How to Write a DBQ Like Leonardo da Vinci

How to Write a DBQ Like Leonardo da Vinci

What is a Reeses statement?
Why do students have problems writing a DBQ? They lack a clear plan of organization. They do not know how or when to start writing the essay. They do not understand the vocabulary of terms used by teachers to outline the essay. They get confused between the rules used to write an essay for the ELA and the social studies DBQ. This is especially true of the introduction and conclusion. They often describe documents rather than analyzing how they fit into answering the task. They do not understand how a DBQ is graded and what is expected of them. They often give shopping lists of items rather than analyzing and explaining the cause and effect of events. They have limited practice and are often taught different ways of writing the DBQ by different teachers. Students need a standardized systematic approach that is taught on all levels of the middle school that seamlessly transitions them to High School. Remember class, you need to include a thesis statement in your introduction. What is a Reeses statement? z z z

Step 1. Reading and understanding the directions page, historical context and the task.

Step 1. Reading and understanding the directions page, historical context and the task.
The Students must understand that they need to read the entire page of directions. They must identify the task they are required to complete so they can analyze each document and understand how it can be used to answer one or more parts of the task. All documents are to be analyzed and organized by the part or parts of the task they complete.

Step 1. in writing a DBQ: Reading and understanding the directions page, historical context and the task. The students must identify which documents will answer how women historically have not had the same rights as men The students must identify which documents will identify individuals, groups and or events that helped women in their struggle for equal rights.

Step 2. Answering the short answer portion of the essay.

Step 2. Answering the Short Answer portion of the essay.
Document 1 Identifies the right of free speech as the right that was denied to women Examples: to speak on any subject; freedom of speech; freedom of expression Document 2A Identifies the region of the country that led the way in recognizing a woman’s right to vote Examples: West; western states; western region. Document 2B Identifies the ratification of the 19th Amendment as the event that allowed all women in the United States the right to vote

Document 3A Identifies 1878 as the year in which the first bill for national women’s suffrage was introduced in Congress Document 3B Identifies the National Organization for Women as the women’s rights group that was formed in the 1960s Document 4 Depicts the role of women in the workforce during World War II was: Examples: women could take the place of men in the workforce; women supported the war effort; women could do anything that a man could do; women can work in factories; women were expected to help in the war effort.

Document 5A States one reason women were encouraged to leave the workforce at the end of World War II was: Examples: to make room for returning soldiers; woman’s role was to be a mother and wife Document 5B States what the report of the Commission on Women said was a woman’s primary role was: as a wife and mother, getting married and raising children; to be trained as wives and mothers; to stay at home; to take care of the family. Document 6 States one way that the Civil Rights Act of 1964 protected the rights of women was: Examples: women could not be discriminated against in employment; no sex discrimination in hiring (or firing); equal working conditions for men and women

A Key problem that students have with charts and diagrams is they interpret them in a literal mathematical way. Some students analyze this question and give a good answer stating that the percentage of women in the workforce increased. Most students will give a mathematical answer such as the % of women in the workforce increased by 29 %. This occurs because students do not interpret the document as it relates to the task. When they are instructed to explain how they can use this to answer the task they will explain that: Women in 1900 were expected to stay home and take care of the children. Women in 1900 did not work and there were few job opportunities open to them. This is a key example why it is necessary to teach students to organize the documents as they relate to the task. Document 7 States one conclusion that can be drawn, based on the graphs, about the change in the percentage of women in the workforce between 1900 and 2000 was: Examples: the percentage of women in the workforce increased; more women got jobs; more job opportunities for women; employment opportunities were more equal; more females have a job.

Step 3. Organization of the documents as they relate to the task.

The students should be taught to organize the documents by analyzing how each document can be used to answer the task. This in essence forces them to perform a brainstorming procedure because they need to use their knowledge of social studies to determine how each document is used. The students are told to organize every document because all the documents given by the state will answer one or more parts of the task. The students will use the task box to create a graphic organizer as show in the diagram. This helps organize the documents and the essay.

