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Copy of DBQ - Presentation

Overview of the DBQ Process

Mickey Ebert

on 23 February 2013

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Transcript of Copy of DBQ - Presentation

Minding your DBQ's DBQs measure students' knowledge, their intellectual habits, and whether they can apply those skills to new information. DBQs are really nothing new. When you show students an illustration and ask them, "What's going on in this picture?" you're asking for a scaffolded response - a big part of the DBQ process. Students need to learn how to think.

1. Learning to think requires practice.
2. Clear thinking is hard work.
3. Thinking is clarified by writing.
4. Thinking is for everyone. BIG QUESTION - Do you think you can teach middle schoolers to think? For your classes, I recommend the following sequence for a first DBQ experience:

Day One: Hook Exercise, Background Essay discussion, and modeling document analysis.
Day Two: Analysis and discussion of documents.
Day Three: Analysis and discussion of documents.
Day Four: Writing Workshop Day—students might write essays at home that night or come in with an outline and write in class on Day five.

As the year progresses and students become more familiar with the process, fewer class periods will be needed. Basic Skills reinforced by the DBQ:
Writing an Essay Special emphasis on the Learning Process 2 A high-school level DBQ typically has two parts

. Part A has students
examine six to eight documents on a particular theme and answer
questions about each document. Known as "scaffolded" questions,
they are designed to build a foundation for a response to the essay question that follows in

Part B, has students
incorporate documents and outside knowledge into their response. The best way to understand the DBQ process is to create your own practice questions. Charts, graphs and maps are commonly used documents. Work with them often so students
will know how to extract needed information.

Social studies textbooks and workbooks are good sources of short quotes, charts, political
cartoons and maps. Have students individually "brainstorm" the topic, writing down as many facts as they can
recall. If they do this before reading the documents, it can help them integrate their own
knowledge with info drawn from the documents.

C Make connections to outside historical information
Students need to attach their outside information to the information presented in the documents. Step Five Brainstorm the topic or era. Write down key facts about the topic.
This encourages students to get down all of their “outside knowledge” before even seeing the documents. Step Three The historical background is followed by the task. The task explains to students what their final essay must be about.

Students must be taught to “break down” the task, as it may include multiple parts or requirements. This portion of the assessment again requires students to analyze a series of documents. The documents are provided to help scaffold students’ background before writing the document-based essay. The number of documents typically can range from 4 – 9. The document are all related to the one another or the task.
Each document is followed by a series of questions. The questions are intended to build in difficulty, some requiring outside knowledge. Scaffolding Questions The constructed response portion of the test requires students to analyze a series of documents and answer several questions for each document. The questions are intended to build in difficulty, some requiring outside knowledge.
On this portion of the assessment, the documents are not related to one another. They can include a variety of document types. Constructed Response The ABC’s of the DBQ… Restate the thesis and summarize major points Write a Conclusion According to the rubric, students must use “one more than half” of the documents presented.
The preferred method for citing documents is parenthetically (Document 3) or simply by referring to information in the documents and implying their use.
Avoid the list-like approach of, “In Document 3,” etc…
Outside knowledge should be incorporated where appropriate to support the piece Using the Documents Develop information citing supporting evidence from the documents and outside historical knowledge:
Provide evidence: details, specifics, examples and reasons
List facts: dates, events, numbers, persons, places
Address all elements of the question
Make transitions
Use a varied sentence structure: simple, compound and complex Write the Body Paragraphs Multiparagraph Papers Include Five elements…
An introductory paragraph with a thesis statement and projected plan
Organizational information created by blocking out and creating informal outlines
Transition topic sentences that introduce the key ideas supporting the thesis statement
Examples and evidence that elaborate on the key ideas introduced in the transition topic sentences
Conclusion that refocuses the reader’s attention on the thesis statement Multiparagraph Expository Writing… Using a Graphic Organizer… Read and analyze the documents:
Highlight (underline) key words
Make margin notes
Look at the author and when it was written
Point of view
Purpose of the document
Frame of reference
Type of document Step Four Step One
Read the question and highlight (underline) action words. Determine required tasks. Identify key: words, eras, names, issues or categories Five-Step Model for
Prewriting the Essay Most of the writing that students will be asked to do in school and in the workplace will be expository.
Expository writing teaches writers to think clearly and logically.
Expository writing helps students learn content.
Expository writing prepares students to give speeches and oral presentations.
Learning to write clear paragraphs, reports and essays gives students confidence.
Learning to write clear paragraphs, reports and essays helps students perform better on writing assessments.
Mastering expository writing helps students be productive citizens who are able to take an active
role in community affairs.
Why Do We Need to Teach Expository Writing? Students need to understand that the writing they must produce for a DBQ essay is somewhat different than the writing required in ELA or for creative purposes.
When I write a story (narrative), I need a beginning, middle and an end. But papers that share information (expository) have introductions, body paragraphs (development and explanation) and conclusions. DBQ Writing is Different… The document based question begins by providing students with a historical background. This background “sets the stage” for the documents students will analyze and the task which they will write about.
The historical background may be paraphrased in the students’ introduction, but should not be copied. Historical Background Graphs
Eyewitness accounts
Historical passages What types of documents are used? A document-based essay question measure the ability of students to work with multiple perspectives on social studies issues.
Examine 6 to 8 sources on a particular historic theme or issue
Respond to questions following each document
Incorporate documents and outside knowledge into an essay response What is a DBQ? Write an introductory paragraph or thesis statement:
A thesis statement is just like the topic sentence you write when you write a paragraph. The purpose of a thesis statement is to identify the topic (the reason for writing) and the position (what you plan to prove or explain). This statement controls the rest of the paper. Writing the Essay “Break down” the task and consider all parts of the question.
Create a visual representation to highlight each portion of the task (e.g. a web or outline) Step Two Rubrics! Read and analyze passages, charts, graphs, cartoons, and other visuals
Comprehend, evaluate and synthesize the information into a coherent package

DBQs assess both content and skills while incorporating higher order thinking The DBQ represents “real world” or authentic assessment in that students: <iframe src="http://www.slideshare.net/slideshow/embed_code/7454734" width="427" height="356" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC;border-width:1px 1px 0;margin-bottom:5px" allowfullscreen webkitallowfullscreen mozallowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="http://www.slideshare.net/weigansm/thesis-statements-7454734" title="Thesis statements" target="_blank">Thesis statements</a> </strong> from <strong><a href="http://www.slideshare.net/weigansm" target="_blank">weigansm</a></strong> </div> In DBQ essays, avoid "absolute" words and
phrases, such as always, never, every or all. Encourage the use of transitional words and
phrases, such as however, still and furthermore. Make sure students remember the introduction and conclusion. When rushed, they tend to
leave out conclusions. During practices, give struggling students a chance to earn extra credit, perhaps by having
them submit a chart or graphic organizer based on the DBQ they were asked to answer. Before a practice essay, have students circle or underline the "must-haves" in every
document-based essay: the document references, the student's own knowledge, and the
thesis, which should be part of every paragraph. http://www.slideshare.net/slideshow/embed_cide/7454734
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