DBQ's Do's & Don'ts

The Advanced Placement exams in history (American, European, and now World) include multiple-choice questions, free-choice essays, and a document-based question (DBQ). This third type of question poses a question or asks the student to analyze an issue within the context of a group of documents, some of which the student may have seen, but many of which are new to the student.

The purpose of this page is to provide some DBQ Do's and Dont's, give examples of DBQs released by the College Board (other past DBQs are copyrighted and must be purchased from the College Board), provide a list of the past quarter-century of DBQ questions and offer other links to DBQ resources.

The U.S. History 2001 DBQ will be taken from the period 1810 -1860. The actual question will be a secret until the day of the test, which is Friday, May 10.

Photo of antebellum slavery auction house.
Economics & Politics of American Slavery:
possible DBQ topic?

*Do the following things with a DBQ*	*Don't do the following things with a DBQ*
Read carefully and make sure you understand the question being asked.	Respond to a question that isn't asked.
Quickly jot down the major themes/events/people you associate with this topic or question.	Use "I" statements such as "I think that Document A portrays..."
Read over the documents, noting the year and author/source of each one. If the document seems to support or oppose a possible perspective or opinion on the question, note that in the margin.	Summarize the documents. The reader knows the content of the documents and is interested in how you view the document relating to the question.
Write out a preliminary thesis and outline of your major points.	Quote long passages from the documents. Use an ellipsis "..." if you need to quote.
As you begin to write, remember to weave the documents into your answer, always focusing on the thesis.	Try to impress the reader with big words that are used incorrectly. This has the opposite effect of what is intended.
Include your knowledge of the era along with your analysis of the documents.	Spend so much time reading and underlining the documents that you have to rush your writing.
Be sure to include your own analyis/perspective on the question.	Begin writing your answer until you have a good sense of your thesis and how you want to approach the question.
If you can knowledgeably quote or refer to an historian who has a perspective on this question, include his or her perspective.	Write "I ran out of time" on the bottom of your essay. You had as much time as every test-taker in America.
Keep an eye on the clock so that you can have time to re-read your essay for any obvious technical errors.
Be as specific as possible when you include historical information.
Be assertive and forceful in making your points.

The College Board has been creating DBQs for over 25 years. This list puts the questions in chronological order.

What is a DBQ question?
Beginning in June 2000, the Global History and Geography Regents Examination will require students to respond to a DBQ question. Likewise, the U.S. History and Government Regents Exam will follow suit in June 2001. While similar to a traditional essay in many respects, the DBQ question also has several unique characteristics. Quite simply, a DBQ question:

· Requires that students analyze a series of documents from Part A of     the DBQ question and answer a specific short answer question
    about each document.
· Presents a specific task in Part B which must be addressed in an
    essay response using information obtained from the documents
    presented in Part A and the student's knowledge of social studies.
· Is graded using a rubric which is made available to students during
    the test in the exam booklet.

How do I answer a DBQ question?
DBQ questions are composed of two sections. In Part A, documents are provided for students to read, analyze, and then answer questions about each one. In Part B, students are provided with a specific task which must be addressed in an essay response. The essay response can be organized into three sections: the introduction, body, and conclusion. Below is a visual representation of this division:

Step 1: Answer each question in Part A.
Carefully read or view each document in Part A of the DBQ question, and answer the question that follows each document. Use factual information and base your answer to each question on the specific document to which it is related, and be sure to compose each answer using complete sentences.

Step 2: Read through the grading rubric.
A DBQ essay question will always be accompanied by a grading rubric which explains how the essay response will be graded. Pay close attention to this rubric and be sure to meet all of the requirements so that your essay response can earn the maximum number of points. Be sure to read through the entire rubric so that you can discover not only what you should do to earn points, but also what you shouldn't do so that points will not be deducted from your response. Once you have an understanding of these criteria, begin writing your essay in Part B.

Step 3: Compose a thesis statement.
Read the task section in Part B of the DBQ essay question and analyze it in order to figure out what it is asking you to do. Key words used in the task may include:

Discuss means "to make observations about something using facts, reasoning, and argument; to present in some detail."

Show means "to point out; to set forth clearly a position or idea by stating it and giving data to support it."

Explain means "to make plain or understandable; to give reasons for or causes of; to show the logical development or relationships of" (Global Studies Regents, June, 1997).

Once you understand what the task is asking you to write about, compose a thesis statement that addresses these issues. For example, the sample DBQ below contains a task that could be reworded to form a thesis statement such as:

"Many societies have held different viewpoints regarding the process of governmental decision-making and about the role of citizens in the political decision-making process. Therefore, several types of political systems have evolved over time, from those that are controlled absolutely as well as some that follow a democratic tradition. Regardless of the type of government, there are obvious advantages and disadvantages involved in both types of political systems."

Step 4: Organize the essay.
Organize the information that you want to use in your essay through the use of an outline. During this pre-writing step, you should brainstorm as many facts as possible that could be used in your essay. Also make sure that you are addressing the task as well as the requirements from the rubric.

