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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. Review of The DBQ Project’s core beliefs Walk through the binders 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.com www.dbqproject.com

  2. Session Overview • 1. Review of The DBQ Project’s core beliefs • Walk through the binders • 3. Examine The DBQ Project’s method • 4. The Lake County Story

  3. 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.

  4. A Walk Through the Binders Mother Q vs. Mini Q Extended Version (EV) vs. Clean Version (CV) Right Side vs. Left Side Teacher Toolkit

  5. 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)

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

  7. The DBQ Project Method Step 2:The Background Essay Building context Time, place and story

  8. 1) 5) 2) 6) 3) 4) 7)

  9. B S B U S S B

  10. What words would you choose from this essay to teach one or more of the following? Word Parts Context Clues Idioms or Figurative Language

  11. Word Parts: Counter/parts Word Parts: “Commun/ism” Figurate Language: “iron curtain”

  12. The DBQ Project Method Step 2:The Background Essay Literacy Strategies • Building Academic Vocabulary (5-10 words per week) • Number Paragraphs (Text preview) • Coding the Text (i.e. Strengths/Weaknesses) • Read aloud (Model Fluency) • Think aloud (Model thought process) • Word Parts (prefix, suffix, root words, compound words) • Context Clues (Signal Words & Multiple Meanings Words) • Idioms/Figurative Language

  13. The DBQ Project Method Step 3: Clarifying the Question

  14. The DBQ Project Method Step 3: Clarifying the Question Part One: Defining Key Terms Part Two: Identifying the Task

  15. Pre-bucketing Example #1 Example #3 Example #2

  16. 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?

  17. The DBQ Project Method Step 4: Close Analysis Understanding the Documents “I Do”

  18. Document Analysis • What do you see? • Where did it come from? • What does it mean? • Inferences • Main idea • How does this help answer the question?

  19. D Various Sources Cuban Missile Crisis Map and Timeline Post 1963 Various x None • US aids in Bay of Pigs invasion of Cuba • Soviets installs missiles in range to hit most of eastern U.S. • U.S. quarantines Cuba • Soviets pull Missiles out and U.S. pulls missiles out of Turkey • Soviets don’t want another Bay of Pigs invasion • US and Soviets almost have military conflict over Cuba • Compromise was found One example of containment occurred when the U.S. forced the Soviet Union to pull its missiles out of Cuba in 1963. Cuban Missile Crisis almost ended in war Cuba

  20. The DBQ Project Method Step 4: Close Analysis Understanding the Documents “We Do”

  21. The DBQ Project Method Step 4: Close Analysis Working with Cooperative Groups • Everyone has a role with responsibilities • Clear Procedural Directions • Strict Time Limits • Circulate

  22. The DBQ Project Method Step 4: Close Analysis Understanding the Documents “You Do”

  23. 1 The DBQ Project Method Step 5: Grouping the documents PostBucketing A B C Strengthen Democracies Waging Proxy Wars Arms Race

  24. 1 The DBQ Project Method Step 5: Grouping the documents PostBucketing D C B The Berlin Airlift Cuban Missile Crisis The Korean War

  25. The DBQ Project Method Step 6: Writing From Thrash Out to Essay

  26. The DBQ Project Method Step 6: Writing the Berlin Airlift, Containment is clearly demonstrated in the following events: the Korean War, and the Cuban Missile Crisis.

  27. The DBQ Project Method Step 6: Writing The Thrash Out Discussion Question(s): How can debate enhance the writing process?

  28. The DBQ Project Method Step 6: Writing Elements of a Proficient Essay Discussion Question(s): What is the difference between a persuasive essay and an argumentative essay? EVIDENCE

  29. The DBQ Project Method Step 6: Writing Elements of a Proficient Essay Discussion Question(s): What is the difference between a topic sentence and a baby thesis? CLAIM

  30. The DBQ Project Method Step 6: Writing From thrash-out to essay Citation • In document D, Thomas Paine makes it clear that we must not be “summer soldiers.” • Thomas Paine stated in The American Crisis that the British felt they had the right to tax the colonists. • “What we obtain to cheap, we esteem too lightly” (Doc. D).

  31. 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? Whose POV are the students supposed to address?

  32. The DBQ Project Method Step 6: Writing Elements of a Proficient Essay Discussion Question(s): What does ARGUMENT look like? EXPLAINS HOW EVIDENCE TIES BACK TO BABY THESIS

  33. DBQ Reflection: Student Essays How will your teachers provide formative feedback to advance their students’ writing?

  34. 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

  35. FCAT 2.0 Types of Reading Texts

  36. 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

  37. 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.

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

  39. Questions? • Jackie Migliori • jackie@dbqproject.com

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