How to Write a DBQ Like Leonardo da Vinci (he painted in Layers…)

How to Write a DBQHow to Write a DBQ Like Leonardo da Vinci Like Leonardo da Vinci(he painted in Layers…)(he painted in Layers…)

Why do students have problems writing a DBQ?Why do students have problems writing a DBQ?

Remember class, you need to

include a thesis statement in

your introduction. What is a

Reeses statemen

t?

z z z

Step 1. Step 1. Reading and understanding the directions Reading and understanding the directions

page, historical context and the task.page, historical context and the task.

Step 1. Reading and understanding the directions page, historical context and the task.

•The Students must understand that they need to read the entire page of directions.

•They must identify the task they are required to complete so they can analyze each document and understand how it can be used to answer one or more parts of the task.

• All documents are to be analyzed and organized by the part or parts of the task they complete.

Step 1. in writing a DBQ: Reading and understanding the directions page, historical context and the task.

The students must identify which documents will answer how women historically have not had the same rights as men

The students must identify which documents will identify individuals, groups and or events that helped women in their struggle for equal rights.

Step 2.Step 2. Answering the short answer portion of the essay Answering the short answer portion of the essay

with APPARTS.with APPARTS.

Tear those documents“APPARTS”

• AUTHOR

• PLACE/TIME

• PRIOR KNOWLEDGE

• AUDIENCE

• REASON

• THE MAIN IDEA

• SIGNIFICANCE

Let’s Practice!!!

• Follow me as I model how to analyze Document 1 with APPARTS

Step 3.Step 3.Organization of the documents as they relate to the Organization of the documents as they relate to the

task.task.

Step 3.Step 3. Organization of the documents as they relate to the task.Organization of the documents as they relate to the task.

The students should be organize the documents by analyzing how each document can be used to answer the task. This in essence forces them to perform a brainstorming procedure because they need to use their knowledge of social studies to determine how each document is used.

The students are to organize every document because all the documents given by the state will answer one or more parts of the task. The students will use the task box to create a graphic organizer as show in the diagram. This helps organize the documents and the essay.

Step 4.Step 4.Creating an Introduction that also acts as the basis Creating an Introduction that also acts as the basis

of organization for the essay.of organization for the essay.

Step 4.Step 4. Creating an Introduction that also acts as the basis of organization for the essay. Creating an Introduction that also acts as the basis of organization for the essay.

Now that the documents are organized the Introduction can be created by

dividing the job into two parts.

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2,3,4,6,7

Part IThis part of the introduction needs to tell the reader the following information:• WhoWho and or What are you writing about?• When and where did it take place?

These are the essential questions part of an historical essay. Students need to understand that when they write about the past a reader could be easily confused as to what they are writing about if these questions are not answered.

An Example Why you need to answer the essential questions.

If you wrote a DBQ about the war in Iraq and did not answer the essential questions in “Part I” of your introduction, the reader would need to ask you for information before they could understand what your essay was about.

They would need to know when the war took place. Are you writing about the first war in Iraq when the first President Bush was serving or are you writing about the current war in Iraq known as the War on Terror.

Step 4.Step 4. Creating an Introduction that also acts as the basis of organization for the essay. Creating an Introduction that also acts as the basis of organization for the essay.

To create Part I of the Introduction the student should be encouraged to use the “Historical

Context” given to them in the DBQ


The historical context already answers the essential questions needed to create Part I of the introduction.

An Example of how the Historical Context answers the essential questions.

Historical Context:Women have not had the same social, economic, and political rights as men. The struggle for women’s rights is an important part of United States history. Individuals, groups, and historical events have helped women in their struggle for equality.

WhoWho and or What are you writing

about?

In this example the student is asked to write about women’s rights.

When and where did it take place?

In this example the student is asked to write about women in the United States. The time period is all of U.S History


Step 4.Step 4. Creating an Introduction that also acts as the basis of organization for the essay.

