Transcript Vietnam & the media

VIETNAM & THE MEDIA
A SATURDAY DIALOGUE
BACKGROUND
PAPER FOR
YOUR DBQ
Brainstorm with
someone next to you:
What questions do you
still have about the
research paper?
THE BACKGROUND PAPER
• 3-5 pages
• Introductory paragraph about your topic which
explains the information you will cover in the paper
• If you have writer’s block, think about it like this…
• 2nd paragraph may synthesize what your textbook says
about your topic.
• Then, your subsequent paragraphs will be based upon what
you have learned in your research that is NOT in the
textbook. You could brainstorm these paragraphs by
making a list of everything cool you’ve learned from your
historical sources.
• Conclude your paper by describing a new
perspective on this topic gained by your research.
• Include a bibliography. (Just secondary sources)
DOS & DON’TS
Do…
Don’t…
• Cite all ideas that are
not your own, even if
it’s not a direct quote.
• Make note of areas
where historians may
differ in their
interpretations.
• Use active voice.
• Use footnotes.
• Include a bibliography.
• Write in 1st person.
• Use passive voice.
• Freak out. If you have
a question, let us know.
See page 8 in your packet.
VIETNAM DBQ
ROUNDTABLE BRAINSTORM SESSION
VIETNAM WAR DBQ
LOOK & THINK
TABLE TALK
• What were your favorite
sources from Tom’s
lecture? Why?
• Peruse the two DBQs on
Vietnam.
• Review: What makes a
good DBQ question?
• What kind of DBQ
question would work best
with students?
• What documents would
help answer this
question?
• What types of
background would
students need to answer
this DBQ?
• What documents stand out
to you?
• Which documents are
most student friendly?
• What type of DBQ question
would you want students
to consider regarding
Vietnam?
REMINDERS FOR MAKING YOUR DBQ
OVERARCHING
DBQ QUESTION
• It is rooted in the big
picture of what you care
about kids knowing.
• The language of the
question specifically
explains what it is you
want students to do.
• Does not have one right
answer.
SCAFFOLDING QUESTIONS
FOR SOURCES
• Figure out what it is that
you want students to
know about the
document, then write
scaffolding questions that
get students to that
understanding.
• Start with literal (LOTS)
questions. Include some
MOTS and one HOT or
two. Remember, you
can make a high level
question multiple choice
if that will help students.
Yay!
Grade
level
groups!
1:00-2:30 WORK TIME
• For questions on your background paper, please put
your name on the board, and Tom will make time to
speak with you.
• Move to grade level groups. As a group, complete the
following activities in the following order:
1. Peer review one another’s overarching DBQ question.
2. Hand over your DBQ question and documents to a
group member. This person should make sure that
students could answer the question (in more than one
way) with the documents provided.
3. Help identify important vocabulary words.
4. Begin writing LOTS, MOTS, & HOTS for your primary
sources. Collaborate when necessary.
• Ask Sue or Angela or look at pgs 3-5 in packet.
What do you
need in order to
use the next 30
minutes of
precious time as
wisely as
possible?
1:40 – STOP & REFLECT
WITH WHAT ARE YOU STRUGGLING? HOW CAN WE HELP?
UPCOMING DATES
COHORT
VERTICAL TEAM
• February 19 – email all
DBQ sources with
questions to Sue
• March 18 – email rough
draft of background
paper to Tom
• April 2 – Saturday
Dialogue: Nevada in the
Media
• April 5, 6, or 7 – Writer’s
Workshop
• May 20 – DBQ project
due (see pgs 6-7 in
packet for formatting)
• February 24 – all day VHT
meeting
• March 11 – email all DBQ
sources with questions to
Sue
• March 25 – rough draft of
research paper due to
John
• April 2 – Saturday
Dialogue: Nevada in the
Media
• April 28 – final DBQ
project due (see pgs 6-7
in packet for formatting)
PLEASE FILL OUT THE
SATISFACTION SURVEY
H A V E A G R E A T WE E K E N D !