1. “BUT THE TEXTBOOK SAID” BRINGING MULTIPLE PERSPECTIVES TO ELEMENTARY CLASSROOMS

2. WHO WE ARE NICOLETTE SMITH, KRISTIN CAMPBELL, ANGELA ORR

3. WASHOE COUNTY SCHOOL DISTRICT SOCIAL STUDIES  Early implementer of CCSS  American Radio Works Documentary  Fordham Foundation Report  35 Core Advocates for Student Achievement Partners  Center for American Progress Report  20 close read lessons available on www.acheivethecore.orgwww.acheivethecore.org  Nevada Ready Campaign  Grassroots effort to begin with teachers and develop own resources (not a top- down approach)  Focus on close reading, argumentative writing, document based questions, research- based discussion methods

4. WHAT IS A DBQ? Document-based questions (DBQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records. A DBQ asks students to read and analyze historical records, gather information and fill in short scaffolding response questions, assimilate and synthesize information from several documents, and then respond (usually as a written essay) to an assigned task, by using information gleaned from the documents as well as their own outside information. DBQs help students compare and contrast issues from differing perspectives, reconcile differing positions, evaluate the strength of particular arguments, provide authentic opportunities at a high level of thinking, and develop life skills.

6. OUR BACKGROUND WITH DBQS  Democratizing the DBQ in grades 6-12 (for all students)  DBQ Project Resources (www.dbqproject.com)www.dbqproject.com  5 th grade can do this, too!  What about 4 th graders?  Oh, heck! Let’s do this from K-12.

7. ELEMENTARY SAMPLE DBQS: SMALL GROUP DISCUSSION Grade 3 Communities & Grade 5 Expansion of Suffrage Skim the DBQ. What skills are students practicing? How do these questions engage students in the text? How do these questions support historical thinking?

8. O.U.T. S (A LOT LIKE DBQS)  http://www.dailymotion.com/video/x2z1271 http://www.dailymotion.com/video/x2z1271 Recipe for an OUT: 1. Start with a dollop of the textbook. 2. Spice it up with multiple perspectives. 3. Thicken the plot with new details. 4. Sprinkle in related sources. 5. Slowly add questions and allow to simmer. 6. Serve over discourse.

9. TEXT DEPENDENT & SPECIFIC QUESTIONS Text Dependent Questions Require students to answer using evidence from the text; cannot be answered without reading the text Text Specific Questions Require students to delve into the particular complexities of the text at hand; are based solely on that text, not generalizable (e.g. NOT “What are the main idea and details of the text?”).

10. WORKING THROUGH AN EXAMPLE OUT W HY IS IT SO IMPORTANT TO TAKE ON THE ROLE OF STUDENT IN THIS EXERCISE?

11. OUT – MOUNTAIN MEN Mountain Men Mountain men were trappers who often spent long periods of time hunting in the mountains. They lived off the land, finding their food and shelter in the mountains and deserts of the West. Mountain men often hunted where Indian tribes lived. Many of them became friendly with native people. Sometimes they traded food and supplies with each other. Some mountain men even joined native tribes and married Indian women. But many native people didn’t like trappers. They saw them as invaders of the land. This caused many problems between the mountain men and Indian tribes. Some of these problems turn into battles that later became legends of the West. The Rendezvous Each year mountain men, friendly Indians, and trappers came together for a rendezvous. Rendezvous is a French word that means “a place and time of meeting.” A rendezvous was like a long, wild party. The men played games and competed in contests. They raced to see who could eat cooked buffalo intestine the fastest. They even shot cups of whiskey off of one another’s heads to prove their bravery. Gambling games were popular with both trappers and Indians. Trappers loved to bet on all kinds of things, from foot races to horse races. They especially liked playing the Indian hand game. Sometimes a rendezvous lasted an entire week. After most their money was spent, trappers went back to their work in the mountains for another year. The mountain men of the West and their yearly rendezvous soon became legends in American history. From the 4 th grade Nevada history textbook

12. ORIGINAL QUESTIONS FROM THE NEVADA BOOK  What do you think trappers wrote in their journals about the yearly rendezvous?  What was the yearly mountain man meeting called?

13. TEXTBOOK AS SOURCE A (TEACHER DEVELOPED QUESTIONS) What do you learn about the lifestyle of mountain men from paragraphs 1-2? Which word would you use to describe the relationship between native people and mountain men: friendly, violent, complicated? (Circle one. In the space below, provide three pieces of evidence from the text for your answer.) Which modern activity best resembles a mountain man rendezvous: birthday party, family reunion, state fair, other? Why? What evidence from the text supports your answer?

14. SOURCE ANALYSIS IN GROUPS OF THREE/FOUR  Source B – Secondary source by a historian (provides background; skip for time)  Source C – Primary source, journal  Source D – Secondary source, portrait  Source E – Secondary source by a historian (provides background to expand textbook; skip for time)  Source F – map (visual representation of routes; skip for time)  Source G – Primary source, journal  Source H – Secondary source, painting (contests previous source; skip for time)

18. REFLECTION  How could DBQs/OUTs be implemented in your curriculum?  What additional resources and learning would you need to implement DBQs/OUTs?  How do DBQs/OUTs support historical thinking, disciplinary literacy, and civic dispositions?

19. WWW.PROJECTTAHOE.ORG We offer training to Districts to support teacher learning and District creation around DBQs and OUTs. Kristin Campbell kcampbell@washoeschools.net @writeously Nicolette Smith nsmith@washoeschools.net @Sahoneybadger Angela Orr aorr@washoeschools.net @AngelaOrrNV

20. WWW.63000RESOURCES.COM K-3 Samples Based on Core Knowledge Curriculum

21. SessionDateTimeRoom “But the Textbook Said”: Bringing Multiple Perspectives to Elementary Classrooms 11/13/15 10:05-10:55Room 213 Celebrating Human Rights through Meaningful Discussion in an Accelerated Classroom 11/13/15 11:10-12:00#219 New Perspectives on the Faces of the Holocaust (poster presentation) 11/13/15 2:15-3:05Exhibit H B Heightening Visual Literacy: Using Art as Text in U.S. History 11/13/15 5:30-6:20R03 Creating Global Citizens through Current Events and Civil Discourse 11/14/15 9:05-9:55 #226 Student Citizens Conceptualize Revolution with Concept Claim Cards 11/14/15 10:10-11:00 #228 Wish your Students had Inquiring Minds: Try Question Quads! 11/14/15 2:40-3:30Room R01 What makes people bad? Violations of Human Rights and the psychology behind them. 11/14/154:50-5:40#228