To create Part I of the Introduction the student should be encouraged to reword the “Historical Context” given to them in the DBQ


Example:Example:

HistoricallyHistorically, womenwomen in United StatesUnited States have not had the same basic rights as men. Their social, economic, and political rightssocial, economic, and political rights have often been denied.

Part I of the Introduction answers the Part I of the Introduction answers the essential questions by essential questions by rewording the historical contextrewording the historical context.

Who or What are you writing Who or What are you writing about?about?

Answer: Women’s rights.Answer: Women’s rights.

Where and when did it take Where and when did it take place?place?

Answer: Historically in the Answer: Historically in the United States.United States.


To create Part II of the Introduction the student should use the Task and organized documents.

Task:Using information from the documents and your knowledge of social studies, answer the questions that follow each document inPart A. Your answers to the questions will help you write the Part B essay in which you will be asked to:

• Discuss two ways in which women historically have not had the same rights as men

• Identify and discuss two individuals, groups, and/or events that have helped women in their struggle for equal rights

Ways in which women historically have not had the same rights as men.

Document 1- freedom of expressionDocument 2- Lacked the right to vote in many states Document 3 – inability to obtain political officeDocument 5- woman’s role was to be a mother and wife.Document 7- Women in 1900 made up a small % of the work force because the were expected to stay home and take care of their household, husband and children.

Individuals, groups, and/or events that have helped women in their struggle for

equal rights. Document 2- Ratification of 19th AmendmentDocument 3 – Seneca Fall ConventionDocument 4 – WWII requires women to replace men in the workforce.Document 6- Civil Rights Act of 1964 makes sexual discrimination in employment unlawful.Document 7- Women in 200 made up almost half of the work force.

1,2,3,5,7

2,3,4,6,7

Rewording the task and adding the essential points of the documents will tell the reader what question you will be answering and what you will write about to prove your answer

(thesis statement).


Example:Example:

Historically, women in United States have Historically, women in United States have not had the same basic rights as men. not had the same basic rights as men. Their social, economic, and political rights Their social, economic, and political rights have often been denied. Women lacked have often been denied. Women lacked the right of free expression, to vote or the right of free expression, to vote or hold political office, and made up a small hold political office, and made up a small percentage of the workforce because they percentage of the workforce because they were expected to take care of the were expected to take care of the household. Yet, events like the Seneca household. Yet, events like the Seneca Falls Convention, the ratification of the Falls Convention, the ratification of the 1919thth Amendment, WWII, and the passage Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped of the Civil Rights Act of 1964 helped women gain equal rights. women gain equal rights.

Part II of the Introduction uses the task and documents to tell Part II of the Introduction uses the task and documents to tell the reader what question you will be answering and what you the reader what question you will be answering and what you will write about to prove your answer (thesis statement). will write about to prove your answer (thesis statement).

Ways in which women historically have not had the same rights as men.

Document 1- freedom of expressionDocument 2- Lacked the right to vote in many states Document 3 – inability to obtain political officeDocument 5- woman’s role was to be a mother and wife.Document 7- Women in 1900 made up a small % of the work force because the were expected to stay home and take care of their household, husband and children.

Individuals, groups, and/or events that have helped women in their struggle for

equal rights. Document 2- Ratification of 19th AmendmentDocument 3 – Seneca Fall ConventionDocument 4 – WWII requires women to replace men in the workforce.Document 6- Civil Rights Act of 1964 makes sexual discrimination in employment unlawful.Document 7- Women in 200 made up almost half of the work force.


Example:Example:

Historically, women in United States have Historically, women in United States have not had the same basic rights as men. not had the same basic rights as men. Their social, economic, and political rights Their social, economic, and political rights have often been denied. Women lacked have often been denied. Women lacked the right of free expression, to vote or the right of free expression, to vote or hold political office, and made up a small hold political office, and made up a small percentage of the workforce because they percentage of the workforce because they were expected to take care of the were expected to take care of the household. Yet, events like the Seneca household. Yet, events like the Seneca Falls Convention, the ratification of the Falls Convention, the ratification of the 1919thth Amendment, WWII, and the passage Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped of the Civil Rights Act of 1964 helped women gain equal rights. women gain equal rights.