Document 1 Identifies the right of free speech as the right that was denied to women Examples: to speak on any subject; freedom of speech; freedom of expression: This document can be used to prove that women historically have not had the same rights as men. The student therefore places the document number in the appropriate portion of their graphic organizer understanding how they will use the document to answer the task. 1

Document 2A Identifies the region of the country that led the way in recognizing a woman’s right to vote Examples: West; western states; western region. Document 2B Identifies the ratification of the 19th Amendment as the event that allowed all women in the United States the right to vote This document can be used to prove that certain events have helped women in their struggle for equal rights. The negative aspect of not having the right to vote can be used to prove historically women have not had the same rights as men.. The student therefore places the document number in the appropriate portions of their graphic organizer understanding how they will use the document to answer the task 1, 2. 2,

1,2,3 Document 3A Identifies 1878 as the year in which the first bill for national women’s suffrage was introduced in Congress Document 3B Identifies the National Organization for Women as the women’s rights group that was formed in the 1960s This document can be used to prove that certain events have helped women in their struggle for equal rights and historically women have not had the same rights as men.. The student therefore places the document number in the appropriate portions of their graphic organizer understanding how they will use the document to answer the task 2,3,

1,2,3, 2,3,4, Document 4 states a role of women in the workforce during World War II was: Examples: women could take the place of men in the workforce; women supported the war effort; women could do anything that a man could do; women can work in factories; women were expected to help in the war effort. This document can be used to prove that certain events have helped women in their struggle for equal rights. The student therefore places the document number in the appropriate portion of their graphic organizer understanding how they will use the document to answer the task

1,2,3,5 Document 5A States one reason women were encouraged to leave the workforce at the end of World War II was to make room for returning soldiers; woman’s role was to be a mother and wife Document 5B States what the report of the Commission on Women said was a woman’s primary role was as a wife and mother, getting married and raising children; to be trained as wives and mothers; to stay at home; to take care of the family. This document can be used to prove that women historically have not had the same rights as men. The student therefore places the document number in the appropriate portion of their graphic organizer understanding how they will use the document to answer the task 2,3,4,

Step 3. Common Mistakes To Watch Out For
Document 5 is an example of a correctable problem that students face when writing a DBQ. Confusion over dates when documents are not carefully analyzed. Many students will use this document in their essay and refer to the Presidential Commission on Women as having occurred in They do this because they do not analyze the document and instead use the caption as the sole means of a quick analyses. This is especially true in long readings where they search for relevant information without reading and analyzing the document. Document 2 is another example of a correctable problem that students face when writing a DBQ. They do not analyze the entire document and instead rely on a quick analysis based on the short answer questions. Many students fail to answer question 2B correctly because they do not read the caption that explains what information is contained it the document.

Document 6 states one way that the Civil Rights Act of 1964 protected the rights of women was women could not be discriminated against in employment; no sex discrimination in hiring (or firing); equal working conditions for men and women This document can be used to prove that certain events have helped women in their struggle for equal rights. The student therefore places the document number in the appropriate portion of their graphic organizer understanding how they will use the document to answer the task 1,2,3,5, 2,3,4,6,

Document 7 states one conclusion that can be drawn, based on the graphs, about the change in the percentage of women in the workforce between 1900 and 2000 is the percentage of women in the workforce increased; more women got jobs; more job opportunities for women; employment opportunities were more equal; more females have a job. Most students get confused on how to use this document to answer the task. They need to analyze the document and make a case to themselves how the document is to be used to answer the task. Here the document is used to answer both aspects of the task. Women in 1900 made up a small % of the work force because the were expected to stay home and take care of their household, husband and children. Women by 2000 made up almost an equal % of the work force because they have gained equal employment protection 1,2,3,5,7 2,3,4,6,7

Step 4. Creating an Introduction that also acts as the basis of organization for the essay.

