How to Write a DBQ
Like Leonardo da Vinci
(he painted in Layers…)
Why do students have problems writing a DBQ?
Remember class,
you need to include
a thesis statement
in your
introduction.
What is a
Reeses
statement?
zz
z
Step 1.
Reading and understanding the directions page,
historical context and the task.
Step 1.
Reading and understanding the directions page, historical context and the task.
•The Students must
understand that they need to
read the entire page of
directions.
•They must identify the task
they are required to complete
so they can analyze each
document and understand how
it can be used to answer one or
more parts of the task.
• All documents are to be
analyzed and organized by the
part or parts of the task they
complete.
Step 1. in writing a DBQ: Reading and understanding the directions page, historical
context and the task.
The students must identify
which documents will
answer how women
historically have not had
the same rights as men
The students must identify
which documents will
identify individuals, groups
and or events that helped
women in their struggle for
equal rights.
Step 2.
Answering the short answer portion of the essay with
APPARTS.
Tear those documents
“APPARTS”
•
•
•
•
•
•
•
AUTHOR
PLACE/TIME
PRIOR KNOWLEDGE
AUDIENCE
REASON
THE MAIN IDEA
SIGNIFICANCE
Let’s Practice!!!
• Follow me as I model how to analyze
Document 1 with APPARTS
Step 3.
Organization of the documents as they relate to the task.
Step 3. Organization of the documents as they relate to the task.
The students should be
organize the documents by
analyzing how each document
can be used to answer the task.
This in essence forces them to
perform a brainstorming
procedure because they need to
use their knowledge of social
studies to determine how each
document is used.
The students are to organize
every document because all the
documents given by the state
will answer one or more parts
of the task. The students will
use the task box to create a
graphic organizer as show in
the diagram. This helps
organize the documents and
the essay.
Step 4.
Creating an Introduction that also acts as the basis of
organization for the essay.
Step 4.
Creating an Introduction that also acts as the basis of organization for the essay.
Now that the documents are organized the
Introduction can be created by dividing the job
into two parts.
Part I
This part of the introduction needs to tell the reader the
following information:
• Who and or What are you writing about?
• When and where did it take place?
These are the essential questions part of an
historical essay. Students need to understand that when
they write about the past a reader could be easily confused
as to what they are writing about if these questions are not
answered.
1,2,3,5,7
2,3,4,6,7
An Example Why you need to answer the essential
questions.
If you wrote a DBQ about the war in Iraq and did not
answer the essential questions in “Part I” of your
introduction, the reader would need to ask you for
information before they could understand what your essay
was about.
They would need to know when the war took place.
Are you writing about the first war in Iraq when the
first President Bush was serving or are you writing
about the current war in Iraq known as the War on
Terror.
Step 4.
Creating an Introduction that also acts as the basis of organization for the essay.
To create Part I of the Introduction the student
should be encouraged to use the “Historical
Context” given to them in the DBQ
Part I
This part of the introduction needs to tell the
reader the following information:
• Who and or What are you writing about?
• When and where did it take place?
The historical context already answers the essential
questions needed to create Part I of the introduction.
An Example of how the Historical Context answers
the essential questions.
Who and or What
are you writing
about?
In this example the
student is asked to
write about women’s
rights.
When and where
did it take place?
In this example the
student is asked to
write about women in
the United States. The
time period is all of
U.S History
Historical Context:
Historical Context:
Women have not had the same social, economic,
and political rights as men. The struggle for
women’s rights is an important part of United
States history. Individuals, groups, and historical
events have helped women in their struggle for
equality.
Women have not had the same social, economic, and
political rights as men. The struggle for women’s
rights is an important part of United States
history. Individuals, groups, and historical events
have helped women in their struggle for equality.
Step 4.
Creating an Introduction that also acts as the basis of organization for the essay.
