The Document-Based Question

The Document-Based Question

What Is It?

• An essay question that requires you to interpret primary source documents.

• Documents might include the following:

Newspaper articles/editorialsLetters/diariesSpeechesLegislation Political cartoonsCharts and graphs

What Are the Documents for?

• To discuss events and ideas with which you are familiar.

• To support or refute the essay questions

• Focus around the essay topic

When Do I Take the DBQ?

• After the multiple-choice section

• You get a green booklet with the essay questions and DBQ

• Begins with a 15 minute mandatory reading period– Evaluate and interpret the documents

Is There a Right Answer to Each DBQ?

• Yes– Multiple arguments

• Develop your argument (thesis) with evidence (include outside information)

• Use a strong historical argument

I Have the Question, Now What Do I Do? Getting Started

• Read the question thoroughly• Explore all parts of the question (how many

parts)• Highlight important aspects• Ask these two questions

– Do I have an opinion about this subject?– What must I discuss in order to write a

successful essay? (most important)

Getting Started Cont.

• Your essay will follow the standard writing formula– Thesis or introductory paragraph

• Opening sentence• Rephrase question• Your opinion• Introduce your arguments

– Body• At least 3 full length paragraphs• You need to use the majority of the documents to backup your

argument• The more you use, the better your essay if they are used correctly

– Conclusion

Getting Started Cont.

• Gather information

• Address issues

• Decide on data

• Organize plan of attack

Sample Question1) Although New England and the Chesapeake

region were both settled largely by the people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?

Use the documents AND your knowledge of the colonial period up to 1700 to develop your answer….

Circle or underline the key parts to the question.

Sample Question Breakdown

1) Although New England and the Chesapeake region were both settled largely by the people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?






1)Although New England and the Chesapeake region were both settled largely by the people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?





Question Breakdown

New England region

Chesapeake region

Question BreakdownBoth settled

English origin

Why settled, when settled, how settled?

Question Breakdown

By 1700----colonial time period

Evolved---grew into or developed

Two distinct societies---different

Question Breakdown

Why did this difference in development occur

Question BreakdownYour knowledge of the colonial period up to

1700 to develop your answer…..

OUTSIDE INFORMATION


• Thoroughly examine and analyze the question

• Brainstorm for information– Cluster/outline– List of important events, people and other

pertinent information

Gather Outside Information

• Jot down terms, ideas, and/or concepts

• 2 or 3 minutes

• Decide what you can and cannot use

• Insert into cluster/outline

Outside Information

• Information same as the documents – That means you are on target

• Read question and brainstorm

Reading the DocumentsUse the AP-PARTS to help you understand the documents

A = Author

P = Place and Time

P = Prior Knowledge

A = Audience

R = Reason

T = The Main Idea

S = Significance

Reading the Documents

Document OrderDocument Order

• ChronologicalChronological - if the test is asking you trace the historical development.

• Otherwise – organized for compare and compare and contrastcontrast (draw comparisons in your essay).


Inconsistencies

• Not all documents agree

• Present different view points

• Recognize inconsistencies– APPARTS help you identify the source and

differing opinions of the same event or data


Once you decided on your thesis: (documents)

1. Supporting evidence

2. Contradicting evidence

- incorporate and acknowledge these

3. Why was that document included?

4. Add more outside info (???)

Thesis Development

• Read question one more time

• Develop an argument you can prove

• Make sure your thesis addresses all pertinent aspects of the question

Write Your Essay• Get to the point• Back thesis up with facts, solid evidence not fluffnot fluff

– opening statement with your opinion, restate the question and 3 arguments

• 3 or 4 different issues or topic sentences• Make sure you are addressing the question• Refer back to the question several times• Include as many documents as possible and be sure you cite each

document used• Don’t quote document----summarize or main idea• UnderlineUnderline factual information you want “readers” to see….and list

documents when you use them…. (DocA)(DocA)

Final Conclusion

• Ending paragraph which summarizessummarizes what you have written.

• This is not part of the body…….

The Last Word

• Stay confident

• Don’t panic

• Take a deep breath to relax

• You are going to learn how to write these

• Remember, everyone else in the U.S. who is taking APUSH is in the same boat as you.

The Last Word

• Stay confident

• Don’t panic

• Take a deep breath to relax

• You prepared all year for the test

• Everyone else is in the same boat as you

Sample Question1) To what extent and how valid were the fears

many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.

Use the documents and your knowledge of the 1940s through the 1950s, to answer the question.

Circle or underline the key parts to the question.


1. To what extent and how valid were the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.


1) To what extent and how valid were the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.




To what extent and how valid were the fears many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.



Use the documents and your knowledge of the 1940s through the 1950s to answer the question.

Sample Question Breakdown1) To what extent and how valid were the fears

many Americans develop from the end of World War II through the Eisenhower administration that communism threatened the existence and safety of the United States.

Use the documents and your knowledge of the 1940s through the 1950s to answer the question.

Information Grid

Valid Not Valid Maybe/maybe not

Threats from other countries

Threats from within the U.S.

Information Grid

Valid Not Valid Maybe/maybe not

Threats from other countries

Threats from within the U.S.