How to answer different document based questions in History. CARDS (DBQ)

Grade Levels
9th - 12th, Higher Education, Adult Education, Homeschool
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In a bid to help our students think more like historians we set them various styles of question based on the sources in DBQs. These helpful little cards can be used with any document or piece of evidence in history. They work for any time period and help our students to address real issues of provenance and purpose.

I devised these initially to support the GCSE History students and to help prepare them for question types that might come up in their end of year exam. However, they they have been helpful to other students getting to grips with analysing sources. The cards also encourage pupils to write good answers with an analytical focus. They are great for revision and past exam paper practice.

You can print out the 8, two-sided cards. Fold them over length ways and the correct backing is with the correct frontispiece.

One side explains how to address a particular type of question and the other gives examples of sentence starters or good answers.

Questions include:

- Why was this source published?

- What is the main message of this source?

- Do you trust this source over another?

- How far do you agree with the statement…?

- Does the source prove that…?

- How useful is this source to an historian?- How similar are these sources?

- What could an historian learn from this source about…?

I had mine printed on yellow card and laminated for every student in my exam classes. They have proven invaluable to them as they practiced exam style questions in test prep.

I hope you and your students find them as useful as mine have!



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You may not share this download. You may not alter any item in this download, resell and claim as your own work. Similarly, you may not sell or share these resources with anyone and you may not use the contents of this download to create anything for commercial purposes or other commercial products. If you are an education board or school and would like to use my resources district wide, please contact me about licensing. ©Amy Hughes (MsHughesTeaches) All rights reserved.

Total Pages
4 pages
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to see state-specific standards (only available in the US).
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Draw evidence from informational texts to support analysis, reflection, and research.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.


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