To create Part I of the Introduction the student should be encouraged to reword the “Historical
Context” given to them in the DBQ
Historical Context:
Women have not had the same social, economic, and political rights as men. The struggle for women’s rights is
an important part of United States history. Individuals, groups, and historical events have helped women in
their struggle for equality.
Part I of the Introduction answers the essential questions by
rewording the historical context.
Who or What are you writing about?
Answer: Women’s rights.
Where and when did it take place?
Answer: Historically in the United
States.
Example:
Historically, women in United States have not had the
same basic rights as men. Their social, economic, and
political rights have often been denied.
Step 4.
Creating an Introduction that also acts as the basis of organization for the essay.
To create Part II of the Introduction the student should use the Task and organized documents.
Task:
Using information from the documents and your knowledge of social studies, answer the questions that follow each document in
Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to:
1,2,3,5,7
• Discuss two ways in which women historically have not had the same rights as men
• Identify and discuss two individuals, groups, and/or events that have helped women in their struggle for
equal rights
2,3,4,6,7
Rewording the task and adding the essential points of the documents will tell the reader what question
you will be answering and what you will write about to prove your answer (thesis statement).
Ways in which women historically have not
had the same rights as men.
Document 1- freedom of expression
Document 2- Lacked the right to vote in many
states
Document 3 – inability to obtain political office
Document 5- woman’s role was to be a mother
and wife.
Document 7- Women in 1900 made up a small
% of the work force because the were expected
to stay home and take care of their household,
husband and children.
Individuals, groups, and/or events that have
helped women in their struggle for equal
rights.
Document 2- Ratification of 19th Amendment
Document 3 – Seneca Fall Convention
Document 4 – WWII requires women to
replace men in the workforce.
Document 6- Civil Rights Act of 1964 makes
sexual discrimination in employment
unlawful.
Document 7- Women in 200 made up almost
half of the work force.
Step 4.
Creating an Introduction that also acts as the basis of organization for the essay.
Ways in which women historically have not
had the same rights as men.
Document 1- freedom of expression
Document 2- Lacked the right to vote in
many states
Document 3 – inability to obtain political
office
Document 5- woman’s role was to be a
mother and wife.
Document 7- Women in 1900 made up a
small % of the work force because the were
expected to stay home and take care of their
household, husband and children.
Individuals, groups, and/or events that have
helped women in their struggle for equal
rights.
Document 2- Ratification of 19th Amendment
Document 3 – Seneca Fall Convention
Document 4 – WWII requires women to
replace men in the workforce.
Document 6- Civil Rights Act of 1964 makes
sexual discrimination in employment
unlawful.
Document 7- Women in 200 made up almost
half of the work force.
Part II of the Introduction uses the task and documents to tell the reader
what question you will be answering and what you will write about to
prove your answer (thesis statement).
Example:
Historically, women in United States have not had the
same basic rights as men. Their social, economic, and
political rights have often been denied. Women lacked the
right of free expression, to vote or hold political office, and
made up a small percentage of the workforce because they
were expected to take care of the household. Yet, events like
the Seneca Falls Convention, the ratification of the 19 th
Amendment, WWII, and the passage of the Civil Rights
Act of 1964 helped women gain equal rights.
Step 4.
Creating an Introduction that also acts as the basis of organization for the essay.
When Part I and Part II are combined the student has an Introduction that
introduces the theme by establishing a framework that is beyond a simple
restatement of the Task or Historical Context
Example:
Historically, women in United States have not had the
same basic rights as men. Their social, economic, and
political rights have often been denied. Women lacked the
right of free expression, to vote or hold political office, and
made up a small percentage of the workforce because they
were expected to take care of the household. Yet, events like
the Seneca Falls Convention, the ratification of the 19 th
Amendment, WWII, and the passage of the Civil Rights
Act of 1964 helped women gain equal rights.
Step 5.
Using the Introduction to organize the essay.
Step 5.
Using the Introduction to organize the essay.