Step 5: Write the introduction.
A. Revisit the historical context and determine if you can use part or all
of this statement in your introduction.
B. Insert your thesis statement from step three.
C. If your thesis does not address the body paragraphs that will follow,
compose a sentence that briefly introduces each topic.

Step 6: Write the body paragraphs.
Write the first body paragraph. Be sure to include all of the following components: topic sentence, supporting evidence in the body sentences, and a closing sentence. Follow this same format as you write the additional body paragraphs. Compose additional paragraphs if necessary in order to completely answer the essay question.

Be sure to use most of the documents provided in Part A in order to provide evidence which proves your thesis statement, and to meet the criteria in the rubric to earn a full credit for your essay.

Step 7: Write the conclusion.
Summarize the subject of the essay. You can often do this by restating the question in a different way. Explain what you concluded about the essay question. Summarize how the information in the body of your essay proves your point.

A sample DBQ question.
This task is based on the accompanying documents (1-6). Some of these documents have been edited for the purposes of this task. This task is designed to test your ability to work with historical documents. As you analyze the documents, take into account both the source of each document and the author's point of view.

Directions: Read the documents in Part A and answer the questions after each document. Then read the directions for Part B and write your essay.

Throughout history, societies have held different viewpoints on governmental decision making and the roles of citizens in this decision-making process. The decision-making process can range from absolute control to democracy.

Using information from the documents and your knowledge of global history and geography, write an essay in which you

· Compare and contrast the different viewpoints societies have held
    about the process of governmental decision making and about the
    role of citizens in the political decision-making process.
· Discuss the advantages and disadvantages of the political systems
    that are under absolute control and democracy.

Directions:
· Analyze the documents and answer the questions that follow each
document in the space provided.

The Wise Man's policy, accordingly,
Will be to empty people's hearts and minds,
To fill their bellies, weaken their ambition,
Give them sturdy frames and always so,
To keep them uninformed, without desire,
And knowing ones not venturing to act.
Be still while you work
And keep full control
Over all.

-Lao Tzu (6th century BC)

"We are a democracy because the power to make the laws is given to the many rather than the few. But while the law gives equal justice to everyone, it has not failed to reward excellence. While every citizen has an equal opportunity to serve the public, we reward our most distinguished [best] citizens by asking them to make our political decisions. Nor do we discriminate against the poor. A man may serve his country no matter how low his position on the social scale.

An Athenian citizen does not put his private affairs before the affairs of the state; even our merchants and businessmen know something about politics. We alone believe that a man who takes no interest in public affairs is more than harmless—he is useless."

—"Pericles’ Funeral Oration"
Athens, 5th century BC

Sample student response to question 2:
To know something about politics, and out the affairs of the state before his private affairs. A man is expected to take part in the public affairs of the nation.

     "...Whereas ... King James II, ... did attempt to undermine ... the laws and liberties of this kingdom...
     Therefore, the Parliament declares:
     1. That the King's supposed power of suspending laws without the consent of Parliament is illegal.
     4. That the levying of taxes for the use of the king without the consent of Parliament is illegal.
     8. That the king should not interfere with the election of members of Parliament.
     13. And that to redress grievances and amend, strengthen, and preserve the laws, Parliament ought to be held [meet] frequently."

—The English Bill of Rights, 1689

3. Based on this cartoon, who controlled the government of France
from the mid-1600s to the early 1700s?

After Socialism, Fascism combats the whole complex system of democratic ideology [theory], and repudiates [denies] it, whether in its theoretical premises [basis] or in its practical application. Fascism denies that the majority, by the simple fact that it is a majority, can direct human society; it denies that numbers alone can govern by means of a periodical consultation [elections], and it affirms the . . . beneficial, and fruitful [useful] inequality of mankind, which can never be permanently leveled through . . . universal suffrage.

—Benito Mussolini, 1932

"We the Japanese people, acting through our duly elected representatives in the National Diet [legislature], resolve that never again shall we be visited with the horrors of war through the action of government, do proclaim that sovereign power resides with the people and do firmly establish this Constitution. Government is a sacred trust of the people, the authority for which is derived from the people, the powers of which are exercised by the representatives of the people, and the benefits of which are enjoyed by the people. This is a universal principle of mankind upon which this Constitution is founded. We reject and revoke all constitutions, laws, ordinances, and rescripts in conflict herewith."

—The Japanese Constitution of 1947

Directions:
· Write a well-organized essay that includes an introduction,
several paragraphs, and a conclusion.
· Use evidence from the documents to support your response.
· Do not simply repeat the contents of the documents.
· Include specific related outside information.

Historical Context:
Throughout history, societies have held different viewpoints on governmental decision making and the role of citizens in this decision-making process. The decision-making process can range from absolute control to democracy.

Task:
Using information from the documents and your knowledge of global history and geography, write an essay in which you

· Compare and contrast the different viewpoints societies have held
    about the process of governmental decision making and about the
    role of citizens in the political decision-making process.
· Discuss the advantages and disadvantages of a political system that
    is under the absolute control of a single individual or a few
    individuals, or a political system that is a democracy.

