The DBQ About the DBQ Primary purpose of
The DBQ
About the DBQ • Primary purpose of DBQ is not to test students’ prior knowledge of subject matter but rather to evaluate their ability to formulate and support an answer from documentary evidence • Documents are chosen on the basis of both the information they convey about the topic and the perspective that they offer
About the DBQ • Designed to test skills described in the four historical thinking skills; analogues to those of the historian analyzing source materials • There is no single “correct” answer; various approaches and responses are possible, depending on the students’ ability to understand the documents, communicate their significance, and construct an argument
About the DBQ • The DBQ requires that students first read analyze the documents individually, contextualize them based on their informed analysis of the documentary evidence, and then plan and construct an appropriate and synthetic essay in response to the question • Documents should be used to substantiate and illustrate points made in the essay. Students should cite documents by naming the author, title, and/or document number.
About the DBQ • Students may group documents chronologically, culturally, or thematically, as appropriate, to demonstrate their ability to analyze sources, but they are not expected to have particular knowledge of every document’s author or topic or to include knowledge outside of the documents in order to receive the highest score.
“How to Read a Document” Handout
SOAPSTone S - Speaker O - Occasion A - Audience P - Purpose S - Subject Tone
SOAPSTone • Position informs opinion • Think of dress code. . . how do teachers and students differ on that issue? • Don’t judge the source – your opinion doesn’t matter in this assignment until the “who’s missing? ” (we’ll get to this later!) • Purpose and Audience are linked • Purpose is almost never singular, audience is almost never singular
Practice with the Gettysburg Address Speaker Is there someone identified as the speaker? Can you make some assumptions about this person? What class do they come from? What political party? A gender? This is more than just who is speaking: what is the context? Abraham Lincoln; astute, debater, lawyer, defender of union
Practice with the Gettysburg Address Occasion What prompted the author to write this piece? What event led to its publication or development? Why this at this time? Emancipation Proclamation; Northern sacrifice; battles; election; NY riots; foreign intervention; Lee = go as long as possible
Practice with the Gettysburg Address Audience Does the speaker identify an audience? What assumptions can you make about the audience? Is it a mixed racial/gender group? What social class? Political party? Who was the document created for? Are there any words or phrases that are unusual or different? Does the speaker use language that is specific for a unique audience? Does the speaker evoke God? Nation? Liberty? History? Why is the speaker using this type of language? What is the mode of delivery? Northerners; Southerners; Union army soldiers; voters; families; reporters
Practice with the Gettysburg Address Purpose What is the speaker’s purpose? In what ways does he convey this message? How would you perceive the speaker giving this speech? What is the document saying? What is the emotional state of the speaker? How is the speaker trying to spark a reaction in the audience? What words or phrases show the speaker’s tone? How is the document supposed to make you feel? Speaking to every American; attaches himself directly to the War; defend the Union; change purpose of war; bring South back; get elected again; no sacrifice too small for the cause
Practice with the Gettysburg Address Subject What is the subject of the piece? How do you know this? How has the subject been selected and presented by the author? Cemetery dedication
Practice with the Gettysburg Address Tone What is the author’s tone? How is the author perceived by the audience? What is the author’s mood? What is the author’s point of view? How do you see audience/purpose? What tone would that make you have? (If you can depict it in a face, it is a tone. ) Conciliatory; comforting; solemn; enthusiastic
Break
DBQ Rubric ~ Handout 1) What does the DBQ require? 2) What must I do for this class?
How to work through the DBQ
1) Read the Prompt Focus attention on what you’re supposed to do What are the key terms or phrases? What is the prompt asking?
2) Brainstorm the Prompt What information is necessary to answer the prompt? What do I already know about the subject? What categories seem to work the best?
3) Write a preliminary thesis Provide an answer to the prompt (evidence should support thesis which answers prompt) Provide areas of categorization Must be written in a single sentence (straightforward, succinct, state it quickly and move on) Find the phrase in the prompt (EVERY ESSAY MUST USE THE PHRASE)*
Thesis Musts 1) Address Prompt 2) Place / Time (exactly as stated in DBQ prompt) 3) Three categories of Analysis (groups students will make)
4) Read analyze the documents Read the document and note the author, time, place SOAPSTone POV Statement Categorization (Kind? Fit in understanding? SPICE? ) Additional POV / Who’s Missing?
5) Reevaluate thesis and re-categorize Do the categories accurately reflect your evidence?
