 A DBQ is an essay that is written in FRQ style, that
incorporates given documents into your argument
 Documents are to be:
1.
2.
used to support your argument (evidence)
analyzed individually to measure their validity, bias,
point of view, perspective, etc.
Similarities:
Need for explicit, effective Thesis Statement
2. Need for body paragraphs that support your thesis
1.
Differences:
1.
Focus is on the Documents that are given
FRQ → “answer the question”
DBQ → “answer the question”
&
“analyze the documents”
1.
You must ALWAYS have at least
three body paragraphs (we will also now
call them categories)
2.
It’s a puzzle as much as it is an
essay
 (it’s about finding similarities within the
documents, then explaining why they
belong together in regards to the
prompt)
3.
It’s not solely focused on “what
you know about history,” as much
as “what you can do with history.”
4.
We need to evaluate the source
of the document, as well as the
content
Prompt:
Identify the key concepts of the authoritarian governments and
rulers and explain why they were so appealing in the interwar
years.
Tasks: Identify / Explain
Terms:
 Key concepts of authoritarian governments &
rulers
 Why they were so appealing in the interwar years
1. What do you know about the source of the
document?
2. What is the main point being made in the
document?
3. How does this relate to the
prompt…CATEGORIES
What were the key concepts?
Racism (docs 3, 8, 9, 10)
2. Nationalism (docs 5, 9, 10)
3. Power of the state (docs 6, 9)
4. New man with new values (docs 4, 5, 9)
1.
Why were the concepts so appealing?
Desire to avoid economic chaos and regain economic stability
(docs 1, 2, 7, 10)
2. Desire to be led by individuals of action (docs 2, 4, 5)
3. Disillusionment with 19th century ideologies & ruling classes
(docs 1, 4, 6, 9)
4. Need to blame someone for current misfortunes (docs 3, 8, 10)
1.
 Show your awareness that the gender, occupation, class,
religion, nationality, political position, or ethnic identity of
the author could influence his/her views.
 Example:
 Balthasar Rusow, a Lutheran pastor, was naturally upset by the
celebration of a Saint’s Day, since Lutherans do not venerate saints.
 These authors were German Communists at the end of WWI who
naturally would be blaming the existing government for the
domestic atrocities of the war, similar to Lenin’s message in Russia
which echoed the same thing.
 Examine a source for its reliability and accuracy by
questioning if the author of the document would be in
a position to be accurate.
 Example:
 Niccolo Machiavelli’s book on the political tactics of a
Renaissance prince was probably accurate as he observed
the behavior of the prince, Cesare Borgia, for many years.
 Examine the text of a document to determine its tone (satire,
irony, indirect commentary, etc.) or the intent of the author.
Especially useful for visual documents, like art work or political
cartoons.
 Example:
 In his great sculpture of “David,” Michelangelo wanted to convey the
confidence, and even arrogance, or Renaissance Florence at the peak of
its cultural influence in 16th century Europe.
 In reality, this is a Nazi propaganda poster that is aimed at building
support of the party, and is clearly not a realistic interpretation of what
Jewish business owners, but rather a play on stereotypes to evoke
emotion and build support.

The Great War (1914 – 1918) in Europe paid an enormous toll on
Europeans not only physically, but mentally as well. European
enlightenment views such that all of life’s challenges and
questions could be answered with reason and logic came under
great duress. People demanded answers for the war and the
depressed economy which followed, as well as many who
demanded change. As democracy limped on in its infant stage in
many parts of Europe in the 1920s and 30s, new forms of
authoritarian rule began to surface and were made appealing to
the people. The authoritarian messages of state power,
nationalism, and racism met with strong support due to interwar
economic chaos, intellectual disillusionment with 19th century
ideologies, and a need to find a scapegoat for current misfortunes.
There were many Europeans who found authoritarian style
governments appealing due to their disdain for 19th century
ideologies and the ruling classes. One such group who strongly
desired a change in leadership and ideology were communists. In
the Spartacist Manifesto written by three communists in Germany
following the war, it made clear that “the beast of capital that
conjured up the hell of the world war is not capable of banishing it
again.” It is clear that they blame the previous government and
economic system for the war and the plight of Germany, and seek a
new direction based on radical social ideals. It should be noted,
though, that these authors were German Communists at the end of WWI
who naturally would be blaming the existing government for the
domestic atrocities of the war, similar to Lenin’s message in Russia
which echoed the same thing. (doc. 1)

Another key concept that defined authoritarian governments and rulers in
the interwar years was the promotion of racial ideology. A strong anti-Semitic
message is conveyed in the German Nazi Party Poster. Along with promoting a
Nazi candidate, the poster is highlighting Nazi disdain for Jews in German
society, and the presumed economic power that they hold over everyone else.
In reality, this is a Nazi propaganda poster that is aimed at building support of the
party, and is clearly not a realistic interpretation of what Jewish business owners, but
rather a play on stereotypes to evoke emotion and build support. When Hitler and
the Nazi party take power in the 1930s, they will put these ideologies into
practice with events such as Kristallnacht and the passing of the Nuremburg
Laws. (doc. 3) A German biology book for students, taught young people how
to “recognize” a person’s race. It show how to recognize them by evaluating
every part of them such as their characteristics, gestures, appearance, spiritual
characteristics, and so on. Because it was written and published in a textbook,
people assumed it was accurate and realistic. In reality, it aimed at trying to
gain support of the German people to join Hitler’s Fascist Party and have them
believe in their ideologies. All publications were censored by Hitler after all.
(Doc. 8) Another defining characteristics of authoritarian regimes was
nationalism.