How to Write a DBQ

1. How to Write a DBQ C Kollasch 2012

2. What is a DBQ? • A Document Based Question • You will be given a question that you must answer • The information you use to do this is based on two types of information: • A series of documents that are given to you and • Information in your brain!

3. Step One: READ! • You have 15 mandatory minutes simply to read the question and the documents • You MAY start writing after that (but you can keep reading if you need to) • You should budget 45-55 minutes to write your DBQ

4. Reading the Documents: • Focus on the SOURCE first! • Date? • Author? • Format? • Intended audience? • Figure out the main idea of the source • Topic? • Tone? • Audience? • How can you tie it to the prompt? • Remember- you need to use the MAJORITY, if you do not understand one or two of them- you should still be okay!

5. Step Two: Break it Down! • Break down the question • What is the time frame of the question? (pre-Revolutionary) • Any geographic limitations? (New England Colonies) • Groups of people you must focus on? (middle class) • A topic to focus on? (the Civil War) • Strong verb (compare, evaluate) • What is the framework (“economic,” “economic and political”)

6. Strong Verbs:

7. Step Three: What does AP Stand for??? ANSWER the PROMPT! • If you do not have the prompt as the focus of your response, you will not get your points!!!

8. Step Four: Make a plan • Never write blindly- make a quick outline of your ideas • Quick introduction • 3 topics (using a combination of Documents and your brain) • Quick conclusion (if there is time) • Do not spend more than 5 minutes doing this step

9. Step Five: Write your Thesis • Remember A.T.E. A=answer the prompt T= take a stand E= examples

10. Different from English Class… • In history DBQ's what is wanted is your commentary on the question supported by "reference" to the documents, not quoting the document (though you can, briefly) or even attempting to summarize it, but merely referring (pointing) to them.  • You do this either parenthetically as reference at the end of the sentence (Doc A) or overtly ("As Lincoln said in Doc A").  • But, you rarely ever stop and "talk about" any of the documents.  • In short, you use it to illustrate the point you are making as if you are saying, "See, this evidence supports what I'm saying, and if you're interested you can read it, too."  After all, the reader has already "read it, too".

11. Example of A Thesis Statement Southern cash-crop dependence on a large labor pool, easy access to a slave trade already in-progress, and rigidly developed social distinctions between classes and races resulted in dramatic growth in slavery in the South between 1607-1775.

12. Step Six: Write the Essay • Each of your body paragraphs should focus on one idea only • Use a combination of Documents and outside information • Outside information will come from reading your text and studying throughout the year! • Vocabulary words, people, dates, and events all count as outside information, as long as it has not in a document already • DO NOT DUMP INFO- make sure it is meaningful and HELPS your essay

13. Step Six: Write the Essay • Analysis: you HAVE to explain why and how • In analysis, you provide explanation and depth to content • How so? • Because? • Why? • Why is this significant? • Why is this important? • If a reader has any of the questions above, you have not analyzed!

14. Example of Analysis and Outside Information The Jamestown settlement struggled to thrive and grow. Because of its initial settlement by gold-seeking males, work ethic was poor, even when basic survival was at stake. With a notable lack of women and families, colonial growth was reliant on immigration alone. The climate of the Chesapeake allowed for mosquito-borne disease to run rampant, also killing a large number of settlers.

15. Using the Documents • Documents add evidence to support what you are saying, and can serve as a source for more analysis • The key is using the documents CORRECTLY

16. Examples: • As seen in Doc A, the effects of overproduction impacted the middle classes ability to buy products at a cheaper price. • As seen in Doc D, farmers did use steel machines to harvest wheat in the 1880s, which increased their crop yield • Some people blamed politics for this, like Mary Elizabeth Lease (Doc G)

17. The Sandwich Technique • Sandwich your documents in between analysis • Option One: (beginners) • Authoritative statement of fact • Document statement • Analysis (why/because) • Option Two: (advanced) • Authoritative statement of fact • Document statement • Statement of Fact • Analysis (why/because)

18. Example of Sandwich Technique

19. Now, in paragraph form… Farmers and the government did not see eye-to-eye on the problem of decreased revenue. Farmers blamed the government for their troubles (Doc G) but failed to connect their own overproduction to the problem (Doc A). Indeed, Populist ideas were designed to stir up farmer anger, not did not examine the root causes.

20. Keep in Mind: • The reader knows the documents- you do not have to explain the main idea to them! Analyze it! • You are the authority- write like it! • Be a lawyer- argue your case! • Do not quote a document- integrate the ideas into your writing • Don’t Dump (In Docs A, D, and F…)