DYSART UNIFIED SCHOOL
DISTRICT #89
DBQ
Document Based Question
Should the United States adopt a compulsory voting
system?
Government/Economics Form A-2012/2013
Student Name
School
Grade Level
12th Government/Economics
Period
Date
Prerequisites must be present to be graded
Teacher Name
Score
Scored using the holistic rubric ________ (1-6)
1=FFB
4=Meets
2=FFB
5=Exceeds
3=APP
6=Exceeds
Overview
DBQ Time Line:
■Day 1: Introduction of prompt and grading procedures/Document analysis/Notes/Trigger questions
■Day 2: Research/Share and discuss/Complete research charts
■Day 3: Research/Share and discuss/Complete research charts
■Day 4: Thesis formation/Graphic organizer
■Day 5: Rough draft including all citations/Peer review
■Day 6: Write final draft
DBQ Scoring Guide:
Task
Suggested Points
Analyzing Documents
Research Charts
Graphic Organizer/Rough Draft
Bibliography
Speaking and Listening
DBQ Final Essay
TOTAL
Background information
The constitution is one of the most revered documents in the world. It starts with three of the most important words to
our democracy; “We the People.” However many of the citizens of the United States do not take advantage of these words
when it comes to voting. In the last presidential election only 64% of registered voters actually voted. Many people believe
that if voting was mandatory then we would have more of a true democracy. Others argue that if our government
mandates voting we will not be as free.
PROMPT
Should the United States adopt a compulsory voting system?
Dysart Unified School District, Social Studies June 2012
2
Speaking and Listening Rubric – Collaborative Conversations, 9-12
Collaborative
Conversations
Preparation
4 Exceeds
 Seeks outside sources to
gain insight
 Readily shares resources
with others
 When appropriate makes
strategic use of digital
media to enhance
understanding of findings
3 Meets
2 Approaches
Preparation is evident,
includes but not limited to:
 Identifies/highlights key
words and phrases
 Has notes of main ideas
 Includes outside sources
 When appropriate makes
strategic use of digital media
to enhance understanding of
findings
 Has prepared a variety of
questions
 Asks thoughtful questions
during discussion
 Is open to questioning
 No Highlighting
 Skims text
 Very few notes,
 Some
misunderstandings of
text and meaning.
Questioning
 Has prepared several high
level questions based on
the text
 Asks several higher level
questions during
discussion
Speaking
 Moves conversation
forward
 Speaks to all participants
 Thinks before answering
 Refers directly to the text
 Makes connections to
other speakers
 Considers all options
 Offers insightful
contributions
 Uses appropriate and
academic language all of
the time
 Builds on other’s
comments
 Prompts others to make
comments
 Comments often and
encourages others
 Addresses the issue, stays on
topic
 Reflects on the text often
 Responds to questions
 Respectfully considers all
opinions
 Offers interesting ideas and
makes preliminary
connections
 Uses appropriate and
academic language most of
the time
 Builds on other’s comments
 Emphasizes only own
ideas
 Addresses only
teacher’s questioning.
 Tends toward debate
not dialogue
 Ideas do not always
connect
 Comments neglect
details of text. Only
focuses on opinion
 Only uses academic
language a small
portion of time
Listening
 Demonstrates effective
listening skills (eye
contact, nods, takes notes)
 Writes down thoughts and
questions
 Builds on other’s
comments
 Questions for clarification
when needed
 Asks for clarification when
needed
 Develops clear
understanding of speaker
before making judgment,
is reflective
 Demonstrates effective
listening skills (eye contact,
nods, takes notes, body
aligns with speaker).
 Takes notes
 Asks questions for
clarification when needed
 Suspends judgment until
speaker is finished,
 No outside activity, only
listening
 Rarely demonstrates
effective listening skills
(eye contact, nods,
takes notes)
 Loses track of
conversation
 May interrupt or
judges other’s ideas
without asking for
clarification
 May sporadically
engage in another
activity but stops and
self regulates.
