Source: Pennsylvania Gazette, 1754
Description of the Document Based Question Essay
The required Document-Based Question (DBQ) differs from the standard essays in its emphasis on your ability to analyze and synthesize historical data and assess verbal, quantitative, or pictorial materials as historical evidence. Like the standard essays, however, the DBQ is judged on its thesis and argument.
Although confined to no single format, the documents are unlikely to be the familiar classics (such as the Emancipation Proclamation or the Declaration of Independence), but their authors may be major historical figures. The documents vary in length and are chosen to illustrate the interactions and complexities of the historical process. They may include charts, graphs, cartoons, and pictures, as well as written materials. The DBQ typically requires students to relate the documents to a historical period or theme and, thus, to focus on major periods and issues. For this reason, outside knowledge — information gained from materials other than the documents — is very important and must be incorporated into your essay if the highest scores are to be earned.
Source: The College Board
The
Document-Based Question (DBQ) requires the construction of a coherent essay that
integrates interpretation of the supplied documents with a demonstrated
knowledge of the historical period in question. Higher scores are earned with
essays that successfully incorporate primary evidence from the documents with
traditional historical themes and ideas. The student who simply describes the
contents of the documents and fails to place them into historical perspective
will receive a low score on the DBQ essay.
Simple sequence for writing a DBQ essay:
Reading and Planning:
Read the question, identify the historical period being discussed, and underline key words.
Brainstorm a list of relevant issues, historical terms, names, or events that are significant to the topic. When complete, this list should be examined for logical division into sub-topics, which will become your main ideas. Be sure to do this before you look at the documents.
Read the supplied documents. In the margin of the documents, make notes that add to or embellish your brainstorm list.
Writing:
1. Introduction
Write one clear sentence that states a thesis, what the essay will prove. Remember: a sophisticated topic sentence will begin with “while” or although” to indicate an alternative view.
Specify three or four main ideas
Elaborate on each of these main ideas with simple defining sentences.
Begin with a sentence which re-introduces one of the main ideas.
Support that topic sentence with outside information from your brainstorm list. (Very important.)
Support your outside information with a reference to one or more of the supplied primary sources. Be sure you use and cite the documents properly. Paraphrase, do not quote extensively.
Write a concluding sentence that relates the paragraph's topic back to the thesis.
Write a transitional sentence introducing the next topic.
3. Subsequent Paragraphs.
Continue this procedure until you have exhausted your brainstorm list for possible main ideas. If you have outside information that is not supported by the primary documents, be sure to include that information. Accurate student-supplied information will garner points, even without support from the documents; any use of the primary documents not supported with outside information will not garner points and should be avoided.
A conclusion is not necessary, but it will score you extra points if done properly. If you decide to write a concluding paragraph, be sure that what you write is more than just a restating of the thesis.
DBQ Tutorial from the College Board
The following is a link to a DBQ tutorial provided by the College Board
http://www.collegeboard.org/ap/history/html/dbq002.html
Sample DBQ from the 1999 AP Test
To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution?
Use the documents and your knowledge of the period 1750 to 1776 to answer the question.
