How to create and answer a Document Based Question 1. Identify what the DBQ is asking from me. a. Critical words in an Essay Question i. Evaluate/assess the validity: This is just a fancy way to ask, Is this statement accurate or inaccurate about a historical problem? The student is to weigh the pros and cons of the issues and decide the relative accuracy of the statement. Most AP questions use this phrasing. ii. Analyze the extent to which: This asks a student to make an argument that divides and separates the events and ideas of a problem in order to weigh whether a statement accurately describes a historical period. It is very similar to the process of assessing the validity of a statement. iii. Discuss: Consider and argue the pros and cons of an issue. The student should present all sides of the debate and make some evaluation of the issue. iv. Compare: Look for similarities between events, causes, persons, or ideas v. Contrast: Look for differences between events, causes, persons, or ideas vi. What is my DBQ question asking me to do? b. One way of finding out what the question wants me to do is to ask clarifying/specific questions that should be addressed in the essay c. For Example if the DBQ was Address the Validity of the Statement: The American Revolution was the culmination of unavoidable mistakes and misunderstanding in England and America from 1763 to 1776, you might ask the questions. i. Was the Revolution unavoidable? ii. What were the major mistakes and misunderstandings? iii. Were both side equally responsible for them? d. Another Example: How did the American Revolution transform European politics from 1775 to 1783 i. What European countries were involved?
ii. What interest did each country pursue? iii. How did the Revolution impact any existing European rivalries? iv. How did the colonies take advantage of these developments? e. CREATE A LIST OF CLARIFICATION QUESTIONS THAT SHOULD BE ANSWERED FROM YOUR DBQ: i. ii. iii. iv. 2. Create a list of historical information you already know about the time period a. It can be anything and your list does not need to be so specific. b. CREATE A LIST OF HISTORICAL INFORMATION YOU KNOW ABOUT THE DBQ FOR OUR CLASS
3. Now go back and categorize the information into topics that are related a. topics can be anything such as political events, battles, beliefs, religious, economic, key documents, people, places b. CREATE A LIST OF TOPICS BASED ON YOUR LIST BELOW i. ii. iii. iv. 4. Creation of a THESIS STATEMENT a. B/c you wrote down what you know about the time period you now know what you CAN PROVE! b. It s time to write a thesis statement i. A Thesis Statement is a one sentence proposition to be defended or argued that is the controlling idea around which your paper is built. ii. A Thesis Statement should take a clear position on the issue, provide an organizational framework for which to structure your essay, deal with all aspects of the topic suggest by the question, and address the issued defined by the question (be on target) Choose the best thesis statement to the following writing prompts Asses the validity of this statement: The utopian societies of the 1830s and 1840s formed in response to the social and economic upheavals that affected America after the War of 1812. Possible thesis statements: a. There were many changes in America after the War of 1812 that gave rise to utopian societies
b. The emerging Market Revolution, increasing urbanization, and immigration after the War of 1812 promoted the rise of utopian societies c. The rise of Jacksonian democracy, the common man, and the abolitionist movement made many people seek alternative life styles in the 1830s. Assess the validity of this statement: Although the end of slavery was an agreed upon goal, the abolitionists were divided over the best means to achieve it. Possible thesis statements: a. William Garrison wanted to use moral persuasion to end slavery and other abolitionists wanted to form political parties to achieve an end to slavery. b. The abolitionists wanted to end slavery but did not know how exactly how to do it. c. While the abolitionists wanted to end slavery, they disagreed over the political, social, and economic means to do it. c. A thesis statement can be negative, positive, or both Example of a Positive Thesis Statement Assess the Validity of this statement: The Polk administration s policies toward Texas were the primary cause of the Mexican War Question: Did President Polk s policies cause the Mexican War? Positive Thesis: President Polk s aggressive and warlike polices toward Texas annexation caused armed conflict with Mexico in 1846. Example of a Negative Thesis Statement Assess the Validity of this statement: Popular sovereignty was an effective means to deal with the question of slavery in the territories. Question: How effective was popular sovereignty in dealing with slavery in the territories?
Negative Thesis Statement: Rather than promoting sectional harmony, the implementation of popular sovereignty became a divisive means of dealing with the question of slavery in the territories. Example of a Positive/Negative thesis statement Assess the validity of this statement: In the 1850s, Henry Clay s political decline hurt the nation and his place in history. Question: Did Henry Clay lose his political effectiveness in the 1850s? Positive/Negative Thesis Statement: Although Henry Clay lost much of his political influence in the 1850s, he did author one last union-saving measure that solidified his place in history as the Great Compromiser. d. WRITE A THESIS STATEMENT TO OUR DBQ