Designing Document Based Questions
___________________________________
Corroborating Multiple Primary Sources:
Using Discussion to Enhance Historical
Thinking and Writing
Historical Investigation Question: What challenges did immigrants face upon
arriving in the United States, from the late 19th to early 20th centuries?
Phyllis Goldsmith
phygold@berkeley.edu
1
DBQ Discussion Format
Teacher’s Guide
1. Divide students into groups of 3 or 4 for 2 documents or 6 for 3 documents.
2. Each team of students read and analyzes 1 document to answer the answers to the focus question. They fill out the
Multiple Document Analysis Chart as they are reading.
3. Students then share out the information on their charts. Students should focus on summarizing the main idea of
their document, explaining what they believe the document says in relation to the focus question, and providing
supporting evidence for their teammates.
Possible discussion starters:
The main idea of my document is…
This document implies (shows, reveals) …
Evidence from this document shows …
4. After all group members have shared, the group should have a discussion on possible thesis given what they
believe all the documents together reveal.
Possible discussion starters:
Document xx does not seem to fit with the other documents, because….
Document xx seems to support the ideas in document xxx…..
Document xx seems more credible than document…
I agree/disagree with what _______ said, because…..
Why do you think that?
How did you come to that conclusion?
Could you summarize your main point again….
Where is the evidence to support this idea…..
5. Each pair of student should answer the historical investigation question with a thesis as well as the key pieces of
evidence that they believe support it. Students should also write any questions that they may have in preparation
for a whole group discussion.
6. Whole class discussion---below are some possible questions that a teacher could ask.
What is your thesis?
What evidence supports this thesis?
What evidence contradicts that thesis?
How do we know that is true?
Who are the authors of some of these documents? What do we know about them?
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Secondary Source – Background Information
The New Immigrants
Millions of immigrants entered the United States in the late 19th and early 20th centuries, lured by the promise of a better life. Some of the immigrants sought to
escape difficult conditions- such as famine, land shortages, or religious or political persecution. Others, known as “birds of passage,” intended to immigrate
temporarily to earn money, and then return to their homelands.
Europeans
Between 1870 and 1920, approximately 20 million Europeans arrived in the United States. Before 1890, most immigrants came from countries in western and
northern Europe. Beginning in the 1890s, however, increasing numbers came from southern and eastern Europe. In 1907 alone, about a million people arrived
from Italy, Austria-Hungary, and Russia.
Why did so many leave their homelands? Many of these new immigrants left to escape religious persecution…Between 1800 and 1900, the population in Europe
doubled to nearly 400 million, resulting in a scarcity of land for farming. Farmers competed with laborers for too few industrial jobs. In the United States, jobs
were supposedly plentiful. In addition, a spirit of reform and revolt had spread across Europe in the 19 th century. Influenced by political movements at home,
many young European men and women sought independent lives in America.
Chinese and Japanese
While waves of Europeans arrived on the shores of the East Coast, Chinese immigrants came to the West Coast in smaller numbers. Between 1851 and 1883,
about 300,000 Chinese arrived. Many came to seek their fortunes after the discovery of gold in 1848 sparked the California gold rush. Chinese immigrants helped
build the nation’s railroads, including the first transcontinental line. When the railroads were completed, they turned to farming, mining, and domestic service…
However, Chinese immigration was sharply limited by a congressional act in 1882. [This act was later extended in 1892 and 1902.]
In 1884, the Japanese government allowed Hawaiian planters to recruit Japanese workers, and a Japanese emigration boom began. The United States’ annexation
of Hawaii in 1898 resulted in increased Japanese immigration to the West Coast.
Life in the New Land & Ellis Island
After initial moments of excitement, the immigrants faced the anxiety of not knowing whether they would be admitted to the United States. They had to pass
inspection at immigration stations, such as the one at Castle Garden in New York, which was later moved to Ellis Island in New York harbor. About 20 percent of
the immigrants at Ellis Island were detained for a day or two more before being inspected. However, only about 2 percent of those were denied entry…The
processing of immigrants on Ellis Island was an ordeal that might take five hours or more.
Immigration Restrictions & The Rise of Nativism
One response to the growth in immigration was nativism, or overt favoritism toward native-born Americans. Nativism gave rise to anti-immigrant groups that led
to a demand for immigrant restrictions.
