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Introduction

The purpose of this booklet and slide 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. I have found that 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 handout which includes a sample DBQ instructions page, the prompt, and the documents to be used. This presentation will focus on question #3 from the book DBQ Practice: AP World History.

Dialogue

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 type 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?*

Let’s see what we can eliminate…*

Let’s see if we can reduce it further…*

We will have to determine what regions need to be addressed…*

We need to find “codes of behavior,” what is expected of followers…*

Finally, what is the “nature and reason” for existence?*

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 we should use that information*

There’s some important information here…*

There could be possible region groupings…*

Or there could be possible religion groupings… **

*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 what religion and what region each one involves.

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 either 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 presentation.

Dialogue

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 make some short codes for the requirements of the question… *Regions or geographic areas: Let’s use “SWA” *for southwest Asia, “SA” *for south Asia, and “EA” *for east Asia*.

The question also asks for “codes of behavior”*—let’s use “B” for this—and for nature and reason for existence*—let’s use R4E* for this. Here’s what our table or chart looks like. Now we need to analyze and group the documents.*

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.

Dialogue

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.

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, “behavior,” and “reason for existence”). 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 the box “SA,” indicate as briefly as possible the main points that refer to the prompt. “Karma” is a reference to behavior, and note in the POINT OF VIEW section of the chart that the author is a religious person with a particular bias.*

Now let’s fill in the information. Document #1:

•The region is “SA.”

•The major concept that relates to the prompt is “There is a supreme being, but the essence of the individual is a result of Karma.”

•This concept relates to a specific “behavior.”

•The particular point of view is that of a devout follower.

•Under “NEED,” we could enter a note regarding a clarification.

•

Keep in mind that this is your diagram, so put only as much info as you need to help you 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—the chart should be sufficient.