An Example Why you need to answer the essential questions.
Step 4. Creating an Introduction that also acts as the basis of organization for the essay. Now that the documents are organized the Introduction can be created by dividing the job into two parts. Part I This part of the introduction needs to tell the reader the following information: Who and or What are you writing about? When and where did it take place? These are the essential questions part of an historical essay. Students need to understand that when they write about the past a reader could be easily confused as to what they are writing about if these questions are not answered. 1,2,3,5,7 2,3,4,6,7 An Example Why you need to answer the essential questions. If you wrote a DBQ about the war in Iraq and did not answer the essential questions in “Part I” of your introduction, the reader would need to ask you for information before they could understand what your essay was about. They would need to know when the war took place. Are you writing about the first war in Iraq when the first President Bush was serving or are you writing about the current war in Iraq known as the War on Terror.

To create Part I of the Introduction the student should be encouraged to use the “Historical Context” given to them in the DBQ Part I This part of the introduction needs to tell the reader the following information: Who and or What are you writing about? When and where did it take place? The historical context already answers the essential questions needed to create Part I of the introduction. An Example of how the Historical Context answers the essential questions. Who and or What are you writing about? In this example the student is asked to write about women’s rights. When and where did it take place? In this example the student is asked to write about women in the United States. The time period is all of U.S History Historical Context: Women have not had the same social, economic, and political rights as men. The struggle for women’s rights is an important part of United States history. Individuals, groups, and historical events have helped women in their struggle for equality. Historical Context: Women have not had the same social, economic, and political rights as men. The struggle for women’s rights is an important part of United States history. Individuals, groups, and historical events have helped women in their struggle for equality.

To create Part I of the Introduction the student should be encouraged to reword the “Historical Context” given to them in the DBQ Historical Context: Women have not had the same social, economic, and political rights as men. The struggle for women’s rights is an important part of United States history. Individuals, groups, and historical events have helped women in their struggle for equality. Example: Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. Part I of the Introduction answers the essential questions by rewording the historical context. Who or What are you writing about? Answer: Women’s rights. Where and when did it take place? Answer: Historically in the United States.

Ways in which women historically have not had the same rights as men.
Step 4. Creating an Introduction that also acts as the basis of organization for the essay. To create Part II of the Introduction the student should use the Task and organized documents. Task: Using information from the documents and your knowledge of social studies, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to: • Discuss two ways in which women historically have not had the same rights as men • Identify and discuss two individuals, groups, and/or events that have helped women in their struggle for equal rights 1,2,3,5,7 2,3,4,6,7 Rewording the task and adding the essential points of the documents will tell the reader what question you will be answering and what you will write about to prove your answer (thesis statement). Ways in which women historically have not had the same rights as men. Document 1- freedom of expression Document 2- Lacked the right to vote in many states Document 3 – inability to obtain political office Document 5- woman’s role was to be a mother and wife. Document 7- Women in 1900 made up a small % of the work force because the were expected to stay home and take care of their household, husband and children. Individuals, groups, and/or events that have helped women in their struggle for equal rights. Document 2- Ratification of 19th Amendment Document 3 – Seneca Fall Convention Document 4 – WWII requires women to replace men in the workforce. Document 6- Civil Rights Act of 1964 makes sexual discrimination in employment unlawful. Document 7- Women in 200 made up almost half of the work force.

Ways in which women historically have not had the same rights as men.
Step 4. Creating an Introduction that also acts as the basis of organization for the essay. Ways in which women historically have not had the same rights as men. Document 1- freedom of expression Document 2- Lacked the right to vote in many states Document 3 – inability to obtain political office Document 5- woman’s role was to be a mother and wife. Document 7- Women in 1900 made up a small % of the work force because the were expected to stay home and take care of their household, husband and children. Individuals, groups, and/or events that have helped women in their struggle for equal rights. Document 2- Ratification of 19th Amendment Document 3 – Seneca Fall Convention Document 4 – WWII requires women to replace men in the workforce. Document 6- Civil Rights Act of 1964 makes sexual discrimination in employment unlawful. Document 7- Women in 200 made up almost half of the work force. Example: Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19th Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights. Part II of the Introduction uses the task and documents to tell the reader what question you will be answering and what you will write about to prove your answer (thesis statement).

