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Heather MacKenzieSocial Studies Coordinator
Tony DiSarioElementary TOSA
Regina HolLandSecondary TOSA
What Is a DBQ?
Document-Based Question
Way for students to interact with historical records
For all students from elementary school through high
school
DBQs ask students to…
Read and analyze historical records.
Gather information and answer short scaffolding response
questions.
Assimilate and synthesize information from several documents.
Respond (usually as a written essay) to an assigned task by
using information gleaned from the documents as well as their
own outside information.
All students need to learn how to THINK.
Learning requires practice.
Clear thinking is hard work.
Thinking is clarified by
writing.
Thinking is for everyone.
Core Beliefs of DBQ
https://www.youtube.com/watch?v=y8MlNzi1s_k
Reading Like A Historian
Read Like HistoriansAnalyze Material
InvestigateThink Critically, Independently,
with Limited Assistance
Decide & WriteMake a Decision & Write about It
What is our Vision?
Question ● A central question is included that can be answered by analyzing multiple documents.
Hook An engaging hook is present that introduces topic and guiding
question.
Background
Information
Content information provides context for included documents.
Primary &
Secondary
Sources
A variety of sources are present for students to examine.
Sources are purposeful and provide information that will support
student response.
Scaffolding
Questions
Source questions are included that provide scaffolding which will
improve student analysis.
Rubric Scoring rubric is present and clearly outlines expectations.
Basic Components
Sample Guiding Questions -1. From 1775 to 1830, many African Americans gained freedom from
slavery, yet during the same period the institution of slavery
expanded. Explain why BOTH of those changes took place.
Analyze the ways that BOTH free African Americans and enslaved
African Americans responded to the challenges confronting them.
(APUSH Past Question)
2. How revolutionary was the American Revolution? (DBQ Project)
3. What were three major contributions of Muslim civilization?
(Prentice Hall Text)
4. Mohandas Gandhi had a major impact on his country’s
development. What were Gandhi’s goals for India and how did he
set out to achieve those goals? (Prentice Hall Text)
5. Manifest Destiny: Did the Benefits Outweigh the Negative
Consequences? (DBQ Project)
American Progress by John Gast
1. Analyze each quadrant
independently in order to
adequately interpret this famous
painting.
2. List the people, activities, and
means of transportation shown in
each using the chart below.
3. Use this analysis to develop a
definition for the term “Manifest
Destiny.”
Establishing Context from Background Information
1. From which country did Mexico become independent?
2. From which country and when did Texas become
independent?
3. How could the census data reflect a justification for westward
expansion?
4. In general, what types of benefits did the United States gain
from expansion?
5. Was the United States justified in going to war with Mexico in
1846? How might this same event be viewed differently in
Mexico?
6. What negative consequences did the United States deal with
from western expansion?
● A variety of sources
(primary and
secondary) are present
for students to examine.● Sources are purposeful
and provide information
that will support student response.
Sources
Secondary Sources
Primary Sources
War Message of President
James Polk, Washington, May 11, 1846
A Mexican Viewpoint on the War With the United States,” Voices of Mexico,
issue #41, Center for Research on North America (CISAN), National Autonomous
University of Mexico, 2006.
Taylor, Bayard – Reporter for
New York Tribune – 1849 “Problems of
the Gold Rush”
Images From the Completion
of the Transcontinent
al Railroad
Photograph
of the American
West
Quote from Robert Toombs, Georgia Statement, House of
Representatives Floor December 13, 1849, Wilmot
Proviso
German immigrant
description of a
Rendezvous on the Green
River in southwestern
Wyoming in 1839
Primary or Secondary?
● Source questions
are included that
provide
scaffolding which
will improve student analysis.
Scaffolding Questions
1. What river did Texas and President Polk regard
as the Texas-Mexico border?
2. Would Mexico have viewed a Mexican
advance north of the Rio Grande an invasion of
the US?
3. Where did the April 24 fight between Mexican
and American soldiers occur?
4. What was the response of Congress to Polk’s
war message?
5. Was the United States justified in going to war with Mexico?
Document Analysis
R – Restate the Question
A – Answer the Question
C – Cite the Textual Evidence
E – Explain your Evidence
for Every Answer
Engages Students in
Higher Level Thinking
Investigates Multiple
Perspectives, Past & Present
Collaborates with Peers
Develops Knowledge, Skill, and Analytical
Ability
Introduces to Historical
Thinking
Helps Students Read & Write
Critically
Helps Humanize
History
Helps Prepare for PBL & GA
Milestones
Why Use DBQs?
DBQs by Grade LevelGrade DBQ
K Which American symbol is your favorite and why?
1 Which of Benjamin Franklin’s inventions has made the biggest
impact in today’s world?
2 How did Jackie Robinson affect the lives of others?
3 How did Cesar Chavez make the world a better place?
4 What are the seasons like around the world?
5 What caused the Dust Bowl?
Grade
K/1st Teacher: Introduces term “document” and shows examples.
Students: Understands that a document is a visual that provides information.
2nd Teacher: Uses primary and secondary sources to teach content and models for
students how to use these documents to learn.
Students: Read, analyze, answer questions, and write sentences about the documents.
3rd Teacher: Uses primary and secondary sources to teach content and models for
students how to use these documents to learn.
Students: Read, analyze, answer questions, and write paragraphs about the documents.
4th Teacher: Uses primary and secondary sources to teach content and models how
to write an essay to answer the DBQ.
Students: Read, analyze, answer questions, and writes multiple paragraphs about
the documents.
5th Teacher: Uses primary and secondary sources to teach content
Students: Read, analyze, answer questions, and complete a mini-DBQ.
DBQMiddle
6th
Teacher: Uses primary and secondary sources to teach content, models for students how to
use these documents to learn, and provides instruction on the development of a mini-
DBQ/informational/historical essay.
Student: Reads, analyzes, answers questions, and completes a mini-
DBQ/informational/historical essay with teacher guidance.
7th
Teacher: Consistently uses primary and secondary sources to teach content, models for
students how to use these documents to learn, and provides instruction on the development
of a mini-DBQ/informational/historical essay.
Student: Reads, analyzes, answers questions, and completes mini-
DBQ/informational/historical essay citing specific evidence from the documents and
incorporating outside knowledge during the year.
8th
Teacher: Continuously uses primary and secondary sources to teach content, models for
students how to use these documents to learn, and provides instruction on the development
of a mini-DBQ/informational/historical essay.
Student: Reads, analyzes, answers questions, and completes mini-
DBQs/informational/historical essays citing specific evidence from the documents and
incorporating outside knowledge during the year.