Teacher Guidance (Student Packet begins on pg. 3) Summary: This Document-Based Question is paced over the course of 3 lessons. The MMA will be the DBQ essay that is submitted via Illuminate on Day 3. This Teacher Packet is intended to provide all the documents necessary and some guidance on how to facilitate the DBQ process. ● Day 1: Prompt Deconstruction and Document analysis ● Day 2: Structured discussion and essay outline. ● Day 3: Essay written in Illuminate Prompt: To what extent were the factors that led to the fall of the Han Dynasty and the Roman Empire similar? Teacher Pre-Work: ● ● ● ● ● Deconstruct the prompt to anticipate vocabulary struggles and brainstorm relevant outside information to aid students if they struggle in recalling information. Read, annotate, and draft exemplar main ideas for each document in the text set. Plan scaffolded text-dependent questions to guide students through document analysis, as needed. ○ RESOURCE: Sample Transferable Questions for Close Reading. If needed, adapt the texts for accessibility. ○ RESOURCE: Adapting Primary Sources for Struggling Readers Draft exemplar essay using the rubric. Highlight thesis, evidence, and line of reasoning. Understanding the DBQ Process: Step 1 - Understand the Prompt Purpose ● ● 2 - Brainstorm and Pre-Bucketing ● ● Facilitation Tips Clarifies the question - what are they being asked to do? Helps kids think thematically what is the big picture here? ● Recall prior knowledge in relation to the prompt’s topic. Organize their thoughts into general categories - how does this information relate to one ● ● ● Model prompt annotation for students. As a whole class, ask students to reword the prompt and clarify the task they are being asked to do. Think-Pair-Share for initial brainstorm. Record whole class brainstorm and have the class work together to group and categorize the information so ● another? Forms a general hypothesis to work with. ● ● 3 - Document Analysis ● ● Internalize document analysis habits to increase speed. Read like a detective & interrogate the document in relation to prompt. ● ● ● ● 4 - Document Bucketing & Thesis Development ● ● ● 5 - Talk it Out ● ● 6 - Write the DBQ ● ● ● Synthesizing learning from documents by categorizing them. Creates connections between prior knowledge and evidence from documents. Craft an argument in response to the prompt, knowing which topics will be used to prove their claim. ● Allows students to test out their thesis and determine holes within their arguments. Students are able to write better after verbalizing their thinking. ● Use written expression to support an argument. Promote full explanation of facts and document main ideas. Intended to be a rough draft [see rubric for expected length]. ● ● ● ● ● ● that all students are working with the same thematic ‘buckets’. Reteach as needed if students miss key points in relation to prompt. Generate hypothesis via whole class or within small group brainstorms Jigsaw documents with groups. Use Document Analysis Scaffold sheets (provided in Student Packet) as needed. Whole-class discussion on documents (read, think, discuss for each document before moving on). Gradual release of document analysis. Discussion on how chunks of documents relate/compare to one another. Explicitly model through a Think Aloud the bucketing process and creating an argument. Peer edit thesis statements. Encourage different document groups - there is not just one right answer to a prompt. Students can share their various groupings and explain their rationale to class. Structured Discussions: 4 Corners, Class Debate, Philosophical Chairs, Chalk Talk, etc. Peer edit thesis and outline. Provide outline for students to organize thoughts prior to writing. CER/ACE paragraph frames for students who need accommodations. Review exemplar with students prior to writing to identify key components and what they might look like. 6th Grade Social Studies Module 5: Decline of Empires Mid-Module Assessment Student Packet ENCLOSED TEXT SET: ● ● ● ● SOURCE A - Invasions of the Roman Empire Map, 350-476 CE SOURCE B - Sima Guang, The Chronicle of the Han, 1050, CE SOURCE C - Amnianus Marcellinus, Res Gestae, 350 CE SOURCE D - Sima Guang, The Chronicle of the Han, 1050, CE Prompt: To what extent were the factors that led to the fall of the Han Dynasty and the Roman Empire similar? Use knowledge from the time period and the documents below to support your answer. Use evidence from at least 2 of the documents provided. Part 1: Understanding the Prompt Read the prompt carefully. Circle terms that help you identify the topic and time period. 1. What is the question being asked by this prompt? Is there a certain task/skill you’re being asked to do (cause and effect; compare and contrast; change over time)? 