1. A SATURDAY DIALOGUE VIETNAM & THE MEDIA

2. Brainstorm with someone next to you: What questions do you still have about the research paper? BACKGROUND PAPER FOR YOUR DBQ

3. THE BACKGROUND PAPER 3-5 pages Introductory paragraph about your topic which explains the information you will cover in the paper If you have writer’s block, think about it like this… 2 nd paragraph may synthesize what your textbook says about your topic. Then, your subsequent paragraphs will be based upon what you have learned in your research that is NOT in the textbook. You could brainstorm these paragraphs by making a list of everything cool you’ve learned from your historical sources. Conclude your paper by describing a new perspective on this topic gained by your research. Include a bibliography. (Just secondary sources)

4. DOS & DON’TS Do… Cite all ideas that are not your own, even if it’s not a direct quote. Make note of areas where historians may differ in their interpretations. Use active voice. Use footnotes. Include a bibliography. Don’t… Write in 1 st person. Use passive voice. Freak out. If you have a question, let us know. See page 8 in your packet.

5. VIETNAM DBQ ROUNDTABLE BRAINSTORM SESSION

6. VIETNAM WAR DBQ LOOK & THINK What were your favorite sources from Tom’s lecture? Why? Peruse the two DBQs on Vietnam. What documents stand out to you? Which documents are most student friendly? What type of DBQ question would you want students to consider regarding Vietnam? TABLE TALK Review: What makes a good DBQ question? What kind of DBQ question would work best with students? What documents would help answer this question? What types of background would students need to answer this DBQ?

7. REMINDERS FOR MAKING YOUR DBQ OVERARCHING DBQ QUESTION It is rooted in the big picture of what you care about kids knowing. The language of the question specifically explains what it is you want students to do. Does not have one right answer. SCAFFOLDING QUESTIONS FOR SOURCES Figure out what it is that you want students to know about the document, then write scaffolding questions that get students to that understanding. Start with literal (LOTS) questions. Include some MOTS and one HOT or two. Remember, you can make a high level question multiple choice if that will help students.

8. 1:00-2:30 WORK TIME For questions on your background paper, please put your name on the board, and Tom will make time to speak with you. Move to grade level groups. As a group, complete the following activities in the following order: 1.Peer review one another’s overarching DBQ question. 2.Hand over your DBQ question and documents to a group member. This person should make sure that students could answer the question (in more than one way) with the documents provided. 3.Help identify important vocabulary words. 4.Begin writing LOTS, MOTS, & HOTS for your primary sources. Collaborate when necessary. Ask Sue or Angela or look at pgs 3-5 in packet. Yay! Grade level groups!

9. 1:40 – STOP & REFLECT WITH WHAT ARE YOU STRUGGLING? HOW CAN WE HELP? What do you need in order to use the next 30 minutes of precious time as wisely as possible?

10. UPCOMING DATES COHORT February 19 – email all DBQ sources with questions to Sue March 18 – email rough draft of background paper to Tom April 2 – Saturday Dialogue: Nevada in the Media April 5, 6, or 7 – Writer’s Workshop May 20 – DBQ project due (see pgs 6-7 in packet for formatting) VERTICAL TEAM February 24 – all day VHT meeting March 11 – email all DBQ sources with questions to Sue March 25 – rough draft of research paper due to John April 2 – Saturday Dialogue: Nevada in the Media April 28 – final DBQ project due (see pgs 6-7 in packet for formatting)

11. PLEASE FILL OUT THE SATISFACTION SURVEY HAVE A GREAT WEEKEND!