How to do the DBQ
1. Be methodical. Use every document (unless you are very confused about how to use one of the documents – then
it’s best to leave it out). Think about the TWO things you need to do with EACH document: (A) How does
the information from this source help me prove my argument?
(B) How I can use HIPP (Historical Context, Intended Audience, Purpose, Point of View) to further support my
argument?
2. Use as much specific, outside information (SOI) as you can in making your argument. You should strive for
3 pieces of SOI per sub-thesis (paragraph). 1. This IS the support for your analysis. It’s the proof that your
connections are accurate and that you can do more than just tell the reader what the documents say. 2. The more
information you use the more chance you have of earning the point in this category.
3. A historian’s job is to dig through countless possible sources to find “an answer” to a historical question. Of
course, not all those sources have equal value, and a good historian must understand all the HIPP qualities to
determine a source’s worth. HIPP analysis gives you a chance to show the value and usefulness of a source in
answering the DBQ prompt. It is like you saying to the reader “Let me tell you a little bit more about this
source that isn’t obvious to the general reader who doesn’t know their history.”
a. Historical Context is a reliable category that you can use on any primary source. (It is less useful on
secondary sources) Think about what specifically was going on historically that led to the creation of this
source or makes it significant. For example, Andrew Carnegie’s Gospel of Wealth makes a lot more sense if
you understand the great wealth inequality of the Gilded Age. The 1889 “Bosses of the Senate” cartoon makes
more sense if you view it in the context of the Senate legislative debate at the time (what Act was passed the
following year?)
b. It’s not enough to just state the “intended audience” – you need to analyze how the intended audience
influenced what was being written/drawn. For example DON’T just say “The audience for the Seneca Falls
Declaration was ____________,” but rather analyze how the intended audience influenced the Declaration by
saying “Because the Declaration of Sentiments’ intended audience included the male political elite who held
very traditional views of women, Stanton borrowed the language of the founding fathers to anchor her
demands firmly in the American political tradition which her audience recognized and respected.
c. You won’t get any credit for saying that the purpose of a source is…exactly what the source says. That just
shows you can read. What is the author/speaker trying to do in the source? Persuade, convince, refute, urge,
respond to critics, energize supporters?
d. It’s
NOT enough to just describe what a source is saying, and to say that’s the writer’s/artist’s “point of
view”. Don’t just repeat or describe the source, but rather analyze how the author’s point of view impacts
his message. In his “Wealth” essay, Carnegie states that the wealthy should not leave inheritances to
their children. Does the source become more significant if you know that he was the wealthiest man in
the country at the time? How might Carnegie’s rags-to-riches upbringing affect his point-of-view?
4. One more tip about trying to incorporate point of view: DON’T do it UNLESS you really understand WHO the
author/artist is, his/her position/job/philosophies, and how those details would impact his/her point of view.
Practice with this excerpt from George Pullman’s 1894 testimony to the US Strike Commission: “The object in
building the town of Pullman was the establishment of a great business, recognizing that the working people are the most important
element which enters into the successful operation of any manufacturing enterprise. We decided to build, in close proximity to the
shops, homes for workingmen, of such character and surroundings as would prove so attractive as to cause the best class of
mechanics to seek that place for employment. Due attention was paid to the convenience and general well-being of the residents
by the erection of stores and markets, a church, public schools, a library and public halls for lectures and amusements; also a hotel
and boarding houses. The company has not now and never has had any interest whatever in the business of any of the stores or
shops in the town; they are rented to and managed by outside parties, free of any control by the company.”
How do the Context and Audience matter? What is his purpose? What’s his point-of-view?
DBQ In Detail
INTRODUCTION PARAGRAPH
Contextualization (1 Point)

What generally had been going on in this era or previously with this general theme?
o During the era of …., it was a time of ….
o The United States had a history of …, during the era of … it had evolved/changed into…
Thesis (1 Point)

Use the prompt as a guide for your categories; include your map points! ANSWER THE WHOLE PROMPT!
CATEGORY/BODY PARAGRAPHS
Analyzing Documents (up to 3 Points)
1. Connect it: Link what the document is proving to your position
 Write a sentence describing the piece of your argument that the document proves without mentioning the document.
2. Name it: Then, state the author’s name and type of document and connect it to the point you just made.
 Jefferson, in his letter, … Jackson’s speech… Supreme Court’s decision…
 DO NOT WRITE Document 1 says/shows… / DO NOT QUOTE
3. Analyze it: Elaborate on ONE of the following for EACH evidence: Historical Context, Audience, Point of view, Purpose;
Underline it
 Context- What events, trends surrounded this document (map, chart)
o At the time of ….. ... proves the larger story of… … fits with…. … illustrates how…
 Audience- Who is the intended primary audience? Who else would hear or see it?
o (Audience’s name), a man/woman/group who…
o … but certainly ….. would also have read/heard…
 Point of View- Who wrote this document? Adjectives to describe him/her/them?
o (Author’s name), a man/woman/group who… As a ______ himself/herself, (author) would have……
 Purpose- What is the author trying to accomplish? Why?
o POSTIVE- Promote Outline Introduce Encourage Compliment Celebrate
o NEGATIVE- Expose Outrage Justify Insult Urge Disagree Question
o (action verb)….. because….
 Underline it! (So scorers can see it easily and give you credit)
4. Cite it: Include a parenthetical citation of document number
 …end of sentence that references the document (Doc #).
The leaders of the South had become so reliant on slave labor to maximize cotton production that they became arrogant in their
defense of it. Senator Hammond, in his speech to Congress, rhetorically challenged the Northern Congressmen, who by this time
had a growing abolitionist population, to fight against the package deal of cotton and slavery (Doc 2).
Using Specific Facts as Evidence (1 Point)

Include another 1-2 specific facts (people, laws, events) not referenced in the documents to support each category
CONCLUSION PARAGRAPH
(Suggestion) Reaffirm Contextualization

What generally happens next in this topic or with this general theme in US history?
o Later/next this will evolve into… This … is short-lived, however because soon…
In the coming years …. will only get stronger/weaker…
Synthesis (1 Point)

Make a connection between your argument (THE PROCESS IN YOUR THESIS) and a past or future historical development
(law, event, idea, movement from a far previous or future time period). Don’t just say, “this is like ______.” Say HOW
it is like _____ and why it matters. Did the main historical process in your essay directly LEAD TO a future event? Does
it get resolved by a future event? Does it resolve an earlier event?