When Part I and Part II are combined the student has an When Part I and Part II are combined the student has an Introduction that introduces the theme by establishing a Introduction that introduces the theme by establishing a framework that is beyond a simple restatement of the framework that is beyond a simple restatement of the Task Task or or Historical ContextHistorical Context

Step 5.Step 5.Using the Introduction to organize the essay.Using the Introduction to organize the essay.

1,2,3,5,7

2,3,4,6,7

Historically, women in United States have not had Historically, women in United States have not had the same basic rights as men. Their social, economic, the same basic rights as men. Their social, economic, and political rights have often been denied. and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19th Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights.

The Student has also organized their The Student has also organized their essay by using this method. They essay by using this method. They now have an introduction and can now have an introduction and can clearly understand what they will clearly understand what they will prove, and how they will prove it, in prove, and how they will prove it, in their two body paragraphs.their two body paragraphs.

Body Paragraph One will explain the first part of the task and the student uses the organization chart they created to determine what information will be included from the documents.

Body Paragraph Two will explain the second part of the task and the student uses the organization chart they created to determine what information will be included from the documents

IntroductionIntroduction

Paragraph Paragraph TwoTwo

Paragraph Paragraph OneOne


Historically, women in United States have not had the same basic rights as Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. men. Their social, economic, and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19the ratification of the 19thth Amendment, WWII, and the passage of the Civil Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights. Rights Act of 1964 helped women gain equal rights.





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2,3,4,6,7



CCIITTAATTIIOONNSS

Citations are used to tell the reader that you got information used in your essay from a document included in the essay. Documents should be “cited” after you have used information gained from a document in your paragraph.

•Citations are nevernever used in an introduction or conclusion. Only use citations in the body of the essay.•Citations are used at the end of the information. Example: The Civil Rights Act of 1964 ended discrimination in hiring based on a persons gender. (Document 6) or (Doc. 6)•If one or more documents are used to make a point they may be grouped. Example; (Documents 2,3,5)•You should use as many documents as possible. Any document included by the State is there for a reason and can be used to answer the task. •You mustmust use the number of documents required in the guidelines portion of the directions.






1,2,3,5,7

2,3,4,6,7



CCIITTAATTIIOONNSS

The Guidelines section appears on the directions page and explains what must be included in your essay to gain full credit. If you do not meet the requirements of the guideline your essay will receive a progressively lower score depending on the degree you fail to meet the guideline.Guidelines:Guidelines:In your essay, be sure toIn your essay, be sure to• • Address all aspects of the Address all aspects of the Task Task by accurately analyzing and interpreting at least by accurately analyzing and interpreting at least four four documents.documents.

Step 6.Step 6.Creating the Conclusion to the essayCreating the Conclusion to the essay..

Step 6.Step 6.Creating the Conclusion to the essay.Creating the Conclusion to the essay.

Example:Example:

In Conclusion, throughout the history of the In Conclusion, throughout the history of the United States women were denied the same basic United States women were denied the same basic rights as men. rights as men. Yet, events like the Seneca Falls Yet, events like the Seneca Falls Convention which issued a declaration that said Convention which issued a declaration that said women were equal, the ratification of the 19women were equal, the ratification of the 19thth Amendment that gave women the right to vote, Amendment that gave women the right to vote, WWII and the need for women to work in factories, WWII and the need for women to work in factories, and the passage of the Civil Rights Act of 1964 and the passage of the Civil Rights Act of 1964 that ended discrimination in employment, all that ended discrimination in employment, all helped women gain equal rights as men in the helped women gain equal rights as men in the United States. United States.

The Conclusion needs to restaterestate part one of the introduction (who or what when and where) and summarizesummarize the evidence used in each paragraph that was used to answer the task.