Many nativists believed that Anglo-Saxons- the Germanic ancestors of the English- were superior to other ethnic groups. These nativists did not object to
immigrants from the “right” countries. Prescott F. Hall, a founder in 1894 of the Immigration Restriction League, identified desirable immigrants as “British,
German, and Scandinavian stock, historically free, energetic, progressive.” Nativists thought that problems were caused by immigrants from the “wrong”
countries- “Slav, Latin, and Asiatic races, historically down-trodden…and stagnant.” Nativists sometimes objected more to immigrant’s religious beliefs than to
their ethnic backgrounds. Many native-born Americans were Protestants and thought that Roman Catholic and Jewish immigrants would undermine the
democratic institutions established by the country’s Protestant founders.
Anti-Asian Sentiment
Nativism also found a foothold in the labor movement, particularly in the West, where native-born workers feared that jobs would go to Chinese immigrants, who
would accept lower wages. The depression of 1873 intensified anti-Chinese sentiment in California. Work was scarce, and labor groups exerted political pressure
on the government to restrict Asian immigration…In 1882, Congress slammed the door on Chinese Immigration for 10 years by passing the Chinese Exclusion
Act. This act banned entry to all Chinese except students, teachers, merchants, tourists, and government officials. In 1892, Congress extended the law for another
10 years. In 1902, Chinese immigration was restricted indefinitely; the law was not repealed until 1943.
Danzer, Gerald et al. The Americans: Reconstruction to the 21st Century , Evanston, Illinois: McDougal Littell Inc., 2006, Chapter 7, Section 1, The New Immigrants, pp254-259
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Source #1: Title: U.S. inspectors examining eyes of immigrants, Ellis Island, New York Harbor, Date Created/Published: New York: Underwood &
Underwood, c1913 http://www.loc.gov/pictures/item/97501532/
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Source #2: Title: Uncle Sam's lodging-house / J. Keppler. Creator(s): Keppler, Joseph Ferdinand, 1838-1894, artist
Date Created/Published: N.Y. : Mayer Merkel & Ottmann, Lith, 23-25 Warren St., [1882 June 7]
http://www.loc.gov/pictures/item/2004670115/
Print shows an Irishman confronting Uncle Sam in a boarding house filled with laborers, immigrants from several countries who are attempting to
sleep; the "Frenchman, Japanese, Negro, Russian, Italian," and "German" sleep peacefully. The "Irishman" kicks up a row. He has thrown such bricks
as "The Chinese must go," "Recall Lowell," and "Irish independence" at Uncle Sam and the female figure of liberty standing on the left. He disturbs a
"Chinese" man and an "Englishman," who are in the berths next to him. Uncle Sam responds: "Look here, you, everybody else is quiet and peaceable,
and you're all the time a-kicking up a row!"
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Source #3: U.S. Immigration Station, Angel Island, San Francisco Bay. Dormitory: From Photographs from the Hart Hyatt North papers: Angel
Island CREATED/PUBLISHED ca. 1890- ca. 1943 http://sunsite.berkeley.edu/cgibin/flipomatic/cic/images@ViewImage?img=brk00001197_16a
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Source #4: Title: The Americanese wall - as Congressman [John Lawson] Burnett would build it, Date Created/Published: 1916.
Summary: Uncle Sam, behind high wall marked "Literacy Test" which is spiked with pen points, says to immigrant family below: "You're welcome,
if you can climb it". http://www.loc.gov/pictures/item/2006681433/
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Source #5: Boycott! The National Bakers Union, No. 45 of Los Angeles, does herewith inform all Workingmen and the Public that The Original
Coffee House at No. 11 First St., Feldshaw & Hagar, proprietors, is boycotted by us for patronizing Brown's Scab Bakery and Restaurant ...: From
Miscellaneous Selections : Anti-Chinese Movement & Chinese Exclusion
CREATED/PUBLISHED ca. 1889 http://sunsite.berkeley.edu/cgi-bin/flipomatic/cic/images@ViewImage?img=chs00000537_116a
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Source #6: ... Immigration figures for 1903. From data furnished by the Commissioner-general of immigration. Comparison of the fiscal years
ending June 30, 1902 and 1903. Publications of the Immigration restriction league No. 38.
