Create-A-DBQ Assignment Goal: Work cooperatively in groups of 3 to create an original DBQ on a topic of your choosing (within some limits) & present this DBQ to class. All Steps are due at the start of class.
1. Determine a topic for your DBQ question.
Students may choose topics. Within each class, topics will be staggered chronologically and thematically as you can see below.
Women & Minorities
1600s and 1700s
2. Develop your DBQ essay Question. Make sure this is a question over which there is disagreement or ambiguity. (Ex: To what extent…, Examine…, Analyze…,Why…?)
3. Compile an extensive list of DBQ Outside Information (See examples from 1999 “Pre-Revolutionary War Attitudes … and Progress to the year 1776.”)
4. Develop two or moreOutlineS that answer your DBQ Question. Your outlines may be organized around themes/topics (such as Political, Economic, and Social). Alternatively, they may be organized around the sides of the issue (ex: for and against).
5. Gather 8-10 Documents that can be related to specific information from your list that was compiled in #3. Be certain that you balance the documents so that they can be included in multiple sub-sections of your Outlines (#4). Include at least:
4 written documents or transcribed speeches. Edit the documents so that they are an appropriate length (ex. Don’t include the entire Constitution, only applicable sections).
6. For each of the Documents list “Document information” and “Inferences” (See examples #6 1996 DBQ). Note: please use the correct bibliographic reference for each of your sources. If in doubt, consult easybib.com.
7. Gather them all together and put in a binder in the following order:
DBQ Question (as cover page)
Documents (using “real” DBQ intro and layout)
Document Information and inferences
Note: Students must also email a copy of the project to your teacher to use during the presentation. Document title should include your topic and block #. E-mail subject line should include your block # and group member names.
8. Present to class your DBQ question, documents, information and inferences. Presentations should be 8-10 minutes.
3/16, 3/19, 3/20
Question: Analytical; typed (as cover page)
Quality & choice of sources (30)
Sources balanced (allow for multiple interpretations of question) (15)
Appearance (looks like “real” DBQ – use our template!) (5)
Outside Information – 50-75 bulleted, organized facts
Students provide the class with multiple ways of understanding the potential argument for their question
Students have provided the teacher with an electronic copy to be projected onto the screen
Total: 150 pts
Information will be graded in each section for clarity of meaning, accuracy, level of detail, and sophistication. The first draft of Step 1 and Step 2 will be worth 10 daily points, and the remaining Steps 20 daily points. Once you have made revisions in accordance with our comments and turned in the final draft, they will be graded according to the above rubric as Test/Project points.
Sue Pojer has a series of recommended primary source links (as well as some other student created DBQs) on her APUSH site:
American Periodicals Series Online, 1740–1900 - Primary documents, including treaties, speeches, traditional tales, maps and photos
CAMIO (Catalog of Art Museum Images Online) - Over 23,000 images of works of art representing a broad range of fine and decorative arts from well-known collections including the Metropolitan Museum of Art, the Art Institute of Chicago and the Minneapolis Institute of Art