Introduction
Paragraph One
1,2,3,5,7
2,3,4,6,7
Historically, women in United States have not had
the same basic rights as men. Their social, economic,
and political rights have often been denied. Women
lacked the right of free expression, to vote or hold
political office, and made up a small percentage of
the workforce because they were expected to take
care of the household. Yet, events like the Seneca
Falls Convention, the ratification of the 19th
Amendment, WWII, and the passage of the Civil
Rights Act of 1964 helped women gain equal rights.
The Student has also organized their
essay by using this method. They
now have an introduction and can
clearly understand what they will
prove, and how they will prove it, in
their two body paragraphs.
Paragraph Two
Body Paragraph One will explain the first part of the
task and the student uses the organization chart they
created to determine what information will be
included from the documents.
Body Paragraph Two will explain the second part of
the task and the student uses the organization chart
they created to determine what information will be
included from the documents
Step 5.
Using the Introduction to organize the essay.
Introduction
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Paragraph One
Historically, women in United States have not had the same basic rights as
men. Their social, economic, and political rights have often been denied.
Women lacked the right of free expression, to vote or hold political office, and
made up a small percentage of the workforce because they were expected to
take care of the household. Yet, events like the Seneca Falls Convention, the
ratification of the 19th Amendment, WWII, and the passage of the Civil
Rights Act of 1964 helped women gain equal rights.
1,2,3,5,7
Body Paragraph One will explain the first part of the task and the student
uses the organization chart they created to determine what information will
be included from the documents.
2,3,4,6,7
Body Paragraph Two will explain the second part of the task and the student
uses the organization chart they created to determine what information will
be included from the documents
Paragraph Two
Citations are used to tell the reader that you got information used in your essay from a document included in the
essay. Documents should be “cited” after you have used information gained from a document in your paragraph.
•Citations are never used in an introduction or conclusion. Only use citations in the body of the essay.
•Citations are used at the end of the information. Example: The Civil Rights Act of 1964 ended
discrimination in hiring based on a persons gender. (Document 6) or (Doc. 6)
•If one or more documents are used to make a point they may be grouped. Example; (Documents 2,3,5)
•You should use as many documents as possible. Any document included by the State is there for a reason
and can be used to answer the task.
•You must use the number of documents required in the guidelines portion of the directions.
Step 5.
Using the Introduction to organize the essay.
Introduction
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Paragraph One
Historically, women in United States have not had the same basic rights as
men. Their social, economic, and political rights have often been denied.
Women lacked the right of free expression, to vote or hold political office, and
made up a small percentage of the workforce because they were expected to
take care of the household. Yet, events like the Seneca Falls Convention, the
ratification of the 19th Amendment, WWII, and the passage of the Civil
Rights Act of 1964 helped women gain equal rights.
1,2,3,5,7
Body Paragraph One will explain the first part of the task and the student
uses the organization chart they created to determine what information will
be included from the documents.
2,3,4,6,7
Body Paragraph Two will explain the second part of the task and the student
uses the organization chart they created to determine what information will
be included from the documents
Paragraph Two
The Guidelines section appears on the directions page and explains what must be included in your essay to gain
full credit. If you do not meet the requirements of the guideline your essay will receive a progressively lower
score depending on the degree you fail to meet the guideline.
Guidelines:
In your essay, be sure to
• Address all aspects of the Task by accurately analyzing and interpreting at least four documents.
Step 6.
Creating the Conclusion to the essay.
Step 6.
Creating the Conclusion to the essay.
Students should always start their conclusion
with the words: In conclusion,
By writing “In conclusion,” the student tells the
teacher that they are attempting to write a
conclusion. Sometimes a students conclusion
is so vague that the teacher does not know if it
is a conclusion or part of the body paragraph.
By using “In conclusion,” this removes the
doubt from the teacher scoring the paper.
The Conclusion needs to restate part one of the introduction (who or what when and
where) and summarize the evidence used in each paragraph that was used to answer the
task.
