DBQ Scaffolding Samples. Global Studies 9 Myers. Remember:. Writing a DBQ is a skill…it takes practice and PLANNING ! Remember this: there is actually no “right” or “wrong” answer. As long as your answer is LOGICAL and your interpretation is supported by the documents, you are correct.
Global Studies 9
Writing a DBQ is a skill…it takes practice and PLANNING! Remember this: there is actually no “right” or “wrong” answer. As long as your answer is LOGICAL and your interpretation is supported by the documents, you are correct.
1 Read the task Brainstorm… and write down a “bulleted” list of what you already know which will become your “outside information.” (answering who?, what?, where?, when?, why?, how?). Spend no more than 5 minutes on this step.
Discuss both the positive effects and the negative effects of the Industrial Revolution on European society.
What is being asked? Underline the tasks asked of you. Your thesis CANNOT simply re-word the question. It must be a unique statement that shows the reader you understand the question.
Based on this time line, identify two ways that people’s lives changed during the Neolithic Revolution. 
1. What effect did Japan’s location have on cultural diffusion from China? 
2. Identify one cultural contribution to Japanese society that came from China. 
Within the villages, towns and cities, it was possible for people to specialize in the sort of workthey could do best. Many stopped producing food at all, making instead tools and other goodsthat farmers needed, and for which they gave them food in exchange. This process of exchangeled to trade and traders, and the growth of trade made it possible for people to specialize evenmore. . . .
Based on this document, state one impact of the Neolithic Revolution on the way people lived. Sample: Reading question
Make a chart with the document number, and what the main point of the document is when you plan.
How many of these documents can be grouped together? What do they share in common (positive or negative; causes or effects; fact or opinion)? Are they primary or secondary sources, or a mixture of both? Are they from the same time period, or do they span several decades and centuries?
of “outside information” and attach what you can to your common themes.
Begin with a brief overview of the specific timeframe or era in history. Work to get more specific to the task and end your introduction with a statement of your thesis. NO FLUFF!!
· CONCLUSION: Reemphasize your thesis using your best line of argument. Your conclusion should state what you have proven.
NEVER create a simple document review (“laundry list” of the documents). Begin your body paragraph with your line of argument in support of your thesis statement. Use your common themes/outside information to generate your paragraphs.
n Identify your documents by using parenthesis at the end of the sentence or paragraph in which you refer to that specific document. Example: (document 1).
nNEVER begin a paragraph by referencing a document. Example: “In document one it states that…”
Reemphasize your thesis using your best line of argument. Your conclusion should state what you have proven.