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Maximising your marks Maximising your marks on the Documents Based on the Documents Based
QuestionQuestionHTAI Dublin Sixth Year Revision Seminar
M. KennedyTCD
2012
Timing for the DBQTiming for the DBQ
DBQ Marking SchemeDBQ Marking Scheme
Question 1 – Comprehension◦Four questions at 5 marks each
Question 2 – Comparison◦Two questions at 10 marks each
Question 3 – Criticism◦Two questions at 10 marks each
Question 4 – Contextualisation◦Short essay (1.5 to 2 pages) 40 marks
Question 1 - ComprehensionQuestion 1 - Comprehension
Read the sources carefullyRead the questionsReread the sources underlining the
information relevant to the questionWrite short answers to each question no
more that three lines in lengthQuote or paraphraseExaminers looking for one/two pieces of
information
Example answerExample answer
Example from 2009 Montgomery Bus Boycott◦Question – According to document A, who
usually travelled on the first bus?◦Answer – According to Document A the first bus
was filled domestic worker going to their jobs.
Question 2 - ComparisonQuestion 2 - Comparison
How are the sources the same?
How are the sources different?
Question 2 - ComparisonQuestion 2 - Comparison
Two questions carrying 10 marks each◦Each 10 marker is divided in two parts for 5
marks each.◦This 5 marks is awarded on a sliding scale
5/4/3/2/1/0As the question type is comparison you
must refer to both documents◦5 marks for reference to document A and 5
marks for reference to document B◦If reference to one document is omitted – no
marks
Comparison – types of questionsComparison – types of questions
How do the documents differ?Which document is more effective?Which document better illustrates a stated
viewpoint?Which document is more factual?Which document is more memorable?Which document gives a clearer picture of a
stated event?Which document do you consider to be more
historically accurate?Which document is more objective?Which document is more informative?
Select a viewpoint, argue it wellSelect a viewpoint, argue it well
There is not necessarily one right answerMarks are awarded for convincing arguments
◦Make a statement: Document A is more factual/historical valuable/effective etc. than Document B or vice versa
◦Develop your answer by stating why you think that is the case referring to the document. Then refer to the other document stating why you think it is not as good (factual/effective etc) as the first document
It is possible that two students could argue for the opposite documents and both get full marks.
Key wordsKey words
Factual – undisputable detailsEffective – serves its purposeHistorical accuracy - factualTone – angry, sad, sympathetic, ecstatic,
etc., = words used.Emotive – stirring feelings, attempts to
influenceObjective – impartial, balanced, fair in its
accountInformative - factual
Question 3 - CriticismQuestion 3 - Criticism
The approach for Question 3 is the same as Question 2
Two questions carrying 10 marks each◦Each 10 marker is divided in two parts for 5 marks
each. This 5 marks can be awarded on a sliding scale
◦5/4/3/2/1/0As the question type is criticism you must refer to both documents
◦5 marks for reference to document A and 5 marks for reference to document B
◦If reference to one document is omitted – no marks
Critical thinking Critical thinking
Criticism asks you to make a judgement◦Strengths/weakness as a historical source◦Reliability as a historical source◦Advantages/disadvantages of autobiographies◦Reliability of newspaper accounts as sources◦Bias versus objectivity◦Advantages/disadvantages of cartoons as
sources◦How objective is the author of the source◦Do the sources support (agree) or contradict
(disagree) each other◦Primary or secondary source
Sources of informationSources of information
Primary Sources of Information
(first hand information, unedited)
orSecondary Sources of
Information(second hand information, edited)
Evaluating sourcesEvaluating sources
Primary sources of information – what are they?◦Unedited pieces of information from the time of
the event (contemporary)◦Time and place rule – generally the closer in
time and space the information is to the event itself the more accurate or reliable (reliability) it should be. EXAMPLES: eyewitnesses, letters, diaries,
government records (censuses, acts), poems, songs, photos, paintings, film/video, newspapers, speeches, maps, coins, tomb inscriptions, certificates, account books, clothing
◦Primary sources are regarded to be excellent sources of information but the following must be considered: Who is the author? Why was it recorded? When was it recorded? What is it? Where was it recorded?