Students should always start their Students should always start their conclusion with the words: conclusion with the words: In In conclusionconclusion,,

By writing “In conclusion,” the student By writing “In conclusion,” the student tells the teacher that they are attempting tells the teacher that they are attempting to write a conclusion. Sometimes a to write a conclusion. Sometimes a students conclusion is so vague that the students conclusion is so vague that the teacher does not know if it is a conclusion teacher does not know if it is a conclusion or part of the body paragraph. By using or part of the body paragraph. By using “In conclusion,” this removes the doubt “In conclusion,” this removes the doubt from the teacher scoring the paper.from the teacher scoring the paper.

Step 7.Step 7.Incorporating Outside Information.Incorporating Outside Information.






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2,3,4,6,7



CCIITTAATTIIOONNSS

In Conclusion, throughout the history of the United States women were In Conclusion, throughout the history of the United States women were denied the same basic rights as men. Yet, events like the Seneca Falls denied the same basic rights as men. Yet, events like the Seneca Falls Convention which issued a declaration that said women were equal, the Convention which issued a declaration that said women were equal, the ratification of the 19ratification of the 19thth Amendment that gave women the right to vote, WWII Amendment that gave women the right to vote, WWII and the need for women to work in factories, and the passage of the Civil and the need for women to work in factories, and the passage of the Civil Rights Act of 1964 that ended discrimination in employment, all helped Rights Act of 1964 that ended discrimination in employment, all helped women gain equal rights as men in the United States. women gain equal rights as men in the United States.

ConclusionConclusion

Outside InformationOutside Information

This is the list of outside information for scorers provided by NY State and used to grade the essay. Notice that this is not an all-inclusive list and any information that is relevant and not included in the documents qualifies as outside information.


Outside Information Outside Information must must be be included in the body of the essay. included in the body of the essay. DO NOT include outside information DO NOT include outside information in the conclusion. The conclusion in the conclusion. The conclusion only restates and summarizes. only restates and summarizes.



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2,3,4,6,7



Outside information is a key aspect of the essay and greatly effects

the score of the essay.

This is scoring rubric used to

grade this essay as it applies to outside

information


The Effect on the DBQ score of outside

information.

5 Incorporates substantial relevant outside information Incorporates substantial relevant outside information related related

to women’s rights (see Relevant Outside Information to women’s rights (see Relevant Outside Information Chart.)Chart.)

4 Incorporates relevant outside informationIncorporates relevant outside information

3 Incorporates limited relevant outside informationIncorporates limited relevant outside information

2 Incorporates little or no relevant outside informationIncorporates little or no relevant outside information

1 Incorporates no relevant outside informationIncorporates no relevant outside information



Writing a DBQ Like Leonardo da VinciWriting a DBQ Like Leonardo da Vinci



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2,3,4,6,7



CCIITTAATTIIOONNSS




Be Analytical when you write information in the body of the Be Analytical when you write information in the body of the essay.essay.

Analytical Being analytical

means you do not simply list item, you explain how these items effected the

history. You need to incorporate the

cause and effect of the items you write

about.

Descriptive

Writing a DBQWriting a DBQLike Leonardo da VinciLike Leonardo da Vinci

The Effect on the DBQ of being analytical versus descriptive.. 5 Is both analytical and descriptive (analyzes, evaluates, and or creates information)Is both analytical and descriptive (analyzes, evaluates, and or creates information)

4 Is both analytical and descriptive (analyzes, evaluates, and or creates information)Is both analytical and descriptive (analyzes, evaluates, and or creates information)

3 Is more descriptive than analytical (applies, may analyze, and/or may evaluate information)Is more descriptive than analytical (applies, may analyze, and/or may evaluate information)

2 Is primarily descriptive; may include faulty, weak, or isolated application or analysisIs primarily descriptive; may include faulty, weak, or isolated application or analysis

1 Is descriptive; may lack understanding, application, or analysisIs descriptive; may lack understanding, application, or analysis

The Seneca Falls Convention was an event that started the women’s The Seneca Falls Convention was an event that started the women’s rights movement. Many women met at Seneca Falls to discuss why rights movement. Many women met at Seneca Falls to discuss why women should have equal rights. They were upset that women did not women should have equal rights. They were upset that women did not have equal rights and looked to do something about it. Women also did have equal rights and looked to do something about it. Women also did not have the right to vote. They struggled for years and then the 19not have the right to vote. They struggled for years and then the 19 thth Amendment was passed and they got the right to vote. Getting the right Amendment was passed and they got the right to vote. Getting the right to vote really helped women……………to vote really helped women……………

Being Analytical is a key aspect of the essay in getting a top score. The following passages from a body paragraph highlight the difference between being analytical verses being descriptive.

