DBQ Directions Scaffold Rubric

Document-Based Question (DBQ) Essay
1. Read the prompt carefully. Make sure that you understand what it is asking you to do.
2. If there is a section labeled “historical context” below the prompt, read it carefully. Make sure that you understand how it relates to the prompt. If there is not a section labeled “historical context”, try to place this question within historical context yourself.
3. Read and annotate each document right on the document. Consider the historical content, the author’s background, the intended audience, and the historical context of each document. As you read, start mentally “grouping” the documents into “categories” that you will use to “defend” your thesis. The person who wrote the prompt had certain groupings already in mind; try to “see” what they are feeding to you in terms of groupings.
4. Start formulating your thesis to respond to the prompt. Consider how the documents you have can prove what contention you are going to make. In other words, what are you going to be able to prove in response to the prompt, if you use the documents as pieces of evidence? You will need a thesis that is provable and historically sound (NOT a fact!). To that end:
a. organize the documents into three (3) groupings that will allow you to use them as evidence when you respond to the prompt (you may include sub-groupings). Remember, you must use every document! Things to consider: cause/consequence, positive/negative, pro/con
b. list what you consider to be “point of view” issues—explain the weaknesses of/problems with/limited perspectives of the documents discussed in each grouping (consider the author’s gender, occupation, social class, religion, ethnicity, education, nationality, or other factors that influence what he/she says or how he/she says it….you must explain how that/those issue(s) affect(s) the document; consider the document’s context and frame of reference beginning with your careful reading of the document and the document source information—be aware of perspective/bias/limited view).
c. list at least 1 “outside” piece of historical knowledge for each document that helps prove the point you are making in your topic sentence (e.g., for 3 documents, you need 3 “outside” pieces of knowledge for support = 1 piece of “outside” knowledge per document)
d. write a topic sentence for each grouping. These sentences should represent the three (3) main points that you are making to prove what you are saying in your thesis. The topic sentence should not include a list of the documents. Instead, the topic sentence is your contention/the statement about what you are going to prove in that paragraph. The topic sentence guides each paragraph (the thesis guides the essay).
5. Now, finalize and write your thesis. Make sure your thesis responds directly to the prompt as a statement of opinion which can be proved! It should be clear, analytical, and comprehensive and supported by your three topic sentences. The thesis should probably be multiple (2) sentences working together. The first sentence includes the name of the periodization(s) and the years involved. The second sentence should deal with your “argument”—what you are going to try to prove. This statement is something that another historian might agree with OR disagree with, depending on the evidence provided.
6. Write your essay in the following order, making sure that you address the prompt. Make sure to include relevant historical “outside” information as you respond to the prompt.
Paragraph 1: THESIS
This must include two parts: the specific time period in which this essay is set in by date AND by name AND a clear statement of your “argument/contention”. You should include “introductory”/background information first, but keep it brief; your focus should be your thesis, which should end the paragraph.
Paragraph 2: GROUPING 1
Start with grouping 1’s topic sentence. This sentence should NOT list the documents. This sentence is your first “point” and should support your thesis.
Use the documents that fit into this group to support your topic sentence’s contention. Refer to each specific document by number. Make sure to include LOTS of analysis rather than simply summarizing the documents. Use “outside” information as part of your support and analysis!
Paragraph 3: GROUPING 2
Start with grouping 2’s topic sentence. This sentence should NOT list the documents. This sentence is your first “point” and should support your thesis.
Use the documents that fit into this group to support your topic sentence’s contention. Refer to each specific document by number. Make sure to include LOTS of analysis rather than simply summarizing the documents. Use “outside” information as part of your support and analysis!
Paragraph 4: GROUPING 3
Start with grouping 3’s topic sentence. This sentence should NOT list the documents. This sentence is your first “point” and should support your thesis.
Use the documents that fit into this group to support your topic sentence’s contention. Refer to each specific document by number. Make sure to include LOTS of analysis rather than simply summarizing the documents. Use “outside” information as part of your support and analysis!
Paragraph 5: CONCLUSION: POINT OF VIEW AND ADDITIONAL DOCUMENTS REQUEST
Address “Point of View” issues. That leads you to the next point, because these issues should lead you to ask for additional documents to show the “big picture”…
AND, explain what five (5) specific additional documents you wish you had to answer the question/prompt, and explain why (using specifics).
Document-Based Question (DBQ) Essay Scaffold
“Introductory”/background information (at least two pieces):

Group 1 List of Documents:

Group 2 List of Documents:

Group 3 List of Documents:
Point of View Issues for Group 1:

Point of View Issues for Group 2:

Point of View Issues for Group 3:

Relevant Historical “Outside” Information for Group 1 (one piece per document):

Relevant Historical “Outside” Information for Group 2 (one piece per document):

Relevant Historical “Outside” Information for Group 3 (one piece per document):

Topic Sentence for Group 1:

Topic Sentence for Group 2:

Topic Sentence for Group 3:
Clear, analytical THESIS statement THAT DIRECTLY ADDRESSED THE PROMPT based on your three topic sentences; should not just be a fact—must be a contention, argument, point to be proved (something someone could potentially disagree with); the these should be the last sentence in your opening paragraph; two sentences are recommended—in the first sentence, refer to the specific time period in which this essay is set by date AND by name (do NOT list the documents here) THEN clearly state your argument/contention:

What additional documents would you request as an historian (5) (…based on the limited perspectives presented in the documents you are working with, so you would have the “big picture”)?

GENERIC CORE-SCORING GUIDE FOR DOCUMENT-BASED QUESTION
BASIC CORE (competence)
0-7 Points
1. Has acceptable thesis (addresses global issues and the time period(s) specified; refers to the specific time period(s) in which this essay is set by date and by name).
1 Point
2. Shows understanding of the basic meaning of all documents.
1 Point
3. Supports thesis with appropriate evidence from all documents.
2 Points
(Supports thesis with appropriate evidence from all but one document)
(1 Point)
4. Analyzes point of view in at least three documents.
1 Point
5. Analyzes documents by grouping them in three ways.
1 Point
6. Identifies and explains the need for at least three types of appropriate additional document or source.
1 Point
Subtotal
/7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence)
Expands beyond basic core of 1-7 points. The basic core score of 7 must be achieved before a student can earn expanded core points.

Examples (THIS LIST REFLECTS YOUR GOAL FOR EVERY SINGLE ESSAY!):
Has a clear, analytical, and comprehensive thesis
Shows careful and insightful analysis of each document
Uses each document persuasively as evidence to substantiate thesis
Analyzes point of view in most or all of the documents
Analyzes the documents in additional ways: groupings, comparisons, syntheses, causes and effects,
Brings in relevant "outside" historical content on a regular basis, reflecting student’s understanding of the historical setting/situation
Explains why additional types of document(s) or sources are needed in a deep analytical manner
0-2 Points
Subtotal
/2 Points
TOTAL
/9 Points