◦Eyewitness accounts are generally given as the most obvious primary source of information Eyewitness accounts can be selective, inaccurate,
limited, undetailed However, the personal experience/account is
invaluable but does not necessarily contain a lot of factual information.
Factors that affect reliabilityFactors that affect reliability
Bias/Prejudice – occurs when one point of view is favoured over other points of view.
Propaganda – using half truths or lies to convince the receiver of a certain point of view
Subjective – occurs when one person’s viewpoint is given, reflects an emotional input
Exaggeration – adding additional fictious details – bigger/smaller, better/worse
Cross-checks – have the details been verified through another source?
Interrogating cartoonsInterrogating cartoons
Cartoons are useful to historians when trying to understand how people or events in the past were viewed by contemporary observers◦They give insight into mood and attitude at the time
Cartoonists are not interested in a balanced view◦They rely heavily on caricature and exaggeration to
make their points◦They assume the viewer has a certain amount of
background knowledge in order to understand the image
The developers The bankers
The Celtic Tiger
Types of documentsTypes of documents
Past papersPast papers
Newspaper extract (SEC sample, 2009, 2011)Transcript from a political speech (2006,Cartoon from a magazine (2006)Cartoon from a newspaper (2008)Letter (2007)Excerpt from an autobiography (2009, 2010)Extract from a memoir (2010)Extract from an interview (2008)Extract from a book (2011)
Contemporary•Daily details
•Shows what the public knew
Reflects the point of view of the newspaper/editor - often used as a mouth piece for political parties
No context – doesn’t tell the
whole story
May contain errors
May contain little detail
Editing?
Critical evaluation – always Critical evaluation – always consider the sourceconsider the source
Don’t believe everything you read in the papers
Contemporary
Simple in their format
Represent a single point
of view
Distance in time from the event
makes interpretation
difficultOpen to
interpretation
Lacks detail
Personal insights
Language reflects mood
Honesty based on trust
May lack detail focusing on
emotion
Personal letters
Business letters
Contains factual details
Represents one point of view
Life
Events/people
A single point of
viewGives insight into emotion
and motivations
May be biased and
unbalanced
Provides information
not available elsewhere
Radio Newspaper
Subject to editing
Insight into motivations,
mood, character of the
interviewee
Nature of questions
determines the scope of the
detailContemporary
A single point of view
Highlights the priorities of the
oratorPropaganda – speeches always used to
convince the listener of a particular view point.
Factual
Contemporary
Excellent detail on surroundings,
clothes, hair styles
Frame focuses the
viewer
Image is composed –
context can be removed.
What’s outside the frame?
Gives insight into emotion –
facial expressions
Question 4 - ContextualisationQuestion 4 - Contextualisation
This is a mini essay worth 40 marks◦No need for an introduction or conclusion◦Write 1 to 2 pages◦An elaborate introduction/conclusion is not
necessary◦15 – 20 minutes available◦Should be broken up into paragraphs (3 or 4 to
a page)◦If you can’t answer the question throw the
kitchen sink at it – write everything you know about the topic
What constitutes a paragraph?What constitutes a paragraph?
A paragraph or paragraph equivalent may be one of the following: A relevant introduction giving the background situation and/or
defining the terms and explaining the approach; An episode, phase or stage in a sequence of events;An aspect of a topic/issue, with supporting factual references;A point in an argument or discussion, with supporting factual references;An explanation of a concept or term, with supporting factual references;A number of significant, relevant statements of fact, explanation or
comment which, although not connected or related, can be taken together and assessed as a paragraph equivalent;
A good concluding paragraph or summation, which is not mere repetition
Marking a paragraphMarking a paragraph
Excellent: 11-12 marks Outstanding piece of analysis, exposition or
commentary. Clearly expressed, accurate andsubstantial information.Very good: 8-10 marks Very good material,
accurately and clearly expressed.Good: 6-7 marks Worthwhile information,
reasonably well expressed.Fair: 3-5 marks Limited information/barely
expressedPoor: 0-2 marks Trivial/irrelevant/grave errors.
Overall Evaluation markOverall Evaluation mark
Excellent: 14-16 marksVery good: 11-13 marks
Good: 6-10 marksFair: 4-5 marks
Weak: 2-3 marksVery weak: 0-1 mark