid quoting long passages from the documents; this leaves little time for analysis of the documents. 5. Simply restating what a document is about is not enough. Students should make sure they analyze the documents and make inferences from the documents

6. Making an inference from a document can count as outside information. 7. Students should avoid writing a “laundry-list” analysis of each document. 8. Although student scores will not be hurt by referring to documents in parentheses with the letter of the document (e.g., Document A), we should hold students to a higher standard and ask that they refer to documents within the text (e.g., “According to the Census Report of 1890 . . .” or “As evident in John Kennedy’s Address to Congress in 1961 . . .”). 6. Making an inference from a document can count as outside information. 6. Making an inference from a document can count as outside information. 7. Students should avoid writing a “laundry-list” analysis of each document. 7. Students should avoid writing a “laundry-list” analysis of each document. 8. Although student scores will not be hurt by referring to documents in 8. Although student scores will not be hurt by referring to documents in parentheses with the letter of the document (e.g., Document A), we should parentheses with the letter of the document (e.g., Document A), we should hold students to a higher standard and ask that they refer to documents within hold students to a higher standard and ask that they refer to documents within the text (e.g., “According to the Census Report of 1890 . . .” or “As evident in the text (e.g., “According to the Census Report of 1890 . . .” or “As evident in John Kennedy’s Address to Congress in 1961 . . .”). John Kennedy’s Address to Congress in 1961 . . .”).

9. Students should use specific names, terms, and events (i. e 9. Students should use specific names, terms, and events (i.e., proper nouns) as outside information. 10. Students should make sure they keep returning to the main topic of the essay

11. Students should use the introductory paragraph to define terms, provide historical background, define the time period, and state points of validation. In most cases, students should not write an introduction that is too long; introductory information should be kept to a minimum. 12. Errors in grammar and style are not a serious problem unless they detract from the comprehension of the essay