Be sure to include specific historical details. You must also include additional information from your knowledge of global history and geography.

(Global History and Geography Regents Examination Test Sampler Draft, Spring 1999)

A sample DBQ essay grading rubric.
To earn a 5, the DBQ essay:
· Thoroughly addresses all aspects of the task by accurately analyzing
    and interpreting most of the documents
· Incorporates relevant outside information
· Richly supports essay with relevant facts, examples, and details
· Is a well-developed essay, consistently demonstrating a logical and
    clear plan of organization
· Uses information from the documents in the body of the essay, but
    does not copy document
· Includes a strong introduction and conclusion

To earn a 4, the DBQ essay:
· Addresses all aspects of the task by accurately analyzing and
    interpreting most of the documents
· Incorporates relevant outside information
· Includes relevant facts, examples, and details, but discussion may be
    more descriptive than analytical
· Is a well-developed essay, demonstrating a logical and clear plan of
    organization
· Includes a good introduction and conclusion

To earn a 3, the DBQ essay:
· Addresses most aspects of the task or addresses all aspects in a
    limited way; uses some of the documents
· Incorporates limited or no relevant outside information
· Uses some facts, examples, and details, but discussion is more
    descriptive than analytical
· Is a satisfactorily developed essay, demonstrating a general plan of
    organization
· Restates the theme in the introduction and concludes with a simple
    restatement of the theme

To earn a 2, the DBQ essay:
· Attempts to address some aspects of the task, making limited use of
the documents
· Incorporates no relevant outside information
· Presents few facts, examples, and details; simply restates contents
of the documents
· Is a poorly organized essay, lacking focus
· Has vague or missing introduction and/or conclusion

To earn an 1, the DBQ essay:
· Shows limited understanding of the task with vague, unclear
references to the documents
· Presents no relevant outside information
· Attempts to complete the task, but essay demonstrates a major
weakness in organization
· Uses little or no accurate or relevant facts, details, or examples
· Has vague or missing introduction and/or conclusion

To earn a 0, the DBQ essay:
· Fails to address the question
· Is illegible
· Is missing; a blank paper is handed in

(Global History and Geography Regents Examination Test Sampler Draft, Spring 1999)

A sample DBQ essay response.
This sample response is based on the thematic essay question above, was written by an actual student and was rated a 5, the maximum number of points that can be awarded. To illustrate the organization of this DBQ essay response, the introduction is red with the thesis statement italicized, the body paragraphs are green, and the conclusion is blue.

Throughout history, societies have held their different viewpoints on governmental decision making and the roles of citizens in this decision making process. The decision making process can range from absolute control by a single individual or a few individuals and a political system that is a democracy. There are many advantages and disadvantages to both systems of government.

In a totalitarian form of government, the citizens have no say in the decisions that are made. The dictator has complete and total control. An example of this is Mussolini in Italy. During his rule, he enforced a totalitarian state. Although he was a very harsh ruler, he gained many things for Italy that may not have been able to be accomplished in a Democracy. Mussolini's form of government was known as fascism. However, there are some downsides to totalitarian systems, like fascism, as well many times the people's rights are denied, which causes them to become unhappy, and in many cases makes them want to revolt against this unfair government. An example of this is the French Revolution. The liberals wanted to have a more democratic government. However, the end result of this revolution was not successful because France returned to a form of government with one man as their ruler. Totalitarian rulers also believe that free elections should not be held. This would put power in the hands of the people, which is very against totalitarian ideology. This is a disadvantage because if the ruler is not really doing what is best for the country, then he cannot be taken away from rule unless he is overthrown. In a democracy, a bad leader will just not be re-elected. So, even though totalitarian leaders may bring good things to their country, like economic reform and growth, their rule may also result in turmoil among the citizens, which in the end often leads to disunity.

The opposite of totalitarianism is democracy. In a democracy, the government is a representative of the people. The citizens are encouraged to take part in government and have a say as to what decisions are made concerning their country. A way in which this is demonstrated is free election. The people choose which candidate they feel would do the best for their nation. An example of people being encouraged to take part in government is in Ancient Athens. It was a responsibility of an Athenian to take part in their democracy. Another advantage of a democracy is that all of the power is not put all under one person. This prevents the leader from making unjust decisions. An example of this was The Bill of Rights that was established in England in 1684. This limited the powers of the king and allowed parliament to go against and challenge decisions of the king. It also seems to be that in democracy less revolts occur, because the people are the ones who make the decisions. Therefore, they are satisfied most of the time with what the decision is. However, democracy also has a negative side to it, sometimes, citizens take their rights too seriously, and take advantage of them. In this case, a totalitarian leader would be more successful, simply because he would easily be able to control the people and smash any threats to the government.

Both systems have pros and cons. However, it seems that democracy is a more efficient policy in the end. Democratic nations, such as the U.S. and England, seem top have less problems than totalitarian governments, like communist Cuba and Russia. Yet, throughout history, both democracy and totalitarianism have had their bright points and dark points.

(Global History and Geography Regents Examination Test Sampler Draft, Spring 1999)