Example:
In Conclusion, throughout the history of the United States women
were denied the same basic rights as men. Yet, events like the Seneca
Falls Convention which issued a declaration that said women were
equal, the ratification of the 19th Amendment that gave women the
right to vote, WWII and the need for women to work in factories, and
the passage of the Civil Rights Act of 1964 that ended
discrimination in employment, all helped women gain equal rights
as men in the United States.
Step 7.
Incorporating Outside Information.
Step 7.
Incorporating Outside Information.
Introduction
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Paragraph One
Historically, women in United States have not had the same basic rights as
men. Their social, economic, and political rights have often been denied.
Women lacked the right of free expression, to vote or hold political office, and
made up a small percentage of the workforce because they were expected to
take care of the household. Yet, events like the Seneca Falls Convention, the
ratification of the 19th Amendment, WWII, and the passage of the Civil
Rights Act of 1964 helped women gain equal rights.
1,2,3,5,7
Body Paragraph One will explain the first part of the task and the student
uses the organization chart they created to determine what information will
be included from the documents.
2,3,4,6,7
Body Paragraph Two will explain the second part of the task and the student
uses the organization chart they created to determine what information will
be included from the documents
Paragraph Two
Outside Information
Conclusion
In Conclusion, throughout the history of the United States women were
denied the same basic rights as men. Yet, events like the Seneca Falls
Convention which issued a declaration that said women were equal, the
ratification of the 19th Amendment that gave women the right to vote, WWII
and the need for women to work in factories, and the passage of the Civil
Rights Act of 1964 that ended discrimination in employment, all helped
women gain equal rights as men in the United States.
Step 7.
Incorporating Outside Information.
This is the list of outside
information for scorers
provided by NY State and used
to grade the essay. Notice that
this is not an all-inclusive list
and any information that is
relevant and not included in
the documents qualifies as
outside information.
Paragraph One
1,2,3,5,7
Body Paragraph One will explain the first part of the task and the student
uses the organization chart they created to determine what information will
be included from the documents.
2,3,4,6,7
Body Paragraph Two will explain the second part of the task and the student
uses the organization chart they created to determine what information will
be included from the documents
Paragraph Two
Outside Information must be included
in the body of the essay. DO NOT
include outside information in the
conclusion. The conclusion only
restates and summarizes.
Step 7.
Incorporating Outside Information.
The Effect on the DBQ score of outside information.
Outside information
is a key aspect of the
essay and greatly
effects the score of
the essay.
This is scoring rubric
used to grade this
essay as it applies to
outside information
5
4
3
2
1
Incorporates substantial relevant outside information related
to women’s rights (see Relevant Outside Information Chart.)
Incorporates relevant outside information
Incorporates limited relevant outside information
Incorporates little or no relevant outside information
Incorporates no relevant outside information
Writing a DBQ Like Leonardo da Vinci
Introduction
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Paragraph One
Historically, women in United States have not had the same basic rights as
men. Their social, economic, and political rights have often been denied.
Women lacked the right of free expression, to vote or hold political office, and
made up a small percentage of the workforce because they were expected to
take care of the household. Yet, events like the Seneca Falls Convention, the
ratification of the 19th Amendment, WWII, and the passage of the Civil
Rights Act of 1964 helped women gain equal rights.
1,2,3,5,7
Body Paragraph One will explain the first part of the task and the student
uses the organization chart they created to determine what information will
be included from the documents.
2,3,4,6,7
Body Paragraph Two will explain the second part of the task and the student
uses the organization chart they created to determine what information will
be included from the documents
Paragraph Two
Outside Information
Be Analytical when you write information in the body of the essay.
Conclusion
In Conclusion, throughout the history of the United States women were
denied the same basic rights as men. Yet, events like the Seneca Falls
Convention which issued a declaration that said women were equal, the
ratification of the 19th Amendment that gave women the right to vote, WWII
and the need for women to work in factories, and the passage of the Civil
Rights Act of 1964 that ended discrimination in employment, all helped
women gain equal rights as men in the United States.
