Links to Sources
Analysis of Sources
Types of Sources
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18 rarely seen
80 historic posters and more
CCSS learning prompts
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2 Local History (new)*
4 Colonial Period*
4 Roles of Women*
5 Civil War*
6 Classical Period*
6 Eastern Religion*
Gr 10 Imperialism
Gr 11 Civil War
* Special thanks to: Kate
Gillan, K-8 Social Studies Director at East Irondequoit and all the
district teachers who produced this fine series of DBQ's and CRQ's.
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More DBQ projects
What did Europeans see when they looked at
the New World and the Native Americans? A document based activity
that examines European views of
Native American and the New World in the Age of Exploration.
Picturing Ourselves: Teaching with Visual Documents
in WW II Improve content reading comprehension with source documents
framed around essential questions that link the past and present.
Culture and Society in Industrial America
DBQ's that explore the new opportunities and
social problems of the industrial era.
Learn more about
Ed DBQ Guide
Student Guide to Answering
Guide to Writing a DBQ
Students to Write DBQ's
|Document Based Questions (DBQ) assess the
ability of each student to work with historical sources in multiple forms. The secondary
DBQ will have a maximum of 8 documents; at least 2 of which will be visuals. The 7/8
assessment will have a DBQ with 4 documents (including 2 visuals). The DBQ requires many
of the same skills used in developing a research paper - interpreting primary and
secondary sources, evaluating sources, considering multiple points of view, using historic
evidence, developing and supporting a thesis.
- are based on the Social Studies Learning Standards, themes and
- focus on critical thinking skills and ask students to make
comparisons, draw analogies, apply knowledge to the given data, and require students to
apply historic analysis.
- ask students to take positions on issues or problems and support
- require students to look at issues from multiple perspectives.
- require student to apply skills thy use as adults
- are criterion referenced and employ a scoring rubric.
The DBQ will consist of two parts. In the first part, students will
be required to answer a key question on each document. This generally involves
interpreting the main idea or point of view expressed in the document. This section will
be "scaffolded" to the second part in which the student will write an essay
using the documents to respond to a specific question. In this second part, students are
asked to utilize all the sources, plus their understanding of history to respond to a
question. This second part will require them to move beyond simply quoting all the
documents. They will need to use the documents as evidence in support of a thesis that
responds to the assigned (part two) question. The student will be required to use all
documents and incorporate outside information. The student will have no choice on the DBQ.
To receive full credit in a five point rubric the essay will need
- thoroughly address all aspects of the task by accurately interpreting
the documents plus incorporate outside information related to the documents.
- discuss all aspects of the task and support with accurate facts,
examples and details.
- weigh the importance, reliability and validity of the evidence.
- analyze conflicting perspectives presented in the documents. Weave
the documents into the body of the essay.
- include a strong introduction and conclusion.
Credit would be reduced if the response:
- did not recognize the reliability, validity, or perspectives of the
- reiterated the content of the documents with little or no use of
- discussed the documents in a descriptive rather than analytic manner.
- showed little recognition of the tasks, lacked an introduction or