+

Leadership Conference2012

Analysis to Argument: The Anatomy of the

DBQ

+The Agenda

What is a DBQ?

Why?

The experience

Resources available to us

+What’s old, is new!

“21st century learning” skills were critical for success 100 years ago, are critical for success today, and will be critical for success in the future.

+Critical Thinking+Communication+Collaboration+Creativity

+THINK!

What makes a fulfilling career?

Why do we teach?

Play Passion Purpose

+What is a DBQ?

Ask students to take positions on issues or problems and support their conclusions.

Teach students to write effectively!

LET THEM ARGUE!

+What is a DBQ?

Focus on critical thinking skills and ask students to make comparisons, draw analogies, apply knowledge to the given data, and require students to apply historic analysis.

?

A Glimpse into the Classroom…

+Dialogue With a Partner

What 21st Century skills were evident in the video?

Were passion, play, and purpose evident in the video?

+The Issue @ Hand

What students lackResearch Skills

Specific Instruction and Practice in Researching

Critical Reading and Thinking Skills

+Standards Based

+Why should we teach with documents?

Experience

Practitioner

High-order ThinkingPedagogy

Multiple Perspectives

+How do documents enhance learning and skill development?

Analyze Evaluate Create

In the end: students develop confidence in their ability to acquire knowledge.

+How do we address student needs?

Scaffolding

Quantity

Vocabulary

Differentiate!

+Assessment

Document Analysis (formative)

Student writing (formative and summative)

Performance assessment (summative)

+Collaboration

Students

CLT

Interdisciplinary

Team-teaching

+Implementation @ LJMS

• Intro• Implementation09-10

• Civics CLT• Development10-11

• Further Development• US History CLT11-12

+Implementation @ LJMS

• Develop + Implement DBQ Action Plan• 2 Common DBQs per

grade level• Writing Portfolios• CLT Norming

12-13

+The Digital Classroom

“The fun and the adventure of learning is in the hunt: finding as many pieces as possible, sorting them out, and building defensible patterns of evidence” (November, 2001)

+The Digital Classroom

Purpose

Passion

Play The freedom to play

Understand the importance of risk-taking

+Anatomy of a DBQ

The question

The documentsscaffolding questionsAnalyze, organize, and pull out

evidence

The essayUse the documents and background

knowledge to answer the question

+The Process (DBQ Project)

The Hook Exercise

The Background Essay

The Analytical Question and Pre-Bucketing

Document Analysis

Bucketing

The Analytical Essay

+The Hook Exercise

Get students interested in the unit/topic

Introduce a critical thinking skill

Best done with partners or groups

+The Background Essay

Provides historical context and background information for the DBQ

Levels the playing fieldEnsures that all students have a basic

working knowledge

Good chance to review vocabulary

+Analytical ? And Pre-Bucketing

Students restate question to show understanding

Define key terms…make sure that all students use the same definition of key terms in the Analytical ?

Pre-Bucketing…predict (based on doc titles, background essay, ?) categories for the docs

+

Re-enlist Reason #1

Re-enlist Reason #2

Re-enlist Reason #3

Predict bucket categories based on analytical ? And document titles

Pre-bucketing

+Document Analysis

Model and CoachScaffolding ?sMake notes in the marginsDocument Analysis Sheet

Students present documentsGroup students with like document

4 brains better than 1

+BucketingLess threatening term than “placing in

analytical categories”

The visual is key to writing a thesis statement, setting up, and organizing an essay

Typically 3 buckets for this style of DBQWhy?....each bucket becomes a body

paragraph…add and intro and conclusion, and you have a nice 5-paragraph essay!

+

Sick and dead men

means well men must

fight

The Committee

of Congress gives me

hope

We are not a nation of

summer soldiers

A B D

Bucketing

+The Analytical Essay

Sounds scary eh? The key is organization!

Several options to get students organized…The Chicken FootEssay Outline

+

Question or ThesisMain Idea #1

Main Idea #2Main Idea #3

The Chickenfoot

+

I will re-enlist because

Sick and dead men

means well men must

fight! The committee of Congress gives me hope

We are not a nation of

summer soldiers!

The Chickenfoot

+Resources Available

Mini-Qs in American History, World History, and CivicsFrom the DBQ Project

www.dbqproject.com

+MS Social Studies Blackboard

A TON of primary sources are available for each grade level.

While these are not organized into a DBQ it is a good source for

creating your own!

+HS Blackboard

For every HS social studies course as well!

Library of Congresswww.loc.gov

National Archiveswww.archives.gov

+www.digitalvaults.org

+www.myloc.gov

+www.primarysourcelearning.org

+Dialogue Discussion

What components did you see in this project to enhance critical thinking skills of students?

How can I take this back to my school + teams?

Where would we start?

+For More Info

Ross Bosse -- rjbosse@fcps.edu

Training DatesDBQ Project In-service (mid-October)

Get a binder!Advanced Academic Seminars (Dec 6)

Follow-up; next steps