We believe in doing lots of modeling for students the forst or second time them attempt a DBQ exercise. Give a document to students and display it for the class. Model for students how you would like them to analyze each document. We suggest using one of four models:

• Students write out or discuss answers to the Document Analysis questions (samples in Mini-Q materials).
• Students write directly on their documents and make notes in the margin.
• Students fill out the short form Document Analysis Sheet (toolkit).
• Students fill out the long form Document Analysis Sheet (toolkit).

After pre-bucketing, and after modeling document analysis, students can begin to analyze the remaing documents. Document analysis lends itself well to working in twos or threes, but individual work is also fine. The teacher can move from group to group, helping students get unstuck, suggesting ideas, praising insights. If you are using the Long Form Document Analysis Sheet, make sure that students are paying attention to all worksheet windows. If it becomes clear that one or more documents is causing everyone trouble, you may want to get the class's attention and provide a hint or two. But as much as possible, let the discoveries come from the students.

Assign documents around the class and explain that each individual or group will be asked to come forward and present their assigned document(s) to the class. Give students a few minutes of preparation time.

• Students should first summarize the document, or if textual, read it aloud.
• Then they should share their analysis.
• Students in class can add to their own notes, but in a different color pen.
• The teacher's job is to help students clarify their comments with emphasis on key facts, main idea, and how the document helps answer the question.