Document A
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Source: Pennsylvania Gazette, 1754
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Document B
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Source: Edmund Burke, "Notes for Speech in Parliament, 3 February 1766". Govern America [?] as you govern an English town which happens not to
be represented in Parliament [?] Are Gentlemen really serious when they
propose this? Is there a single Trait of Resemblance between those few
Towns, and a great and growing people spread over a vast quarter of the
globe, separated from us by a mighty Ocean? |
Document C
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Source: Richard Henry Lee to Arthur Lee, 24 February, 1774. The wicked violence of [the] Ministry is so clearly expressed, as to leave no doubt of their fatal determination to ruin both Countries unless a powerful and timely check is interposed by the Body of People. A very small corrupted Junto in New York excepted, all N. America is now most firmly united and as firmly resolved to defend their liberties ad infinitum against every power on Earth that may attempt to take them away. The most effectual measures are everywhere taking to secure a sacred observance of the Association — Manufactures go rapidly on and the means of repelling force by force are universally adopting. |
Document D
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Source: Mather Byles, Cotton Mather's grandson, to Nathaniel Emmons, Arthur Wentworth Hamilton Eaton, The Famous Mather Byles: The Noted Boston Tory Preacher, Poet and Wit, 1707-1788. They call me a brainless Tory; but tell me, my young friend, which is better, to be ruled by one tyrant three thousand miles away, or by three thousand tyrants not a mile away. I tell you, my boy, there was just as much humbug in politics seventy years ago as there is today. |
Document E
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Source: Declaration for the Causes of Taking up Arms, Continental Congress, 6 July 1775. A Declaration by the Representative of the United Colonies of North America, now met in Congress at Philadelphia, setting forth the causes and necessity of their taking up arms. . . . the arms we have been compelled by our enemies to assume, we will, in defiance of every hazard, with unabating firmness and perseverance, employ for the preservation of our liberties; being with one mind resolved to die freemen, rather than live [like] slaves. Lest this declaration should disquiet the minds of our friends and fellow-subjects in any part of the Empire, we assure them that we mean not to dissolve that union which has so long and so happily subsisted between us, and which we sincerely wish to see restored. . . We have not raised armies with ambitious designs of separating from Great Britain, and establishing independent states. |
Document F
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Source: The Origin and Progress of the American Revolution to the year 1776, a history by Peter Oliver of Massachusetts, 1781 We [saw] a Set of Men . . . under the Auspices of the english Government; & protected by it . . . for a long Series of Years . . . rising, by easy Gradations, to such a State of Prosperity & Happiness as was almost enviable, but we [saw] them also run mad with too much Happiness, & burst into an open Rebellion against that Parent, who protected them against the Ravages of their Enemies. . . . And why [was] the sudden Transition made, from Obedience to Rebellion, but to gratifye the Pride, Ambition & Resentment, of a few abandoned Demagogues, who were lost to all Sense of Shame & of Humanity? The generality of the People were not of this Stamp; but they were [weak], & unversed in the Arts of Deception. |
Document G
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Document H
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Source: Hector St. John Crčvecoeur, Letters from an American Farmer, composed in the 1770's, published, 1781. What then is the American, this new man? He is either an European, or the descendant of an European, hence that strange mixture of blood which you will find in no other country. I could point out to you a family whose grandfather was an Englishman, whose wife was Dutch, whose son married a French woman. . . . He is an American, who leaving behind him all his ancient prejudices and manners, receives new ones from the new mode of life he has embraced. . . . He becomes an American by being received in the broad lap of our great Alma Mater. Here individuals of all nations are melted into a new race of men, whose labours and posterity will one day cause great changes in the world. . . . This great metamorphosis has a double effect, it extinguishes all his European prejudices, he forgets that mechanism of subordination, that servility of disposition which poverty had taught him. |
The 8-9 essay:
· Contains a well-developed thesis that evaluates the extent to which colonists developed a sense of their identity and unity as Americans by the eve of the Revolution.
· Presents an effective analysis of the development of an American sense of identity and unity 1750-1776; may weave the two together — may be imbalanced between the two issues.
· Effectively uses a substantial number of documents.
· Supports thesis with substantial and relevant outside information.
· Is well-organized and has clear expression of ideas.
· May contain minor errors.
The 5-7 essay:
· Contains a thesis that addresses whether the colonists developed a sense of identity and unity as Americans by the eve of the Revolution.
· Has limited analysis, is mostly descriptive; may have serious imbalance between the two issues.
· Uses some documents effectively.
· Supports thesis with some outside information.
· Shows evidence of acceptable organization and writing; language errors do not interfere with comprehension of the essay.
· May contain errors that do not seriously detract from the quality of the essay.
The 2-4 essay:
· Contains a limited, confused, and/or poorly developed thesis.
· Deals with both identity and unity in a general manner or only discusses one issue; simplistic explanation.
· Quotes or briefly cites some documents.
· Contains little outside information or information that is generally inaccurate or irrelevant.
· Lack of organization and language errors interfere with comprehension of the essay.
· May contain major errors.
The 0-1 essay:
· Contains no thesis or a thesis which does not address the question.
· Exhibits inadequate or inaccurate understanding of the question.
· Contains little or no understanding of the documents or ignores them completely.
· Is so poorly organized or written that it inhibits understanding.
· Contains numerous errors, both major and minor.
The " — " essay:
· Is completely off topic or blank.
Source: The College Board