DBQ Analysis Worksheet
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DBQ Analysis Worksheet
1. QUESTION: Analyze the political, economic, and social changes that the Reconstruction period (1865- 1877) promised southern African Americans. Why and to what extent did those promises go unrealized during and after Reconstruction?
1. What time period is your answer to focus on?
2. Specifically, what thing(s) does the question ask you to examine?
3. What MAJOR outside information can you associate with this time period in reference to this particular question? What do you know already about the promises made during the early years of Reconstruction and WHY those promises didn’t happen (or at least some of them).
a. Political promises and realities
b. Economic promises and realities
c. Social promises and realities
4. Look over the political, economic, and social information you’ve written above. Which of the three categories do you think was the most harmful for African Americans during and after Reconstruction? Why?
5. Write a tentative thesis statement that fully answers the question, takes a position, and establishes categories for analysis.
1 DBQ Analysis Worksheet
Document Analysis—complete the following.
Document A
S = Speaker—who is the source of the speech, cartoon etc.
O = Occasion—what was happening at the time to make this document?
A = Audience—who was the intended audience for the words or message of the document?
P = Purpose—why was the document created at that time?
S= Significance—why did the “puzzle maker” include this document? It should tie in somehow.
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement
List the specific outside information this document is meant to bring to mind.
Document B
S = Speaker—who is the source of the speech, cartoon etc.
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O = Occasion—what was happening at the time to make this document?
A = Audience—who was the intended audience for the words or message of the document?
P = Purpose—why was the document created at that time?
S= Significance—why did the “puzzle maker” include this document? It should tie in somehow.
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement
List the specific outside information this document is meant to bring to mind.
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Document C
S = Speaker—who is the source of the speech, cartoon etc.
O = Occasion—what was happening at the time to make this document?
A = Audience—who was the intended audience for the words or message of the document?
P = Purpose—why was the document created at that time?
S= Significance—why did the “puzzle maker” include this document? It should tie in somehow.
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement
List the specific outside information this document is meant to bring to mind.
Document D
S = Speaker—who is the source of the speech, cartoon etc.
O = Occasion—what was happening at the time to make this document?
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A = Audience—who was the intended audience for the words or message of the document?
P = Purpose—why was the document created at that time?
S= Significance—why did the “puzzle maker” include this document? It should tie in somehow.
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement
List the specific outside information this document is meant to bring to mind.
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Document E
S = Speaker—who is the source of the speech, cartoon etc.
O = Occasion—what was happening at the time to make this document?
A = Audience—who was the intended audience for the words or message of the document?
P = Purpose—why was the document created at that time?
S= Significance—why did the “puzzle maker” include this document? It should tie in somehow.
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement
List the specific outside information this document is meant to bring to mind.
Document F
S = Speaker—who is the source of the speech, cartoon etc.
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O = Occasion—what was happening at the time to make this document?
A = Audience—who was the intended audience for the words or message of the document?
P = Purpose—why was the document created at that time?
S= Significance—why did the “puzzle maker” include this document? It should tie in somehow.
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement
List the specific outside information this document is meant to bring to mind.
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Document G
S = Speaker—who is the source of the speech, cartoon etc.
O = Occasion—what was happening at the time to make this document?
A = Audience—who was the intended audience for the words or message of the document?
P = Purpose—why was the document created at that time?
S= Significance—why did the “puzzle maker” include this document? It should tie in somehow.
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement
List the specific outside information this document is meant to bring to mind.
Document H
S = Speaker—who is the source of the speech, cartoon etc.
O = Occasion—what was happening at the time to make this document?
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A = Audience—who was the intended audience for the words or message of the document?
P = Purpose—why was the document created at that time?
S= Significance—why did the “puzzle maker” include this document? It should tie in somehow.
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement
List the specific outside information this document is meant to bring to mind.
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Document I
S = Speaker—who is the source of the speech, cartoon etc.
O = Occasion—what was happening at the time to make this document?
A = Audience—who was the intended audience for the words or message of the document?
P = Purpose—why was the document created at that time?
S= Significance—why did the “puzzle maker” include this document? It should tie in somehow.
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement
List the specific outside information this document is meant to bring to mind.
Document J
S = Speaker—who is the source of the speech, cartoon etc.
O = Occasion—what was happening at the time to make this document?
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A = Audience—who was the intended audience for the words or message of the document?
P = Purpose—why was the document created at that time?
S= Significance—why did the “puzzle maker” include this document? It should tie in somehow.
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement
List the specific outside information this document is meant to bring to mind.
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