1. The Document-Based Question
DBQ

2. What Is It?
An essay question that requires you to interpret primary source documents.
Documents might include the following:
Newspaper articles/editorials
Letters/diaries
Speeches
Legislation
Political cartoons
Charts and graphs

3. What Are the Documents for?
To discuss events and ideas with which you are familiar.
To support or refute the essay questions
Focus around the essay topic

4. When Do I Take the DBQ? After the multiple-choice section
You get a green booklet with the essay questions and DBQ
Begins with a 15 minute mandatory reading period
Evaluate and interpret the documents

5. Is There a Right Answer to Each DBQ?
Yes
Multiple arguments
Develop your argument (thesis) with evidence (include outside information)
Use a strong historical argument

6. I Have the Question, Now What Do I Do? Getting Started
Read the question thoroughly
Explore all parts of the question (how many parts)
Highlight important aspects
Ask these two questions
Do I have an opinion about this subject?
What must I discuss in order to write a successful essay? (most important)

7. Getting Started Cont.
Your essay will follow the standard writing formula
Thesis or introductory paragraph
Opening sentence
Rephrase question
Your opinion
Introduce your arguments
Body
At least 3 full length paragraphs
Minimum of 2 documents to backup your argument
The more you use, the better your essay if they are used correctly
Conclusion

8. Getting Started Cont. Gather information Address issues Decide on data
Organize plan of attack

9. Circle or underline the key parts to the question.
Sample Question
Although New England and the Chesapeake region were both settled largely by the people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?
Use the documents AND your knowledge of the colonial period up to 1700 to develop your answer….
Circle or underline the key parts to the question.

10. Sample Question Breakdown
1) Although New England and the Chesapeake region were both settled largely by the people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?

11. Sample Question Breakdown
1) Although New England and the Chesapeake region were both settled largely by the people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?

12. Sample Question Breakdown
1) Although New England and the Chesapeake region were both settled largely by the people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?

13. Sample Question Breakdown
1)Although New England and the Chesapeake region were both settled largely by the people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?

14. Sample Question Breakdown
1) Although New England and the Chesapeake region were both settled largely by the people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?

15. Sample Question Breakdown
1) Although New England and the Chesapeake region were both settled largely by the people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?

16. Question Breakdown
New England region
Chesapeake region

17. Question Breakdown Both settled English origin
Why settled, when settled, how settled?

18. Question Breakdown By 1700----colonial time period
Evolved---grew into or developed
Two distinct societies---different

19. Question Breakdown
Why did this difference
In development occur

20. OUTSIDE INFORMATION Question Breakdown
Your knowledge of the colonial period up to 1700 to develop your answer…..
OUTSIDE INFORMATION

21. Sample Question Breakdown
Thoroughly examine and analyze the question
Brainstorm for information
Cluster/outline
List of important events, people and other pertinent information

22. Gather Outside Information
Jot down terms, ideas, and/or concepts
2 or 3 minutes
Decide what you can and cannot use
Insert into cluster/outline

23. Outside Information Information same as the documents
That means you are on target
Read question and brainstorm

24. Reading the Documents
Use the AP-PARTS to help you understand the documents
A = Author
P = Place and Time
P = Prior Knowledge
A = Audience
R = Reason
T = The Main Idea
S = Significance

25. Reading the Documents Document Order
Chronological - if the test is asking you trace the historical development.
Otherwise – organized for compare and contrast (draw comparisons in your essay).

26. Reading the Documents Inconsistencies Not all documents agree
Present different view points
Recognize inconsistencies
APPARTS help you identify the source and differing opinions of the same event or data

27. Reading the Documents Once you decided on your thesis: (documents)
Supporting evidence
Contradicting evidence
- incorporate and acknowledge these
Why was that document included?
Add more outside info (???)

28. Thesis Development Read question one more time
Develop an argument you can prove
Make sure your thesis addresses all pertinent aspects of the question

29. Write Your Essay Get to the point
Back thesis up with facts, solid evidence not fluff
opening statement with your opinion, restate the question and 3 arguments
3 or 4 different issues or topic sentences
Make sure you are addressing the question
Refer back to the question several times
Include as many documents as possible and be sure you cite each document used
Don’t quote document----summarize or main idea
Underline factual information you want “readers” to see….and list documents when you use them…. (DocA)

30. Final Conclusion
Ending paragraph which summarizes what you have written.
This is not part of the body…….

31. The Last Word Stay confident Don’t panic Take a deep breath to relax
You are going to learn how to write these
Remember, everyone else in the U.S. who is taking APUSH is in the same boat as you.

32. The Last Word Stay confident Don’t panic Take a deep breath to relax
You prepared all year for the test
Everyone else is in the same boat as you

33. Circle or underline the key parts to the question.
Sample Question
To what extent and how valid were the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.
Use the documents and your knowledge of the 1940s through the 1950s, to answer the question.
Circle or underline the key parts to the question.

34. Sample Question Breakdown
To what extent and how valid were the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.

35. Sample Question Breakdown
To what extent and how valid were the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.

36. Sample Question Breakdown
To what extent and how valid were the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.

37. Sample Question Breakdown
To what extent and how valid were the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.

38. Sample Question Breakdown
To what extent and how valid were the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.
Use the documents and your knowledge of the 1940s through the 1950s to answer the question.

39. Sample Question Breakdown
To what extent and how valid were the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.
Use the documents and your knowledge of the 1940s through the 1950s to answer the question.

40. Information Grid Valid Not Valid Maybe/maybe not
Threats from other countries
Threats from within the U.S.

41. Information Grid Valid Not Valid Maybe/maybe not
Threats from other countries
Threats from within the U.S.