1. DBQs How to write one!

2. Purpose  The primary purpose of the document-based essay question is not to test your prior knowledge of subject matter, but rather to evaluate your ability to formulate and support an answer from documentary evidence. The DBQ is designed to simulate the work of the historian, and differs from the task of actual historians mainly in the time available for analysis. There is no "correct" answer; instead, a variety of approaches and responses is possible.  The College Board Advanced Program Administrators expect your essay to show "cogency and appropriateness of interpretation and ability to marshal historical data in support of that interpretation."

3. Getting Started 1) Use your knowledge by comprehending the facts and then apply those facts as evidence to prove your thesis. 2) Analyze and evaluate the documents by determining relevance, credibility or biases of the sources, cause and effect relationships, and assumptions. 3) Synthesize the facts, the information from the documents, and your own ideas to create an original, well organized response to the assignment.

4. Helpful Hints In writing the essay, you may find it useful to consider the following points: 1) Read the assignment carefully. Analyze the statement or question given to be sure you understand all of the parts. This breakdown can give you categories to use for outlining and/or structuring your essay. 2) Read all the documents in order of presentation. Return to the more important for further study. 3) There are no "decoy" -- irrelevant or deliberately misleading -- documents. 4) Look for ideas as you read through the documents. Think about how the documents can be used to formulate and support an answer to the question. Highlight and make notes in the margins.

5. 5) Evaluate the credibility of the source by checking the author, date, and key words in the document. Think about motives, needs, and timing. Include this evaluation in your essay. 6) Respond to all aspects of the assignment in your thesis. 7) Do not rewrite or list the documents when you organize or write your essay. In no case should the documents simply be cited and explained in a "laundry-list" fashion. 8) Do cite documents and show the reader that you are aware of the source and its relevance. Examples: Northern and Southern France are compared (Doc. 4)... or... the view of a French Bishop is given in (Doc. 6)... or... the view of an intendent in (Doc. 13)... 9) You may refer to historical facts and developments not mentioned in the documents. However, it is not necessary. 10) You must integrate and merge the documents; it shows thinking. 11) When you write your essay get to the point! This is not a term paper; it is a timed exercise. (The suggested writing time is 45 minutes.)

6. Structure of the DBQ 1. Thesis Statement: Introduction should directly support thesis statement which is a direct ANSWER TO THE ENTIRE QUESTION. Use documents and background info to fully answer the question. Incorporate your groups as your answer to the question. 2. FIRST BODY PARAGRAPH (First Group of documents) a. TOPIC SENTENCE: Introduce the first topic (group). b. Second sentence should “declare” your groups and identify the docs to be used. c. Analyze (APPARTS) each document and connect to your thesis (answering the question). d. POV for at least 2 documents in your group. i. Raise the doubt about the source (limitations) ii. Explain why the author’s position could have influenced the document. e. Re-state the topic sentence as it related to the thesis.

7. 3. SECOND BODY PARAGRAPH (Second Group of documents) a. TOPIC SENTENCE: Introduce the first topic (group). b. Second sentence should “declare” your groups and identify the docs to be used. c. Analyze each document and connect to your thesis (answering the question). d. POV for at least 2 documents in your group. i. Raise the doubt about the source (limitations) ii. Explain why the author’s position could have influenced the document. e. Re-state the topic sentence as it related to the thesis.

8. 4. THIRD BODY PARAGRAPH (Third Group of documents) a. TOPIC SENTENCE: Introduce the first topic (group). b. Second sentence should “declare” your groups and identify the docs to be used. c. Analyze each document and connect to your thesis (answering the question). d. POV for at least 2 documents in your group. i. Raise the doubt about the source (limitations) ii. Explain why the author’s position could have influenced the document. e. Re-state the topic sentence as it related to the thesis. 5. Additional groups are possible.

9. 6. CONCLUSION: Write a conclusion that reasserts the thesis, perhaps drawing in new information or a question. Citation: Every time you refer or quote a document, use parenthetical: For example: …. (Doc 1).

10. BASIC COREEXPANDED CORE Points 1) Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis may not simply restate the question. 1 Expands beyond basic core of 1 to 6 points. A student must earn 6 points in the basic core area before earning points in the expanded core area. 0 – 3 2) Discusses a majority of documents individually & specifically.1 3) Demonstrates understanding of the basic meaning of a majority of documents (may misinterpret no more than one). 1Examples : 4) Supports the thesis with appropriate interpretations of a majority of documents. 1 q Has a clear, analytical and comprehensive thesis. q Uses all or almost all documents persuasively as evidence. q Shows careful and insightful analysis of the documents. q Analyzes bias or point of view in at least four documents cited in the essay. q Analyzes documents in additional ways - additional groupings or other. q Brings in relevant "outside" historical content. 5) Analyzes point of view or bias in at least 3 documents.1 6) Analyzes documents by explicitly organizing them in at least three appropriate groups. 1 Subtotal6 3 TOTAL9