The Seneca Falls Convention was an event that started the women’s The Seneca Falls Convention was an event that started the women’s rights movement. Women like Elizabeth Cady Stanton and Lucretia rights movement. Women like Elizabeth Cady Stanton and Lucretia Mott helped pass a Declaration similar to the Declaration of Mott helped pass a Declaration similar to the Declaration of Independence declaring that women were equal to men. They listed Independence declaring that women were equal to men. They listed inequalities between men an women and planned strategy that could be inequalities between men an women and planned strategy that could be used to gain equality. They felt the right to vote was the most important used to gain equality. They felt the right to vote was the most important inequality that needed to be corrected. They used various methods to inequality that needed to be corrected. They used various methods to gain suffrage…………………… gain suffrage……………………






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2,3,4,6,7

Body Paragraph Two will explain the first part of the task and the student in the introduction has organized what information they will include from the documents.


CCIITTAATTIIOONNSS





Include relevant facts, examples and details without including Include relevant facts, examples and details without including inaccuracies inaccuracies


The Effect on the DBQ of including relevant facts, examples, and details without having historical

inaccuracies.5 Richly supports the theme with many relevant facts, examples, and detailsRichly supports the theme with many relevant facts, examples, and details

4 Supports the theme with relevant facts, examples, and detailsSupports the theme with relevant facts, examples, and details

3 Includes some relevant facts, examples, and details; may include minor inaccuraciesIncludes some relevant facts, examples, and details; may include minor inaccuracies

2 Includes few relevant facts, examples, and details; may include some inaccuraciesIncludes few relevant facts, examples, and details; may include some inaccuracies

1 Includes few relevant facts, examples, or details; may include inaccuraciesIncludes few relevant facts, examples, or details; may include inaccuracies

The essay needs to include relevant facts, examples, and details without having historical inaccuracies.

This is an example of information that is not relevant and historically This is an example of information that is not relevant and historically inaccurate. inaccurate.

The Seneca Falls Convention was an event that started the women’s The Seneca Falls Convention was an event that started the women’s rights movement. Many women like Harriet Tubman met at Seneca rights movement. Many women like Harriet Tubman met at Seneca Falls to discuss why women should fight for the North in the Civil War. Falls to discuss why women should fight for the North in the Civil War. They were upset that women did not have equal rights and looked to do They were upset that women did not have equal rights and looked to do defeat slavery in the South that way they could get prohibition passed. defeat slavery in the South that way they could get prohibition passed. That is why Harriet Tubman wrote Little Women to detail the That is why Harriet Tubman wrote Little Women to detail the problems of female slaves in the South. problems of female slaves in the South.


The Effect on the DBQ of a logical plan of organization, an introduction and conclusion

5 Demonstrates a clear logical plan of organization; and must include an introduction and a Demonstrates a clear logical plan of organization; and must include an introduction and a conclusion that that are beyond a restatement of the themeconclusion that that are beyond a restatement of the theme

4 Demonstrates a clear logical plan of organization; and must include an introduction and a Demonstrates a clear logical plan of organization; and must include an introduction and a conclusion that conclusion that

that are beyond a restatement of the themethat are beyond a restatement of the theme

3 Demonstrates a satisfactory plan of organization; and must include an introduction and a Demonstrates a satisfactory plan of organization; and must include an introduction and a conclusion that conclusion that

may be a restatement of the thememay be a restatement of the theme

2 Demonstrates a general plan of organization; may lack focus; may contain digressions; may not Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly clearly

identify which aspect of the task is being addressed; may lack an introduction and/or a identify which aspect of the task is being addressed; may lack an introduction and/or a conclusionconclusion

