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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 Review of The DBQ Project’s core beliefs Walk through the binders

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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. The Lake County Story • Review of The DBQ Project’s core beliefs • Walk through the binders • 4. Examine The DBQ Project’s method • 5. 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. FCAT 2.0 Types of Reading Texts

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on Florida’s Grade 9-12 American History standards Civil War and Reconstruction through Present Questions based on historical documents will be included Multiple choice only, multiple forms to be given Entirely computer based, except for students with pertinent IEPs or 504 plans

  6. 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 Historical content is embedded in a pedagogy called The DBQ MethodTM that helps students learn to read, think and write.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.

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

  8. 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.

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

  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 Reflection Question(s): What is the appropriate amount of time to spend on the hook activity? (keep the goal in mind)

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

  14. The DBQ Project Method Step 2:The Background Essay Literacy Strategies 1. Vocabulary Instruction How do you choose vocabulary to explicitly teach with this DBQ? How many vocabulary terms should you choose? What direct strategies would you use to teach this vocabulary? How would you implicitly reinforce this vocabulary and teach additional vocabulary?

  15. The DBQ Project Method Step 2:The Background Essay Literacy Strategies 1. Vocabulary Instruction • Between 5-10 words • Necessary for text comprehension. • Academic Vocabulary • Common to unit of study

  16. The DBQ Project Method Step 2:The Background Essay Literacy Strategies What pre reading strategies could you use to warm up the students to reading the text?

  17. 1) 6) 2) 7) 11) 3) 8) 9) 4) 10) 5)

  18. The DBQ Project Method Step 2:The Background Essay Literacy Strategies 2. Numbering Paragraphs • Mark the text • Review of text structure (what constitutes a paragraph) • Previews the text • Point of reference (allows to find specific words or text for during and after reading discussions).

  19. The DBQ Project Method Step 2:The Background Essay Literacy Strategies 3. Coding the Text What are some ways students could code this text in order to aid in their comprehension of the text?

  20. C = Con P = Pro N=Neutral

  21. C P C P N C P P P N P

  22. The DBQ Project Method Step 2:The Background Essay Literacy Strategies 4. Read Aloud 5. Think Aloud

  23. The DBQ Project Method Step 2:The Background Essay Literacy Strategies • 6. Word Parts • Affixes (prefixes and suffixes) • Root Words: Teach Latin and Greek roots words. Teach those roots words that are most commonly found in social studies courses. • Compound Words: These words are best taught as they arise during class.

  24. The DBQ Project Method Step 2:The Background Essay Literacy Strategies 7. Context Clues: Context clues can be used to help students decipher meaning of an unknown word by using other words, and punctuation surrounding the unknown word. Signal words, phrases or punctuation can give clues as to a words’ meaning. For example, commas that appear after nouns or proper nouns can signal a definition to the word. Example: ”It was a time known as PaxRomana, the time of Roman peace.”

  25. The DBQ Project Method Step 2:The Background Essay Literacy Strategies 7. Context Clues: Multiple meaning words can also be deciphered by placing them in context. The teacher pulls out a multiple meaning word such as “sacked” and has students give as many definitions as they know for the word. By then replacing the word in the text with these meanings, the class works until they find one definition that make sense within the context.

  26. The DBQ Project Method Step 2:The Background Essay Literacy Strategies 8. Idioms/Figurative Language Idioms: fixed expression with nonliteral meaning example: “kick the bucket” or “wild goose chase” Figurative language: Figurative language is a word or phrase that departs from everyday literal language for the sake of comparison, emphasis, clarity, or freshness. Metaphors and similes are the most common Example: “Rome had developed a soft belly.”

  27. Word Parts: Compound word “Overthrown” Context Clues (“In other words,”) Context Clues: “(to keep information…)

  28. 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

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

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

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

  32. The DBQ Project Method Step 3: Clarifying the Question (continued) Part Two: Identifying the Task Discussion Question(s): What is the question asking your students to do? How would they know that?

  33. Pre-bucketing For Compulsory Voting Against Compulsory Voting Reason #3 For/Against Compulsory Voting Reason #1 For/Against Compulsory Voting Reason #2 For/Against Compulsory Voting

  34. The DBQ Project Method Step 3: Clarifying the Question (continued) Predicting Increase Voter Turn Out Everyone has a say It is a citizen’s duty No one can complain

  35. 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?

  36. 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?

  37. Document Analysis • What do you see?

  38. Document Analysis 2. Where did it come from?

  39. Primary Source Primary Source

  40. F Political Science Magazine /local newspaper 1924/2010 Aaron Lijphart/Joe Heller x Political Scientist/Political Cartoonist • “likely to arouse an intelligent interest” • Cartoon depicting poor conditions of school that doubles as voting precinct • People voting referendum to repair schools

  41. Document Analysis 3. What does it mean?

  42. F Political Science Magazine /local newspaper 1924/2010 Aaron Lijphart/Joe Heller x Political Scientist/Political Cartoonist Voting would force people to learn about issues • “likely to arouse an intelligent interest” • Cartoon depicting poor conditions of school that doubles as voting precinct • In cartoon, People voting referendum to repair schools Cartoon literally showes people facing issues as a direct result of the action of voting By requiring people to vote we are educating them on the issues

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