Writing a DBQ
Like Leonardo da Vinci
Descriptive
Analytical
Being analytical means
you do not simply list
item, you explain how
these items effected the
history. You need to
incorporate the cause
and effect of the items
you write about.
Being Analytical is a key aspect of the essay in getting a
top score. The following passages from a body paragraph
highlight the difference between being analytical verses
being descriptive.
The Seneca Falls Convention was an event that started the women’s
rights movement. Many women met at Seneca Falls to discuss why
women should have equal rights. They were upset that women did not
have equal rights and looked to do something about it. Women also did
not have the right to vote. They struggled for years and then the 19th
Amendment was passed and they got the right to vote. Getting the right
to vote really helped women……………
The Seneca Falls Convention was an event that started the women’s
rights movement. Women like Elizabeth Cady Stanton and Lucretia
Mott helped pass a Declaration similar to the Declaration of
Independence declaring that women were equal to men. They listed
inequalities between men an women and planned strategy that could be
used to gain equality. They felt the right to vote was the most important
inequality that needed to be corrected. They used various methods to
gain suffrage……………………
The Effect on the DBQ of being analytical versus descriptive..
5
Is both analytical and descriptive (analyzes, evaluates, and or creates information)
4
Is both analytical and descriptive (analyzes, evaluates, and or creates information)
3
Is more descriptive than analytical (applies, may analyze, and/or may evaluate information)
2
Is primarily descriptive; may include faulty, weak, or isolated application or analysis
1
Is descriptive; may lack understanding, application, or analysis
Writing a DBQ Like Leonardo da Vinci
Introduction
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Paragraph One
Historically, women in United States have not had the same basic rights as
men. Their social, economic, and political rights have often been denied.
Women lacked the right of free expression, to vote or hold political office, and
made up a small percentage of the workforce because they were expected to
take care of the household. Yet, events like the Seneca Falls Convention, the
ratification of the 19th Amendment, WWII, and the passage of the Civil
Rights Act of 1964 helped women gain equal rights.
1,2,3,5,7
Body Paragraph One will explain the first part of the task and the student
uses the organization chart they created to determine what information will
be included from the documents.
2,3,4,6,7
Body Paragraph Two will explain the first part of the task and the student in
the introduction has organized what information they will include from the
documents.
Paragraph Two
Outside Information
Be Analytical when you write information in the body of the essay.
Include relevant facts, examples and details without including inaccuracies
Conclusion
In Conclusion, throughout the history of the United States women were
denied the same basic rights as men. Yet, events like the Seneca Falls
Convention which issued a declaration that said women were equal, the
ratification of the 19th Amendment that gave women the right to vote, WWII
and the need for women to work in factories, and the passage of the Civil
Rights Act of 1964 that ended discrimination in employment, all helped
women gain equal rights as men in the United States.
Writing a DBQ
Like Leonardo da Vinci
The essay needs to include relevant facts, examples, and
details without having historical inaccuracies.
The Effect on the DBQ of including relevant facts, examples, and details without having historical inaccuracies
5
Richly supports the theme with many relevant facts, examples, and details
4
Supports the theme with relevant facts, examples, and details
3
Includes some relevant facts, examples, and details; may include minor inaccuracies
2
Includes few relevant facts, examples, and details; may include some inaccuracies
1
Includes few relevant facts, examples, or details; may include inaccuracies
This is an example of information that is not relevant and historically
inaccurate.
The Seneca Falls Convention was an event that started the women’s
rights movement. Many women like Harriet Tubman met at Seneca
Falls to discuss why women should fight for the North in the Civil War.
They were upset that women did not have equal rights and looked to do
defeat slavery in the South that way they could get prohibition passed.
That is why Harriet Tubman wrote Little Women to detail the problems
of female slaves in the South.
.
