Document-Based Question (DBQ) - Question 1 - Analyze changing conceptions of French national identity and culture since 1960

Sep 22, 2026

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Document-Based Question (DBQ) task instructs students to analyze how conceptions of French national identity and culture have changed since 1960. It provides historical background on post–World War II integration into the global economy, growing immigration from former French colonies, and evolving cultural dynamics. Rubric criteria define an appropriate thesis, specific discussion and accurate understanding of documents, evidence-based interpretations, point of view analysis, and document organization into multiple groups, plus expanded-core expectations for nuance, breadth, and change over time.

LanguageEnglish

CategoryExam

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Question 1 - Document-Based Question (DBQ)

Basic Core

Question 1 - Document-Based Question (continued)

Expanded Core

A Closer Look at the Thesis Statement

# Question 1 ------Document-Based Question (DBQ) Analyze changing conceptions of French national identity and culture in the period since 1960. Historical background: In the wake of the Second World War, France became increasingly integrated intothe global economy. Beginning in the 1960s, France also experienced growing rates of immigration, mostlyfrom former French colonies. BASIC CORE: 1 point each to a total of 6 points 1. Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis must not simply restate the question. The thesis must make at least minimal reference to changing conceptions in identity and/or culture.The thesis must suggest a minimal level of analysis drawn from the documents. The thesis may appearin either the introduction OR the conclusion. 2. Discusses a majority of the documents individually and specifically. The student must discuss at least six documents—even if used incorrectly—by reference toanything in the box. Documents can be cited by number or by name, or they can be referenced in otherways that make it clear which document is being discussed. Documents cannot be referencedtogether in order to get credit for this point (e.g. , “Documents 1, 4, and 6 suggest …”) unless they arealso discussed individually. 3. Demonstrates understanding of the basic meaning of a majority of the documents (maymisinterpret no more than one) . A student may not significantly misinterpret more than one document. A major misinterpretation is anincorrect analysis or one that leads to an inaccurate grouping or a false conclusion. An essay cannot earn this point if no credit was awarded for point 2 (discusses a majority of thedocuments) . A document that is erroneously grouped with other documents is considered a misinterpretation. 4. Supports the thesis with appropriate interpretations of a majority of the documents.The student must use at least six documents correctly , andthe documents used in the body of theessay must provide support forthe thesis. An essay cannot earn this point if no credit was awarded for point 1 (appropriate thesis) .An essay also cannot earn this point if no credit was awarded for point 2 (discusses a majority of thedocuments) . An essay can earn this point even if no credit was awarded for point 3, as long as appropriateinterpretations ofthe majority of the documents support the thesis. # Question 1 ------Document-Based Question (continued) 5. Analyzes point of view or bias in at least three documents. The student must make a reasonable effort to explain why a particular source expresses the statedview by: • relating authorial point of view to author’s place in society (motive, position, status, etc.) ; OR • evaluating the reliability of the source; OR • recognizing that different kinds of documents serve different purposes; OR • analyzing the tone of the documents; must be clear and relevant. Note: 1. Attribution alone is not sufficient to earn credit for point of view (POV) . 2. Itis possible for essays to discuss point of view collectively (include two or threedocuments in making a single POV analysis), but this counts for only one point of view. 6. Analyzes documents by explicitly organizing them in at least three appropriate groups. A group must contain at least two documents that are used correctly and individually.Groupings and corresponding documents may include the following (not exclusive): Desire for a distinct French culture/identity: 1, 3, 6, 8, 9 Challenges of modernization for France: 1, 3, 6, 7, 8, 9Antiglobalization: 1, 3, 6 Anti-American: 1, 3 (implied) The role of language in culture: 6, 7 Tolerance for diversity: 2, 7, 10, 11 Anti-Immigration: 4, 5, (8) , ( 10) Immigrant perspective: 2, 10, 11 By author: Politicians/Ministers of Culture: 3, 4, 6 Intellectuals: 1, 7, 8, 9 By document type (if analyzed productively for message , purpose, and audience): Newspap

FAQs

What must the thesis statement do in order to earn Basic Core point 1?

It must explicitly address all parts of the question, not merely restate it. It must reference changing conceptions of identity and/or culture and suggest at least minimal analysis based on the documents.

How many documents are required for the essay to meet Basic Core point 2?

The student must discuss at least six documents, individually and specifically, by citing them by number or name or by other clear reference. Documents cannot be grouped together just to gain credit for this point.

What additional requirements define the Expanded Core section?

Expanded core rewards analysis beyond the basic core, including a clearer analytical and comprehensive thesis, using all or almost all documents, persuasive use of documents as evidence, nuanced understanding, point of view analysis in more documents, additional grouping or approaches, and consistent attention to change over time.

Sep 22, 2026

Uploaded by Ivy