http://memory.loc.gov/cgi-bin/query/h?ammem/rbpebib:@field(NUMBER+@band(rbpe+07902500))
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Source #7: Letter from Carroll Cook to Commissioner of Immigration, Angel Island: From Carroll Cook correspondence relating to cases
of Chinese in the U.S.: Correspondence with officials on behalf of Chinatown merchants and immigrants, 1910
http://sunsite.berkeley.edu/cgi-bin/flipomatic/cic/brk3932
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Source #8: Clark, Francis E., Our Immigrants at Ellis Island, (Boston: United Society of Christian Endeavor, 1912)
http://lcweb2.loc.gov/cgi-bin/ampage?collId=gdc3&fileName=scd0001_20040315002oupage.db&recNum=2
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Historical Investigation Question: What challenges did immigrants face upon arriving in the United States, from the late
19th to early 20th centuries?
Directions:
1) Complete the charts below to analyze the primary documents.
2) Use your analysis to complete the writing frame.
Doc #
What type of document (text, photo, map)? Who created it?
When and where is the document from?
1
DESCRIPTION OF SOURCE
What is the document about? (Use a bullet-pointed list.)
MEANING
How does this point explain/support the main idea of the document?
Message/argument:
Because… (list specific evidence from the source)
MAIN IDEA/THESIS: What is the main idea or thesis of this document?
CORROBORATION: After sharing your documents in your investigation group write in the boxes below. Which other documents support the argument of your document? How?
Which contests the argument in your document? How?
EVIDENCE FROM THE OTHER DOCUMENTs TO SUPPORT YOUR THESIS
EVIDENCE FROM THE OTHER DOCUMENTS THAT CONTESTS YOUR THESIS
QUESTIONS I STILL HAVE…
12
Historical Investigation Question: What challenges did immigrants face upon arriving in the United States, from the late
19th to early 20th centuries?
Directions:
1) Complete the charts below to analyze the primary documents.
2) Use your analysis to complete the writing frame.
Doc #
What type of document (text, photo, map)? Who created it?
When and where is the document from?
2
DESCRIPTION OF SOURCE
What is the document about? (Use a bullet-pointed list.)
MEANING
How does this point explain/support the main idea of the document?
Message/argument:
Because… (list specific evidence from the source)
MAIN IDEA/THESIS: What is the main idea or thesis of this document?
CORROBORATION: After sharing your documents in your investigation group write in the boxes below. Which other documents support the argument of your document? How?
Which contests the argument in your document? How?
EVIDENCE FROM THE OTHER DOCUMENTs TO SUPPORT YOUR THESIS
EVIDENCE FROM THE OTHER DOCUMENTS THAT CONTESTS YOUR THESIS
QUESTIONS I STILL HAVE…
13
Historical Investigation Question: What challenges did immigrants face upon arriving in the United States, from the late
19th to early 20th centuries?
Directions:
1) Complete the charts below to analyze the primary documents.
2) Use your analysis to complete the writing frame.
Doc #
What type of document (text, photo, map)? Who created it?
When and where is the document from?
3
DESCRIPTION OF SOURCE
What is the document about? (Use a bullet-pointed list.)
MEANING
How does this point explain/support the main idea of the document?
Message/argument:
Because… (list specific evidence from the source)
MAIN IDEA/THESIS: What is the main idea or thesis of this document?
CORROBORATION: After sharing your documents in your investigation group write in the boxes below. Which other documents support the argument of your document? How?
Which contests the argument in your document? How?
EVIDENCE FROM THE OTHER DOCUMENTs TO SUPPORT YOUR THESIS
EVIDENCE FROM THE OTHER DOCUMENTS THAT CONTESTS YOUR THESIS
QUESTIONS I STILL HAVE…
14
Historical Investigation Question: What challenges did immigrants face upon arriving in the United States, from the late
19th to early 20th centuries?
Directions:
1) Complete the charts below to analyze the primary documents.
2) Use your analysis to complete the writing frame.
Doc #
What type of document (text, photo, map)? Who created it?
When and where is the document from?
4
DESCRIPTION OF SOURCE
What is the document about? (Use a bullet-pointed list.)
MEANING
How does this point explain/support the main idea of the document?
