DBQ – Back to the drawing Board

• What does your DBQ need to do?• What should my thesis have?• What should I do with the documents?• What should I do about outside information?• What about Contextualization / Synthesis?

What does my DBQ need to do?

• It’s a test question about 2 things:– 1. Your historical knowledge.– 2. Your ability to analyze historical documents.

• You need to show – 1. You understand the relevant history.– 2. You can apply the documents to the relevant

history. • If you do those 2 things, you’ll score well and

everything else is gravy.

Let’s talk about the thesis…

• A separate, brief, introductory paragraph that makes it clear that – 1. You understand what the question is really

asking. (All of the parts)– 2. You have an understanding of the big ideas

that are relevant to this question. – 3. You have an answer; take a stand on the

question.

What should I do with the documents?

• Analyze the document, don’t just describe it. • Analysis = Evidence + Context• The document is the evidence, your job is to provide the

context

• The context is how the document relates to your argument (thesis)

• Your analysis MUST include an explanation of how the document supports your thesis

• Your analysis should include: 1 of the following: Intended Audience, Purpose, Historical Context, Author’s Point of View

What about Outside Information?

• Remember – It is a history test. You need to prove that you know some history.

• Show that you understand the big picture and can support the big picture with some specifics.

• You need at least 3 ideas / facts that could not just be taken from the provided information.

Outside information (cont.)

• When analyzing documents, you explain how the documents relate to an important piece of outside information.

• When analyzing the speaker of documents, demonstrate that you know things about the speaker.

• Don’t just name drop / fact bomb. – Explain how the fact connects to thesis.

What about Contextualization and Synthesis?

• These don’t matter if you haven’t done the other parts well. • If you do the other parts very well, these parts may have already

happened. • Remember You need to show

– 1. You understand the relevant history.– 2. You can apply the documents to the relevant history.

• Synthesis = Demonstrates understanding of the complexity of the issue. • Contextualization = Demonstrates that you understand where this

historical episode fits into the overall scope of US History – How is this episode similar / different to other things that have happened in US History.

Example: The document you are given is an excerpt from the

Gettysburg Address. – Your analysis of the document includes a reference to the

House Divided speech. You address historical context by explaining why Lincoln said different things, at different times for different audiences / purposes.

– You have hit Outside Information, Context, Audience, Purpose AND contextualization

What needs to be in a DBQ?

• Thesis that takes a stand. – Don’t be overly flowery– Don’t hesitate to underline your primary thesis

sentence.

• General knowledge about how the question relates to the overall time period, context

• Some specific Outside Knowledge that highlights the General Knowledge

• Demonstrated understanding of how the documents connect to the thesis

DBQ Grading – New Style 7 Points

• 1 Point - Thesis • 0-4 Use of Docs• 1 Point - Broader Historical Context• 1 Point - Synthesis

1 Point for Thesis

• Address all parts of the question. • Take a stand / make an argument. • Demonstrates understanding of what

question REALLY asks. • Do not JUST restate the question.

4 Points – Use of Docs / Outside Info

• 3 Points – – Use 6 documents (all but 1)– Connect docs to thesis (analysis = evidence +

context)– For each one address one of the following – Audience, Purpose, Context, P.O.V.

• 1 More Point – Use of relevant OUTSIDE Information -

1 Point - Contextualization

• Connects this argument, and documents to broader historical context of the time

1 Point – Synthesis (Demonstrates complexity of understanding)

• Accounts for contradictory arguments • Connect to another historical period / episode

/ circumstance• Appropriately modifies the stated argument

or thesis

DBQ 101 - Reading the Question1. Read and highlight the question:

1. Look for Question action words like agree / disagree – Why – Demonstrate – to what extent - evaluate – assess - discuss

2. Note any dates referenced in the question – What is going on at that time period? When is the date in relation to the big 12? –

3. Note any people / events / terms referenced in the question.2. Re-write the question in your own words focusing on “What is it really asking?”3. Blurb! Make a stream of consciousness list of ideas / terms / considerations that

pop into your head in relation to the question4. Go back and read the question again – does anything from your blurb list make

you re-consider what the question is all about?5. Now read the documents and ask yourself how the documents relate to the

items from your blurb / parts of the question

1977The debate over the Alien and Sedition Acts of

1798 revealed bitter controversies on a number of issues. Discuss the issues involved and explain why these controversies developed.

Using the documents • Remember – Analysis = Evidence + Context• YOUR JOB – Provide the context – Explain how the

evidence relates to the bigger picture• Crucial to address time / audience / purpose

• Why do I ask you to SOAPSTone?– What does it mean to Analyze the Docs v. Describe them?– If analysis = evidence + context – then Speaker, Occasion, Audience, Purpose

are all the context…..– Who is saying something and WHEN matters.

• Example: A coach with 3 Superbowl rings makes a controversial call at the end of the game that results in a loss. V. A rookie head coach with a losing record makes the same call with the same results….

• Contextualizing Doc References – You can assume the reader is familiar with them, but you should

not assume the reader has them memorized. – + Showing you understand why the SPEAKER is important is part

of your analysis….

You should refer to the documents in context.

1.1. Thomas Paine, Thomas Paine, in his pamphlet, in his pamphlet, Common SenseCommon Sense,, said: “………………….” said: “………………….”

2.2. Joe Smith, Joe Smith, a mid-Western delegate to a mid-Western delegate to the Republican convention in 1912the Republican convention in 1912, , agreed with…..agreed with…..

3.3. The The 1919cc historian, Frederick Jackson historian, Frederick Jackson TurnerTurner, felt that …………………. , felt that …………………. (Doc. E)(Doc. E)

NEVERNEVER begin with: In Document 3, begin with: In Document 3, ……

How to Reference a How to Reference a Document in Your EssayDocument in Your Essay

How to Reference a How to Reference a Document in Your EssayDocument in Your Essay

DBQ – Document Red Flags

DBQ Document RED FLAGSOverquoting – You do not need a direct quote from the documents you use

Quotes you do use should be short and targetted. (Less than a line)

Using the documents just to describe. Not just what …. SO WHAT

THE BIG BUT

• In most DBQs you are asked to make generalizations.

• Keep in mind that no generalization is perfect, you need to ID and address the big BUT…

• This is “Understanding the Complexity of the Issue”

Common Mistakes • Discribing v. Analysing• IdentiFy Source’s – Context of who is saying It and why they would say that at

that time• The “why these controversies developed” part of the question• Ignoring chronology – Confuzing Ratification era Federalists v. Anti-Feduralists with Federalists v.

Dem-RepFederalists v. Antifederalists is SO 1789 …. Not appropriate in 1795

• If language is deliberately inflammatory … that matters– “Womanish attachment to France”– “Anglican, monarchical”• Hamilton document that criticized A/S is a big BUT • Slander v. Freedom of Press (do we know Zenger?)• Bipartisan v. Partisan