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DBQ
Document Based Question Page
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What is a DBQ? || DBQs
& Learning || DBQ Requirements
|| Document Sources ||
|| Helpful Links for
Teachers || Warm Up Activities ||
HOME ||
UNDER DEVELOPMENT
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What is a DBQ? |
DBQ stands for document
based question. A DBQ is an essay based on a document. The document might be a
journal entry, newspaper
article, Supreme Court decision, political cartoon, writings of historians, etc.
Primary source documents let you to get closer to
the subject matter. Your job will be to examine who wrote it, why they wrote it, the
intended audience, motives or intentions, and what information is being presented.
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| DBQs
& Learning |
| DBQ's are designed to help you analyze and
synthesize historical information. You will also learn how to evaluate verbal
(words/text), quantitative
data (charts/graphs) and pictorals
(pictures/cartoons) as historical evidence. |
| DBQ
Requirements - What students need to do |
| Typically students are asked to focus on a
major period or issue by relating the document to a historical period or theme. Outside
knowledge, information you know from other sources is very important and must be included
in your essay. Here are some tips on how to go about answering a DBQ. |
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| Document
Sources |
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Core
Documents |
An electronic
collection of basic Federal Government documents that define our democratic society. |
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Transcribed
Newspaper Articles |
Transcriptions of
the newspapers of Franklin and Augusta counties covering Abolition,
Emancipation, and Reconstruction. |
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Virginia Center For Digital History |
A rich collection
of high-quality, well-researched, and reliable
history materials. Includes the award-winning Valley of the Shadow Project
as well as new online digital history initiatives--Virtual Jamestown, Race and Place: An
African-American Community in the Jim Crow South, and the Correspondence of Dolley
Madison. |
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Lessons Using
Digital Resources |
Attitudes
About Slavery Students read 2 articles and complete a chart comparing the two parties
according to their position on slavery, grounds used to support their position on slavery,
extent to which authors are concerned about the morality of slavery, and extent to which
authors are concerned about the plight of enslaved people. Attitudes
About Slavery (2) Students read four articles and write a short essay comparing the
two parties' stances on slaves and slavery.
What
Happened to Slaves When Their Owners Died? Students read the wills of some
slaveowners and complete a comparison chart to see how slaves were treated both as
property and as people by their owners.
African
American Life in the Jim Crow South Students visit two websites: (Reflector site
covers 1933 to 1935 and the White Supremacy site deals with the era from 1900 to 1925) to uncover how African Americans responded to this injustice. A
graphic organizer is included to guide student's note taking.
Jobs in
Jamestown Students explore various
occuptations and roles of the first Jamestown settlers.
Leadership
in Jamestown Students explore the social and political world of the Chesapeake
region, British government and society, and the Virginia Company. |
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African American Life in the Jim Crow
South (ERCSD Adaptation) |
Adapted from
Lessons Using Digital History to simplify student access. |
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| Helpful
Links for Teachers |
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NYS
Social Studies Document Based Questions (DBQ) |
The NYS Education Department
provides information and resources to help teachers understand, design and evlauate
document based questions. Also includes strategies for preparing Course I and
Course II students to do DBQs. |
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Oswego HS DBQ Page |
Part of Oswego's Regents Prep
site is devoted to thematic essays and DBQ questions which will constitute the writing
portion of both the new Global History and Geography as well as the U.S. History and
Government exams. |
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Lesson Ideas |
Strategies and lesson plans
developed by education
professionals to help integrate primary sources, especially those in American Memory, into
the classroom. |
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Using
Primary Source Documents (for students) |
A site for students that
students how primary source documents allow one to get closer to the subject matter.
Describes the importance of examing who wrote it, why, the intended audience,
motives or intentions, and what information is being presented in order to get the most
out of a document. |
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Viewing
Photographs (for students) |
A site for students that
contains aseries of guiding questions to help students evaluate photographs. |
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American Memory |
A database of primary source
documents and photos from the Library of Congress database. Searchable by keyword
or browse by topic. |
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Using Primary Resources in the
Classroom |
Suggestions for using primary
sources were compiled from the National Digital Library's
Educators' Forum held in July, 1995 and from the Library staff. |
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Early
American Digital Library |
A treasure trove of images,
featuring the people, events and scenes important to early America's historic past. All of
the images in the library are unique, many are one-of-a-kind. Most are from engravings
produced 150 to 200 years ago from the original paintings. |
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Words
& Deeds in American History |
Selected Documents Celebrating
the Library of Congress Manuscript Division's First 100 Years |
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History and Social Studies Web Site for
K-12 Teachers |
A comprehensive site for K-12
classroom teachers, helpful in locating and using the resources of the Internet in
the classroom. |
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AP U.S. History |
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AP Document Based & Free Response
Questions 1981-99 |
List of AP American History
Exam's DBQ's and FRQ's for the years 1981-1999 |
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DBQ Web Pages |
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Labor DBQ Documents |
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Helpful
History Links |
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Writing the DBQ Essay |
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Grabbing
Graphics |
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| Sample
DBQ's For Grades 7 & 8 |
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Pam Hale, Instructional Technology Coordinator, East
Ramapo CSD, 461 Viola Rd., Spring Valley, NY 10977
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|| What is a DBQ? || DBQ's
& Learning || DBQ Requirements
|| Document Sources ||
|| Helpful Links for
Teachers || HOME
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