Example: Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19th Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights. When Part I and Part II are combined the student has an Introduction that introduces the theme by establishing a framework that is beyond a simple restatement of the Task or Historical Context

Step 5. Using the Introduction to organize the essay.

Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19th Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights. The Student has also organized their essay by using this method. They now have an introduction and can clearly understand what they will prove, and how they will prove it, in their two body paragraphs. Body Paragraph One will explain the first part of the task and the student uses the organization chart they created to determine what information will be included from the documents. Body Paragraph Two will explain the second part of the task and the student uses the organization chart they created to determine what information will be included from the documents Paragraph One 1,2,3,5,7 2,3,4,6,7 Paragraph Two

Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19th Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights. Introduction C I T A O N S 1,2,3,5,7 2,3,4,6,7 Body Paragraph Two will explain the second part of the task and the student uses the organization chart they created to determine what information will be included from the documents Body Paragraph One will explain the first part of the task and the student uses the organization chart they created to determine what information will be included from the documents. Paragraph One Paragraph Two Citations are used to tell the reader that you got information used in your essay from a document included in the essay. Documents should be “cited” after you have used information gained from a document in your paragraph. Citations are never used in an introduction or conclusion. Only use citations in the body of the essay. Citations are used at the end of the information. Example: The Civil Rights Act of 1964 ended discrimination in hiring based on a persons gender. (Document 6) or (Doc. 6) If one or more documents are used to make a point they may be grouped. Example; (Documents 2,3,5) You should use as many documents as possible. Any document included by the State is there for a reason and can be used to answer the task. You must use the number of documents required in the guidelines portion of the directions.

Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19th Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights. Introduction C I T A O N S 1,2,3,5,7 2,3,4,6,7 Body Paragraph Two will explain the second part of the task and the student uses the organization chart they created to determine what information will be included from the documents Body Paragraph One will explain the first part of the task and the student uses the organization chart they created to determine what information will be included from the documents. Paragraph One Paragraph Two The Guidelines section appears on the directions page and explains what must be included in your essay to gain full credit. If you do not meet the requirements of the guideline your essay will receive a progressively lower score depending on the degree you fail to meet the guideline. Guidelines: In your essay, be sure to • Address all aspects of the Task by accurately analyzing and interpreting at least four documents.

Step 6. Creating the Conclusion to the essay.

Step 6. Creating the Conclusion to the essay.
By writing “In conclusion,” the student tells the teacher that they are attempting to write a conclusion. Sometimes a students conclusion is so vague that the teacher does not know if it is a conclusion or part of the body paragraph. By using “In conclusion,” this removes the doubt from the teacher scoring the paper. Students should always start their conclusion with the words: In conclusion, Example: In Conclusion, throughout the history of the United States women were denied the same basic rights as men. Yet, events like the Seneca Falls Convention which issued a declaration that said women were equal, the ratification of the 19th Amendment that gave women the right to vote, WWII and the need for women to work in factories, and the passage of the Civil Rights Act of 1964 that ended discrimination in employment, all helped women gain equal rights as men in the United States. The Conclusion needs to restate part one of the introduction (who or what when and where) and summarize the evidence used in each paragraph that was used to answer the task.

Step 7. Incorporating Outside Information.

Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19th Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights. Introduction C I T A O N S Paragraph Two Paragraph One 1,2,3,5,7 2,3,4,6,7 Body Paragraph Two will explain the second part of the task and the student uses the organization chart they created to determine what information will be included from the documents Body Paragraph One will explain the first part of the task and the student uses the organization chart they created to determine what information will be included from the documents. Outside Information In Conclusion, throughout the history of the United States women were denied the same basic rights as men. Yet, events like the Seneca Falls Convention which issued a declaration that said women were equal, the ratification of the 19th Amendment that gave women the right to vote, WWII and the need for women to work in factories, and the passage of the Civil Rights Act of 1964 that ended discrimination in employment, all helped women gain equal rights as men in the United States. Conclusion

This is the list of outside information for scorers provided by NY State and used to grade the essay. Notice that this is not an all-inclusive list and any information that is relevant and not included in the documents qualifies as outside information. Step 7. Incorporating Outside Information. Paragraph Two Paragraph One 1,2,3,5,7 2,3,4,6,7 Body Paragraph Two will explain the second part of the task and the student uses the organization chart they created to determine what information will be included from the documents Body Paragraph One will explain the first part of the task and the student uses the organization chart they created to determine what information will be included from the documents. Outside Information must be included in the body of the essay. DO NOT include outside information in the conclusion. The conclusion only restates and summarizes.

The Effect on the DBQ score of outside information. 5 Incorporates substantial relevant outside information related to women’s rights (see Relevant Outside Information Chart.) 4 Incorporates relevant outside information 3 Incorporates limited relevant outside information 2 Incorporates little or no relevant outside information 1 Incorporates no relevant outside information Outside information is a key aspect of the essay and greatly effects the score of the essay. This is scoring rubric used to grade this essay as it applies to outside information

Writing a DBQ Like Leonardo da Vinci
Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19th Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights. Introduction C I T A O N S Paragraph Two Paragraph One 1,2,3,5,7 2,3,4,6,7 Body Paragraph Two will explain the second part of the task and the student uses the organization chart they created to determine what information will be included from the documents Body Paragraph One will explain the first part of the task and the student uses the organization chart they created to determine what information will be included from the documents. Outside Information Be Analytical when you write information in the body of the essay. In Conclusion, throughout the history of the United States women were denied the same basic rights as men. Yet, events like the Seneca Falls Convention which issued a declaration that said women were equal, the ratification of the 19th Amendment that gave women the right to vote, WWII and the need for women to work in factories, and the passage of the Civil Rights Act of 1964 that ended discrimination in employment, all helped women gain equal rights as men in the United States. Conclusion

Being Analytical is a key aspect of the essay in getting a top score. The following passages from a body paragraph highlight the difference between being analytical verses being descriptive. The Seneca Falls Convention was an event that started the women’s rights movement. Many women met at Seneca Falls to discuss why women should have equal rights. They were upset that women did not have equal rights and looked to do something about it. Women also did not have the right to vote. They struggled for years and then the 19th Amendment was passed and they got the right to vote. Getting the right to vote really helped women…………… Descriptive Analytical Being analytical means you do not simply list item, you explain how these items effected the history. You need to incorporate the cause and effect of the items you write about. The Seneca Falls Convention was an event that started the women’s rights movement. Women like Elizabeth Cady Stanton and Lucretia Mott helped pass a Declaration similar to the Declaration of Independence declaring that women were equal to men. They listed inequalities between men an women and planned strategy that could be used to gain equality. They felt the right to vote was the most important inequality that needed to be corrected. They used various methods to gain suffrage…………………… Includes some facts, examples, and details; may be more descriptive than analytical; may include some minor errors The Effect on the DBQ of being analytical versus descriptive.. 5 Is both analytical and descriptive (analyzes, evaluates, and or creates information) 4 3 Is more descriptive than analytical (applies, may analyze, and/or may evaluate information) 2 Is primarily descriptive; may include faulty, weak, or isolated application or analysis 1 Is descriptive; may lack understanding, application, or analysis

Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19th Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights. Introduction C I T A O N S Paragraph Two Paragraph One 1,2,3,5,7 2,3,4,6,7 Body Paragraph Two will explain the first part of the task and the student in the introduction has organized what information they will include from the documents. Body Paragraph One will explain the first part of the task and the student uses the organization chart they created to determine what information will be included from the documents. Outside Information Be Analytical when you write information in the body of the essay. Include relevant facts, examples and details without including inaccuracies In Conclusion, throughout the history of the United States women were denied the same basic rights as men. Yet, events like the Seneca Falls Convention which issued a declaration that said women were equal, the ratification of the 19th Amendment that gave women the right to vote, WWII and the need for women to work in factories, and the passage of the Civil Rights Act of 1964 that ended discrimination in employment, all helped women gain equal rights as men in the United States. Conclusion

The essay needs to include relevant facts, examples, and details without having historical inaccuracies. The Effect on the DBQ of including relevant facts, examples, and details without having historical inaccuracies. 5 Richly supports the theme with many relevant facts, examples, and details 4 Supports the theme with relevant facts, examples, and details 3 Includes some relevant facts, examples, and details; may include minor inaccuracies 2 Includes few relevant facts, examples, and details; may include some inaccuracies 1 Includes few relevant facts, examples, or details; may include inaccuracies Includes some facts, examples, and details; may be more descriptive than analytical; may include some minor errors This is an example of information that is not relevant and historically inaccurate. The Seneca Falls Convention was an event that started the women’s rights movement. Many women like Harriet Tubman met at Seneca Falls to discuss why women should fight for the North in the Civil War. They were upset that women did not have equal rights and looked to do defeat slavery in the South that way they could get prohibition passed. That is why Harriet Tubman wrote Little Women to detail the problems of female slaves in the South.

The essay needs a logical plan of organization; and must include an introduction and a conclusion that that are beyond a restatement of the theme The Effect on the DBQ of a logical plan of organization, an introduction and conclusion 5 Demonstrates a clear logical plan of organization; and must include an introduction and a conclusion that that are beyond a restatement of the theme 4 Demonstrates a clear logical plan of organization; and must include an introduction and a conclusion that that are beyond a restatement of the theme 3 Demonstrates a satisfactory plan of organization; and must include an introduction and a conclusion that may be a restatement of the theme 2 Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion 1 May demonstrate a weakness in organization; may lack focus; may contain digressions, may not clearly identify which aspect of the task is being addressed; may lack an introduction and or a conclusion Includes some facts, examples, and details; may be more descriptive than analytical; may include some minor errors

Introduction And a clear plan of organization Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19th Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights. C I T A O N S 1,2,3,5,7 2,3,4,6,7 Body Paragraph Two will explain the second part of the task and the student uses the organization chart they created to determine what information will be included from the documents Body Paragraph One will explain the first part of the task and the student uses the organization chart they created to determine what information will be included from the documents. Paragraph One Correct information from the number of documents required Paragraph Two Outside Information Be Analytical when you write information in the body of the essay. Include relevant facts, examples and details without including inaccuracies Must develop all aspects of the task evenly and in depth In Conclusion, throughout the history of the United States women were denied the same basic rights as men. Yet, events like the Seneca Falls Convention which issued a declaration that said women were equal, the ratification of the 19th Amendment that gave women the right to vote, WWII and the need for women to work in factories, and the passage of the Civil Rights Act of 1964 that ended discrimination in employment, all helped women gain equal rights as men in the United States. Conclusion

