Boyer Dbq Teacher Guide
Using the DBQ Practice Questions from The Enduring Vision, Sixth Edition
A Teachers’ Guide
Ray Soderholm
Minnetonka High School
Minnetonka, Minnesota
Using the DBQ Practice Questions from The Enduring Vision, 6th Edition
A Teachers’ Guide
This guide is intended to suggest some possible ways that students may organize essays related to the document-based questions in the Advanced Placement version of The Enduring Vision, 6th Edition, and to provide teachers with some information on each included document. The suggestions certainly do not exhaust the possibilities; students, no doubt, will create other valid and persuasive organizational patterns and document applications. Here, the documents are discussed in order to facilitate easy teacher reference. Students, of course, must link documents to their individual essay structures; they should not simply discuss them in the order they appear.
DBQ 1: European Colonization of North America, to 1660
The supportive structure and small number of documents chosen for this question are intended to make this a good starting point for teaching students to write DBQ essays. The three criteria offered for consideration create a logical pattern of organization. Each of these can be considered in turn with outside information from the student’s course and examples drawn from the documents. These include references to Spanish and French colonial efforts as well as to both the New England and Chesapeake colonies of England. Most students will probably conclude that England’s efforts were most successful, though students should not be penalized for other conclusions, provided that they provide a persuasive rationale. Note the limits of the question in terms of place and time. Discussing the sugar colonies in the West Indies would be ruled out by the phrase “eastern seaboard of North America.” While the question focuses on colonies established prior to 1660, the documents refer to some things that happened later and a student could
A Teachers’ Guide
Ray Soderholm
Minnetonka High School
Minnetonka, Minnesota
Using the DBQ Practice Questions from The Enduring Vision, 6th Edition
A Teachers’ Guide
This guide is intended to suggest some possible ways that students may organize essays related to the document-based questions in the Advanced Placement version of The Enduring Vision, 6th Edition, and to provide teachers with some information on each included document. The suggestions certainly do not exhaust the possibilities; students, no doubt, will create other valid and persuasive organizational patterns and document applications. Here, the documents are discussed in order to facilitate easy teacher reference. Students, of course, must link documents to their individual essay structures; they should not simply discuss them in the order they appear.
DBQ 1: European Colonization of North America, to 1660
The supportive structure and small number of documents chosen for this question are intended to make this a good starting point for teaching students to write DBQ essays. The three criteria offered for consideration create a logical pattern of organization. Each of these can be considered in turn with outside information from the student’s course and examples drawn from the documents. These include references to Spanish and French colonial efforts as well as to both the New England and Chesapeake colonies of England. Most students will probably conclude that England’s efforts were most successful, though students should not be penalized for other conclusions, provided that they provide a persuasive rationale. Note the limits of the question in terms of place and time. Discussing the sugar colonies in the West Indies would be ruled out by the phrase “eastern seaboard of North America.” While the question focuses on colonies established prior to 1660, the documents refer to some things that happened later and a student could
Links: to integration theme. Information in Chapter 32 shows an increase in the rate of college attendance among African Americans. Could be grouped with Documents D and H in discussing social mobility. J—Todd Boyd—Emphasizes the separate identity theme, but could be linked to both. Note the phrase, “a critical mass of individuals who use the opportunity to influence the culture at large.” Can be linked with Document E in discussing the arts as a vehicle for separate identity while promoting cross-cultural expression. May provide a prompt for students to discuss the positive and negative aspects of athletics as an opportunity for upward socioeconomic mobility.