Answering a Answering a ““DBQDBQ””**

*Document “Based” Question

POTENTIAL QUESTION #1POTENTIAL QUESTION #1

Analyze how territorial expansion in combination with slavery contributed to secession and Civil War or

To what extent was slavery a cause of the Civil War?

POTENTIAL QUESTION #2POTENTIAL QUESTION #2

In what way, and to what extent, did constitutional and social developments between 1860 and 1877 amount to a revolution?

1. READ THE QUESTION

Read the question carefully

2. REREAD THE QUESTION

Pay attention to and mark:• Verbs (“analyze”, “compare and contrast”)

• Timeframes

• Any terms to define?• Catagories (political, economic)

3. BRAINSTORM

Before you read the documentsBefore you read the documents, brainstorm an organized list of historical info (events, people, ideas) that will help you answer the question.

The more the better

This will be your “outside information.”

4. THESIS

Write a (draft) thesis

Be sure to answer the question (re-read the question)

Answer the entire question

Try to avoid merely restating the question

5. Review the DocumentsThink about:• Who produced the document?• When? (circumstances, not just date)

• Why? (any agenda?)

• For whom? (audience?)

• Does it HELP or HURT my THESIS?• Why did the test maker choose this

document?

5. REVIEW THE DOCUMENTSMake notes beside the documentsGlean historical facts and inferences from the documents. This is not an essay on the documents; this is an essay using facts and information from the documents to support your thesis.

The “any fifth grader” test Think how you may use each document; add them to your “outline”

6. WRITE YOUR ESSAYStrong, clear thesis in introGood Topic Sentences that relate back to your thesisHave analysis that shows how each topic (paragraph) supports your thesisWeave documents into your argument where appropriate

6. WRITING - 6. WRITING - Referring to DocumentsReferring to DocumentsWhen you use info from a document:• Refer to it by name – not by the letter

“Lincoln’s letter to Horace Greeley clearly shows that …” NOT: “In document C, Lincoln states that . . .”

• Include its letter in parentheses at the end of the sentence to signal that you think you have used a document

Ex.: “It is clear from Lincoln’s letter to Horace Greeley that preserving the Union, not ending slavery, was Lincoln’s primary goal at the

beginning of the war.” (C)

DBQ TIPS: DBQ TIPS: HOW MANY?

The best essays use “a substantial number” of documents.

Try to use ¾ of the documents, but at least half of them.

DBQ TIPS: DBQ TIPS: Avoid time-wastersAvoid time-wasters

Do not describe documents. Assume the reader already knows what each document says. Focus on the document’s significance and how it supports your thesis (or not).

Avoid quotes or merely paraphrasing the documents. Quotes and descriptions are time-wasters and are no substitute for analysis.

DBQ TIPS: Counter Arguments

Almost always, at least 2 documents will disagree with your thesis.

Acknowledging them BRIEFLY can display sophistication and improve your score. But . . .

COUNTER ANY COUNTER ARGUMENTS.

DBQ TIPS: “Laundry Lists” are fatal

Never describe the documents in order. This is called a “laundry list”. This is a technique used by AP students who do not know what they are doing.

Note: The documents are often arranged in chronological order

DBQ TIPS: DBQ TIPS: RemindersRemindersBrainstorm before ever looking at the Brainstorm before ever looking at the documents.documents.Include information both from the documents and “outside” information NOT in the documents. This is not an essay on the documents; this is an essay using facts and information from the documents. Avoid describing or quoting from the docs.

GRAPHIC TIPS

Tips: Political Cartoons

Look carefully: Pay attention to the Source and any small print.

Jot down a quick summary of what the cartoon is trying to tell you.

The most significant thing about this document is the date, 1754, in the source

note. This document was intended to bring to mind the This document was intended to bring to mind the following: following: • The 1754 meeting of the London Board of Trade, The 1754 meeting of the London Board of Trade,

• Benjamin Franklin, printer from Philadelphia and colonial Benjamin Franklin, printer from Philadelphia and colonial agent, agent,

• Franklin’s Albany Plan of Union, Franklin’s Albany Plan of Union,

• The Albany Plan of Union’s provisions for a colonial The Albany Plan of Union’s provisions for a colonial legislature, legislature,

• The ultimate unpreparedness of the colonies to accept the The ultimate unpreparedness of the colonies to accept the Albany Plan of Union in 1754.Albany Plan of Union in 1754.

This document might be used like this: An excellent indication that the colonies An excellent indication that the colonies

were unwilling to act together in a unified way is were unwilling to act together in a unified way is their failure to accept Franklin’s plan for a their failure to accept Franklin’s plan for a colonial legislature as put forth in his 1754 colonial legislature as put forth in his 1754 Albany Plan of Union. The cartoon expresses Albany Plan of Union. The cartoon expresses Franklin’s contention that the colonies must act Franklin’s contention that the colonies must act together or “die” (A). Yet very few of the together or “die” (A). Yet very few of the colonial assemblies were willing to accept this colonial assemblies were willing to accept this contention.contention.

Tips: Pictures

Notice dates, especially on pictures.

The picture on the left is dated 1905; the picture on the right is dated 1918.

What had changed for working women in those years? Why?

Tips: Graphs and Charts

Look very carefully at data presented in Look very carefully at data presented in charts. Look for: charts. Look for: • trends, trends,

• changes over time, changes over time,

• sudden or large changes.sudden or large changes.

Summarize what the chart tells you in a quick sentence.Summarize what the chart tells you in a quick sentence.

Tips: Charts and Graphs

SOURCES

Gene Pickel, Oak Ridge H.S., Oak Ridge, Tennessee

Keith Wood, Murray H.S., Utah http://www.mury.k12.ut.us/mhs/apus/essays/default.htm

Ed Morales, Wichita High School North, Wichita, Kansas