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

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

FCAT 2.0 Types of Reading Texts Types of Literary TextTypes of Informational Text Fiction Short Stories Poetry Historical fiction DBQs Fables make these Folk tales, tall tales types of texts Legends accessible and Myths relevant to Fantasy students Drama Excerpts from longer works Nonfiction Biographical & autobiographical sketches Diaries, memoirs, journals & letters Essays (personal and classical narratives) Critiques Primary Sources/Nonfiction Historical documents (e.g., Bill of Rights) Essays (e.g., informational, persuasive, analytical, historical scientific) Letters, journals, diaries Secondary Sources/Nonfiction Magazine articles Newspaper articles Editorials Encyclopedia articles Functional Materials Consumer documents (e.g., warranties, manuals, contracts, applications) How-to articles Brochures, flyers Schedules Web pages

Based on Florida’s Grade American History standards Civil War and Reconstruction through Present Questions based on historical documents will be included Multiple choice only, multiple forms to be given Entirely computer based, except for students with pertinent IEPs or 504 plans Florida’s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

How The DBQ Project DBQs Meet the Common Core Standards The DBQ Project DBQs and MiniQs TM integrate skills with content in history. Historical content is embedded in a pedagogy called The DBQ Method TM that helps students learn to read, think and write.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.

LCS Teaching American History District-Wide findings for students who completed 3 DBQs prior to 2011 FCAT 2011 FCAT Results 4 th grade5 th Grade Students Scores CompletersNon-completersCompleters Non-completers FCAT Reading 81.4 % at level 3 or above 66.2% at level 3 or above 83.2% at level 3 or above 67.4% at level 3 or above Florida Writes 90.6% at level 4 or above 65.7% at level 4 or above n/a

© 2010 Learning Sciences International

© 2010 Learning Sciences International

© 2010 Learning Sciences International

© 2010 Learning Sciences International

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?

1.Number Paragraphs (Understand essay structure and text preview) 2.Marking the Text /Interacting with the text 3.Read aloud (Model Fluency) 4.Think aloud (Model thought process) 5.Word Parts (prefix, suffix, root words) 6.Context Clues 7.Words with Multiple Meanings 8.Building Academic Vocabulary (5 words per week)

Reason #1 Reason #2Reason #3

© 2010 Learning Sciences International

A The Cartoonist Winsor McCay Anti-Prohibition x Early 1930s Uncle Sam holding hands with organized crime All are happily stepping over the Depression Storm clouds brewing in background Uncle Sam representing prohibition US gov’t and organized crime are on the same side of prohibition (both are for it) Bad guys are not being affected by Depression US law of Prohibition is helping organized crime. The American people wouldn’t have liked the gov’t (laws) making organized crime prosperous while the people were suffering through Great depression. ??????

© 2010 Learning Sciences International

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1 Crime EconomicsEnforcement and Respect for Law A EC B D

America appealed prohibition because of crime, concerns over enforcement and respect for the law, and economics.

© 2010 Learning Sciences International

© 2010 Learning Sciences International