2. Slide 1 Writing the DBQ: Document-Based Question

3. Slide 2 What is the Document-Based Question? A document-based question requires students to defend an assertion by using an analysis of historical documents and outside knowledge (previous knowledge) of a specific time period and topic. A document-based question requires students to defend an assertion by using an analysis of historical documents and outside knowledge (previous knowledge) of a specific time period and topic.

4. Slide 3 Solving a Mystery Writing a DBQ is similar to solving a mystery or a crime Writing a DBQ is similar to solving a mystery or a crime You need to use your previous knowledge along with the evidence (the documents) to help solve the mystery – the question that is being asked. You need to use your previous knowledge along with the evidence (the documents) to help solve the mystery – the question that is being asked. As is true with a mystery or crime, some evidence is better than other evidence! As is true with a mystery or crime, some evidence is better than other evidence!

5. Slide 4 Best Practices One of the best ways to prepare for the DBQ on the AP Exam is to have students practice categorizing the documents based on the question One of the best ways to prepare for the DBQ on the AP Exam is to have students practice categorizing the documents based on the question

6. Slide 5 Six Steps to Answering a Document-Based Question 1. Read the question, and make sure you understand all parts of the question. 2. “Cluster” outside information (use a web) to establish outside/previous knowledge. 3. Read the documents, and analyze each document as you read. 4. Make an assertion – formulate a thesis, ensuring that it directly answers the questions. 5. Use the “Yes/But” Strategy to form the defense of your assertion and to test your assertion. 6. Write the essay. (Note: on the AP exam students have 60 minutes to work on the DBQ. Spend 15-20 minutes on the first five steps. Spend 40-45 minutes writing the essay.

7. Slide 6 Step Five: Yes/But Here is where you will up your score by recognizing the other side of the assertion you made – and then destroying it in your writing. Here is where you will up your score by recognizing the other side of the assertion you made – and then destroying it in your writing. “Although slavery was morally and socially wrong, the thirteen colonies could not have been economically successful without the institution of slavery.” “Although slavery was morally and socially wrong, the thirteen colonies could not have been economically successful without the institution of slavery.” You recognize that slavery is wrong, you do not hide this fact, but will convince the reader that the economic situation made it a “necessary evil.” You recognize that slavery is wrong, you do not hide this fact, but will convince the reader that the economic situation made it a “necessary evil.”

8. Slide 7 Basic Facts DBQ essays with no outside information or analysis will receive a score no higher than a four. DBQ essays with no outside information or analysis will receive a score no higher than a four. Students need to stay within the time period of the question Students need to stay within the time period of the question Students who effectively use Yes/But statements drive their scores up. Students who effectively use Yes/But statements drive their scores up. Avoid quoting long passages – focus on analysis, not regurgitation. Avoid quoting long passages – focus on analysis, not regurgitation.

9. Slide 8 Basic Facts, cont. Analyze and make inferences, do not simply repeat what the document says Analyze and make inferences, do not simply repeat what the document says Always refer to the document parenthetical by the title of the document, NOT by its letter! Always refer to the document parenthetical by the title of the document, NOT by its letter! Students should use the introductory paragraph to define terms, provide historical background, define the time period, and state points of validation. Keep introductory information to a minimum. Students should use the introductory paragraph to define terms, provide historical background, define the time period, and state points of validation. Keep introductory information to a minimum.

10. Slide 9 Basic Facts, cont. Students should use specific names, terms and events Students should use specific names, terms and events Always make sure that you keep returning to the main topic/your thesis – do not wander! Always make sure that you keep returning to the main topic/your thesis – do not wander! Lastly, use as many documents as you can, but you do not need to use every single one. Aim to use half plus one. Lastly, use as many documents as you can, but you do not need to use every single one. Aim to use half plus one. Know the difference between description and analysis Know the difference between description and analysis

11. Slide 10 Citing Documents When citing documents do’s and don’ts When citing documents do’s and don’ts –Do no begin a statement “….. as seen in document A” “….. as seen in document A” “In document B …..”“In document B …..” “Document C stated….”“Document C stated….” –Write about the document – make inferences at the end (doc A)

12. Slide 11 Ready, Set, Go!! Now you have the basic formula for writing a successful DBQ. Now you have the basic formula for writing a successful DBQ. We will work on this skill together all year long -- HOW EXCITING!!! We will work on this skill together all year long -- HOW EXCITING!!!