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Introduction
The purpose of this presentation is to develop a systematic method for writing a DBQ. Although methods of determining the content of specific documents may vary, the organizational structure should be helpful in allowing students to approach the assignment with an increased measure of confidence. In addition to the primary objective of performance on the national exam, the process described herein also illustrates effective methods for researching and developing any written project, especially term papers.
Note: * denotes slide change.
Preparation
Students should have the handouts that include a sample DBQ instruction page, the prompt, and the documents to be used. This presentation will focus on question #1 from the book DBQ Practice: AP World History.
Dialog
The AP World History exam contains three different types of essays: a COMPARE AND CONTRAST essay, a CHANGE OVER TIME essay, and a DOCUMENT-BASED QUESTION.
For the next few days, we will focus on the last form of essay, which is commonly referred to as a DBQ. A DBQ requires analysis of primary sources.
Let’s look at the sample material provided. We will use a step-by-step method to analyze both the question and the documents provided.
Our first step will be to analyze the question or prompt. It is extremely important that we understand what the question requires, so let’s see how we can break it down into its basic parts.
Are there any terms or words that you don’t understand?
What is the question asking for?*
 
Can anything be eliminated?*
 
We will have to determine what patterns are apparent.* We also need to find “cultural consequences” or influences on the cultures of each participant.*
 
