Transcript THE TEAM DBQ PROJECT

THE DBQ PROJECT
Independent Reading (IR4)
*APUSH test is on Wednesday May 15,
2013 @ 8 am
the goal
That APUSH students:
• have a better understanding of what a
document based question involves
• be better prepared for the DBQ section of
the AP test
the objective
• Working independently, APUSH students
will create an authentic practice DBQ on a
significant topic (i.e.. relevant to AP exam),
• Probably, but not necessarily derived from
their independent reading and research
(IR1-3)
REQUIREMENTS
• DBQ packet is worth
200 points,
• due Friday March 1 ,
2013 (end of week
#12)
the DBQ packet
1.
2.
3.
4.
5.
6.
introduction and
explanation of why
topic/issue is significant
in US history
Question directions and
prompt
8-10 documents
(properly formatted)
“customized” scoring
rubric (1-9)
fact sheet (outside
information)
Completed model essay
the document based question
must...
• require students to
practice the analytical
skills of a historian
• capture the/a central
issue of the topic
• incorporate standard
DBQ language
*Analyze…Discuss..Evaluate
…Examine…
* In what ways and to what
extent…
* Assess the validity of…
* Defend the statement...
Standard DBQ language
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Analyze…
Discuss…
Examine…
Evaluate…
In what ways and to what extent…
Assess the validity of the statement…
Compare and contrast…
DBQ Example 1
1. “The Articles of Confederation provided
the United States with an effective
government.” (S - situation)
Using the documents and your knowledge
of the time period 1781 to 1789 (T - time
period), assess the validity of the statement
(D - direction).
Example 2
1. To what extent did the American
Revolution fundamentally change
American society?
Using the documents and your knowledge
of the time period 1775-1800, be sure to
address the political, social, and economic
effects of the revolution.
Example 3
1. “From 1781 to 1789 the Articles of
Confederation provided the United States
with an effective government.”
Using the documents and your knowledge
of the time period, evaluate this statement.
Example 4
1. Jacksonian Democrats viewed themselves as the
guardians of the United States Constitution,
political democracy, individual liberty, and
equality of economic opportunity.
In light of the following documents and your
knowledge of the 1820s and 1830s, to what
extent do you agree with the Jacksonians’ view
of themselves?
Example 5
1. “By the 1850s the Constitution, originally
framed as an instrument of national unity, had
become a source of sectional discord and tension
and ultimately contributed to the failure of the
union it had created.”
Using the documents and your knowledge of the
period 1850 – 1861, assess the validity of this
statement.
IR4.2 Log
1. Name/president
2. Draft DBQ prompt in TWO parts
(S, D, and T)
3. Document evidence – minimum of 3
•Primary versus secondary docs?
•Original source of info being discussed
• a document or recording that relates or
discusses information originally presented
elsewhere
•Sources for docs????????/
the documents
• 8-10 documents
• must include at least
one
– political cartoon,
poster, or ad
– narrative, or quote
– graph, map, or chart
• 25 lines/200 words
max
the documents continued...
• properly formatted
– source (who, when,
where, what)
– framed
the documents must...
• illustrate some aspect of the topic/issue
• add insight and outside information to the
topic/issue
• a document must not tell a student what to
think, only what to think about.
rubric and fact sheet
• rubric with 1-9 scale
– configured specifically
for your DBQ
– (teacher will provide
example)
• fact sheet of all
information relevant to
the topic/issue