The DBQ

1. The DBQ

2. About the DBQ • Primary purpose of DBQ is not to test students’ prior knowledge of subject matter. Rather, it evaluates their ability to formulate and support an answer from documentary evidence. • There is no single “correct” answer; various approaches and responses are possible. • Pretend you are a historian. You have already done all of your research (as evidenced by the documents), and you are now writing a paper where you must cite your evidence.

3. How to DBQ

4. How to DBQ • Read the Prompt • A. Find and underline the key phrase • You will use the key phrase throughout your essay • B. Determine what is the prompt asking

5. DBQs: Find the Key Phrase 2002-2014

6. 2002 • Using the documents, compare and contrast the attitudes of Christianity and Islam toward merchants and trade from the religions’ origins until about 1500. Are there indications of change over time in either case, or both? What kinds of additional documents would you need to assess the consequences of these attitudes on merchant activities? There will never be a DBQ like this again! This was not only a DBQ, but also a CC and CCOT essay. This DBQ has the lowest average score ever on any DBQ.

7. 2003 • Using the documents, analyze the main features, including causes and consequences, of the system of indentured servitude that developed as part of global economic changes during the nineteenth and into the twentieth centuries. What additional kind of documents would help assess the historical significance of indentured servitude in this period?

8. 2003 • Using the documents, analyze the main features, including causes and consequences, of the system of indentured servitude that developed as part of global economic changes during the nineteenth and into the twentieth centuries. What additional kind of documents would help assess the historical significance of indentured servitude in this period?

9. 2004 • Based on the following documents, analyze the responses to the spread of Buddhism in China. What additional kind of document(s) would you need to evaluate the extent of Buddhism appeal in China?

10. 2004 • Based on the following documents, analyze the responses to the spread of Buddhism in China. What additional kind of document(s) would you need to evaluate the extent of Buddhism appeal in China?

11. 2005 • Analyze the issue that twentieth-century Muslim leaders in South Asia and North Africa confronted in defining their nationalism. What additional kind of documents would be most helpful in furthering your analysis?

12. 2005 • Analyze the issue that twentieth-century Muslim leaders in South Asia and North Africa confrontedin defining their nationalism. What additional kind of documents would be most helpful in furthering your analysis?

13. 2006 • Using the documents, analyze the social and economic effects of the global flow of silver from the mid-sixteenth century to the early eighteenth century. Explain how another type of document would help you analyze the effects of the flow of silver bullion in this period.

14. 2006 • Using the documents, analyze the social and economic effects of the global flow of silver from the mid-sixteenth century to the early eighteenth century. Explain how another type of document would help you analyze the effects of the flow of silver bullion in this period.

15. 2007 • Using the documents, analyze Han and Roman attitudes toward technology. Identify an additional type of document and explain briefly how it would help our analysis.

16. 2007 • Using the documents, analyze Han and Roman attitudes toward technology. Identify an additional type of document and explain briefly how it would help our analysis.

17. 2008 • Based on the following documents, analyze factors that shaped the modern Olympic movement from 1892 to 2002. Identify and explain what additional type of documents or sources would help you assess these factors.

18. 2008 • Based on the following documents, analyze factors that shaped the modern Olympic movement from 1892 to 2002. Identify and explain what additional type of documents or sources would help you assess these factors.

19. 2009 • Using the documents, analyze African actions and reactions in response to the European Scramble for Africa. Identify an additional type of document and explain how it would help in assessing African actions and reactions

20. 2009 • Using the documents, analyze African actions and reactions in response to the European Scramble for Africa. Identify an additional type of document and explain how it would help in assessing African actions and reactions

21. 2010 • Using the following documents, analyze similarities and differences in the mechanization of the cotton industry in Japan and India in the period from the 1880s to the 1930s. Identify an additional type of document and explain how it would help your analysis of the mechanization of the cotton industry.

22. 2010 • Using the following documents, analyze similarities and differences in the mechanization of the cotton industry in Japan and India in the period from the 1880s to the 1930s. Identify an additional type of document and explain how it would help your analysis of the mechanization of the cotton industry.

23. 2011 • Using the following documents, analyze the causes and consequences of the Green Revolution in the period from 1945 to the present. Identify one additional type of document and explain how it would help your analysis of the Green Revolution.

24. 2011 • Using the following documents, analyze the causes and consequences of the Green Revolution in the period from 1945 to the present. Identify one additional type of document and explain how it would help your analysis of the Green Revolution.

25. 2012 • Using the following documents, analyze the relationship between cricket and politics in South Asia from 1880 to 2005. Identify an additional type of document and explain how it would help your analysis.

26. 2012 • Using the following documents, analyze the relationship between cricket and politics in South Asia from 1880 to 2005. Identify an additional type of document and explain how it would help your analysis.

27. 2013 • Analyze connections between regional issues and European struggles for global power in the mid-eighteenth century. Identify an additional type of document and explain how it would help your analysis of these connections.