We know what the question is asking for and we will need to organize our response, but before we do that let’s make sure we’ve utilized all of the information provided.
DBQs often provide a historical background and that information should be used.*
There’s some important information here…*
There could be a possible region grouping…*
*just don’t lose an opportunity to use the material.
This is where we will end today. Please review the material tonight so that when we begin our discussion you will have a basic understanding of what the documents discuss. Some of them might be difficult, but don’t worry if you don’t fully understand them—just try to get a general idea of trade and its impact on civilizations.
We will now discuss Step 2 in the process: organizing the information in the documents.
Note to teacher: Begin by addressing any questions about the documents students reviewed as homework.
In order to analyze and organize the documents, it can be helpful to develop a table or a chart. Some things will be the same for every DBQ. They are:
*document number
*major point of the document
*point of view
*information needed
These are usually the general instructions before the actual prompt or question.*
Preparation
You may have students develop a table in their notebook, or you can use the blank table that appears as a handout at the end of the Teacher’s Guide.
Dialog
Here is what an organizational table might look like.*
The “universals” are document number, needed information, point of view, and the major concept or important point from the document.*
Now let’s look at possible ways to group the documents based upon the information in each.
*One method of grouping these documents would be to identify “who’s talking” and what region they’re discussing. For example, the first document is a European describing Africa; the second document is a European discussing the New World; and other documents have a European discussing Europe, a Muslim discussing Africa, Europeans discussing China, a European discussing the Mongols, and three maps.
Preparation
Note that some of the entries on the slides will be very short. Students should be advised to abbreviate, but to make sure that they still put in enough information to use for writing the essay.
Each of the “fill-ins” will reflect analysis of the documents. Individual interpretations may vary, but the process of analysis should follow the same pattern.
Dialog
Step 3 is to read the documents and to figure out how they fit into our table.*
Here is our table. We’ll look at each document and determine the categories to be checked as we read. Notice that as we complete the table, some items only require a check while others require longer responses. Some of the responses you will see on the slide are very short because of limited space. Your responses should include enough information so that you don’t have to go back to the document.
Here are the categories:
•Begin with the “universals”*
•Put down the “who and where”*
•Determine “pattern” and “consequence”*
Now we will organize the information from each of the documents. First the easy stuff: Number, and then location from either the info on the source or (if necessary) from the narrative. When reading the document, always keep in mind that you should look for information that relates to the columns (i.e., regions, “pattern,” and “consequence”). Remember, don’t try to summarize the whole document—take a “just the facts” approach instead. When you have filled in the information for a document, draw a line across and start the next document.
Here is the first document. Note that the sections in red relate to the information we need to answer the prompt. (Note to teacher: Take some time to discuss the sections in red.)
Here is the “assessment” for the chart: Check box “A” for Africa, and indicate as briefly as possible the main points that refer to the prompt (for example, women use the veiling process, the visiting merchants settle and marry into prominent African families). A possible point of view would center on an outsider’s assessment or perception of what is happening; it might therefore be a little “ethnocentric” in its evaluation.
Now let’s fill in the information.
Document #1:
•The region is “A.”
•The major concept that relates to the prompt is Muslims’ effect on African cultures (veiling and intermarriage).
•The document relates to a specific “consequence.”
•There is a particular point of view—an outsider judging what he sees based upon his own cultural bias.
•
Keep in mind that this is your diagram, so put only as much info as you need to help recall specific points about the document. The idea is that when you begin to write you will not have to go back to the document—just the chart.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.
Most charts and maps present patterns or connections of some type. They very seldom reflect a point of view unless they exaggerate physical sizes or some other aspect. Note how this map shows a pattern of extensive contacts between northern Africa (which was predominantly Muslim during this period) and sub-Saharan Africa.
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.
We are now getting a sense that all of the documents are from Europeans and Muslims describing cultural contacts from their point of view—but where are the comments and perceptions of the Africans, Asians, Mongols, and Aztecs? It would be interesting to see how their perceptions compare with those of the “outsiders.”
Walk the class through interpretation of this document. Make sure to give students an opportunity to complete the table before revealing the answers.
Walk the class through how to fill in the table; don’t forget to give students an opportunity to figure out the answers on their own before revealing them.
Now let’s see how we can begin to group our documents for the essay:
•Documents can be grouped according to specific objectives of the prompt
•They can also be grouped by patterns, consequences, or by the theme of “forced change” (which contrasts with changes that followed a natural process)
•In addition, they can be grouped by regions
Now let’s see how the documents can fit together to form the body of your essay:
•The first group of documents involves European and Muslim impressions of Africa
•The next group is related to China
•The last group documents focuses on conversions and relocations as “consequences” of trade These groupings provide you with the content for three paragraphs that can form the body of your essay. Your next step is to form a topic sentence based on the categories of the groupings and to explain why each of the documents in the grouping is relevant. After this, all that’s left is to compose your thesis (opening) paragraph and your concluding paragraph.
The last step is to develop a thesis, address the need for additional documents to allow for a better assessment of the prompt, and then review the process we have completed.
Let’s look at what kind of information might help us get a better “picture.” Is there a bias that needs to be balanced? Is there something that would make the assessment more accurate?
As we discussed earlier, all of the documents for this DBQ come from Europeans and Muslims describing trade contacts from their point of view. Where are the comments and perceptions of Africans, Asians, Mongols, and Aztecs? It would be interesting to see how their perceptions compare with those of the “outsiders.” Missing information can often provide the source for an effective conclusion.
Note to teacher: Keep in mind that students may develop other interpretations and theses which should be encouraged and analyzed by the class as a whole.
The last and most difficult step of any writing process is the thesis. Can you find a pattern, a rationale or concept, or a question or dilemma? Is there something else that strikes you after reading the documents? Was there a group that seemed to have a biased approach to the topic? Any thesis that requires you to use the documents to support your position can be an effective.
Remember, on the AP World History exam, the thesis must be derived from the documents and the documents must be used to support the thesis.
In this case, the documents give an impression that Muslim contacts had more of an impact on the regions they visited than the Europeans did. The Europeans were either trying to adapt and just survive, standing in awe of what they saw, or they were more interested in converting their contacts. Using the historical background, it does make sense because Muslim societies were at a higher point during this time period while the Europeans were in the so-called “Dark Ages.”
You have now developed a thesis for your first paragraph, while the previous slide shows a conclusion you might use for the last paragraph of your essay.
Let’s review the process. (Note to teacher: Click through each of the steps and read them to the class.)
Remember, the more we practice this process the easier it will be to focus on the important parts of the documents. It will help make your essays meaningful, effective, and enjoyable to read. This process can also be used for developing effective term papers. The major difference is with term papers is that someone will present you with a topic, rather than you coming up with a topic or thesis on your own and then going to look for documents to support it. Think of each reference for a term paper as a document that can be analyzed using the same methods we discussed in this presentation. Organizing the sources for your term paper in a chart can make it easier to separate the information you have gathered from your research into its component parts: thesis, body of factual information, and conclusion.