2.  The DBQ requires the construction of a reasoned essay that melds analysis of the documents to specific knowledge of the time period being covered.  The best scores are earned by essays which successfully integrate primary source evidence from the documents with historical themes.  The essay that simply describes the contents of the documents and does not place the narrative into a perspective will receive a LOW score!

3.  The DBQ is a standard 5-6 paragraph essay.  Each paragraph should have 6-8 sentences.  You may omit one of the documents but only one!  You must show that you understand the context of the argument within the scope of US history.

4.  Read and Reread the prompt. › What is the prompt asking you to do? › What skill is being assessed?  Causation, Continuity and Change, Comparison, Contextualization, Argumentation, Appropriate use of Evidence, Interpretation, synthesis. › Is there more than one part to the question?  Answer ALL parts of the question.

5.  Brainstorm what you know about the topic: › People › Dates › Events › Themes › Court Cases, › Etc.

6.  Read the documents › HIPPO each document, circle key words, phrases. › Note the date and author. › Note if the document is a primary or secondary source. › Why did the author of the prompt choose each document?  Remember that each document was chosen for a reason!

7.  Outline your argument.  Write a thesis (3 Categories).  Looks like an LEQ Thesis.  Outline the topic of each paragraph.

8.  Introduction (Thesis Paragraph).  Set the time, place, and context of your response.  Context must show that you understand what is happening around the topic to which you are being asked to respond.  Thesis must answer the entire question and have three categories.

9.  Evidence and Analysis › Write three paragraphs in which you present your evidence. You will have three main points. (one per paragraph). › Use the documents and include the intended audience, the author’s point of view/perspective, the purpose of the document. › Place your response in context-what was going on during this time. › Include a much relevant outside (not from the documents) information as possible. › Explain what you mean.

10.  How to use documents › Thomas Paine, in his pamphlet, Common Sense, argued: “………………….” (Doc. 2) › Joe Shmoe, a mid-Western delegate to the Republican convention in 1912, agreed with….. (Doc. 1) › The 19c historian, Frederick Jackson Turner, thought that …………………. (Doc. 6) NEVER begin with: In Document 3, ….. Or Document 3 says …

11.  Concession › Explain the counter argument to what you have just written and refute it. (Only in certain situations)

12.  Synthesis/Conclusion › Restate the main points of your argument while placing your argument in the larger context. › Synthesis goes here: “Same kind but different time.”  Connect your essay to events of another era, situation or context, time period, or geographical area or region...OR connect to a different course theme (economic, social, cultural, political, intellectual history) that’s not central to the question.

13.  Did I put the documents into proper groups and analyze 6 of the documents?  Did I acknowledge either the document’s audience, purpose, historical context, or author bias for four of the documents?  Did I contextualize, or connect to broader historical events across time and place?  Did I have a detailed thesis? (If you simply rewrite the question, you will NOT get a point for it)  Is my outside information impressive?  Did I use sufficient evidence to argue my thesis?  Did I synthesize?