6) Write Thesis Statement Body Paragraph (x 3) Topic Sentence (provide group) Doc 1 Concrete Details Commentary POV Statement Analysis (Why is this with the others) Additional Document Concluding Statement
7) Check everything Did you use every document, etc. Is your thesis clear without being a simple restatement of the prompt?
2008 DBQ Marking it up
Summary of Documents
Document #1: • Founder of Modern Olympics • Peace, “utopia, ” free trade
Document #2: • 2% women participation (attribution) • Picture, long skirt
Document #3: • Nazis, skis, cheating • “democracy” • Needs to show Nazism as superior
Document #4: • Competed in the 1952 games • Soviets’ enemies, Cold War • “Got to beat ‘em”
Document #5: • “Defeated enemy syndrome” • World trade power • “Magic, ” national crusades
Document #6: • USSR seen as “beacon of peace, democracy” • Propaganda, Soviet achievements
Document #7: • Corporations as top sponsors • Korean companies not among top sponsors
Document #8: • 29% female participation (attribution) • Women representation • “Running in shorts”
Document #9: • Millions of US dollars • Not US Government spending (misleading)
Document #10: • 2000 field hockey team • Team’s performance “untarnished” national pride • Discusses partition of India, archrivals • 2 nd place 1956, Gold in 1960
Writing the Thesis
Thesis 2012: Analyze the relationship between cricket and politics in South Asia from 1880 -2005. 1) Restatement: The relationship between cricket and politics in South Asia from 1880 -2005 revolved around political control, cultural traditions, and nationalism.
2) Flip: Political control, cultural traditions, and nationalism emerged out of the colonial use of cricket in maintaining British control of South Asia from 1880 -2005
3) Work on groups: Political control British want this over South Asians Cultural traditions eliminate barriers Nationalism define new national identity
4) Develop relationships and time periods in final thesis: The British by 1880 had used cricket as a way to gain political control of South Asia, yet the sport was adopted by South Asians in defining their nationalism and in eliminating cultural barriers to unification by 2005.
Practice 2007: Analyze Han and Roman attitudes toward technology 1) Restatement 2) Flip 3) Work on Groups 4) Develop relationships
1) Restatement: Han and Roman attitudes toward technology were favorable because technology strengthened the empires, helped to bring the empire together, and made daily life easier. 2) Flip: Strengthening the empire, bringing the empire together, and making daily life easier were reasons for the positive attitudes the Han Dynasty and Roman Empire held toward technology. 3) Work on groups: 1) Strengthening the empire 2) Bringing the empire together unification 3) Making daily life easier simplification 4) Develop relationships/time period in final thesis: Throughout their existence, the Han Dynasty and Roman Empire utilized technology to strengthen the empire/dynasty, unify the various corners of the empire/dynasty, and simplify daily life, which resulted in the belief among these civilizations that technology was effective and worthwhile.
Practice 2008: Analyze factors that led to the modern Olympic movement
Point of View 1) Read the Document and Source Information - Who is writing the document and when? - SOAPSTone 2) Determine the POV of the author - Who is saying what to whom and why? - What is the author’s tone regarding the subject? 3) Write a POV statement - Identify who is speaking and what their tone is - Explain what they believe - Why do they believe that? Is it tied it to their group/classification? Remember position informs opinion. POV = Speaker/Identity + tonal adverb + evidence
POV: Speaker/identity + tonal adverb + Evidence Example: Hammurabi, the king of Babylon, authoritatively prescribes rules and guidelines in a law code to maintain the structure and functioning of a thriving Babylonian society
Practice POV Statement for Document 8 Boulmerka, a female Algerian competitor in the 1992 games, confidently asserts that many women from her home country are capable of becoming Olympic athletes although many do not realize it because of the Algerian female’s psychology.
Additional source • Discuss about a document that you would like to see and WHY - At least 1 per paragraph. . . 4 total - Two chances to mess up and still get the point - The additional document should be something that illustrates a perspective, point of view, or issue that is not represented in the document • Doesn’t have to be a document that DOES exist. . . has to be one that COULD exist. • Students get credit for the WHY
Practice Additional Sources: Document 8 Document 1 An Algerian woman who did not compete but knew about Boulmerka competing; what she feels about Boulmerka An Olympic athlete competing in the 1892 games; did this person view the Olympics in the way that it was envisioned by de Coubertin?
Friday – 2008 DBQ due Write it at home and annotate the following parts 1) Thesis – bold 2) Groups – circle them in your thesis with pen 3) POV – italicize 4) Additional document - different font/size 5) DBQ documents – in text citation (doc 8)
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