Transcript The image on the right hand side refers to an important

History Cohort
WELCOME.
PLEASE SIT WITH YOUR COHORT GROUPS:
JFK
PATTON
LEWIS & CLARK
AL CAPONE
The picture riddle below refers to an
important event in American history.
What does it refer to?
THE FIRST PERSON TO YELL IT OUT
WINS A PRIZE!
Football & Buckets
 Thank you, David!
 THINK/PAIR/SHARE #1:
 Imagine you have elementary aged children. To help them
organize their room, you give them several buckets. How do
you explain to them how to organize their toys?
 THINK/PAIR/SHARE #2:
 If you are sitting with friends watching a game of football and
everyone sees the same game, what are some possible reasons
for contention/argument when asked the following question:
“Why did ______ win the game?”
Bucketing the Football DBQ
 Your two-fold job:
1.
2.
Read through the documents on the football
game. Create three or four categories or
“buckets” in which to place the documents.
Bucket your documents! Be prepared to
share the names of your buckets.
In one paragraph, answer the DBQ: Why did
Sparks win the game over Truckee? Make
sure to specifically cite four documents in
your answer.
Now that we are
warmed up, let’s
discuss the
question of the
moment:
In what order do I
complete the
process of writing
my historical
background essay
and creating and
implementing my
DBQ?
Not an easy question to answer…this is how I
would go about the process. Take a minute to
review and determine if this works for you.
The DBQ Question
What makes a great
question?
Small groups play with
questions…
 It is rooted in the big
 Get into grade level
picture of what you care
about kids knowing.
 The language of the
question specifically
explains what it is you want
students to do.
 No right or wrong
answer/evidence on many
sides
 See “Creating a DBQ” for
some examples
groups of three.
 Talk about your
proposed DBQ question.
Edit it to be something
manageable and clear for
your students.
 Write your questions on
chart paper with room in
between each question.
For each step,
your group will
move to
another piece of
poster paper
and continue to
edit and offer
suggestions.
You should
comment on all
questions on
the poster.
 STEP 1/FIRST POSTER: Is the
wording of this question clear?
Are there multiple ways to answer
the question? Can you edit it to
make it a better question?
 STEP 2/SECOND POSTER: Do
you know of any resources that
you could share to help this
teacher form the DBQ for this
question? Do you have any more
editing suggestions?
Fun Way to Introduce Your DBQ to Kids
 THREE TRUTHS & A LIE:
 Present true but unknown facts about your topic before you
begin teaching.
 Insert one fact that is false but might be seen as a possible
truth.
 Have students write down their hypothesis as to the lie.
 This should provoke interest in the subject and make them
excited to find out what is true and what is a lie as you teach.
 With your group, brainstorm some fun but unknown
facts about your subject. Share out the best fact your
group came up with.
What do we want students to recognize in every document?
 Discuss at your table (and take notes):
 If
you were to create your own document analysis
sheet to use with every primary source in your
classroom, what would it include?
 What skill(s) are you valuing with these
document analysis questions?
 How do you get kids to understand that a
document is NOT a FACT, but a piece of
EVIDENCE to be INTERPRETED.
Creating Great Scaffolding Questions
For each document in your
DBQ, write down in one
sentence what you believe
the overarching meaning of
the document is.
2. Use questions (moving from
LOTS to HOTS).
 Beyond the information
already obtained from your
document analysis sheet,
create questions that get
students to the “heart” of
the source.
 A good formula is 1-2 LOTS,
2-3 MOTS, and 1-2 HOTS
1.
Let’s Practice:
Work together
in a small,
grade level
mixed group.
What are some
questions you
might ask for
this document?
Label your
questions at
LOTS, MOTS,
or HOTS.
Boston Globe, May 28, 1898
SOME QUESTIONS
MIGHT EVEN BE
MULTIPLE
CHOICE TO MAKE
IT FUN.
Which title best describes
the message of this
cartoon?
A: “Neutrality is the best
policy.”
B: “Temptations of the
Imperialist Menu”
C: “Dangers of Overeating”
D: “Isolationism: Our Old
Ally”
Take some time to read:
Creating a DBQ
What questions do you have about
the process of creating a DBQ?
What do you think will be the most
difficult part of creating the DBQ?
How can we assist you throughout
this process?
Student Friendly Vocabulary
What does it look like?
 Don’t overwhelm students with too
many terms.
 Write your own definitions that are
short and sweet. Do not include any
words in the definition that would need
defining!
 For the terms you do identify:
 Define them with students
 Use them yourself regularly
 Require students to use them in
their work
 Discuss and evaluate context clues
 Use strategies to reinforce
vocabulary acquisition
 Have a glossary available for
primary sources**
Practice: Write Student
Friendly Definitions
 Imperialism
 Yellow Journalism
 Colonialism
Afternoon Session 1
1:00-2:00
PLEASE HAVE IN FRONT OF YOU
Sinking of the Maine DBQ
Creation & Implementation:
A Think Aloud
Sinking of the Maine DBQ
T
Choosing a Topic
Sinking of the Maine