2. What terms in the question need to be defined? 3. Rewrite the question in your own words. Part 2: Brainstorming and Pre-Bucketing Directions: In the space below, brainstorm and write down any information you remember about the prompt’s topic. Think of terms, events, people, places, etc! Now Organize Them! Look at the information you brainstormed and organize them into 2 categories. Place similar things together. Then label your bucket - what would that group of information be called? Bucket #1’s Name: Bucket #2’s Name: Information: Information: Part 3: Document Analysis Directions: Read each document carefully. Use the Document Analysis questions to help you interrogate the evidence and connect the document to the prompt! Source A Map of invasions during the end of the Roman Empire, 350-476 CE. Facts/Observations: What important information can I learn from this document? I SEE/READ - Write down ONE direct quote or observation from the document that gives you information that helps answer the DBQ question. Put the meaning of the quote into your own words. Your response should be at least one full sentence. Remember to include citation (Doc A) at the end. Inferences: What inference can I make from the fact above? I THINK - From the fact or observation above, what inference can you make? Your response should be at least one full sentence. Argument: How does this argument help answer the question? SO... - From the fact or observation above, how does this information help you answer the DBQ question? Your response should be at least one full sentence. Source B Excerpt from Chapter 54 of the Chronicle of the Han, written by Sima Guang in 1050 CE. Below, Guang recounts the letter of a governor from a Northern commandery to Emperor Ling around 190 CE. Lately, West of the passes they have suffered the ravages [destruction] of the Qiang barbarians [violent group], and even women and girls can carry a bow to fight and protect themselves. The barbarian men are feared throughout the empire… The Qiang and their fellow barbarians have evil hearts and the nature of dogs. They block trade and steal from our people. Our citizens cry out "Our wages have not been paid and the supplies have not come through. Our wives and children are hungry and cold.” Therefore, call the troops to send the barbarians away... Facts/Observations: What important information can I learn from this document? I SEE/READ - Write down ONE direct quote or observation from the document that gives you information that helps answer the DBQ question. Put the meaning of the quote into your own words. Your response should be at least one full sentence. Remember to include citation (Doc A) at the end. Inferences: What inference can I make from the fact above? I THINK - From the fact or observation above, what inference can you make? Your response should be at least one full sentence. Argument: How does this argument help answer the question? SO... - From the fact or observation above, how does this information help you answer the DBQ question? Your response should be at least one full sentence. Source C Excerpt from Res Gestae, written by Amnianus Marcellinus in 350 CE. Marcellinus describes the end of the reign of Roman Emperor Maximus in 238 BCE when he was assassinated by senators and corrupt praetorian guards. The scene was chaotic following the murder. 1 The people, disgusted with the corrupt guards, seized any tools they could find and made weapons. They assembled and went out to the praetorian [Emperor’s guards] camp, where they attacked the gates... The praetorians protected themselves behind their shields; wounding their attackers with arrows and long spears... 2 The people retreated in disorder, thinking that the few praetorians would not dare to pursue so large a mob. But the praetorians now threw open the gates and gave chase. They slaughtered many citizens… Facts/Observations: What important information can I learn from this document? I SEE/READ - Write down ONE direct quote or observation from the document that gives you information that helps answer the DBQ question. Put the meaning of the quote into your own words. Your response should be at least one full sentence. Remember to include citation (Doc A) at the end. Inferences: What inference can I make from the fact above? I THINK - From the fact or observation above, what inference can you make? Your response should be at least one full sentence. Argument: How does this argument help answer the question? SO... - From the fact or observation above, how does this information help you answer the DBQ question? Your response should be at least one full sentence. Source D Excerpt from Chapter 54 of the Chronicle of the Han, written by Sima Guang in 1050 CE. Guang