Document Based Questions

What is a DBQ?

A DBQ is an essay that is written in FRQ style, that incorporates given documents into your argument

Documents are to be:1. used to support your argument (evidence)2. analyzed individually to measure their validity,

bias, point of view, perspective, etc.

FRQ v. DBQSimilarities:

1. Need for explicit, effective Thesis Statement2. Need for body paragraphs that support your thesis

Differences:3. Focus is on the Documents that are given

FRQ → “answer the question” DBQ → “answer the question”&

“analyze the documents”

1. You must ALWAYS have at least three body paragraphs (we will also now call them categories)

2. It’s a puzzle as much as it is an essay

(it’s about finding similarities within the documents, then explaining why they belong together in regards to the prompt)

3. It’s not solely focused on “what you know about history,” as much as “what you can do with history.”

4. We need to evaluate the source of the document, as well as the content

continued:

Prompt:

Identify the key concepts of the authoritarian governments and rulers and explain why they were so appealing in the interwar years.

Tasks: Identify / Explain

Terms: Key concepts of authoritarian governments & rulers Why they were so appealing in the interwar years

Step #1 Analyze the Question

1. What do you know about the source of the document?

2. What is the main point being made in the document?

3. How does this relate to the prompt…CATEGORIES

Step #2 Analyze the Documents

What were the key concepts?1. Racism (docs 3, 8, 9, 10)2. Nationalism (docs 5, 9, 10)3. Power of the state (docs 6, 9)4. New man with new values (docs 4, 5, 9)

Why were the concepts so appealing?5. Desire to avoid economic chaos and regain economic stability

(docs 1, 2, 7, 10)6. Desire to be led by individuals of action (docs 2, 4, 5)7. Disillusionment with 19th century ideologies & ruling classes

(docs 1, 4, 6, 9)8. Need to blame someone for current misfortunes (docs 3, 8, 10)

Categories

Show your awareness that the gender, occupation, class, religion, nationality, political position, or ethnic identity of the author could influence his/her views.

Example: Balthasar Rusow, a Lutheran pastor, was naturally upset by the

celebration of a Saint’s Day, since Lutherans do not venerate saints.

These authors were German Communists at the end of WWI who naturally would be blaming the existing government for the domestic atrocities of the war, similar to Lenin’s message in Russia which echoed the same thing.

Demonstrating Point of View / Bias(Authorial)

Examine a source for its reliability and accuracy by questioning if the author of the document would be in a position to be accurate.

Example:Niccolo Machiavelli’s book on the political tactics of a

Renaissance prince was probably accurate as he observed the behavior of the prince, Cesare Borgia, for many years.

Point of View / BiasReliability

Examine the text of a document to determine its tone (satire, irony, indirect commentary, etc.) or the intent of the author. Especially useful for visual documents, like art work or political cartoons.

Example: In his great sculpture of “David,” Michelangelo wanted to convey the

confidence, and even arrogance, or Renaissance Florence at the peak of its cultural influence in 16th century Europe.

In reality, this is a Nazi propaganda poster that is aimed at building support of the party, and is clearly not a realistic interpretation of what Jewish business owners, but rather a play on stereotypes to evoke emotion and build support.

Point of View / BiasTone or Intent

The Great War (1914 – 1918) in Europe paid an enormous toll on Europeans not only physically, but mentally as well. European enlightenment views such that all of life’s challenges and questions could be answered with reason and logic came under great duress. People demanded answers for the war and the depressed economy which followed, as well as many who demanded change. As democracy limped on in its infant stage in many parts of Europe in the 1920s and 30s, new forms of authoritarian rule began to surface and were made appealing to the people. The authoritarian messages of state power, nationalism, and racism met with strong support due to interwar economic chaos, intellectual disillusionment with 19th century ideologies, and a need to find a scapegoat for current misfortunes.

Sample Intro Paragraph

There were many Europeans who found authoritarian style governments appealing due to their disdain for 19th century ideologies and the ruling classes. One such group who strongly desired a change in leadership and ideology were communists. In the Spartacist Manifesto written by three communists in Germany following the war, it made clear that “the beast of capital that conjured up the hell of the world war is not capable of banishing it again.” It is clear that they blame the previous government and economic system for the war and the plight of Germany, and seek a new direction based on radical social ideals. It should be noted, though, that these authors were German Communists at the end of WWI who naturally would be blaming the existing government for the domestic atrocities of the war, similar to Lenin’s message in Russia which echoed the same thing. (doc. 1)

Sample #1

Another key concept that defined authoritarian governments and rulers in the interwar years was the promotion of racial ideology. A strong anti-Semitic message is conveyed in the German Nazi Party Poster. Along with promoting a Nazi candidate, the poster is highlighting Nazi disdain for Jews in German society, and the presumed economic power that they hold over everyone else. In reality, this is a Nazi propaganda poster that is aimed at building support of the party, and is clearly not a realistic interpretation of what Jewish business owners, but rather a play on stereotypes to evoke emotion and build support. When Hitler and the Nazi party take power in the 1930s, they will put these ideologies into practice with events such as Kristallnacht and the passing of the Nuremburg Laws. (doc. 3) A German biology book for students, taught young people how to “recognize” a person’s race. It show how to recognize them by evaluating every part of them such as their characteristics, gestures, appearance, spiritual characteristics, and so on. Because it was written and published in a textbook, people assumed it was accurate and realistic. In reality, it aimed at trying to gain support of the German people to join Hitler’s Fascist Party and have them believe in their ideologies. All publications were censored by Hitler after all. (Doc. 8) Another defining characteristics of authoritarian regimes was nationalism.

Sample #2