Writing a DBQ
Like Leonardo da Vinci
The essay needs a logical plan of organization; and must include an introduction
and a conclusion that that are beyond a restatement of the theme
The Effect on the DBQ of a logical plan of organization, an introduction and conclusion
5
Demonstrates a clear logical plan of organization; and must include an introduction and a conclusion that
that are beyond a restatement of the theme
4
Demonstrates a clear logical plan of organization; and must include an introduction and a conclusion that
that are beyond a restatement of the theme
3
Demonstrates a satisfactory plan of organization; and must include an introduction and a conclusion that
may be a restatement of the theme
2
Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion
1
May demonstrate a weakness in organization; may lack focus; may contain digressions, may not clearly
identify which aspect of the task is being addressed; may lack an introduction and or a conclusion
Writing a DBQ Like Leonardo da Vinci
Introduction
Historically, women in United States have not had the same basic rights as men. Their social, economic, and political
rights have often been denied. Women lacked the right of free expression, to vote or hold political office, and made up a
small percentage of the workforce because they were expected to take care of the household. Yet, events like the Seneca
Falls Convention, the ratification of the 19th Amendment, WWII, and the passage of the Civil Rights Act of 1964 helped
women gain equal rights.
And a clear plan of
organization
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Paragraph One
Correct
information from
the number of
documents
required
1,2,3,5,7
Body Paragraph One will explain the first part of the task and the student
uses the organization chart they created to determine what information will
be included from the documents.
2,3,4,6,7
Body Paragraph Two will explain the second part of the task and the student
uses the organization chart they created to determine what information will
be included from the documents
Paragraph Two
Outside Information
Be Analytical when you write information in the body of the
essay.
Include relevant facts, examples and details without including inaccuracies
Must develop all aspects of the task evenly and in depth
Conclusion
In Conclusion, throughout the history of the United States women were
denied the same basic rights as men. Yet, events like the Seneca Falls
Convention which issued a declaration that said women were equal, the
ratification of the 19th Amendment that gave women the right to vote, WWII
and the need for women to work in factories, and the passage of the Civil
Rights Act of 1964 that ended discrimination in employment, all helped
women gain equal rights as men in the United States.
Writing a DBQ
Like Leonardo da Vinci
The essay needs to develop all aspects of the task evenly
and in depth by discussing what is required by the
guidelines.
This is the scoring if you do not use the required
number of documents in your DBQ
Example: The guidelines for this DBQ required the use
of at least four documents. Below are the new scoring
guidelines that went into effect in 2005
The Effect on the DBQ the development of the task (answering all the questions in the task both evenly and thoroughly.)
5
Thoroughly develops all aspects of the task evenly and in depth by discussing at least two ways in which
women historically have not had the same rights as men and discusses two individuals, groups, and/or
events that have helped women in their struggle for equal rights
4
Develops all aspects of the task but may do so unevenly either by discussing at least two ways in which
women historically have not had the same rights as men more thoroughly than discussing two
individuals, groups, and/or events that have helped women in their struggle for equal rights or by
discussing the individuals, groups, and/or events more thoroughly than the ways in which women
historically did not have the same rights as men
3
Develops all aspects of the task with little depth or develops at least three aspects of the task in some
depth
2
Minimally develops all aspects of the task or develops at least two aspects of the task in some depth.
1
Minimally develops some aspects of the task
A DBQ written Like Leonardo da Vinci
No mirror needed to read this version.
A DBQ written Like Leonardo da Vinci:
Summary
Step 1: Reading and understanding the directions page, historical context and the task.
Step 2: The Students will answer the short answer part of the exam.
Step 3: Organization of the documents as they relate to the task.
• Discuss two ways in which women historically have not had the same rights as men
1,2,3,5,7
• Identify and discuss two individuals, groups, and/or events that have
helped women in their struggle for equal rights
2,3,4,6,7
Step 4 :Creating an Introduction that also acts as the basis of
Part I
This part of the introduction needs to tell the reader the
following information:
• Who and or What are you writing about?
• When and where did it take place?
