How to do the DBQ 1. Be methodical. Use every document (unless you are very confused about how to use one of the documents – then it’s best to leave it out). Think about the TWO things you need to do with EACH document: (A) How does the information from this source help me prove my argument? (B) How I can use HIPP (Historical Context, Intended Audience, Purpose, Point of View) to further support my argument? 2. Use as much specific, outside information (SFI) as you can in making your argument. You should strive for 3 pieces of SOI per sub-thesis (paragraph). 1. This IS the support for your analysis. It’s the proof that your connections are accurate and that you can do more than just tell the reader what the documents say. 2. The more information you use the more chance you have of earning the point in this category. 3. A historian’s job is to dig through countless possible sources to find “an answer” to a historical question. 3. The PURPOSE of a DBQ is to test your ability to think historically (HTS) AND analyze and effectively use documents! There is a reason you write an LEQ & a DBQ… LEQ is HTS without documents; DBQ is HTS with documents! Use of documents is both ANALYSIS and EXTENDED ANALYSIS ANALYSIS of DOCUMENTS means using the content of the document to support your argument! EXTENDED ANALYSIS: Of course, not all those sources have equal value, and a good historian must understand all the HIPP qualities to determine a source’s worth. HIPP analysis gives you a chance to show the value and usefulness of a source in answering the DBQ prompt. It is like you saying to the reader “Let me tell you a little bit more about this source that isn’t obvious to the general reader who doesn’t know their history.” a. Historical Context is a reliable category that you can use on any primary source. (It is less useful on secondary sources) Think about what specifically was going on historically that led to the creation of this source or makes it significant. b. Intended Audience ...It’s not enough to just state the “intended audience” – you need to analyze how the intended audience influenced what was being written/drawn. For example DON’T just say “The audience for the Seneca Falls Declaration was ____________,” but rather analyze how the intended audience influenced the Declaration by saying “Because the Declaration of Sentiments’ intended audience included the male political elite who held very traditional views of women, Stanton borrowed the language of the founding fathers to anchor her demands firmly in the American political tradition which her audience recognized and respected.” c. Purpose...You won’t get any credit for saying that the purpose of a source is…exactly what the source says. That just shows you can read. What is the author/speaker trying to do in the source? Persuade, convince, refute, urge, respond to critics, energize supporters? d. Point of View...It’s NOT enough to just describe what a source is saying, and to say that’s the writer’s/artist’s “point of view”. Don’t just repeat or describe the source, but rather analyze how the author’s point of view impacts his message. One more tip about trying to incorporate point of view: DON’T do it UNLESS you really understand WHO the author/artist is, his/her position/job/philosophies, and how those details would impact his/her point of view.
DBQ RECIPE INTRODUCTION PARAGRAPH Contextualization (1 Point) * What generally had been going on in this era or previously with this general theme? o During the era of …., it was a time of …. o The United States had a history of …, during the era of … it had evolved/changed into… Thesis (1 Point) * Sophisticated Thesis - X, however A, B, (C), therefore Y * ANSWER ALL PARTS OF THE PROMPT! CATEGORY/BODY PARAGRAPHS Analyzing Documents (up to 2 Points) 1. Connect it: Link what the document is proving to your position * Write a sentence describing the piece of your argument that the document proves without mentioning the document. 2. Analyze it: Then, state the author’s name and type of document and connect it to the point you just made. * Jefferson, in his letter, … Jackson’s speech… Supreme Court’s decision… * DO NOT WRITE “Document 1 says/shows”… / DO NOT QUOTE * CITE the document at the end of the sentence (Doc 3) 3. Extend it: Elaborate on ONE of the following document: * Historical Context- What events, trends surrounded this document (map, chart) o At the time of ….. ... directly impacted by … reaction to…. … directly led to… * Audience- Who is the intended primary audience? Who else would hear or see it? HOW DOES THIS INFLUENCE WHAT IS WRITTEN? * Point of View- Who wrote this document? Adjectives to describe him/her/them? o often achieved by an appositive - note who the person is and why that influences what he writes * Purpose- What is the author trying to accomplish? Why? o POSTIVE- Promote Outline Introduce Encourage Compliment Celebrate o NEGATIVE- Expose Outrage Justify Insult Urge Disagree Question o BE CAREFUL!!!! Tendency to repeat what is IN THE DOCUMENT - that is not purpose. 4. Use EVIDENCE BEYOND THE DOCUMENTS (SFI) to support your argument *This SFI can NOT be evidence found anywhere in the documents or used for HIPP *This SFI can NOT be used for Contextualization or Synthesis (no double-dipping). CONCLUSION PARAGRAPH RESTATE YOUR THESIS - you can make it stronger here… best thesis counts! Synthesis (1 Point) * Make a connection between your argument and a LARGER HISTORICAL ISSUE OR PROCESS (law, event, idea, movement from a far previous or future time period). Don’t just say, “this is like ______.” Say HOW it is like _____ and why it matters. Synthesis is NOT comparison. *You can also account for evidence that contradicts your argument. Be specific about this evidence – why do you think your argument is stronger? ARGUMENT DEVELOPMENT ● This is achieved by crafting an OVERALL SOPHISTICATED ESSAY that persuasively weaves together the evidence and documents. ● OVERALL ESSAY recognizes and accounts for complexity of history ● OVERALL ESSAY recognizes and addresses contradiction, corroboration, and qualification