page background

Step 4: Document Analysis

Modeled Instruction

Step 4: DocumentAnalysisModeled Instruction

Mini-Q Units Are Written in Multiple Versions

All of our Mini-Qs come with two versions the EV and the CV. EV stands for Enhanced Version. The EV version contains scaffolded supports, including background essay questions, pre-bucketing pages, and highly-scaffolded text-dependent document analysis questions.


CV stands for Clean Version. This version contains no built-in supports; however, you do have the option to add in scaffolded supports, such as document analysis sheets and essay outlines, when you begin building the assignment in the CV version.


Our Elementary Mini-Qs come with a third version the MV. MV stands for Micro-Q Version. A Micro-Q has an abbreviated background essay and only one document. As where both the EV and CV Mini-Qs are structured to build to an essay in response to the DBQ question, the MV Mini-Q are structured to build body paragraph.


Micro-Qs are a great way to introduce students in lower grades to The DBQ Project Method, to differentiate instruction in a mixed ability class, and to incorporate a few more inquiry-based lessons into your curriculum.

Exploring Different Ways to Model Documents

1) Model Using a Skill Builder

As modeled in the previous video clip, many of our documents have skill builder located on the teacher side page of the document.

2) Model Using a Document Specific Task Card

All of our Elementary Mini-Qs have document specific task cards located in the teacher tool kit.

Here is a video that shows you how to access and add task cards when using DBQ Online:

3) Model Using the EV Questions on a CV Document

Questioning Techniques:

  • actively involve students in the lesson
  • increase motivation or interest
  • evaluate students’ background knowledge
  • check students' understanding
  • enhance students' reasoning skills


The EV documents all contain text dependent questions that spiral back to the DBQ question. For the document that you have decided to model, consider giving your students a version of the document without the document analysis questions printed or visible to the student, and then use the provided text-dependent questions to engage students in a conversation about the document.