Media coverage epitomizes
“yellow journalism” which is
the content under current
study
Relates to important EQs
Relates to current concerns
over media driving political
dialogue (relevance to big
picture)
Provides a brief lesson in
importance of media literacy,
a highly important skill for
students
Link to Our Topic of Media
Writing the Question
Our Question
Viable Alternatives?
 "The explosion of the
 What other questions
U.S.S. Maine caused
the United States to
invade Cuba in 1898."
Use the documents
provided and your
own knowledge to
evaluate this
statement.
might have worked?
 What rationale
supports a different
question?
Finding Appropriate Documents
Please remember to use…
You get to practice!
 There were a plethora
of documents on this
topic. We have
provided you with 13
documents.
 In a small group,
choose 9 documents to
use in the DBQ.
 Documents that present multiple




answers to this question;
Documents that 7th-12th grade
students could understand with
proper scaffolding.
Documents that are text based as
well as cartoons, pictures, charts
or graphs.
Parallel documents (or documents
that show different points of view
on the same subject)
Documents that have some
information (date, author, etc.) for
students to use to place it into
context
Choose Documents for the DBQ
 Your group can choose no more than 9 documents
to use in the DBQ: Evaluate the statement:
The explosion of the U.S.S. Maine caused
the United States to invade Cuba in 1898.
 On the back of each document you choose, write
A short description of why your group chose this
document.
 Any questions you have about that document for our
historian to answer.

 Make a pile of any documents you think are not at
all useful for this DBQ.
Share Out
What
documents did
your group
choose?
Why did you
choose them?
Do you have
any questions
for our resident
historian?
How would you answer this DBQ?
 Now that you have 9
documents for the DBQ,
use your buckets to link
common information
together.
 Write two different
thesis statements to
answer this question.
In other words, prove
that there is more than
one interpretation of
this DBQ.
AFTERNOON SESSION 2
CREATING A DBQ,
PART II
2:45-3:30
Formatting the DBQ
 Please refer to the Sinking of the Maine DBQ we created
for formatting tips:
Question (in the page header)
Source Number & Name of Source
Vocabulary and Definitions for Document
Document Note – Background Information
Document Itself
(If necessary for readability, add Document Text
and/or Captions.)
7. Source Information – Date, Author, Publisher, Etc.
8. Scaffolding Questions for Students to Answer
1.
2.
3.
4.
5.
6.
Compiling the DBQ Project
 Cover Page
 DBQ question
 Contact Information (your name(s) and email address)
 Historical Background Essay
 Documents (at least six primary documents along with
secondary documents; each on a separate page;
formatted with the 8 criteria)
 Assessment Directions (Assignment Sheet for Students)
 Rubric/Grading Criteria
 PLEASE CREATE A PDF FOR YOUR DOCUMENT BEFORE
EMAILING IT TO US TO MAINTAIN YOUR FORMATTING.
What is “argument” and how do we teach it?
 The natural inclination for all students (even in AP)




writing a DBQ is to make a list of documents and
facts.
An argument takes those facts, puts them together,
and demonstrates a way of thinking about their
relationship.
The bucket titles become the basis of your argument.
Use one of your group’s buckets about the football
game to write an argument about the documents
inside.
This would become one of your paragraphs.
A DBQ SHOULD REQUIRE STUDENTS TO…
 Analyze information from many sources and
synthesize the meaning of that information
 Take an informed stance
 Write a clear thesis
 Argue multiple points using specific evidence
 DOING ALL OF THIS WITHIN AN ESSAY IS
SUGGESTED, BUT AN ESSAY MAY NOT ALWAYS
BE THE BEST ASSESSMENT.
WITH A
PARTNER
FROM A
DIFFERENT
GRADE AND A
DIFFERENT
SCHOOL,
BRAINSTORM…
What
alternative
forms of
assessment
could students
use to answer
a DBQ?
ASSESSING THE DBQ: Group Discussion
 What is the best way to:
 Know students really learned about about the subject?
 Evaluate if they used evidence to make their arguments?
 Determine if their thesis is valid?
 How can we promote good writing in our
assessments?
 How can we provide good feedback without killing
ourselves? How can we make sure that students use
that feedback to better their writing/learning?
 What does MEANINGLESS assessment and
feedback look like? How can we get away from this?
BRAINSTORM
WHAT ARE THE KEY COMPONENTS
FOR A RUBRIC ON A DBQ?
WHAT DOES A TOP SCORE IN EACH
COMPONENT LOOK LIKE?
EACH GROUP WILL SHARE OUT THEIR
BRAINSTORMING LIST.
PLEASE FILL OUT THE
SATISFACTION SURVEY &
CHECK YOUR HOURS WITH SUE
MEETING/ASSIGNMENT
DATE/TIME/LOCATION
Saturday Dialogue: Social
Change & Film
Tomorrow – Nevada Museum
of Art
Art of Audubon
Thursday, January 13
4:00-6:00, NMA
Muckrakers: America’s Dirty
Laundry
Saturday, January 29
9:30-2:30
Email 6 primary sources and
scaffolding questions to Angela
Friday, February 18