Transcript A GUIDE TO WRITING A DBQ

Opener
• 1. What does DBQ stand for?
• What is a DBQ?
• How is a DBQ scored?
A GUIDE TO WRITING A DBQ
Writing the DBQ
• The purpose of the DBQ (Document Based Question) is not to test
your knowledge of the subject, but rather to evaluate your ability to
practice the historian's craft. You will be required to work with the
documents and use them to answer a question.
• Writing the DBQ is an acquired skill, one that takes practice. You
should not get discouraged if you do not "get it" right away. The
goal is to acquire the skill by May.
• Remember that there is actually no right or wrong answer. Your
answer is YOUR interpretation of the content of the documents. As
long as your answer is logical and your interpretation is supported
by the content of the document you are correct.
• The following is your guide to writing a successful DBQ.
HISTORICAL CONCERNS
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1. Read carefully the question prompt and the historical background. Underline the tasks demanded and the
terms which are unique to the question.
2. Read the documents carefully.
a. Make sure that you understand the content of the document.
b. What is the author's Point of View (POV).
c. Where is the tension?
1. Are there people from the same place with differing POV?
2. Is a Frenchman critiquing the French or is it an Englishman?
Which is biased, which has great knowledge?
d. What is the origin of the document?
e. Is the document valid or is it hearsay?
f. If time, gender or age were changed would the person be saying the same thing?
3. You should strive to use most of the document (omitting no more than 1 or two).
4. Do not simply site the documents in "laundry list" fashion. You should strive to IMPOSE order on the
documents. Find groupings for the documents. Can they be organized into a format? What is the OVERALL picture
presented by the documents. Can you use the documents implicitly?
5. Your essay should be an ANALYSIS of the documents and their content.You are demonstrating analysis if you are
doing the following:
a. The essay contains a thesis which divides your answer into categories.
b. The documents are used as evidence to support your thesis.
c. Frequent reference is made to the terms of the question.
Be certain that your answer is always focused directly on the question. Do not drift afield.
6. Be certain that, if the question allows, you exploit all of the following in writing your answer.
a. Point of View (POV) is both indicated and discussed from several angles.
b. The Validity (VAL) of documents is noted.
c. Change Over Time (COT) is recognized and discussed (if this occurs in the documents)
d. Did the pendulum of history swing in the chronological course of the documents? Did it swing back again?
LITERARY CONCERNS
• 1. The essay has an adequate introduction in which the time frame is
noted.
• 2. The thesis provides an answer to the question and divides the answer
into
• categories.
• 3. Proper essay style is used (think 5 paragraph format where applicable).
• 4. Grammar and spelling are adequate (do not misspell words that are
supplied in
• the documents).
• 5. You have not referred to yourself in the essay and you have not told the
readers what they are "going to learn".
• 6. A great majority of the documents have been used in a manner which
makes their use readily apparent to the reader.
• 7. Quotations are limited to a phrase which is placed within the context of
your answer.
• 8. ALL PARTS OF THE QUESTION have been answered.
• 9. A conclusion exists which summarizes the evidence, restates the thesis
and indicates a direction for further study or occurrences.
• 10. Base all of your comments on the documents, NOT on outside
information. Outside information may be used to enhance understanding
but it must not be the basis of your argument.
Scoring a DBQ
• The European History Development
Committee strongly urges teachers to ensure
that students are familiar with and capable of
meeting the following requirements: This is
what you have to do to get 6 points of 9 points
on the DBQ. If you do not get these six, you
can not get a 7,8, or 9.
6 Core Points of the DBQ
• • Providing an appropriate, explicitly stated thesis that
directly
and
• • Discussing a majority of the documents individually and
specifically
• • Demonstrating understanding of the basic meaning of a
majority of the documents
• • Supporting the thesis with appropriate interpretations of
a majority of the documents
• • Analyzing point of view or bias in at least three
documents
• •Analyzing the documents by explicitly grouping them in
appropriate ways
BASIC CORE 1-6
Student may earn up to 6 points for mastery of these items.
Provides an appropriate, explicitly
stated, thesis that directly
addresses all parts of the
1
question.
Thesis may not simply restate the
question.
Discusses a majority of the
2
documents individually and
specifically.
Demonstrates understanding of
the basic meaning of a majority of
3
the documents (may misinterpret
no more than one).
Supports the thesis with
4
appropriate interpretations of a
majority of the documents.
Analyzes point of view or bias in at
5
least three documents.
Analyzes documents by explicitly
6
organizing them in at least three
appropriate groups.
