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Democratizing the DBQ A System-wide Approach to Historical Thinking and Writing in Grades 4-12

Democratizing the DBQ A System-wide Approach to Historical Thinking and Writing in Grades 4-12. Jackie Migliori jackie@dbqproject.com www.dbqproject.com. Session Overview 1. The Lake County Story 2. Review of The DBQ Project’s core beliefs 3. Examine The DBQ Project’s method

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Democratizing the DBQ A System-wide Approach to Historical Thinking and Writing in Grades 4-12

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  1. Democratizing the DBQA System-wide Approach to Historical Thinking and Writing in Grades 4-12 Jackie Migliori jackie@dbqproject.comwww.dbqproject.com

  2. Session Overview • 1. The Lake County Story • 2. Review of The DBQ Project’s core beliefs • 3. Examine The DBQ Project’s method • 4. Practice scoring student essays

  3. The Lake County Story • Located in Central Florida • One of Florida’s fastest growing counties with a 38% increase in population since 2000 • Approx. 40,000 students • 47% Overall poverty rate • Free and reduced lunch rate ranges from 53-88% • 26 Elementary Schools • 10 Middle Schools • 8 High Schools • Recipient of 2006, 2007 & 2009 TAH grant awards • Race to the Top participating district

  4. Differentiation:Reaching All Learners • Scaffolded support is provided to differentiate the learning process • Different levels of Document Analysis Sheets • Scaffolded questions for document analysis • Mini Qs – Extended Version v. Clean Version • Mother Qs – Short Version v. Long Version • Different levels of Guided Essay Forms

  5. FCAT 2.0 Types of Reading Texts

  6. Florida’s United States History End-of-Course Examination Based on Florida’s Grade 9-12 American History standards Civil War and Reconstruction through Present Questions based on historical documents will be included Multiple choice only, multiple forms to be given Entirely computer based, except for students with pertinent IEPs or 504 plans

  7. How The DBQ Project DBQs Meet the Common Core Standards The DBQ Project DBQs and MiniQsTM integrate skills with content in history. Historical content is embedded in a pedagogy called The DBQ MethodTM that helps students learn to read, think and write. As a result, our lessons address most all of the common core standards in reading, writing, speaking and listening, and several standards in language. The DBQ Method helps students read with understanding, think critically, and write clearly about history.

  8. LCS Teaching American History District-Wide findings for students who completed 3 DBQs prior to 2011 FCAT

  9. The DBQ Project’s Core Beliefs All students need to learn how to think. Learning to think requires practice. Clear thinking is hard work. Thinking is clarified by writing. Thinking is for everyone.

  10. The DBQ Project Method Step 1:The Hook (Engaging the students) Step 2:The Background Essay (Building Context) Step 3: Clarifying the Question (Defining Key Terms & Pre-bucketing) Step 4: Close Analysis (Understanding the Document ) Step 5: Grouping the Documents (Post-Bucketing) Step 6: Writing (From Thrash-out to Essay)

  11. The DBQ Project Method Step 1:The Hook Engaging the students

  12. The DBQ Project Method Step 1:The Hook Engaging the students Discussion Question(s): What is the appropriate amount of time to spend on the hook activity?

  13. The DBQ Project Method Step 2:The Background Essay Building context Time, place and story Discussion Question(s): What literacy strategies would you implement in order to make the text accessible to your students?

  14. The DBQ Project Method Step 2:The Background Essay Literacy Strategies Discussion Question(s): How would you choose the 5 academic vocabulary words to explicitly teach with this DBQ? What strategies could you incorporate in order to achieve this? How else might you teach academic vocabulary implicitly?

  15. The DBQ Project Method Step 2:The Background Essay Literacy Strategies • Number Paragraphs (Understand essay structure and text preview) • Marking the Text /Interacting with the text • Read aloud (Model Fluency) • Think aloud (Model thought process) • Word Parts (prefix, suffix, root words) • Context Clues • Words with Multiple Meanings • Building Academic Vocabulary (5 words per week)

  16. The DBQ Project Method Step 3: Clarifying the Question Defining Key Terms Discussion Question(s): What words/terms/phrases do you think your students would struggle with understanding?

  17. The DBQ Project Method Step 3: Clarifying the Question (continued) Pre-bucketing Discussion Question(s): What is the question asking your students to do? How would they know that?

  18. The DBQ Project Method Step 3: Clarifying the Question (continued) Pre-bucketing Reason #1 Reason #2 Reason #3

  19. The DBQ Project Method Step 4: Close Analysis Understanding the Documents Discussion Question(s): How could the gradual release process afford students the opportunity to discover evidence on their own? What would clear procedural directions look like?

  20. The DBQ Project --New Civics Mini-Qs • What are the Most Important Traits of a Good Citizen? • The Declaration of Independence: What Ideals do You Value Most? • The Preamble and the Federal Budget: How Would You Slice the Pie? • Not in My Water! Federalism and Control of Natural Resources • How Does the Constitution Guard Against Tyranny? • When Should Schools Be Able to Limit Students’ Online Speech? • Search and Seizure Case Study: Did the Government Go Too Far? • The American Jury System: Is it Still a Good Idea for the 21st Century? • Would America be Better Off if Voting Was Mandatory? • Campaign Propaganda: What Strategies Would You (the Candidate) Use? • Should the Electoral College Be Abolished?

  21. A Federalist Papers #51 1788 James Madison x x Federalist -Wanted strong central government • Power doesn’t lie in one gov’t or branch of gov’t • Central gov’t has power to operate • State gov’ts have power to many make own decisions • Central gov’t and states shared some powers • Central gov’t and states had some separate powers • Madison said that there would be two gov’ts and separate branches in each gov’t • This is called federalism Federalism protects against tyranny by providing a structure by which power is shared by state and federal gov’ts and between branches within those gov’ts Federalism provides protection from strong central gov’t ??????

  22. 1 The DBQ Project Method Step 5: Grouping the documents PostBucketing C D A A B C C D B Separation of Powers Checks and Balances Small and Large States Federalism

  23. The DBQ Project Method Step 6: Writing From thrash-out to essay federalism, separation of powers, The Constitution guarded against tyranny by establishing checks and balances, and small and large states representation.

  24. The DBQ Project Method Step 6: Writing From thrash-out to essay The Thrash Out Discussion Question(s): How can debate enhance the writing process?

  25. The DBQ Project Method Step 6: Writing From thrash-out to essay Elements of a Proficient Essay Discussion Question(s): What is the difference between a persuasive essay and an argumentative essay?

  26. The DBQ Project Method Step 6: Writing From thrash-out to essay Point of View Discussion Question(s): How can you help your students use point of view effectively within their essay?

  27. Questions? • Jackie Migliori • Jackie@dbqproject.com

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