A. Lesson : Student created DBQ
Students will be able to create a DBQ question and provide outside sources (primary and secondary) to be used in answering the question.
B. NCSS Standards
II.a: Students will demonstrate an understanding of how different people may describe the same event or situation in diverse ways, citing reasons for differences in views.
II.c: Students will compare and contrast differing stories or accounts of past events, people, places, or situations, identifying how they contribute to our understanding of the past.
II.d: Students will be able to use various sources for reconstructing the past such as documents, letters, diaries, maps, textbooks, photos and others.
C. CC Standards:
9-10. RH.2: Determine the central ideas or information of a primary or secondary source.
D. Materials/Resources/Research Sites http://www.archives.gov/ http://www.loc.gov/index.html
http://newfirstsearch.oclc.org/ http://www.law.ou.edu/hist/ http://historycentral.com/documents/worldstage.html
Document analysis sheets
E. Introduction: Students will be asked to generate a list of historical questions based from any time or place in history. The questions must be open ended, that is, they cannot be answered with a simple “yes” or “no” answer. The questions must be arguable and might have more than one way to answer the question. The class will discuss ways to answer the questions.
F. Procedure : Students will be assigned this project at the start of the 4 th quarter. They may do the project individually or with 1 partner. There are three steps to the project:
Step 1: Generate a question.
Students will have one week to submit their question for approval by the instructor.
Step 2: Research documents that could be used to answer the question.
Students will have five weeks to work on the research. All research will be done outside of class. A list of possible research sites will be provided.
Step 3: Analyze the documents using the appropriately analysis form
Step 3: Compile the documents into a file.
H. Closure: Well use a Socratic circle to debrief the assignment the day the assignments are due.
General like/dislike the project
Most/least valuable aspect
One thing they learned by doing this project
I.: Formative Assessment: Completion of project.