The student will earn one point for successfully completing each of
the above tasks. The student must earn all six points in order to
advance to the Expanded Core. Failure to earn a total of 6 points in
the Basic Core with leave student with a score reflective of the
number of tasks which were successfully accomplished.
Expanded Core
Must earn 6 points in the basic core before
earning points in the expanded core. A
student earns points to the degree to which
he or she does some or all of the following.
has a clear, analytical and
comprehensive thesis
uses all or almost all documents
addresses all parts of the question
throughly
Student may earn 1, 2 or 3
points for successfully
demonstrating any, all or
some of the following
points.
uses documents persuasively as
evidence
shows understanding of nuances in the
documents
analyzes bias or point of view in at
least four documents cited in the essay
analyzes the documents in additional
ways-- additonal groupings or other.
brings in relevant "outside" historical
content
TOTAL POSSIBLE SCORE IS 9
• Points earned in the expanded core, coupled
with those earned in the basic score will equal
the total score of the student. Note: a student
may earn six points in the basic core and does
not necessarily have to earn any additional
points in the expanded care. This said, a 6 may
stay a 6.
DBQ Training Excercise
• SITUATION DESCRIPTION:
• The annual Ely Tigers versus Dillard Panthers football game
was played Friday night. Due to family commitments I was
unable to attend the game. The game was decided when
Donnell Wilson caught a touchdown pass on the last play of
the 4th quarter giving Ely a 14-10 victory. Monday morning
when I arrived at school "everyone" was talking about the
"catch" and the victory. What I want to know is what
REALLY happened and just how great of a play this catch
actually was. Throughout the day I spoke to the following
people in an attempt to obtain the truth. As I review each
source I must constantly ask myself "what is the validity of
each person's comment and what is their particular
expertise in the area of high school football.
DOCUMENT 1
Tom Robard, Newspaper Reporter, The Fort Lauderdale Sun-Sentinel
The annual Ely--Dillard football game ended in dramatic fashion when Donnell Wilson
caught the game winning touchdown pass as time expired. Wilson made a leaping catch
and landed safely in the endzone capping an improbable come from behind win for the
Tigers.
(note: most high school game results are phoned into the newspaper sports desk)
Document 2
Donnell Wilson, Ely Wide Receiver who caught the winning pass
Did you see that catch?! I mean it was great! Man I knew I had it! That D-back was
nothing! I ran right by him and just reached out and pulled it in. Focus, real focus!!
We're number 1!!
Document 3
Clayton Sheffield, Offensive Coach, Ely High School
Great catch! Unbelieveable! Donnell has heart and no quit in him. When it mattered I
knew he would come through. He's tough, a real gamer! I had the team focused. We
were ready to play. Never a doubt!
Document 4
Jasmine McNeil, Ely Cheerleader Captain
It was a totally awesome catch! We won the game and, like totally disgraced that other
team. I knew we would win after our half-time show, and we did! We rock! Go Ely!
Those Dillard guys had no chance. And you should have seen those Dillard girls! Their
cheers were sloppy and screechy. No wonder we won!!! We're number 1!!
Document 5
• Mary Griffin, Ely teacher who attended the
game to watch her son play
•
• Ely played real hard. The boys were great. It
was a great catch that won a hard fought
game. The noise in the stands after the game
was unbelieveable. Everyone was hugging
each other and screaming.
Document 6
• Demetrius Johnson, Defensive back who
covered Donnell, Dillard High School
•
• We were robbed. That guy never caught the
ball, he was lying there on the ground and the
ball fell in his hands. He pushed me and the
ref never saw nothing. Ely is nothing but a
bunch of cheats!
Document 7
• Mark Burton, Defensive Coach, Dillard High
School
•
• What can I say? Demetrius played him real
tight. Ely ended up on the ground with the ball
and the touchdown. Some nights you just
aren't lucky, some you are.
Document 8
Owen Dyson, Football Referee, excerpt from his game report to the Florida High School
Activities Association
It was a clean and simple catch resulting in a touchdown. No penalty was invloved.
Document 9
• Robert Benson, Assistant Football Coach,
University of Nebraska. Excerpt from his
scouting report.
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• #83 Donnell Wilson, Senior. Position: Wide
Receiver. Height: 5'6". Weight: 155. Comment:
Has poor hands and only average speed.
DBQ Time
• In Groups of 3 do the following
• Look at the Reformation DBQ you just did
(trade papers with each other)
• Look at the scoring guide
• Would you have got your 6 points. Why or
why not? Make notes for the author to use to
fix it.