Dysart Unified School District, Social Studies June 2012
 Has very few questions
 Asks very few
questions
1 Does Approach
Standard
 Unprepared with
text
 unprepared with
text does not recall
or has not read
text
 No attempt was
made to
understand text
 Has not prepared
questions
 Does not ask
questions
 When questioned
is unable to
respond
appropriately
 Disruptive or
argumentative
 Mumbles or is
silent
 Makes no
connection to
previous comment
 Does not use
appropriate
academic language
 Is engaged in
another activity
other than
listening or
speaking for
clarification.
 No effective
listening skills
demonstrated
 Attempts to
dominate
 Interrupts speakers
in middle of
sentence
 Repeats same
ideas
 No eye contact or
is engaged in
another activity
rather than
listening
3
Document A: Does Mandatory Voting Enhance Democracy?
Background and context
There are currently 32 countries with compulsory voting around the world. They include Australia, Argentina, Brazil, Chile, Ecuador, Uruguay,
Singapore, Cyprus, Greece, and others. Of these 32 countries, 12 aggressively enforce their mandatory voting laws with penalties of varying
kinds, including nominal penalties and small fees of as low as $15 and the deprivation of government services or the freezing of one's bank
account. Australia is considered particularly notably for its mandatory voting because it is a large "mature" democracy. Australians have been
required to vote in federal elections since 1924, out of a concern that voter turnout had dipped below 60 percent. Polls regularly show 70
percent to 80 percent of Australians support mandatory voting, and voter turnout is above 90% (comparing very favorably to the United States
where voter turnout hovers around 50% to 60%).
"Debate: Compulsory Voting." Debatepedia. N.p., 26 Oct. 2010. Web. 13 June 2012.
<http://debatepedia.idebate.org/en/index.php/Debate:_Compulsory_voting>.
Pro
 Voting is not only a right, but a responsibility. The
whole point of freedom is that everyone has a say and
has a responsibility to voice their opinion, otherwise the
system doesn't work. non-compulsory voting
encourages entire classes of people to not bother with
voting, since it is demanding, having to stand in long
queues all day. People should exercise their right and
responsibility to vote.
 50% turnout not democracy; mandatory voting
necessary. Keith Olbermann. "Make voting mandatory
voting necessary." Salon. November 5, 2002: "two
modest proposals to get head and hair flying. First:
Mandatory voting. You heard me. A democracy where
half of the citizens sit back and say, 'no, thanks,' isn't a
democracy at all -- just a really large oligarchy. If we
have not already reached it, we are nearing, inevitably,
the point at which everyone who votes has a personal
stake in the outcome. As the percentage of lever-pullers
continues to decline, it's going to eventually be just the
candidates' friends, families and people from their
secret second lives who even bother to show up. You
know -- like park league softball."
 Mandatory voting broadens representation and
legitimacy. Such a system guarantees that the
government represents a majority of the population,
not only a minority of individuals who vote. This helps
ensure that governments do not neglect sections of
society that are less active politically, and victorious
political leaders of compulsory systems may potentially
claim greater political legitimacy than those of noncompulsory systems with lower voter turnout.
 Mandatory voting would reduce polarization. William
Galston, senior fellow in governance studies at the
Brookings Institution. "Mandatory voting would loosen
partisan gridlock." US News and World Report. July 8th,
2010: "My prediction, based on the difference between
voters and nonvoters in the United States today, is that
it would reduce political polarization."
 Mandatory voting decreases need for big dollars in
campaigns. Because mandatory voting means that no
Dysart Unified School District, Social Studies June 2012
Con
 Mandatory voting does not enhance legitimacy of
govt. Even if compulsory voting allows for abstention,
legitimacy is not improved. It merely allows the government
to say 'because there is a 100% turnout, this government is
100% legitimate', which is clearly not the case. Donkey votes,
random votes, "just for the fun of it" votes, protest votes and
abstentions do NOT contribute to improved legitimacy of the
government. There is a reason why some people are less
politically active. They neither know nor care about politics.