1 May demonstrate a weakness in organization; may lack focus; may contain digressions, may not May demonstrate a weakness in organization; may lack focus; may contain digressions, may not clearly identify which aspect of the task is being addressed; may lack an introduction and or a clearly identify which aspect of the task is being addressed; may lack an introduction and or a conclusionconclusion

The essay needs a logical plan of organization; and must include an introduction and a conclusion that that are beyond a restatement of the

theme

Historically, women in United States have not had the same basic rights as men. Their social, economic, and political Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19Falls Convention, the ratification of the 19thth Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights. women gain equal rights.

IntroductionIntroductionAnd a clear plan And a clear plan of organizationof organization


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CCIITTAATTIIOONNSS





Include relevant facts, examples and details without including Include relevant facts, examples and details without including inaccuracies inaccuracies

Must develop all aspects of the task evenly and in depthMust develop all aspects of the task evenly and in depth



Correct Correct information information from the from the number of number of documents documents requiredrequired


The Effect on the DBQ the development of the task (answering all the questions in the task both evenly and thoroughly.)

5 Thoroughly develops all aspects of the task evenly and in depth by discussing at least two ways Thoroughly develops all aspects of the task evenly and in depth by discussing at least two ways in which in which

women historically have not had the same rights as men and discusses two individuals, groups, women historically have not had the same rights as men and discusses two individuals, groups, and/or and/or

events that have helped women in their struggle for equal rightsevents that have helped women in their struggle for equal rights

4 Develops all aspects of the task but may do so unevenly either by discussing at least two ways in Develops all aspects of the task but may do so unevenly either by discussing at least two ways in which which

women historically have not had the same rights as men more thoroughly than discussing two women historically have not had the same rights as men more thoroughly than discussing two

individuals, groups, and/or events that have helped women in their struggle for equal rights or individuals, groups, and/or events that have helped women in their struggle for equal rights or by by

discussing the individuals, groups, and/or events more thoroughly than the ways in which discussing the individuals, groups, and/or events more thoroughly than the ways in which women women

historically did not have the same rights as menhistorically did not have the same rights as men

3 Develops all aspects of the task with little depth or develops at least three aspects of the task in Develops all aspects of the task with little depth or develops at least three aspects of the task in some some

depthdepth

2 Minimally develops all aspects of the task or develops at least two aspects of the task in some Minimally develops all aspects of the task or develops at least two aspects of the task in some depth.depth.

1 Minimally develops some aspects of the taskMinimally develops some aspects of the task

The essay needs to develop all aspects of the task evenly and in depth by discussing what is required by the guidelines.This is the scoring if you do not use the required number of documents in your DBQExample: The guidelines for this DBQ required the use of at least four documents. Below are the new scoring guidelines that went into effect in 2005

A DBQ written Like Leonardo da A DBQ written Like Leonardo da VinciVinci

No mirror needed to read this version.No mirror needed to read this version.

A DBQ written Like Leonardo da Vinci: A DBQ written Like Leonardo da Vinci: SummarySummaryStep 1: Reading and understanding the directions page, historical context and the task.Step 2: The Students will answer the short answer part of the exam.

Step 3: Organization of the documents as they relate to the task.

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• Identify and discuss two individuals, groups, and/or events that havehelped women in their struggle for equal rights

Step 4 :Creating an Introduction that also acts as the basis of organization for the essay.


These are the essential questions part of an historical essay. When writing about the past a reader could be easily confused as to what you are writing about if these questions are not answered.

Part IIThis part of the Introduction is created by using the Task and organized documents.

Rewording the task and adding the essential points of the documents will tell the reader what question you will be answering and what you will write about to prove your answer (thesis statement).

Historically, women in United States have not had the same basic rights as men. Their social, economic, Historically, women in United States have not had the same basic rights as men. Their social, economic, and political rights have often been denied. Women lacked the right of free expression, to vote or hold and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19 thth Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights. Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights.