The essay needs to develop all aspects of the task evenly and in depth by discussing what is required by the guidelines. This is the scoring if you do not use the required number of documents in your DBQ Example: The guidelines for this DBQ required the use of at least four documents. Below are the new scoring guidelines that went into effect in 2005 The Effect on the DBQ the development of the task (answering all the questions in the task both evenly and thoroughly.) 5 Thoroughly develops all aspects of the task evenly and in depth by discussing at least two ways in which women historically have not had the same rights as men and discusses two individuals, groups, and/or events that have helped women in their struggle for equal rights 4 Develops all aspects of the task but may do so unevenly either by discussing at least two ways in which women historically have not had the same rights as men more thoroughly than discussing two individuals, groups, and/or events that have helped women in their struggle for equal rights or by discussing the individuals, groups, and/or events more thoroughly than the ways in which women historically did not have the same rights as men 3 Develops all aspects of the task with little depth or develops at least three aspects of the task in some depth 2 Minimally develops all aspects of the task or develops at least two aspects of the task in some depth. 1 Minimally develops some aspects of the task Includes some facts, examples, and details; may be more descriptive than analytical; may include some minor errors

A DBQ written Like Leonardo da Vinci
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A DBQ written Like Leonardo da Vinci: Summary
Step 1: Reading and understanding the directions page, historical context and the task. Step 2: The Students will answer the short answer part of the exam. Step 3: Organization of the documents as they relate to the task. • Discuss two ways in which women historically have not had the same rights as men • Identify and discuss two individuals, groups, and/or events that have helped women in their struggle for equal rights 1,2,3,5,7 2,3,4,6,7 Step 4 :Creating an Introduction that also acts as the basis of organization for the essay. Part I This part of the introduction needs to tell the reader the following information: Who and or What are you writing about? When and where did it take place? These are the essential questions part of an historical essay. When writing about the past a reader could be easily confused as to what you are writing about if these questions are not answered. Part II This part of the Introduction is created by using the Task and organized documents. Rewording the task and adding the essential points of the documents will tell the reader what question you will be answering and what you will write about to prove your answer (thesis statement). Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19th Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights.

Body Paragraph One will explain the first part of the task and the student uses the organization chart they created to determine what information will be included from the documents. Body Paragraph Two will explain the second part of the task and the student uses the organization chart they created to determine what information will be included from the documents A DBQ written Like Leonardo da Vinci: Summary Step 5: Using the Introduction to organize the essay. 1,2,3,5,7 2,3,4,6,7 • Discuss two ways in which women historically have not had the same rights as men • Identify and discuss two individuals, groups, and/or events that have helped women in their struggle for equal rights Paragraph one topic sentence: Throughout the history of the US women did not have the same rights as men. Topics covered: using the organized documents: Women did not have the right to speak freely (doc. 1) Lacked the right to vote (doc. 2) Were unable to hold public office (doc. 3) Expected to give up their jobs after WWII (doc. 5) Didn’t work; expected to take care of home (doc. 7) Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19th Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights. Paragraph two topic sentence: Although women did not historically have the same rights as men, many individuals, groups and events helped women gain equal rights. Topics covered: using the organized documents: passage of the 19th amendment (doc. 2) Seneca Falls Convention (doc. 3) WWII and the need for workers (doc. 4) Civil Rights Act of 1964 (doc. 6) Increased women working by 2000 (doc. 7)

Step 6: Creating a Conclusion to the Essay The Conclusion needs to restate part one of the introduction (who or what when and where) and summarize the evidence used in each paragraph that was used to answer the task. Always start the conclusion with the words: “In, Conclusion” it lets the person scoring the essay know that what you are writing is a conclusion no matter what you write. Example: In Conclusion, throughout the history of the United States women were denied the same basic rights as men. Yet, events like the Seneca Falls Convention which issued a declaration that said women were equal, the ratification of the 19th Amendment that gave women the right to vote, WWII and the need for women to work in factories, and the passage of the Civil Rights Act of 1964 that ended discrimination in employment, all helped women gain equal rights as men in the United States. Restates the introduction Summarizes the essay. Step 7: Incorporating Outside Information The highest score you can receive without outside information is a two. Therefore you must be aware to include as much outside information as possible. The information though must be relevant. Do not include information unless you are sure it is historically correct. 2 Incorporates little or no relevant outside information

