A GUIDE TO WRITING A DBQ
The purpose of the DBQ (Document Based Question) is not to test your knowledge of the subject,
but rather to evaluate your ability to practice the historian's craft. You will be required to work with
the documents and use them to answer a question.
Writing the DBQ is an acquired skill, one that takes practice. You should not get discouraged if you
do not "get it" right away. The goal is to acquire the skill by May.
Remember that there is actually no right or wrong answer. Your answer is YOUR interpretation of
the content of the documents. As long as your answer is logical and your interpretation is supported
by the content of the document you are correct.
The following is your guide to writing a successful DBQ.
HISTORICAL CONCERNS
1. Read carefully the question prompt and the historical background. Underline the tasks demanded
and the terms which are unique to the question.
2. Read the documents carefully.
a. Make sure that you understand the content of the document.
b. What is the author's Point of View (POV).
c. Where is the tension?
1. Are there people from the same place with differing POV?
2. Is a Frenchman critiquing the French or is it an Englishman? Which
is biased, which has great knowledge?
d. What is the origin of the document?
e. Is the document valid or is it hearsay?
f. If time, gender or age were changed would the person be saying the same thing?
3. You should strive to use most of the documents.
4. Do not simply site the documents in "laundry list" fashion. You should strive to IMPOSE order
on the documents. Find groupings for the documents. Can they be organized into a format? What is
the OVERALL picture presented by the documents? Can you use the documents implicitly?
5. Your essay should be an ANALYSIS of the documents and their content. You are demonstrating
analysis if you are doing the following:
a. The essay contains a thesis which divides your answer into categories.
b. The documents are used as evidence to support your thesis.
c. Frequent reference is made to the terms of the question.
Be certain that your answer is always focused directly on the question. Do not drift afield.
From AP Central…
The number of documents ranges from 10 to 12. Each document’s author and source appear above the document to
encourage students to make interpretative use of this information.
Critical judgment is essential to a good document-based essay. Analysis of the documents’ sources and their authors’
points of view requires students to demonstrate the skills of critical reading and inference. Students should pay
attention to the content of each document, as well as the identity of the author, the document’s purpose or intended
audience, and the date when each document was written. Mere repetition of the documents’ source lines does not
demonstrate analysis of point of view. Students may refer to historical facts and developments not mentioned in the
documents as long as these references are accurate and relevant.
The crucial skill that Readers are looking for in a student’s approach to documents is the awareness that documents
are descriptions, interpretations, or opinions of events and developments made by particular people at particular
places and times and for specific reasons. Too often, students write essays in which they take the documents as
objective fact. Instead, students should be applying critical thinking skills to documents, assessing their reliability and
the ways in which they reveal the particular points of view of the authors.
The most common errors in student responses to document-based questions include failing to read the instructions,
failing to respond to all parts of the question, simply paraphrasing or summarizing the documents, failing to integrate
the documents with the essay, failing to answer the question that is being asked, and failing to analyze the documents
or determine their significance .
LITERARY CONCERNS
1. The essay has an adequate introduction in which the time frame is noted.
2. The thesis provides an answer to the question and divides the answer into categories.
3. Proper essay style is used (think 5 paragraph format where applicable).
4. Grammar and spelling are adequate (do not misspell words that are supplied in the documents).
5. You have not referred to yourself in the essay and you have not told the readers what they are
"going to learn".
6. A great majority of the documents have been used in a manner which makes their use readily
apparent to the reader.
7. Quotations are limited to a phrase which is placed within the context of your answer.
8. ALL PARTS OF THE QUESTION have been answered.
9. A conclusion exists which summarizes the evidence, restates the thesis and indicates a direction
for further study or occurrences.
10. Base all of your comments on the documents, NOT on outside information. Outside
information may be used to enhance understanding but it must not be the basis of your argument.
Rubric
HELPFUL HINTS FOR GROUPING DOCUMENTS
It may be challenging to take 8-12 documents and read them, comprehend them, and then effectively sort them
into at least three groups for the DBQ, so the following tool may help you sort documents into discernible
groups in a quick efficient manner.
When initially reading, note the AP course themes in each document. This might help you sort the documents
into initial groups.
PERSIA
P – POLITICAL
Leaders/groups
State structures
War
Diplomacy/treaties
Courts/laws
E – ECONOMIC
Type of system
Technology/industry
Trade/commerce
Capital/money
Types of business
R – RELIGIOUS
Holy books
Beliefs/teachings
Conversion
Sin/salvation
Deities (gods)
S – SOCIAL
Family
Gender relations
Social classes
Entertainment
Life styles
I – INTELLECUTAL
Writing and Literature
Philosophy
Math and Science
Education
A – ARTS
Art and Music
Architecture
While reading and examining the documents for the
first time, keep track of the themes in each
document by creating a chart like the one below.