describes the history of Emperors Ling and Huan around 157-189 CE. During the reign of the advisors were greedy and lawless, and the consequences [of their abuse of power] were felt both at the capital and in the provinces [states]. At the time, unworthy men gained advancement through flattery; wealth and property were misused, and every day the influence of government was brought further into decline. The governor of Jiuzhen commandery in the north was greedy and oppressive and acted without restraint [control]. Farmers struggled to pay the increasing taxes. They could not feed their families. Men of the county joined forces with the local barbarians to make a rebellion, and they attacked the governor and killed him. They gathered together as many as four or five thousand men. In the summer, they went on to attack the capital of Jiuzhen. An official law ordered the Commander of Jiuzhen to attack the rebels and destroy them. Facts/Observations: What important information can I learn from this document? I SEE/READ - Write down ONE direct quote or observation from the document that gives you information that helps answer the DBQ question. Put the meaning of the quote into your own words. Your response should be at least one full sentence. Remember to include citation (Doc A) at the end. Inferences: What inference can I make from the fact above? I THINK - From the fact or observation above, what inference can you make? Your response should be at least one full sentence. Argument: How does this argument help answer the question? SO... - From the fact or observation above, how does this information help you answer the DBQ question? Your response should be at least one full sentence. Part 4: Document Bucketing and Thesis Development Directions: Look over all your documents and organize them into your final categories. Write a final bucket name and place the letters of the documents in the buckers where they belong. It is O.K. to put a document in more than one bucket. Remember, your buckets are going to become your body paragraphs. Bucket #1’s Name: Bucket #2’s Name: Information: Information: Documents: Documents: Thesis Directions: On the chicken foot below, write your thesis and your road map. Your thesis is always an opinion and answers the Prompt. The road map is created from your bucket labels and lists the topic areas you will write about in order to prove your thesis. Thesis: [Double click on the image above in Google Docs to add your answers] Part 5: Class Discussion Notes Prompt: To what extent were the factors that led to the fall of the Han Dynasty and the Roman Empire similar? Use knowledge from the time period and the documents below to support your answer. Use evidence from at least 2 of the documents provided. Directions: Throughout the class discussion, use the following spaces to jot down notes based on the claims & evidence your classmates share. Part 6: DBQ Outline Paragraph 1 - Introduction Background - What was going on in history around the time of this prompt? Restate the Prompt as a sentence - Use #3 from Part 1 Understanding the Prompt. Thesis and Roadmap - Use answers from chickenfoot in Part 4. Paragraph 2 - Body Paragraph Claim - What is Bucket #1 proving? Evidence - What documents or facts support the claim? Reasoning - How does the evidence connect to the thesis? Paragraph 3 - Body Paragraph Claim - What is Bucket #1 proving? Evidence - What documents or facts support the claim? Reasoning - How does the evidence connect to the thesis? Part 7: DBQ Rough Draft Prompt: To what extent were the factors that led to the fall of the Han Dynasty and the Roman Empire similar? Use knowledge from the time period and the documents below to support your answer. Use evidence from at least 2 of the documents provided. 6th Grade - DBQ Outline Rubric 1st Argument Reasoning/Claim 1 2nd Argument Reasoning/Claim 2 Strand Points Thesis Sentence: ❏ Provides clear, defensible interpretation that directly answers the prompt. ❏ Includes a line of reasoning (preview of 2 reasons an argument is true). ____/2 Text Evidence: (maximum 1 required). ❏ Accurately paraphrases or describes the main idea/claim of the document to support the thesis. ____/1 Outside Evidence: ❏ Explain how/why one example of Specific Factual Information, not directly mentioned in the document, supports the line of reasoning. ____/1 Text Evidence: (maximum 1 required). ❏ Accurately paraphrases or describes the main idea/claim of the document to support the thesis. ____/1 Outside Evidence: ❏ Explain how/why one example of Specific Factual ____/1 Information, not directly mentioned in the document, supports the line of reasoning. TOTAL OUT OF 6 FEEDBACK: Strengths - Keep doing this! FEEDBACK: Growth Area - Focus on this next time!