How can their forced input add legitimacy to the mix?
 Mandatory voting pushes ignorant to vote Some individuals
resent the idea of compulsory voting, particularly if they have
no interest in politics or no knowledge of the candidates.
Others may be well-informed, but have no preference for any
particular candidate, and have no wish to give support to the
incumbent political system. Such people may vote at random
simply to fulfill legal requirements: the so called donkey-vote
may account for 1-2% of votes in these systems, which may
affect the electoral process. Similarly, citizens may vote with
a complete absence of knowledge of any of the candidates,
or deliberately skew their ballot to slow the polling process
or disrupt the election.
 Not voting is often a form of political expression. Supporters
of voluntary voting assert that low voter participation in a
voluntary election is not necessarily an expression of voter
dissatisfaction or general political apathy. It may be simply an
expression of the citizenry's political will, indicating
satisfaction with the political establishment in an electorate.
Mark Latham urged Australians to hand in blank votes for the
2010 election. He stated the government should not force
citizens to vote or threaten them with a fine.
 Mandatory voting may increase hold of established
parties "The case against compulsory voting in democracies."
Helium: "the political system in America is concentrated in
two parties, with only minor successes of alternate parties.
These two parties, as opposed to eight competitive parties in
Australia, spend millions of dollars annually encouraging their
members to vote in elections. With the implementation of
compulsive voting, the political parties would instead spend
those millions trying to convince non-party members of the
4




large campaign funds are needed to goad voters to the
polls, the role of money in politics will decrease.
Mandatory voting would compel broader campaign
messaging. William Galston, senior fellow in
governance studies at the Brookings Institution.
"Mandatory voting would loosen partisan gridlock." US
News and World Report. July 8th, 2010: "Campaigns
wouldn't have to spend nearly as much time on voter
mobilization, nor would they be able to target their
message simply to the most passionate partisan
members of the electorate. They'd have to craft
broader and more inclusive messages. That would be all
to the good."
Compulsory voting reduces power of lobbying
groups. A benefit of compulsory voting is that it makes
it more difficult for special interest groups to vote
themselves into power. Under a non-compulsory voting
system, if fewer people vote then it is easier for smaller
sectional interests and lobby groups to control the
outcome of the political process. The outcome of the
election reflects less the will of the people (Who do I
want to lead the country?) but instead reflects who was
logistically more organized and more able to convince
people to take time out of their day to cast a vote (Do I
even want to vote today?).
Compulsory voting decreases risk of political
instability. High levels of participation decreases the
risk of political instability created by crises or dangerous
but charismatic leaders.
Mandatory voting more impactful than making voting
easier


superiority of their respective positions. Instead of saving
money, the two parties would only increase in power as
more members join their folds, reducing the power of smaller
parties to democratically compete."
Compulsory voting expands government, limits
freedom. "The Case against Compulsory Voting." Musings.
January 16th, 2010: "compulsory voting will require
processes and man power to ensure adherence. It’s a
massive expansion of government and hence a colossal waste
of tax payers money."
Forcing a vote is as bad for democracy as poor
turnout. Debra Saunders. "The trouble with compulsory
voting." Real Clear Politics. July 13th, 2010: "I do recognize
that a low turnout in elections lends itself to questions about
the legitimacy of those elected – and indeed, in the
institutions themselves. But if we are 'forced to be free' (and
I’m using that in not quite the way Rousseau did, though if his
assertion that we are only truly free when electing our
representatives is correct, then it follows) then the legitimacy
that we are bestowing upon those who represent us appears
to be artificial and manufactured at best."
Notes:
Dysart Unified School District, Social Studies June 2012
5
1.
Distinguish between a right and a responsibility
2.
List the arguments for and against compulsory voting
3.
According to this document, which do you agree with and why?
Dysart Unified School District, Social Studies June 2012
6
Document B: Vote or Die
Notes:
Vote or Die: Stossel in the Classroom:
Former ABC reporter John Stossel examines whether or not voting should be mandatory.
http://www.youtube.com/watch?v=ZG_IG-S1bfE
Vote or Die. Dir. StosselClassroom. Perf. John Stossel. YouTube. YouTube, 26 Jan. 2010.
