THE DBQ PROJECT Independent Reading (IR4) *APUSH test is on Wednesday May 15, 8 am

the goal That APUSH students: have a better understanding of what a document based question involves be better prepared for the DBQ section of the AP test

the objective Working independently, APUSH students will create an authentic practice DBQ on a significant topic (i.e.. relevant to AP exam), Probably, but not necessarily derived from their independent reading and research (IR1-3)

REQUIREMENTS DBQ packet is worth 200 points, due Friday March 1, 2013 (end of week #12)

the DBQ packet 1.introduction and explanation of why topic/issue is significant in US history 2.Question directions and prompt documents (properly formatted) 4.“customized” scoring rubric (1-9) 5.fact sheet (outside information) 6.Completed model essay

the document based question must... require students to practice the analytical skills of a historian capture the/a central issue of the topic incorporate standard DBQ language *Analyze…Discuss..Evaluate …Examine… * In what ways and to what extent… * Assess the validity of… * Defend the statement...

Standard DBQ language Analyze… Discuss… Examine… Evaluate… In what ways and to what extent… Assess the validity of the statement… Compare and contrast…

DBQ Example 1 1. “The Articles of Confederation provided the United States with an effective government.” (S - situation) Using the documents and your knowledge of the time period 1781 to 1789 (T - time period), assess the validity of the statement (D - direction).

Example 2 1.To what extent did the American Revolution fundamentally change American society? Using the documents and your knowledge of the time period , be sure to address the political, social, and economic effects of the revolution.

Example 3 1.“From 1781 to 1789 the Articles of Confederation provided the United States with an effective government.” Using the documents and your knowledge of the time period, evaluate this statement.

Example 4 1.Jacksonian Democrats viewed themselves as the guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity. In light of the following documents and your knowledge of the 1820s and 1830s, to what extent do you agree with the Jacksonians’ view of themselves?

Example 5 1.“By the 1850s the Constitution, originally framed as an instrument of national unity, had become a source of sectional discord and tension and ultimately contributed to the failure of the union it had created.” Using the documents and your knowledge of the period 1850 – 1861, assess the validity of this statement.

IR4.2 Log 1.Name/president 2.Draft DBQ prompt in TWO parts (S, D, and T) 3.Document evidence – minimum of 3

Primary versus secondary docs? Original source of info being discussed a document or recording that relates or discusses information originally presented elsewhere Sources for docs????????/

the documents 8-10 documents must include at least one –political cartoon, poster, or ad –narrative, or quote –graph, map, or chart 25 lines/200 words max

the documents continued... properly formatted –source (who, when, where, what) –framed

the documents must... illustrate some aspect of the topic/issue add insight and outside information to the topic/issue a document must not tell a student what to think, only what to think about.

rubric and fact sheet rubric with 1-9 scale –configured specifically for your DBQ –(teacher will provide example) fact sheet of all information relevant to the topic/issue