A DBQ written Like Leonardo da Vinci: A DBQ written Like Leonardo da Vinci: SummarySummaryStep 5: Using the Introduction to organize the essay.Using the Introduction to organize the essay.

1,2,3,5,7

2,3,4,6,7


• Identify and discuss two individuals, groups, and/or events that havehelped women in their struggle for equal rights

Body Paragraph Onewill explain the first part of the task and the student uses the organization chart they created to determine what information will be included from the documents.Body Paragraph Two will explain the second part of the task and the student uses the organization chart they created to determine what information will be included from the documents

Historically, women in United States have not had Historically, women in United States have not had the same basic rights as men. Their social, economic, the same basic rights as men. Their social, economic, and political rights have often been denied. and political rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19th Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights.

Paragraph one topic sentence:Paragraph one topic sentence:Throughout the history of the US women did not have the same rights as men.Topics covered:Topics covered: using the organized documents:• Women did not have the right to speak freely (doc. 1) • Lacked the right to vote (doc. 2)• Were unable to hold public office (doc. 3)• Expected to give up their jobs after WWII (doc. 5)• Didn’t work; expected to take care of home (doc. 7)

Paragraph two topic sentence:Paragraph two topic sentence:Although women did not historically have the same rights as men, many individuals, groups and events helped women gain equal rights.Topics covered:Topics covered: using the organized documents:• passage of the 19th amendment (doc. 2) • Seneca Falls Convention (doc. 3)• WWII and the need for workers (doc. 4)• Civil Rights Act of 1964 (doc. 6)• Increased women working by 2000 (doc. 7)

A DBQ written Like Leonardo da Vinci: A DBQ written Like Leonardo da Vinci: SummarySummary

Step 6: Creating a Conclusion to the EssayCreating a Conclusion to the Essay

Example:Example:

In Conclusion, throughout the history of the United In Conclusion, throughout the history of the United States women were denied the same basic rights as States women were denied the same basic rights as men. men. Yet, events like the Seneca Falls Convention Yet, events like the Seneca Falls Convention which issued a declaration that said women were which issued a declaration that said women were equal, the ratification of the 19equal, the ratification of the 19thth Amendment that Amendment that gave women the right to vote, WWII and the need for gave women the right to vote, WWII and the need for women to work in factories, and the passage of the women to work in factories, and the passage of the Civil Rights Act of 1964 that ended discrimination in Civil Rights Act of 1964 that ended discrimination in employment, all helped women gain equal rights as employment, all helped women gain equal rights as men in the United States. men in the United States.

The Conclusion needs to restaterestate part one of the introduction (who or what when and where) and summarizesummarize the evidence used in each paragraph that was used to answer the task. Always start the conclusion with the words: “In, “In, Conclusion” Conclusion” it lets the person scoring the essay know that what you are writing is a conclusion no matter what you write.

Restates the Restates the introductionintroduction

Summarizes Summarizes the essay.the essay.

Step 7: Incorporating Outside InformationIncorporating Outside Information

2 Incorporates little or Incorporates little or nono relevant outside information relevant outside information

The highest score you can receive without outside information is a two. Therefore you must be aware to include as much outside information as possible. The information though must be relevant. Do not include information unless you are sure it is historically correct.

A DBQ written Like Leonardo da Vinci: A DBQ written Like Leonardo da Vinci: Scoring Scoring SummarySummary

If you do not answer all the questions in the task the highest score you can receive is a three.

3 Develops all aspects of the task with little depth or develops at least three aspects of the task in some Develops all aspects of the task with little depth or develops at least three aspects of the task in some

depthdepth

If you are only descriptive and show no analysis of the documents the best score you can receive is a two.

2 Is primarily descriptive; may include faulty, weak, or isolated application or analysisIs primarily descriptive; may include faulty, weak, or isolated application or analysis

If you do not use all the documents required (explained in the guidelines section of the test) the best score you can receive is a three.

