Transcript 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/editorials
Letters/diaries
Speeches
Legislation
Political cartoons
Charts 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 of a test
• 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
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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.
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Gather information
Address issues
Decide on data
Organize plan of attack
Sample Question
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?
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?
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?
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?
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?
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?
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?
Question Breakdown
New England region
Chesapeake region
Question Breakdown
Both 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 Breakdown
Your knowledge of the colonial period up to
1700 to develop your answer…..
OUTSIDE
INFORMATION
Sample Question Breakdown
• Thoroughly examine and analyze the
question
• Brainstorm for information
– Cluster/outline
– List of important events, people and other
pertinent information
Gather Outside Information
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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 Documents
Use 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 Order
• Chronological - if the test is asking you
trace the historical development.
• Otherwise – organized for compare and
contrast (draw comparisons in your essay).
Reading the Documents
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
Reading the Documents
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 fluff
– opening statement with your opinion, restate the question and 3
arguments
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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
• Underline factual information you want “readers” to
see….and list documents when you use them…. (DocA)
Final Conclusion
• Ending paragraph which summarizes
what you have written.
• This is not part of the body…….
The Last Word
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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 AHI is in the same boat as you.
Sample 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.
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.
Sample Question Breakdown
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.
Sample Question Breakdown
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.
Sample Question Breakdown
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.
Sample Question Breakdown
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.
Sample Question Breakdown
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.
Use the documents and your knowledge of the 1940s
through the 1950s to answer the question.
Sample Question Breakdown
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.
Use the documents and your knowledge of
the 1940s through the 1950s to answer the
question.
Information Grid
Valid
Threats
from other
countries
Threats
from within
the U.S.
Not Valid
Maybe/maybe not