These are the essential questions part of an
historical essay. When writing about the past a reader could
be easily confused as to what you are writing about if these
questions are not answered.
organization for the essay.
Part II
This part of the Introduction is
created by using the Task and
organized documents.
Rewording the task and adding the
essential points of the documents
will tell the reader what question you
will be answering and what you will
write about to prove your answer
(thesis statement).
Historically, women in United States have not had the same basic rights as men. Their social, economic,
and political rights have often been denied. Women lacked the right of free expression, to vote or hold
political office, and made up a small percentage of the workforce because they were expected to take care
of the household. Yet, events like the Seneca Falls Convention, the ratification of the 19 th Amendment,
WWII, and the passage of the Civil Rights Act of 1964 helped women gain equal rights.
A DBQ written Like Leonardo da Vinci:
Summary
Step 5: Using the Introduction to organize the essay.
• Discuss two ways in which women historically have not had the same rights as men
1,2,3,5,7
• Identify and discuss two individuals, groups, and/or events that have
helped women in their struggle for equal rights
2,3,4,6,7
Historically, women in United States have not had
the same basic rights as men. Their social, economic,
and political rights have often been denied. Women
lacked the right of free expression, to vote or hold
political office, and made up a small percentage of
the workforce because they were expected to take
care of the household. Yet, events like the Seneca
Falls Convention, the ratification of the 19th
Amendment, WWII, and the passage of the Civil
Rights Act of 1964 helped women gain equal rights.
Body Paragraph One
will explain the first part of
the task and the student
uses the organization chart
they created to determine
what information will be
included from the
documents.
Body Paragraph Two will
explain the second part of
the task and the student
uses the organization chart
they created to determine
what information will be
included from the
documents
Paragraph one topic sentence:
Throughout the history of the US women did not have
the same rights as men.
Topics covered: using the organized documents:
• Women did not have the right to speak freely (doc. 1)
• Lacked the right to vote (doc. 2)
• Were unable to hold public office (doc. 3)
• Expected to give up their jobs after WWII (doc. 5)
• Didn’t work; expected to take care of home (doc. 7)
Paragraph two topic sentence:
Although women did not historically have the same
rights as men, many individuals, groups and events
helped women gain equal rights.
Topics covered: using the organized documents:
• passage of the 19th amendment (doc. 2)
• Seneca Falls Convention (doc. 3)
• WWII and the need for workers (doc. 4)
• Civil Rights Act of 1964 (doc. 6)
• Increased women working by 2000 (doc. 7)
A DBQ written Like Leonardo da Vinci:
Summary
Step 6: Creating a Conclusion to the Essay
The Conclusion needs to restate part one of the introduction (who or what when and where)
and summarize the evidence used in each paragraph that was used to answer the task.
Always start the conclusion with the words: “In, Conclusion” it lets the person
scoring the essay know that what you are writing is a conclusion no matter what you write.
Example:
Restates the
introduction
Summarizes
the essay.
In Conclusion, throughout the history of the United States
women were denied the same basic rights as men. Yet,
events like the Seneca Falls Convention which issued a
declaration that said women were equal, the ratification of
the 19th Amendment that gave women the right to vote,
WWII and the need for women to work in factories, and the
passage of the Civil Rights Act of 1964 that ended
discrimination in employment, all helped women gain
equal rights as men in the United States.
Step 7: Incorporating Outside Information
The highest score you can receive without outside information is a two. Therefore you must be
aware to include as much outside information as possible. The information though must be
relevant. Do not include information unless you are sure it is historically correct.
2
Incorporates little or no relevant outside information
A DBQ written Like Leonardo da Vinci:
Scoring Summary
If you do not answer all the questions in the task the highest score you can receive is a three.
3
Develops all aspects of the task with little depth or develops at least three aspects of the task in some
depth
If you are only descriptive and show no analysis of the documents the best score you can receive is a two.
