AP U.S. History: Document-Based Question (DBQ)
Short Description:
The document-based question measures your ability to analyze and synthesize historical data and to assess verbal, quantitative, or visual materials as historical evidence. As with the long essay, responses to the document-based question will be judged on your ability to formulate a thesis and support it with relevant evidence. The documents included in the document-based question are not confined to a single format, may vary in length, and are chosen to illustrate interactions and complexities within the material. Where suitable, the documents will include charts, graphs, cartoons, and pictures, as well as written materials. In addition to calling upon a broad spectrum of historical skills, the diversity of materials will allow you to assess the value of different sorts of documents. The document-based question will typically require you to relate the documents to a historical period or theme and, thus, to focus on major periods and issues. For this reason, outside knowledge beyond the specific focus of the question is important and must be incorporated into your essays to earn the highest scores.
Breakdown of Essay:
- 25% of total exam score.
- There will be a prompt.
- You will be provided 7 documents.
- 55 minutes to complete this section.
- Must formulate a thesis (that answers ALL parts of the question) AND support it with historical evidence.
- Must analyze and synthesize historical sources and include outside information as historical evidence to support thesis.
Rubric
- Relevant thesis statement that addresses all parts of the question
- Support of thesis with at least 6 documents
- Analysis of at least 4 documents in argument
- Support with outside historical knowledge
- Connect historical argument to larger events or processes
- Synthesize these elements to a different historical time period, situation, era, or geographical area
- TOTAL POSSIBLE POINTS: 7
DBQ Rubric |
Steps to Completing the DBQ:
Step One: Read the directions given prior to the essay question and do exactly as you are instructed. This is very important.
Step Two: Get the question in mind and keep it in mind as you begin to formulate ideas about the historical period in question.
Step Three: Make a list of everything you can remember about the time period of the question. Be very thorough. This is your outside information. Do this BEFORE reading the documents.
Step Four: Construct a thesis statement based on your reading of the question, and your list of outside information.
Step Five: Keep the question and your preliminary thesis in mind as you read the document, making notes in the test booklet on how this document relates to the question, to the historical time period of the question and to your thesis.
Step Six: Integrate your list of outside information from step three.
Step Seven: Formulate your thesis statement to answer the question. The thesis MUST fully address every aspect of the question, take a position with regard to the question, and provide organizational categories for analysis in the body of your essay
Step Two: Get the question in mind and keep it in mind as you begin to formulate ideas about the historical period in question.
Step Three: Make a list of everything you can remember about the time period of the question. Be very thorough. This is your outside information. Do this BEFORE reading the documents.
Step Four: Construct a thesis statement based on your reading of the question, and your list of outside information.
Step Five: Keep the question and your preliminary thesis in mind as you read the document, making notes in the test booklet on how this document relates to the question, to the historical time period of the question and to your thesis.
Step Six: Integrate your list of outside information from step three.
Step Seven: Formulate your thesis statement to answer the question. The thesis MUST fully address every aspect of the question, take a position with regard to the question, and provide organizational categories for analysis in the body of your essay
DBQ Organization:
First Paragraph:
Body Paragraphs:
Proving your thesis with historical evidence-
Closing Paragraph:
- Contextualization (1 point)
- Thesis Statement (possible 2 points)
Body Paragraphs:
Proving your thesis with historical evidence-
- Use at least 6 docs to support thesis (1 point)
- Specific analysis of at least 4 docs (1 point)
- Outside information (1 point)
Closing Paragraph:
- Synthesis (1 point)
Analyzing a Document:
Content:
What point(s) is the document trying to make?
What does the document not say, i.e., does it selectively include and/or exclude information?
What of its content is usable by a historian?
Audience:
Who was the source created for?
How might the audience have affected the content of the source?
How might the audience have affected the reliability of the source?
Purpose:
Why did the author create the source?
Why was the document created at this time?
Context:
When and where was the source produced?
What contemporaneous events might have affected the author’s viewpoint and/or message?
Point‐of‐View:
What was the author’s point of view?
Does the author’s point of view undermine the explicit purpose of the source?
How can you tell, if at all, what other beliefs the author might hold?
What point(s) is the document trying to make?
What does the document not say, i.e., does it selectively include and/or exclude information?
What of its content is usable by a historian?
Audience:
Who was the source created for?
How might the audience have affected the content of the source?
How might the audience have affected the reliability of the source?
Purpose:
Why did the author create the source?
Why was the document created at this time?
Context:
When and where was the source produced?
What contemporaneous events might have affected the author’s viewpoint and/or message?
Point‐of‐View:
What was the author’s point of view?
Does the author’s point of view undermine the explicit purpose of the source?
How can you tell, if at all, what other beliefs the author might hold?
Document Analysis Mnemonics
H.A.P.P.Y:
Historical context
When and where was the source produced? How might this affect the meaning of the source?
Audience
For whom was the source created and how might this affect the reliability of the source?
Point of view (author)
Beyond information about the author and the context of its creation, what biases does the author have and how do you know?
Purpose
Why was this source produced and how might this affect the reliability of the source? What point is the source trying to convey?
Yeah, so what?
Why is this source important? What is its significance? Ask yourself, “So what?” in relation to the question being asked.
Historical context
When and where was the source produced? How might this affect the meaning of the source?
Audience
For whom was the source created and how might this affect the reliability of the source?
Point of view (author)
Beyond information about the author and the context of its creation, what biases does the author have and how do you know?
Purpose
Why was this source produced and how might this affect the reliability of the source? What point is the source trying to convey?
Yeah, so what?
Why is this source important? What is its significance? Ask yourself, “So what?” in relation to the question being asked.
Tips/ Suggestions:
- Read and interpret all parts of the essay question, looking for keys such as change over time.
- Read and analyze each of the documents and group them.
- Determine significant keys within the document or its description: names, dates, bias.
- Refer frequently to the prompt and terms.
- Integrate documents into your response using analysis.
- Use AT LEAST 6 documents.
- Read carefully and make sure you understand the question being asked.
- Quickly jot down the major themes/events/people you associate with this topic or question.
- Read over the documents, noting the year and author/source of each one. If the document seems to support or oppose a possible perspective or opinion on the question, note that in the margin.
- Write out a preliminary thesis and outline of your major points.
- As you begin to write, remember to weave the documents into your answer, always focusing on the thesis.
- Include your knowledge of the era along with your analysis of the documents.
- If you can knowledgeably quote or refer to an historian who has a perspective on this question, include his or her perspective.
- Keep an eye on the clock so that you can have time to re-read your essay for any obvious technical errors.
- Be as specific as possible when you include historical information.
- Be assertive and forceful in making your points.
Mistakes to Avoid:
Do Not:
- Use the documents in a “laundry list” fashion—this assures a low score.
- Simply explain or summarize documents—group them together before you work.
- Fail to answer the question in an effort to simply use all of the documents.
- Forget to analyze biases and views in the documents as part of your analysis and answer.
- Respond to a question that isn't asked.
- Use "I" statements such as "I think that Document A portrays..."
- Quote long passages from the documents. Use an ellipsis "..." if you need to quote.
- Try to impress the reader with big words that are used incorrectly. This has the opposite effect of what is intended.
- Spend so much time reading and underlining the documents that you have to rush your writing.
- Begin writing your answer until you have a good sense of your thesis and how you want to approach the question.
- Write "I ran out of time" on the bottom of your essay. You had as much time as every test-taker in America.
Past Assignments:
DBQ #1: The Era of Good Feelings |
DBQ #2: The Gilded Age |