28. 2013 • Analyze connections between regional issues and European struggles for global power in the mid-eighteenth century. Identify an additional type of document and explain how it would help your analysis of these connections.

29. 2014 • Using the following documents, analyze the relationship between Chinese peasants and the Chinese Communist Party between circa 1925 and circa 1950. Identify one additional type of document and explain how it would help you assess the relationship between the Chinese peasants and the Chinese Communist Party.

30. 2014 • Using the following documents, analyze the relationship between Chinese peasants and the Chinese Communist Party between circa 1925 and circa 1950. Identify one additional type of document and explain how it would help you assess the relationship between the Chinese peasants and the Chinese Communist Party.

31. How to DBQ • 2) Read and analyze the documents • Pay attention to the attribution! Note the author, time, and place. • Who is the Speaker? Occasion? Audience? Purpose? Subject? Tone? • Categorization (Kind? SPICE?) • Is POV Statement possible? • Is Additional POV possible?

32. How to DBQ • 3) Group the Documents • MUST have AT LEAST 3 groups/paragraphs • A group must include more than one document. • Any document can be used twice (or more), but it MUST be used at least once. • The documents are chosen because they have similarities with one another; you have to find those!

33. How to DBQ • 4) Write your thesis • Provide an answer to the prompt, but not using “the phrase” • Provide groups in thesis • These will be your paragraphs • Provide Place / Time (exactly as stated in DBQ prompt if provided) • Must be written in a single sentence (straightforward, state it quickly, and move on)

34. How to DBQ • 5) Write • Thesis Statement as Introduction • Body Paragraph (x3) • - Topic Sentence (provide group; use phrase) • - Doc 1 (example) • - Concrete and Specific Details • - Commentary / Connection to topic or thesis • - POV Statement (if applicable) • - Analysis (Why is this with the others) • - Additional Document (if applicable) • - Concluding Statement

35. How to DBQ • 6) Check your work • Go through the rubric to make sure you have everything you need. • Did you use every document? • Is your thesis clear without being a simple restatement of the prompt?

36. Summary of Documents • Documents are chosen on the basis of both the information they convey about the topic and the perspective that they offer. • Documents should be used to substantiate and illustrate points made in the essay. • Students may group documents chronologically, culturally, or thematically, to demonstrate their ability to analyze sources, but they are not expected to have particular knowledge of every document’s author or topic or to include knowledge outside of the documents in order to receive the highest score.

37. Questions to Ask About the Documents • What is the document saying? • Is the document similar or different to others in terms of content? • Who is speaking? (Attribution) • Why is this person significant? • What is the speaker’s POV? • Is this speaker/source reliable or accurate? • What is the author’s tone?

38. 2008 DBQ Marking it up

39. Summary of Documents • Document #1: • Founder of Modern Olympics • Share athletes around the globe • Process will promote peace • “utopia,” free trade

40. Summary of Documents • Document #2: • 2% women participation (attribution) • Photograph • Empty stands • Long skirt: still must adhere to cultural standards

41. Summary of Documents • Document #3: • skis, cheating • Idea that Nazism > democracy • More than just a skiing competition; political competition too

42. Summary of Documents • Document #4: • Competed in the 1952 games • Soviets’ enemies, Cold War • Russians vs. Americans • “Got to beat ‘em”

43. Summary of Documents • Document #5: • “Defeated enemy syndrome” • World trade power • “Magic of the Olympics,” national crusades • Saving economic power of Olympics

44. Summary of Documents • Document #6: • USSR seen as “beacon of peace, democracy” • Propaganda, Soviet achievements • POV?

45. Summary of Documents • Document #7: • Corporations as top sponsors • Korean companies not among top sponsors • “failed to avail itself of an opportunity” • “stand to make a lot of gold”

46. Summary of Documents • Document #8: • 29% female participation (attribution) • Women representation • “Running in shorts” • “psychologically, they don’t think so”

47. Summary of Documents • Document #9: • Millions of US dollars fees paid to Olympic Committee for broadcasting rights • increase • Not US Government spending (misleading)

48. Summary of Documents • Document #10: • 2000 field hockey team • Pakistan’s team’s performance “tarnished” national pride • Discusses partition of India, archrivals • 2nd place 1956, Gold in 1960

49. How to Cite Documents in the DBQ • Winston Churchill, in a letter to Franklin D. Roosevelt, argued that . . . (Doc 7). • Tokugawa Ieyasu felt that . . . (Doc 1). • The graph reveals an increase in cotton production after the introduction of machines (Doc 4). • DO NOT begin with “In Document 8 . . . “

50. Understanding vs. Using for Evidence Christopher Columbus states that he was “shocked and appalled” by the nakedness of the indigenous people (Doc 4). This statement reveals that you understand Document 4. Though this statement is important for letting the reader know you understood what you have read, you are doing nothing but retelling what you have just read; this statement does not count as evidence.