3 Incorporates relevant information from some of the documentsIncorporates relevant information from some of the documents

If you have no outside information the best score you can receive is a two.

2 Presents little or no relevant outside informationPresents little or no relevant outside information

If you do not support the theme (write about the subject of the essay; in this case women’s rights) with relevant facts and examples and/or your essay contains some historical information that is inaccurate the best score you can receive is a two.

2 Includes few relevant facts, examples, and details; may include some inaccuracies.Includes few relevant facts, examples, and details; may include some inaccuracies.If you do not have a plan of organization, an introduction and conclusion that arre beyond a restatement of the theme the best score you can receive is a two.

2 Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion.identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion.

A DBQ written Like Leonardo da Vinci: A DBQ written Like Leonardo da Vinci: The differences between the ELA and the Social Studies DBQThe differences between the ELA and the Social Studies DBQ

The Social Studies DBQ (Document based question)

1. On the DBQ your introduction is written as an historical essay. Since history is part of the social sciences your introduction is far different form the ELA. Your introduction can be long, it needs to tell the reader the historical context (part one: the who or what when and where) of the essay and like science you need a thesis. We create the thesis by incorporating the questions from the task with the outline documents telling the reader how you will prove your essay and answer the task (thesis statement). Do not start with a question or catchy phrase or quote.

2. On the DBQ you are repeating information. In the introduction you state how you will prove you answer to the task is correct (thesis statement). In the body paragraphs you write in detail about the items you stated in the introduction, and in the conclusion you restate the introduction and summarize the information you wrote about in the body paragraphs. Essentially you repeat the information three times. This is OK in a DBQ but not on the ELA.

3. On the DBQ you always start your conclusion with the words “In conclusion,”. This allows the scorer to know you are attempting to write a conclusion no matter how poorly your attempt at a conclusion is.

The ELA (English Language Assessment)

1. On the ELA your introduction is short and often starts with an attention grabbing phrase or question.

2. On the ELA you are encouraged not to repeat information.

3. You do not start your conclusion with the words “In conclusion,”

Now we know how to write a DBQ!

•They lack a clear plan of organization.

•They do not know how or when to start writing the essay.

•They do not understand the vocabulary of terms used by teachers to outline the essay.

•They get confused between the rules used to write an essay for the ELA and the social studies DBQ.

–This is especially true of the introduction and conclusion.

•They often describe documents rather than analyzing how they fit into answering the task.

•They do not understand how a DBQ is graded and what is expected of them.

•They often give shopping lists of items rather than analyzing and explaining the cause and effect events.

•They have limited practice and are often taught different ways of writing the DBQ by different teachers.

•Students need a standardized systematic approach that is taught on all levels of the middle school that seamlessly transitions them to High School.

Writing a DBQ Like Leonardo da Vinci: Writing a DBQ Like Leonardo da Vinci: What does this systematic approach to the DBQ accomplish?What does this systematic approach to the DBQ accomplish?

•They now have a plan of organization.

•They now know how and when to start writing the essay.

•They do can now understand the vocabulary of terms used by teachers to outline the essay.

•They clearly can see the differences between the rules used to write an essay for the ELA and the social studies DBQ.

•They understand the differences between simply describing documents and analyzing documents when answering the task.

•They understand how a DBQ is graded and what is expected of them.

•They understand that shopping lists of items are not considered an analysis of documents and they see the need to show the cause and effect of events.

•They should receive a great deal of practice and can be taught the same way of writing a DBQ by all their teachers.

•Students now have a standardized systematic approach that can be taught on all levels of the middle school that seamlessly transitions them to High School.

Problems Students have writing a DBQ.

How this approach helps solve many of the problems students have writing a DBQ.

How to write a DBQHow to write a DBQLike Leonardo da VinciLike Leonardo da Vinci

PowerPoint Presentation, Information and formulation of the systematic approach to writing a DBQ prepared by:

Michael Saccullo. Social Studies teacher Samoset Middle School, Sachem Central School District.