EXAMPLE SOURCE
Prompt: Analyze views concerning immigration to Europe in the second
half of the twentieth century and explain how these views changed.
Source: Chinese businessman, interview with the International
Organization for Migration, Romania, 1995.
Business is getting more difficult. I miss my family and my life in China. Now that I have
some experience of living abroad I will tell my friends who want to go to another country
not to leave China. Their dream is not true and they will regret it. I think that I will stay here
two to three more years and then go back to China.
Analysis: This source is definitely economic because its allusions to
business. Also social because the man mentions how he misses his way of
life.
UNDERSTANDING & ESTABLISHING
POINT OF VIEW
DEFINITION:
Identifying Point of View (POV) is an attempt an establishing an author's bias and/or motivation within a primary source.
Clarifying an author's logic as his/her opinions is a form of high level analysis. Establishing POV is a requirement for the
DBQ in both AP European and World History.
SOME METHODS OF IDENTIFYING POINT OF VIEW:
Political ideology, Class, Race, Religion, Nationality, Profession, Gender
POV is NOT an author's opinion.
INCORRECT:
"Robespierre's point of view was that terror could accomplish great things."
POV IS:
An explanation of WHY an author had that opinion.
ACCEPTABLE POV:
“Robespierre believed that terror could accomplish great things. He had that point of view because he was a member of
the radical Jacobin club."
BETTER POV:
"Robespierre, with the opinion of the typical radical Jacobin, believed that terror could lead to great things."
BEST POV:
"Robespierre's membership in the radical Jacobin society led him to believe that terror could accomplish great things."
SOPHISTICATED POV:
"The opinions of the Jacobin were profoundly radical. For example, Robespierre was clearly influenced by these views to
believe that terror could be beneficial."
A FORMULA FOR SUCCESSFUL POINT OF VIEW
Point of view may best be established by doing the following:
1. Tell the reader who the author is.
2. State what the author believes (just be reasonable)
3. Tell the reader why he believes this “He believes this because…
SOME EXAMPLES OF THE FORMULA
Roger North, the brother of a German judge, because he is likely to have had conversations with his brother, he
knows that the accused are not guilty of witchcraft. Thus when he stated that people were accused of witchcraft
because of their wealth he knows what he is saying.
Samuel Pepys, an English diarist who attended a meeting of the Royal Society of Scientists was clearly a typical
man of his age. Safe and secure in the knowledge that men were superior to women he would not have accepted
to hear the Duchess of Newcastle say anything worthwhile in her presentation and thus, he did not.
Prince Metternict was the Austrian political leader. As such he knows that German unity would pose a threat to
his loosely organized nation. As the Austrian leader he is aware of the internal problems of his nation.
Theodor Jablonski attacked the credibility of Maria Winkleman. Reacting negatively to Maria’s
accomplishments Theodor fought to protect the status of his society. It was one thing to have Maria create the
society’s calendar when her husband was alive (and thus could be assumed to cover her errors) but it was
entirely another to have her produce the calendar alone after the death of her husband. The reputation of the
society was at stake and thus Jablonski’s reputation as well!
Reginald, monk of Durham, and colleague of St. Godric, gives a Christian viewpoint of merchants showing
them as wonderful people. This would show that Christians viewed merchants as positive and giving people.
However you must take into account that the man writing this was the colleague of a merchant and therefore
would have a bias on the subject.
TEACHING POINT OF VIEW TRAINING EXERCISE
DIRECTIONS: Read the "Situation Description" below to the class and set the tone of the exercise. Only show
one document at a time to the students and discuss how each will or will not help to solve my dilemma. The
purpose is to show that all documents are NOT equal and everyone who writes is NOT an expert. Each has
knowledge—but from a different "POINT OF VIEW".
SITUATION DESCRIPTION:
The annual Madison Central Indians versus George Rogers Clark football game was played Friday night. Due
to family commitments I was unable to attend the game. The game was decided when Donnell Wilson caught a
touchdown pass on the last play of the 4th quarter giving Madison Central a 14-10 victory. Monday morning
when I arrived at school "everyone" was talking about the "catch" and the victory. What I want to know is
what REALLY happened and just how great of a play this catch actually was. Throughout the day I spoke
to the following people in an attempt to obtain the truth. As I review each source I must constantly ask myself
"what is the validity of each person's comment and what’s their particular expertise in the area of HS football.
