1. Strategies for Writing the U.S. History DBQ

2. What is a Document-Based question?
A Document-Based Question (DBQ) requires students to write an essay in which the defense of the thesis comes from an analysis of original source documents as well as outside knowledge of a specific time period and topic

3. To Feel Comfortable Answering a DBQ
Analyze Documents on a Routine Basis
Analyze documents using AP PARTS

4. A P R T S Author Who created the document?
Does the author have a viewpoint that affects the meaning of the document?
Place and Time
Where and when was the document created?
Does the place and time affect the meaning of the document?
Prior Knowledge
What do you know beyond the information provided in the document?
Audience
For whom was the document created?
Does the intended audience affect the document’s reliability?
Reason
Why was the document produced at the time it was produced?
The Main Idea
What is the document about?
What point is the document trying to convey?
Significance
So what? How does the document relate to the topic you are studying?
Why is the document important?

5. Writing the DBQ: A Five-Step Process
Step 1: Read the question and make sure you understand all parts of the question
Sample DBQ: To what extent did the idea of “equality,” as stated in the Declaration of
Independence, bring about the Civil War in 1861?

6. Step 2: Read and analyze each document using AP PARTS.
Remember to list outside information as you analyze the documents

7. Step 3: Make an assertion. Remember to answer the question.
Sample Assertion: Although some may argue that economic differences led to the Civil War, the war was caused primarily by political disagreements over the nature of equality.

8. Step 4: Test your assertion and prepare your essay using the Yes/But strategy.
• Calhoun, a spokesperson for the South,
did not believe that all people were
entitled to liberty.
But
• Lincoln, a spokesperson for the North,
• Not all northerners agreed with
viewed the Declaration of Independence
Lincoln’s views on the Declaration of
as the central idea of the United States
Independence.
• The anti-slavery developments of the
• Some historians see the economic
1850s—as seen in the publication of
differences between northerners and
Uncle Tom’s Cabin, protests against the
southerners as more important than
Fugitive Slave Law, protests against the
philosophical differences over slavery
Dred Scott decision, and the raid on
and equality
Harper’s Ferry—were increasingly seen
as a threat to the southern way of life.

9. Step 5: Write the Essay.
On the AP exam students will have 60 minutes to answer the DBQ. Students should spend
15-20 minutes on the first four steps. Writing the essay should take minutes

10. Rubric for Document-Based Question (DBQ)
8 – 9
a.______ Well-developed thesis that addresses
the question
b.______ Considerable specific and relevant outside information to support the thesis
c.______ Effective analysis of a substantial number of documents
d.______ Organized and well-written
e.______ May contain minor errors that do not detract from the overall quality of the essay

11. 5 – 7
a.______ Acceptable thesis
b.______ Some specific and relevant outside information to support the thesis
c.______ Effective analysis of some of the documents
d.______ Acceptable organization and writing
e.______ May contain some errors that do not seriously detract from the quality of the essay

12. 2 – 4 a. ______ Thesis is nonexistent, confused, or unfocused b
2 – 4 a.______ Thesis is nonexistent, confused, or unfocused b.______ Little specific or relevant outside information c.______ Little or no analysis of the documents d.______ Problems in organization and writing that detract from the quality of the essay e.______ Contains major errors that detract from the quality of the essay

13. 0 – 1
______ Incompetent or inappropriate response to the question
______ Little or no factual information; substantial factual errors U
______ Completely off topic; the paper is blank or not turned in

14. Information to Help You Write Better DBQ’s
1. DBQ essays with no outside information or no analysis of the documents will receive a score no higher than four on a nine-point assessment. A thorough analysis of the documents with an adequate thesis and no outside information will generally receive a four. Students who add some outside information will generally receive a five or higher

15. 2. Students who make “Yes/But” statements will probably drive their scores into a higher range.
3. Students should make sure they stay in the time period required by the question

16. 4. Students should avoid quoting long passages from the documents; this leaves little time for analysis of the documents.
5. Simply restating what a document is about is not enough. Students should make sure they analyze the documents and make inferences from the documents

17. 6. Making an inference from a document can count as outside information.
7. Students should avoid writing a “laundry-list” analysis of each document.
8. Although student scores will not be hurt by referring to documents in parentheses with the letter of the document (e.g., Document A), we should hold students to a higher standard and ask that they refer to documents within the text
(e.g., “According to the Census Report of ” or “As evident in John Kennedy’s Address to Congress in ”).
6. Making an inference from a document can count as outside information.
6. Making an inference from a document can count as outside information.
7. Students should avoid writing a “laundry-list” analysis of each document.
7. Students should avoid writing a “laundry-list” analysis of each document.
8. Although student scores will not be hurt by referring to documents in
8. Although student scores will not be hurt by referring to documents in
parentheses with the letter of the document (e.g., Document A), we should
parentheses with the letter of the document (e.g., Document A), we should
hold students to a higher standard and ask that they refer to documents within
hold students to a higher standard and ask that they refer to documents within
the text (e.g., “According to the Census Report of ” or “As evident in
the text (e.g., “According to the Census Report of ” or “As evident in
John Kennedy’s Address to Congress in ”).
John Kennedy’s Address to Congress in ”).

18. 9. Students should use specific names, terms, and events (i. e
9. Students should use specific names, terms, and events (i.e., proper nouns) as outside information.
10. Students should make sure they keep returning to the main topic of the essay

19. 11. Students should use the introductory paragraph to define terms, provide historical background, define the time period, and state points of validation. In most cases, students should not write an introduction that is too long; introductory information should be kept to a minimum.
12. Errors in grammar and style are not a serious problem unless they detract from the comprehension of the essay