Web. 14 June 2012. <http://www.youtube.com/watch?v=ZG_IG-S1bfE>.
1. According to the video and your opinion why is it important for young people to vote?
2. Compare and contrast the political knowledge of young people and adults.
3. According to the video and your opinion is it our civic duty to vote?
Dysart Unified School District, Social Studies June 2012
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Document C: Comparison of Voting in National Elections 2000
Notes:
Burns, James MacGregor; J. W. Peltason; and Thomas E. Cronin, Government by the
People, 21st ed. Englewood Cliffs, NJ: Prentice Hall, 2005
1. According to the chart, does compulsory voting affect voter turnout?
2. Which countries have the best voter turnout? Which have the least?
Dysart Unified School District, Social Studies June 2012
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3. If voting was compulsory in the United States do you think it would help or hinder voter turnout? Explain.
Dysart Unified School District, Social Studies June 2012
9
Document Based Question: Research Chart
Research /General topic
i.e., contributions of classical
Rome and Greece, design and
architecture…
Site found or bibliographic info
i.e., URL, author, title of book and
date of publication, …
How did you use this site:
Resource gave no new information that
I could use.
As a guide for former research.
As a direct source of information
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Suggested Sites
http://www.census.gov/ - United States Census Bureau
http://www.idea.int/ - International Institute for Democracy and Electoral Assistance
http://www.aec.gov.au/ - Australian Electoral Commission
http://projectvote.org – Project Vote
http://debatepedia.idebate.org/en/index.php/Debate:_Compulsory_voting – Debatepedia: Compulsory Voting
Dysart Unified School District, Social Studies June 2012
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Major Resources Used Chart
Resource used
Include the number of
the resource or the URL
from above
Information Gained : Show the quote, facts, ideas, or paraphrase that you will you in your
response
quote, facts, or paraphrased ideas.
Dysart Unified School District, Social Studies June 2012
11
PROMPT:
Should the United States adopt a compulsory voting system?
On the lines provided below, list vocabulary words that you will use to answer the above prompt. Look back on the
documents to trigger your thoughts. These are words that you will potentially use in your essay.
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Graphic Organizer/Pre-Writing
Teachers will provide students with the Argumentative Paper Format 6-12 for pre-writing guidelines.
Dysart Unified School District, Social Studies June 2012
13
Holistic Rubric for Social Studies DBQ
SCORE POINT 6
SCORE POINT 5
SCORE POINT 4
Response is sophisticated and skillful in written
communication, demonstrated by
 exceptional clarity, focus, and control in
development and organization that often
shows insight.
 in-depth and/or creative exploration of the
topic using rich, relevant, and credible
details.
 a strong, perhaps creative, beginning, and a
satisfying conclusion.
 specifically and carefully chosen words that
are skillfully crafted into phrases and
sentences that enhance meaning.
 intentional and committed interaction
between the writer and the reader.
 effective and/or creative use of a wide range
of conventions with few errors.
o insightful with no historical errors.
o makes original and specific connections
using resources.
o relies on a variety of the documents and
includes outside resources, all of which are
cited correctly
o uses background knowledge for all support
content.
o thesis is prompt-driven and fits seamlessly
in opening paragraph.
SCORE POINT 3
Response is excellent and skillful in written
communication, demonstrated by
 clarity, focus, and control in topic
development and organization
 a balanced and thorough explanation of the
topic using relevant details.
 an inviting beginning and a satisfying sense
of closure.
 a broad range of carefully chosen words
crafted into phrases and varied sentences
that sound natural.
 awareness of the reader and commitment
to the audience and topic.
 effective use of a wide range of
 conventions with few errors.
o accurate, may contain only minor historical
errors.
o makes obvious connections using relevant
resources.
o appropriately relies on a variety of the
documents and may use outside sources,
all of which are cited correctly
o uses background knowledge consistently.
o includes clear thesis statement in the
opening paragraph.
