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Democratizing the DBQ A System-wide Approach to Historical Thinking f or Social Studies and CCSS. Presented by: Angela Orr, Nicolette Smith, Katie Anderson, Kristin Campbell. Please fill out the pre-survey. Introductions. Essential Question & Objectives.
for Social Studies and CCSS
Angela Orr, Nicolette Smith, Katie Anderson, Kristin Campbell
How can we help all students gain important content knowledge through the analysis of primary and secondary sources in document based questions?
The Consortium is committed to using evidence-centered design (ECD) in the development of an assessment system. As a part of this design, Smarter Balanced established four “claims” regarding what students should know and be able to do to demonstrate readiness for college and career in the domain of ELA and literacy.
*one per school / make copies of what you will be using
Step 1:Engaging the students – The Hook
Step 2:Building Context – The Background Essay
Step 3: Clarifying the Questions – Defining Key Terms
Step 4:Understanding the Documents – Close Analysis
Step 5:Grouping the documents – Bucketing
Step 6: Writing an Informational or Argumentative Essay
Step 7: (optional) Discussion
Costs of the Project
Benefits of the Project
If you lived in 1956, would you have supported this government project to build interstate highways?
Why is it important to look at major projects with a cost-benefit analysis?
How can we use this idea to answer our DBQ question: The Great Wall of China: Did the benefits outweigh the costs?
EQ: How can we help ALL students begin the DBQ with basic background knowledge?
Identify the analytical categories that develop your answer to the question. Insert evidence from the documents into each category or bucket.
According to a letter written by Chao Cuo in 169 BCE, “The Xiongnu live on meat and cheese, wear furs, and possess no house or field.” (Doc. B)
Adapted from UNC at Chapel Hill College of Arts and Sciences Writing Center
Weak use of evidence
Today, we are too self-centered. Most families no longer sit down to eat together, preferring instead to eat on the go while rushing to the next appointment (Gleick 148). Everything is about what we want.
Stronger use of reasoned evidence
Today, Americans are too self-centered. Even our families don't matter as much anymore as they once did. Other people and activities take precedence. In fact, the evidence shows that most American families no longer eat together, preferring instead to eat on the go while rushing to the next appointment (Gleick 148). Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity.
Why is this a weak use of evidence? Discuss with the people next to you.
Adapted from Indiana University Writing Center
CCSS: Research Based Discussion Methods (starts January 27 – four Monday afternoons) OR sub day on 2/4 or 3/4
6th grade Social Studies: A Primer
(starts February 3 – four Monday afternoons)
CCSS: Argumentative Writing (March 11 – sub day)
DBQ Follow-Up Course (1/2 day sub on 4/25, morning or afternoon)