PROMPT
Analyze motives of the varied selection of people that attended the MCHS vs. GRC football game last weekend.
How did these motives influence the attitudes of the participants toward the final catch that sealed the outcome
of the game?
HISTORICAL BACKGROUND
Games between cross-town rivals often end with controversial plays that decide close games.
DOCUMENT 1
Tom Robard, Newspaper Reporter, The Richmond Register
The annual Madison Central-GRC football game ended in dramatic fashion when Donnell Wilson caught the
game winning touchdown pass as time expired. Wilson made a leaping catch and landed safely in the endzone
capping an improbable come from behind win for the Indians.
(note: most high school game results are phoned into the newspaper sports desk)
DOCUMENT 2
Donnell Wilson, Madison Central Wide Receiver who caught the winning pass
Did you see that catch?! I mean it was great! Man I knew I had it! That D-back was nothing! I ran right by him
and just reached out and pulled it in. Focus, real focus!! We're number 1!!
DOCUMENT 3
Bert Browne, Offensive Coach, Madison Central High School
Great catch! Unbelieveable! Donnell has heart and no quit in him. When it mattered I knew he would come
through. He's tough, a real gamer! I had the team focused. We were ready to play. Never a doubt!
DOCUMENT 4
Jasmine McNeil, Madison Central Cheerleader Captain
It was a totally awesome catch! We won the game and, like totally disgraced that other team. I knew we would
win after our half-time show, and we did! We rock! Go Central! Those GRCguys had no chance. And you
should have seen those GRC girls! Their cheers were sloppy and screechy. No wonder we won!!! We're number
1!!
DOCUMENT 5
Mary Griffin, Madison Central teacher who attended the game to watch her son play
Central played real hard. The boys were great. It was a great catch that won a hard fought game. The noise in
the stands after the game was unbelieveable. Everyone was hugging each other and screaming.
DOCUMENT 6
Demetrius Johnson, Defensive back who covered Donnell, GRC High School
We were robbed. That guy never caught the ball, he was lying there on the ground and the ball fell in his hands.
He pushed me and the ref never saw nothing. Central is nothing but a bunch of cheats!
DOCUMENT 7
Mark Burton, Defensive Coach, GRC High School
What can I say? Demetrius played him real tight. Central ended up on the ground with the ball and the
touchdown. Some nights you just aren't lucky, some you are.
DOCUMENT 8
Owen Dyson, Football Referee, excerpt from his game report to the Kentucky High School Activities
Association
It was a clean and simple catch resulting in a touchdown. No penalty was invloved.
DOCUMENT 9
Robert Benson, Assistant Football Coach, University of Kentucky. Excerpt from his scouting report.
#83 Donnell Wilson, Senior. Position: Wide Receiver. Height: 5'6". Weight: 155. Comment: Has poor hands
and only average speed.
DBQ PATH TO VICTORY
Introduction
A. Broad analytical statement of the problem of background of issues to be resolved
B. Thesis Statement (Proposed solution to the problem)
a. Use only words like these to begin your thesis – though, while, despite, although, etc.
b. Do not use words like – many, some, lots, stuff, etc.
C. Discuss three arguments to be considered by the reader in advocating for your thesis position
a. Propose group 1
b. Propose group 2
c. Propose group 3
Paragraph 2 – Group One
A. Topic sentence to introduce your first group and related argument. Your goal is to introduce the documents
into evidence that will support your thesis in this group.
B. Discuss Doc. A and discuss its relationship to your thesis and its role in the group with a substantive analysis of
POV if possible.
C. Discuss Doc. B and discuss its relationship to your thesis and its role in the group with a substantive analysis of
POV if possible.
D. Discuss Doc. C if relevant and etc.
Paragraph 3 – Group Two
A. Topic sentence to introduce your first group and related argument. Your goal is to introduce the documents
into evidence that will support your thesis in this group.
B. Discuss Doc. D and discuss its relationship to your thesis and its role in the group with a substantive analysis of
POV if possible.
C. Discuss Doc. E and discuss its relationship to your thesis and its role in the group with a substantive analysis of
POV if possible.
D. Discuss Doc. F if relevant and etc.
Paragraph 4 – Group One
A. Topic sentence to introduce your first group and related argument. Your goal is to introduce the documents
into evidence that will support your thesis in this group.
B. Discuss Doc. G and discuss its relationship to your thesis and its role in the group with a substantive analysis of
POV if possible.
C. Discuss Doc. H and discuss its relationship to your thesis and its role in the group with a substantive analysis of
POV if possible.
D. Discuss Doc. I if relevant and etc.
Conclusion
A. Briefly summarize the thesis and the three groups.