Response is appropriate and acceptable in
written communication, demonstrated by
 ideas adequately developed with a clear
and coherent presentation of ideas with
order and structure that can be formulaic.
 relevant details that are sometimes general
or limited; organization that is clear, but
sometimes predictable.
 a recognizable beginning and ending,
although one or both may be somewhat
weak.
 effective word choice that is functional and,
at times, shows interaction between writer
and audience.
 somewhat varied sentence structure with
good control of simple constructions a
natural sound.
 control of standard conventions although a
wide range is not used; errors that do not
impede readability.
o accurate, may contain only minor historical
errors.
o makes connections using some resources.
o uses background knowledge at
occasionally.
o cites multiple documents correctly
o thesis statement is clear.
SCORE POINT 1
Response is inadequate in written communication,
demonstrated by
 broad or simplistic ideas that are
understood but often ineffective.
 attempts at organizing that are inconsistent
or ineffective; beginnings and endings that
are underdeveloped; repetitive transitional
devices.
 developmental details that are uneven,
somewhat predictable, or leave information
gaps; details not always placed effectively in
the writing.
 reliance on clichés and overused words that
do not connect with the reader; limited
audience awareness.
 monotonous and sometime misused words;
sentences may sound mechanical, although
simple constructive are usually correct.
 limited control of standard conventions with
significant errors.
o Historically accurate but overly general
o loosely makes connections to some
resources.
o uses background knowledge/facts with
some connections.
o includes a thesis, though it is not very clear.
o cites multiple documents correctly
Score:
5-6 Exceeds
Response is poor in written communication,
demonstrated by
 overly simplistic and sometimes unclear
ideas that have insufficiently developed
details.
 sequencing of ideas that is often just a list;
missing or ineffective details that require
reader and inference to comprehend and
follow.
 missing beginning and/or ending.
 repetitive, monotonous, and often misused
words awkwardly strung into sentences that
are difficult to read because they are either
choppy or rambling; many sentences that
begin with repetitive noun + verb pattern.
 lack of audience awareness.
 little control of basic conventions resulting
in errors impeding readability.
o Contains multiple historical errors
o uses more than one document correctly but
relies on one document OR cites only one
document
o loosely uses background knowledge/facts
with no connections.
o includes a general topic statement, but not
a thesis
SCORE POINT 2
4 Meets
Dysart Unified School District, Social Studies June 2012
3 Approaches
Response is inferior in written communication,
demonstrated by
 lack of purpose or ideas and sequencing.
 organization that obscures the main point.
 an attempt that is too short to offer
coherent development of an idea, if it is
stated.
 extremely limited vocabulary that shows no
commitment to communicating a message.
 sentences with confusing word order that
may not permit oral reading.
 severe and frequent errors in conventions.
o has significant historical misinterpretation.
o no documents are internally cited
o no apparent thesis or topic statement.
1-2 Falls Far Below
14
Final Response
The following prerequisites must be present in order for DBQ to be completed, turned in, and/or graded.
1.
2.
3.
4.
Ink or word processed
Legible
In essay Format
Documents must be internally cited using APA or MLA Format
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Bibliography Page
(You must use MLA or APA citation for all sources used in your essay. Use the following websites for information on how to cite
sources using MLA or APA format: http://www.easybib.com/, http://www.citelighter.com/, or
http://owl.english.purdue.edu/owl/resource/747/01/
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Holistic Rubric for Social Studies DBQ
Dysart Unified School District, Social Studies June 2012
18
SCORE POINT 6
SCORE POINT 5
SCORE POINT 4
Response is sophisticated and skillful in written
communication, demonstrated by
 exceptional clarity, focus, and control in
development and organization that often
shows insight.
 in-depth and/or creative exploration of the
topic using rich, relevant, and credible
details.
 a strong, perhaps creative, beginning, and a
satisfying conclusion.
 specifically and carefully chosen words that
are skillfully crafted into phrases and
sentences that enhance meaning.
 intentional and committed interaction
between the writer and the reader.
 effective and/or creative use of a wide range
of conventions with few errors.
o insightful with no historical errors.
o makes original and specific connections
using resources.
o relies on a variety of the documents and
includes outside resources, all of which are
cited correctly
o uses background knowledge for all support
content.
o thesis is prompt-driven and fits seamlessly
in opening paragraph.
