Writing the DBQ: Best Practices

What is the Document-Based Question? A document-based question requires students to defend an assertion by using an analysis of historical documents and outside knowledge (previous knowledge) of a specific time period and topic.

Solving a Mystery Writing a DBQ is similar to solving a mystery or a crime You need to use your previous knowledge along with the evidence (the documents) to help solve the mystery – the question that is being asked. As is true with a mystery or crime, some evidence is better than other evidence!

Best Practices Start by categorizing the documents based on the question. Determine which documents will support your position and which documents will refute your position.

Six Steps to Answering a Document-Based Question Read the question, and make sure you understand all parts of the question. “Cluster” outside information (use a web) to establish outside/previous knowledge. Read the documents, and analyze each document as you read. 4. Make an assertion – formulate a thesis, ensuring that it directly answers the questions. 5. Use the “Yes/But” Strategy to form the defense of your assertion and to test your assertion. 6. Write the essay.

Step Five: Yes/But You will need to provide a concession/refution paragraph in your essay. You will do this by recognizing the other side of the assertion you made – and then destroying it in your writing. “Although slavery was morally and socially wrong, the thirteen colonies could not have been economically successful without the institution of slavery.” You recognize that slavery is wrong, you do not hide this fact, but will convince the reader that the economic situation made it a “necessary evil.”

Basic Facts Your DBQ essay needs to provide outside information and analysis. Students need to stay within the time period of the question. Avoid quoting long passages – focus on analysis, not filling paper with long quotes.

Basic Facts, cont. Analyze and make inferences, do not simply repeat what the document says Always refer to the document parenthetical by the title of the document, NOT by its letter or number! Students should use the introductory paragraph to define terms, provide historical background, define the time period, and state points of validation. Keep introductory information to a minimum.

Basic Facts, cont. Students should use specific names, terms and events Always make sure that you keep returning to the main topic/your thesis – do not wander! Lastly, use as many documents as you can, but you do not need to use every single one. Aim to use half plus one. Know the difference between text support and analysis

When citing documents do’s and don’ts Do no begin a statement “….. as seen in document A” “In document B …..” “Document C stated….” Write about the document – make inferences at the end (DOC A). The period always comes last!