Writing a DBQ
A step by step guide
What is a DBQ?
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The Document-based Question (DBQ) is a coherent essay which
integrates interpretation of the supplied documents with a
demonstrated knowledge of the historical period in question.
AP Test
The DBQ counts 45% of the essay portion of the test.
60 minutes in total length. You will have 15 minutes to read
the documents, underline relevant material and make a few
notes, and 45 minutes to write the essay.
 This essay is scored on a 15 -point scale or rubric where 15 is
the highest and 1 is the lowest.
Friendly reminder:
 The student who simply describes the contents of the
documents and fails to place them into historical perspective
will receive a low score on the DBQ essay
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PART I : “THE CRIME SCENE”
 Assess the situation
 (1) Take Inventory
 Law & Order: Assess the crime scene &
inventory all of the evidence
 DBQ: List all relevant information that
comes to mind about the topic at hand
 Write the list as fast as you can
 Use information from objective section
Assessing (cont’d)
 (2) The Prompt
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Law & Order: Develop a preliminary hypothesis
DBQ: Read the question carefully & determine
exactly the question is asking
 (1) Compare & Contrast- (how same? How
different? )
 (2) Analyze- (draw conclusions, no debate)
 (3) Evaluate – (you establish success or failure)
 (4) Assess the validity – (true or false, take
position & state why)
 (5) Discuss significance – (why important?)
 (6) Explain the influence- (what was impact?)
Sample Questions
 To what extent and for what reasons did the policies
of the federal government from 1865 to 1900 violate
the principles of laissez-faire, which advocated
minimal government intervention in the economy?
Consider with specific reference to the following three
areas of policy: railroad land grants, control of
interstate commerce, and antitrust activities.
 Documents A-H reveal some of the problems that
many farmers in the late nineteenth century (18801900) saw as threats to their way of life. Using the
documents and your knowledge of the period, (a)
explain the reasons for agrarian discontent and (b)
evaluate the validity of the farmers' complaints
Assessing (cont’d)
 (3) Read the supplied documents.
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Law & Order: Interview any witnesses
DBQ: In the margin of the documents, make
notes which add to or embellish your brainstorm
list.
 (4) Brief Outline
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Law & Order: Interview any witnesses
DBQ: Write down as much basic information as
you can for further investigation
PART II: OPENING ARGUMENTS
 Introduce the case to the jury
 (5) Intro/ Thesis
 Law & Order: Opening argument
 FRQ: 3 or more sentences, simplify
 What is a thesis?
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A thesis statement is a complete sentence which
tells the reader what will be proven in an essay. The
sentence must state the position of the writer on a
topic, which in turn, can then be argued successfully
in the essay. The writer affirms, for example,
"Economics contributed more to the onset of the
American Civil War than any other issue."
The statement must be arguable and the writer must
take a stand. Broad generalizations or givens are not
thesis statements. "Slavery contributed to
sectionalism," for example, is a given which can
generate a report, but is not the bases of an
argumentative essay.
Opening Arguments (cont’d)
 (6) Set Scene
 Law & Order: Place the crime in context
 DBQ: Set the parameters of the question
 2nd paragraph
 Very critical – no credit but looks good,
show you understand territory
 4 to 6 sentences
 establishes your credibility
PART III: PRESENTING YOUR
CASE
 Strive for clarity & consistency
 (7) The Evidence
 Law & Order: Proof of your theory
 DBQ: “Three or more” to support your
case
 For Every example – give 3 pieces of
evidence (e.g., outside info, documents)
 Note the prompts
 Develop your case in linear fashion
 Cite your sources
Proper use of documents
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Purpose: Give strength to your arguments.
Information from the primary documents should be incorporated
into the essay when the information is supportive of an already
existing topic statement.
Information from the documents must never be used to establish a
thesis or topic statement, such action shows no historical insight,
or even knowledge.
When correctly used, the primary document should highlight one
of your essay's key terms.
The student should not quote directly from the primary
documents. Instead the student should refer (specifically) to where
the document agrees with his or her essay.
The student must show a historical understanding of the document
and cannot stop at simply summarizing the information
To insure that the reader (exam grader) rewards the student for
(correctly) using the supplied primary sources, each document
used in the essay should be directly cited.
Proper Document citation
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A document may be cited in one of three ways:
 1. Identification by title, written into the body of the
essay: . . . in Daniel Webster's reply to Jackson's Veto
Message, Daniel Webster betrays his High Federalist
convictions.
 2. Identification through description: . . .Webster's
reply to Jackson reveals the Senator's High Federalist
convictions.
 3. Identification through description with a supporting
tag: . . .Webster's reply to Jackson reveals the
Senator's High Federalist convictions [Doc C].
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When a document is used multiple times in the same
essay, the citing may be relaxed in subsequent uses:
e.g. Webster's reply also shows . .
Remember only use the documents to support an
argument based on outside information, never paraphrase
or quote from the document.
Presenting the case (cont’d)
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(8) Concession Paragraph (if necessary) *****
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Law & Order: Explain the fundamental argument of defense & refute it
DBQ: Explain opposing viewpoint
If possible (remember not all essays necessarily have a concession)
refute the other side of the argument/ position. This means you
address what the “other side” would argue in regards to the points you
brought up in your essay.
After addressing the “other side” be sure to explain why this side is
wrong/inaccurate.
Remember you want this paragraph to show the reader that you
understand the totality of the question being asked. By your
addressing and refuting the other side of the issue/argument you are
showing the reader that you are aware and understand all angles of
the question being asked.
(9) Closing Arguments
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Law & Order: Why should the juror believe you?
DBQ: Reiterate the strengths of your position