Response is excellent and skillful in written
communication, demonstrated by
 clarity, focus, and control in topic
development and organization
 a balanced and thorough explanation of the
topic using relevant details.
 an inviting beginning and a satisfying sense
of closure.
 a broad range of carefully chosen words
crafted into phrases and varied sentences
that sound natural.
 awareness of the reader and commitment
to the audience and topic.
 effective use of a wide range of
 conventions with few errors.
o accurate, may contain only minor historical
errors.
o makes obvious connections using relevant
resources.
o appropriately relies on a variety of the
documents and may use outside sources,
all of which are cited correctly
o uses background knowledge consistently.
o includes clear thesis statement in the
opening paragraph.
Response is appropriate and acceptable in
written communication, demonstrated by
 ideas adequately developed with a clear
and coherent presentation of ideas with
order and structure that can be formulaic.
 relevant details that are sometimes general
or limited; organization that is clear, but
sometimes predictable.
 a recognizable beginning and ending,
although one or both may be somewhat
weak.
 effective word choice that is functional and,
at times, shows interaction between writer
and audience.
 somewhat varied sentence structure with
good control of simple constructions a
natural sound.
 control of standard conventions although a
wide range is not used; errors that do not
impede readability.
o accurate, may contain only minor historical
errors.
o makes connections using some resources.
o uses background knowledge at
occasionally.
o cites multiple documents correctly
o thesis statement is clear.
SCORE POINT 3
SCORE POINT 2
SCORE POINT 1
Response is inadequate in written communication,
demonstrated by
 broad or simplistic ideas that are
understood but often ineffective.
 attempts at organizing that are inconsistent
or ineffective; beginnings and endings that
are underdeveloped; repetitive transitional
devices.
 developmental details that are uneven,
somewhat predictable, or leave information
gaps; details not always placed effectively in
the writing.
 reliance on clichés and overused words that
do not connect with the reader; limited
audience awareness.
 monotonous and sometime misused words;
sentences may sound mechanical, although
simple constructive are usually correct.
 limited control of standard conventions with
significant errors.
o Historically accurate but overly general
o loosely makes connections to some
resources.
o uses background knowledge/facts with
some connections.
o includes a thesis, though it is not very clear.
o cites multiple documents correctly
Score:
5-6 Exceeds
Response is poor in written communication,
demonstrated by
 overly simplistic and sometimes unclear
ideas that have insufficiently developed
details.
 sequencing of ideas that is often just a list;
missing or ineffective details that require
reader and inference to comprehend and
follow.
 missing beginning and/or ending.
 repetitive, monotonous, and often misused
words awkwardly strung into sentences that
are difficult to read because they are either
choppy or rambling; many sentences that
begin with repetitive noun + verb pattern.
 lack of audience awareness.
 little control of basic conventions resulting
in errors impeding readability.
o Contains multiple historical errors
o uses more than one document correctly but
relies on one document OR cites only one
document
o loosely uses background knowledge/facts
with no connections.
o includes a general topic statement, but not
a thesis
Response is inferior in written communication,
demonstrated by
 lack of purpose or ideas and sequencing.
 organization that obscures the main point.
 an attempt that is too short to offer
coherent development of an idea, if it is
stated.
 extremely limited vocabulary that shows no
commitment to communicating a message.
 sentences with confusing word order that
may not permit oral reading.
 severe and frequent errors in conventions.
o has significant historical misinterpretation.
o no documents are internally cited
o no apparent thesis or topic statement.
4 Meets
Dysart Unified School District, Social Studies June 2012
3 Approaches
1-2 Falls Far Below
19