Message/argument:
Because… (list specific evidence from the source)
MAIN IDEA/THESIS: What is the main idea or thesis of this document?
CORROBORATION: After sharing your documents in your investigation group write in the boxes below. Which other documents support the argument of your document? How?
Which contests the argument in your document? How?
EVIDENCE FROM THE OTHER DOCUMENTs TO SUPPORT YOUR THESIS
EVIDENCE FROM THE OTHER DOCUMENTS THAT CONTESTS YOUR THESIS
QUESTIONS I STILL HAVE…
15
Title/Author/Date
Type of Document
Message
Evidence
Relevance to Thesis/
Category (Bucket)
Document 1
Document 2
Document 3
Document 4
Document 5
Document 6
Document 7
Document 8
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TEACHER KEY
Title/Author/Date
Type of Document
Message
Evidence
Relevance to Thesis/
Category (Bucket)
#1: U.S. inspectors
examining eyes of
immigrants / Underwood &
Underwood / 1913
Photograph
Immigrants were subjected to
invasive physical exams of their
bodies at Ellis Island
The inspector in this photograph is examining
the eyes of an immigrant man, who stands at
the front of a long line of immigrants all
waiting for the same inspection.
(B): Difficult conditions at
the immigration station
#2: Uncle Sam’s lodginghouse / J. Keppler / 1882
Political cartoon
Some immigrant groups are
problematic and annoying because
they cause trouble and act ungrateful
for being in the U.S.
The Irishman caricature is throwing bricks
(representing his complaints) and disturbing
all the “good” immigrants (e.g. Chinese,
German) who are peacefully sleeping.
(C): Prejudices against
immigrants, and efforts to
limit their ability to live
and work
#3: U.S. Immigration Stn.,
Angel Island, San Francisco
Bay / n.a. / c. 1890
Photograph
Immigrants forced to stay at Angel
Island overnight had to live in dark
and cramped living quarters.
The beds shown in this photograph are
crammed in close to each other and stack up
three high. The room is dark.
(B): Difficult conditions at
the immigration station
#4: The Americanese Wall /
n.a. / 1916
Political cartoon
The proposed literacy test was so
difficult that no immigrants would be
able to enter the country.
The pens and books (which mimic cannons
and bricks) create an impenetrable wall for
the immigrant family standing on the shore.
(A): Legislation /
organizations fought for
barriers to entry
#5: Boycott! The National
Bakers Union / n.a. / c. 1889
Broadside
Unionized (white) labor viewed
Chinese workers as labor competitors
who stole jobs from white people.
This broadside calls for a boycott against a
coffee house because they employ Chinese
workers when many whites are unemployed.
(C): Prejudices against
immigrants, and efforts to
limit their ability to live
and work
#6: Immigration figures for
1903 / Immigration
Restriction League / 1903
Pamphlet
Immigration should be limited
because many immigrants are
illiterate, poor, and jobless.
The particular statistics this group chose to
highlight demonstrate undesirable qualities
like illiteracy; see also “NOTE 1” re: literacy.
(A): Legislation /
organizations fought for
barriers to entry
#7: Letter from Carroll
Cook… / C. Cook / 1910
Letter
Chinese merchants are discriminated
against in their efforts to get licensed
to practice their trade.
Cook is writing to the Commissioner of
Immigration to ask why Chinese merchants
are having trouble getting certified.
(C): Prejudices against
immigrants, and efforts to
limit their ability to live
and work
#8: Our Immigrants at Ellis
Island / Francis E. Clark /
1912
Book
Immigrants are subjected to invasive
inspections when they arrive at the
immigration station.
Clark describes, in detail, the inspections
immigrants had to go through at the
immigration station.
(B): Difficult conditions at
the immigration station
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POTENTIAL SAMPLE ESSAY
What challenges or
problem does it
address?
Category/Bucket
Which documents?
Body Paragraph 1
Topic Sentence: Immigrants’ ability to enter the U.S. was limited by legislation and activism
aimed at restricting immigration.
Topic:
(A): Legislation /
organizations fought
for barriers to entry
Source 4
(B): Difficult
conditions at the
immigration station
Source 6 — Nativist organizations (like the Immigration Restriction League) tried to
lobby for limitations on immigrant entry, citing their illiteracy and poverty.