2
Is primarily descriptive; may include faulty, weak, or isolated application or analysis
If you do not use all the documents required (explained in the guidelines section of the test) the best score you can receive is a three.
3
Incorporates relevant information from some of the documents
If you have no outside information the best score you can receive is a two.
2
Presents little or no relevant outside information
If you do not support the theme (write about the subject of the essay; in this case women’s rights) with relevant facts and examples
and/or your essay contains some historical information that is inaccurate the best score you can receive is a two.
2
Includes few relevant facts, examples, and details; may include some inaccuracies.
If you do not have a plan of organization, an introduction and conclusion that arre beyond a restatement of the theme the best score
you can receive is a two.
2
Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which
aspect of the task is being addressed; may lack an introduction and/or a conclusion.
A DBQ written Like Leonardo da Vinci:
The differences between the ELA and the Social Studies DBQ
The ELA (English Language Assessment)
1.
2.
3.
On the ELA your introduction is short and
often starts with an attention grabbing phrase
or question.
On the ELA you are encouraged not to repeat
information.
You do not start your conclusion with the
words “In conclusion,”
1.
2.
Now we know
how to write a
DBQ!
3.
The Social Studies DBQ (Document based
question)
On the DBQ your introduction is written as an
historical essay. Since history is part of the
social sciences your introduction is far
different form the ELA. Your introduction can
be long, it needs to tell the reader the
historical context (part one: the who or what
when and where) of the essay and like science
you need a thesis. We create the thesis by
incorporating the questions from the task
with the outline documents telling the reader
how you will prove your essay and answer the
task (thesis statement). Do not start with a
question or catchy phrase or quote.
On the DBQ you are repeating information. In
the introduction you state how you will prove
you answer to the task is correct (thesis
statement). In the body paragraphs you write
in detail about the items you stated in the
introduction, and in the conclusion you
restate the introduction and summarize the
information you wrote about in the body
paragraphs. Essentially you repeat the
information three times. This is OK in a DBQ
but not on the ELA.
On the DBQ you always start your conclusion
with the words “In conclusion,”. This allows
the scorer to know you are attempting to write
a conclusion no matter how poorly your
attempt at a conclusion is.
Writing a DBQ Like Leonardo da Vinci:
What does this systematic approach to the DBQ accomplish?
Problems Students have writing a DBQ.
How this approach helps solve many of
the problems students have writing a
DBQ.
•They lack a clear plan of organization.
•They now have a plan of organization.
•They do not know how or when to start writing the
essay.
•They now know how and when to start writing the
essay.
•They do not understand the vocabulary of terms used by
teachers to outline the essay.
•They do can now understand the vocabulary of terms
used by teachers to outline the essay.
•They get confused between the rules used to write an
essay for the ELA and the social studies DBQ.
•They clearly can see the differences between the rules
used to write an essay for the ELA and the social studies
DBQ.
–This is especially true of the introduction and
conclusion.
•They often describe documents rather than analyzing
how they fit into answering the task.
•They understand the differences between simply
describing documents and analyzing documents when
answering the task.
•They do not understand how a DBQ is graded and what
is expected of them.
•They understand how a DBQ is graded and what is
expected of them.
•They often give shopping lists of items rather than
analyzing and explaining the cause and effect events.
•They understand that shopping lists of items are not
considered an analysis of documents and they see the
need to show the cause and effect of events.
•They have limited practice and are often taught different
ways of writing the DBQ by different teachers.
•Students need a standardized systematic approach that
is taught on all levels of the middle school that seamlessly
transitions them to High School.
•They should receive a great deal of practice and can be
taught the same way of writing a DBQ by all their
teachers.
•Students now have a standardized systematic approach
that can be taught on all levels of the middle school that
seamlessly transitions them to High School.
PowerPoint Presentation,
Information and formulation of the
systematic approach to writing a
DBQ prepared by:
How to write a DBQ
Like Leonardo da Vinci
Michael Saccullo. Social Studies
teacher Samoset Middle School,
Sachem Central School District.