A DBQ written Like Leonardo da Vinci: Scoring Summary
If you do not answer all the questions in the task the highest score you can receive is a three. 3 Develops all aspects of the task with little depth or develops at least three aspects of the task in some depth If you are only descriptive and show no analysis of the documents the best score you can receive is a two. 2 Is primarily descriptive; may include faulty, weak, or isolated application or analysis If you do not use all the documents required (explained in the guidelines section of the test) the best score you can receive is a three. 3 Incorporates relevant information from some of the documents If you have no outside information the best score you can receive is a two. 2 Presents little or no relevant outside information If you do not support the theme (write about the subject of the essay; in this case women’s rights) with relevant facts and examples and/or your essay contains some historical information that is inaccurate the best score you can receive is a two. 2 Includes few relevant facts, examples, and details; may include some inaccuracies. If you do not have a plan of organization, an introduction and conclusion that arre beyond a restatement of the theme the best score you can receive is a two. 2 Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion.

A DBQ written Like Leonardo da Vinci: The differences between the ELA and the Social Studies DBQ
The ELA (English Language Assessment) On the ELA your introduction is short and often starts with an attention grabbing phrase or question. On the ELA you are encouraged not to repeat information. You do not start your conclusion with the words “In conclusion,” The Social Studies DBQ (Document based question) On the DBQ your introduction is written as an historical essay. Since history is part of the social sciences your introduction is far different form the ELA. Your introduction can be long, it needs to tell the reader the historical context (part one: the who or what when and where) of the essay and like science you need a thesis. We create the thesis by incorporating the questions from the task with the outline documents telling the reader how you will prove your essay and answer the task (thesis statement). Do not start with a question or catchy phrase or quote. On the DBQ you are repeating information. In the introduction you state how you will prove you answer to the task is correct (thesis statement). In the body paragraphs you write in detail about the items you stated in the introduction, and in the conclusion you restate the introduction and summarize the information you wrote about in the body paragraphs. Essentially you repeat the information three times. This is OK in a DBQ but not on the ELA. On the DBQ you always start your conclusion with the words “In conclusion,”. This allows the scorer to know you are attempting to write a conclusion no matter how poorly your attempt at a conclusion is. Now we know how to write a DBQ!

Writing a DBQ Like Leonardo da Vinci: What does this systematic approach to the DBQ accomplish?
Problems Students have writing a DBQ. How this approach helps solve many of the problems students have writing a DBQ. They lack a clear plan of organization. They do not know how or when to start writing the essay. They do not understand the vocabulary of terms used by teachers to outline the essay. They get confused between the rules used to write an essay for the ELA and the social studies DBQ. This is especially true of the introduction and conclusion. They often describe documents rather than analyzing how they fit into answering the task. They do not understand how a DBQ is graded and what is expected of them. They often give shopping lists of items rather than analyzing and explaining the cause and effect events. They have limited practice and are often taught different ways of writing the DBQ by different teachers. Students need a standardized systematic approach that is taught on all levels of the middle school that seamlessly transitions them to High School. They now have a plan of organization. They now know how and when to start writing the essay. They do can now understand the vocabulary of terms used by teachers to outline the essay. They clearly can see the differences between the rules used to write an essay for the ELA and the social studies DBQ. They understand the differences between simply describing documents and analyzing documents when answering the task. They understand how a DBQ is graded and what is expected of them. They understand that shopping lists of items are not considered an analysis of documents and they see the need to show the cause and effect of events. They should receive a great deal of practice and can be taught the same way of writing a DBQ by all their teachers. Students now have a standardized systematic approach that can be taught on all levels of the middle school that seamlessly transitions them to High School.

How to write a DBQ Like Leonardo da Vinci
PowerPoint Presentation, Information and formulation of the systematic approach to writing a DBQ prepared by: Michael Saccullo. Social Studies teacher Samoset Middle School, Sachem Central School District. How to write a DBQ Like Leonardo da Vinci

How to Write a DBQ Like Leonardo da Vinci

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