CRQ (Constructed Response Question) Guidelines

    Questions related to a document should have 3 levels and asked in this succession in order to scaffold the student:
    Level 1: Visual
    · Students can clearly see the answer in the document
    · The answer can be extracted from the document

    Level 2: Interpretative
    · Students analyze the document for the answer
    · Students make comparisons between different parts of the document

    Level 3: Outside Connection
    · Students assimilate outside information with information extracted from document
    · Students bring in outside information related to the topic of the document and make predictions, explanations…

DBQ Guidelines

      1. DBQs should include a mix of visual and text documents. Visuals must be clear and text documents should be limited to a third of a page or less.

      2. Younger students generally work with fewer (4-5) documents; older or more experienced students generally work with more (6-8) documents.

      3. Provide "adaptations" and parenthetical clues for difficult or dated vocabulary.

      4. The Historical Context represents the theme of the DBQ as it applies to a specific time and place in history.

      5. The Task statement directs students to write the essay, interpret and weave most of the documents into the body, incorporate outside information, and write a strong introduction and conclusion.

      6. Scaffolding questions must be clear, specific, and answerable from the document. Scaffolding questions must also provide information that will help answer the main essay question.

      7. The main essay question should center on issues; for example, asking the student to compare and contrast, explain causes and effects, describe change over time, or discuss social, economic, or political developments.

    For further information about how to write DBQs, connect to The New York State Social Studies Education Site on Document Based Questions (DBQs).