DBQs What the heck are they?

DBQ – what are they? A DBQ: Is a Document Based Question Is based on your knowledge of history Requires you to analyze and interpret different types of primary source documents (for example, it can include pictures, maps, and diary entries) Requires you to use critical thinking skills to answer a higher level thinking question

Why on earth would we want to do this? Intensive History students have chosen this class because they value education, want to be informed citizens, and enjoy history; so you should expect more from me, just as I expect more from you “Horace Mann once observed that “habit is a cable; we weave a thread of it each day, and at last we cannot break it.” During the late 20th century, researchers began to identify characteristics of effective thinking, successful people, and intelligent behavior. Arthur L. Costa and Bena Kallick, in their book, Learning and Leading with Habits of Mind (2008) identified 16 of the attributes humans display when they behave intelligently. Earlier versions of this research suggested there were seven habits of mind, but now, Costa and Kallick are inviting others to identify Habits of Mind they may have overlooked. The core values of The DBQ Project correspond to many habits of mind.” ( 10/16/2014. The following examples are from the same website.) 10/16/2014

Examples of these ‘Habits of Mind’ Persisting: Stick to it! Persevering in a task through completion; remaining focused; looking for ways to reach your goal when stuck; not giving up. – Reading primary and secondary sources to find an answer to a question is not easy! Finding “answers” requires students to make inferences and find patterns among sources. Writing a DBQ is not easy either. Using sources as evidence can be challenging and deciding how to word an answer to a central question requires imagination. DBQ Project DBQs give students an opportunity to practice persistence. Because the task is challenging and requires many steps, a student can only be successful if he persists.

Another Habit of Mind supported by DBQ Thinking About Your Thinking (metacognition): Know your knowing! Being aware of your own thoughts, strategies, feelings, and actions, and their effects on others. – Practicing The DBQ Project Method encourages students to recognize that there are strategies to employ when analyzing documents and writing argument essays. Central to this is understanding the difference between evidence and argument. Our Elements of a Proficient Essay Outline helps students identify the characteristics of a good paragraph so they can recognize and discuss strong writing when they see it or do it.

And one more…. Thinking Flexibly: Look at it another way! Being able to change perspectives, generate alternatives, consider options. – Most DBQ Project documents based questions promote controversy. Reading and using multiple sources to answer a question infuses each lesson with multiple perspectives and pushes students to think flexibly. Since students are discussing documents and the ways in which they might answer a broad historical question, they must weigh options and acknowledge various perspectives before arriving at their own.

And a few more – without the wordy explanations Managing Impulsivity: Take Your Time! Thinking before acting; remaining calm, thoughtful and deliberative. Taking Responsible Risks: Venture Out! Being adventuresome; living on the edge of your competence; trying new things constantly. Creating, Imagining, and Innovating: Try a different way! Generating new and novel ideas, fluency, originality. Finding Humor: Laugh a little! Finding the whimsical, incongruous, and unexpected; being able to laugh at yourself. Remaining Open to Continuous Learning: I have so much more to learn! Having humility and pride when admitting you don’t know; resisting complacency.

The Basic Process 1. Documents to be analyzed 2. Rough Draft – a plan for the…. 3. Final copy - ESSAY

Analyzing Documents 1. Read the source and answer the questions – Make sure to answer each document’s questions in complete sentences that restate the question. Do not begin with she, he, it, they, that, or because! 2. Jot down in the margins any outside information you already have about the era/people/related events (brain dump) Do Handout #1

Rough Draft: Document Groups 1. What is “the big question”? What main question are you supposed to answer? Determine 3 ways to answer the question with the document – Group the documents into 3 groups Let’s look at the handout! (#2) Ruff Ruff!

Rough Draft - Thesis Practice writing Thesis – Handout #3 Use your document groups to develop your thesis A good thesis statement needs a little more to make a well developed introductory paragraph – so what does that look like?

Kinda like this:

Rough Draft-Thesis Now re-write your thesis using the triangle method

Rough Draft – developing the body You have grouped the documents You have written a thesis statement and introduction with the thesis to answer the question, based on the grouped documents Guess what happens next? Body paragraphs #1, 2, and 3! Let’s look at handout #5

Rough Draft-conclusion Finally – the conclusion paragraph! Starts with a restatement of your original thesis (not in exact words) – Summarize the key idea of your arguments Explain why the question is important – Today? – Why do we need to remember it?

Final Copy Typed, 12 point Times New Roman font, one inch margins, double spaced spell checked proof read