Topic Sentence: Immigrants faced difficult conditions at immigration stations.
Source 1
Source 8
Source 3
Body Paragraph 3
Source 1 and 8 — Immigrants were subjected to harsh physical inspections at the
immigration stations.
Source 3 — Immigrants faced difficult living conditions at the immigration stations.
Topic Sentence: Immigrants were targeted by nativist organizations that held
prejudices against them, and attempted to limit their ability to live and work.
Topic:
(C): Prejudices against
immigrants, and
efforts to limit their
ability to live and
work
Source 4 — When Congress established literacy tests for immigrants, it made it very
difficult for immigrants to pass and thus enter the U.S.
Source 6
Body Paragraph 2
Topic:
Evidence I can use…
Source 5
Source 4 — Labor groups called for boycotts against businesses that employed
Chinese workers.
Source 7
Source 7 — Prejudicial policies limited Chinese merchants’ legal ability to work.
Source 2
Source 2 — Nativist Americans held prejudicial feelings against certain immigrant
groups, denigrating them for causing trouble and acting ungrateful that they were
allowed to enter the U.S.
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Five Paragraph Essay Outline
(Use mainly words and phrases, not sentences)
Introductory Paragraph:
Topic Sentence:
Background:
____________
________________________
(Explain the time period)
Explanation of the basics:
____________
(Introduce your topic and the events leading to them)
Thesis Statement – Write this sentence out:
____________
____________
Body Paragraph #1
Topic sentence:
____________
Summary/context for documents: ________________________________________________________________________________
Evidence:
____________
Specific Evidence:
____________
Analysis:
____________
Body Paragraph #2
Topic sentence:
____________
Summary/context for documents: _______________________________________________________________________________
Evidence:
___________
Specific Evidence:
____________
Analysis:
____________
Body Paragraph #3 (Counterargument for Justification Questions)
Topic sentence:
____________
Summary/context for documents: _______________________________________________________________________________
Evidence:
____________
Specific Evidence:
____________
Analysis:
____________
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Concluding Paragraph:
Restate your thesis:
____________
____________
Explain your analysis and the importance of your main points:
____________
____________
Relate your topic to a larger historical concept:
____________
____________
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Answering a DBQ (Student Directions):
1. Read the question carefully. What does the question ask you to do?

Underline key words, eras, names, issues, or categories used in the question.
2. Brainstorm and write down the facts - names, dates, and events that you know about the topic and
time period.
3. Read and analyze the documents:



Look at the author and the time the document was written.
Identify the point of view or main idea of the document. Underline key words. Write notes in the
margin summarizing each document.
Respond to the prompt questions after the document. If there are no questions, write down the
main ideas.
4. Reread the question. Carefully consider your document summaries and their relationship to the
question asked.
5. Plan/Organize your response so that you prove your thesis with supporting evidence and
information. (Categorize, outline).


Identify the main categories/subjects to be discussed in the body select the documents related
to each major subject.
Write down important information from the document and from your knowledge of the issue.
6. Write an organized essay responding to the question.
Introductory paragraph.




Take a stand on the question. Respond to all parts of the question.
Develop your thesis. Can you prove it?
Provide background, explanation and definition of terms used in the question.
Introduce the topics you will discuss in the body of your essay.
Body paragraphs




Use a separate paragraph for each topic, issue, or argument.
Include specific examples to support generalizations or to make distinctions.
Cite specific evidence from the documents but avoid long quotations.
Integrate information from the documents and from your knowledge in responding to the
questions.
Concluding paragraph.
Restate your position and main ideas that you presented in your essay.
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Teacher Planning Sheet for Document-Based Questions
Standard
What is the objective of the DBQ (Engagement for new standard or topic, going in depth for an important
issue, extending learning, to prepare for assessment, etc.)?
What do I want students to understand by the end of the activity?
Historical Investigation Question (The question is should be open-ended enough to promote thought and
discussion)
Documents I will use for the small group discussions/activities
Additional questions about each document to promote thought and understanding for the whole group
discussion
How will you support student writing?
Questions to consider…
Where did the document/source come from?
Is it translated? What is the reading level?
Number of documents you provide to your students?
Choosing documents for evidence (point of view)?
The point of view of the lesson focus question?
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