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1 Question | 1 Hour (includes 15-minute reading period) | 25% of Exam Score
Students are presented with 7 documents offering various perspectives on a historical development or process.
Students assess these written, quantitative, or visual materials as historical evidence.
Students develop an argument supported by an analysis of historical evidence.
The document-based question focuses on topics from 1450–2001.
Contextualization (1pt) -
Describe the broader historical context (background info) relevant to the prompt.
Document Analysis
Planning the DBQ:
This video shows you the steps that should be taken during the first 15 minutes of the 1 hour you have during the DBQ portion of the exam. These 15 minutes should be dedicated to reading the documents, identifying the main idea in each document, and determining your groups that will be used as your claims.
Thesis (1pt):
Responds to the prompt with a historically defensible claim that establishes a line of reasoning.
(Simple Thesis) [Restate important parts of the prompt], Because A (evidence 1) and B (evidence 2).
*Attempt to use 3 claims --> groupings from your documents!*
Writing the DBQ Essay
Evidence (0-3pts):
From the Documents: Uses content from at least 3 documents to address the topic of the prompt. (1pt) OR
From the Documents: Supports an argument in response to the prompt using at least 4 documents. (2pts)
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Beyond the Documents: Uses at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt. (1pt)
Analysis/Reasoning (0-2 pts):
For at least 2 documents, explains how or why the document's point of view, purpose, historical situation/context, and/or audience is relevant to an argument (HIPP). (1pt)
Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question. (Use all 7 documents OR HIPP on 4 documents). (1 pt.)
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