The DBQ Project
The DBQ Project and
Common Core:
A System-wide Approach to Historical Thinking and
Evidence-based, Argument Writing
Chip Brady, Co-founder, The DBQ Project
chip@dbqproject.com
dbqproject.com
Overview / Agenda
• The DBQ Project—History/Philosophy (5 mins)
• Lessons from the DBQ front—what are we
learning out there (5)
• DBQ Project Materials—quick overview (5)
• Questions Part 1 (5)
• A Walk Through the DBQ Project Method (15)
• Going System-wide—Some Suggestions (10)
• Questions Part 2 (10)
DBQ Project—Who? What?
• Chip Brady, Phil Roden—Co-founders, Co-authors
• Professional Development Leadership Team:
• Mollie Hackett
• Beth Montgomery
• Jackie Migliori
• Amie Polcaro
We work with districts nation-wide to embed our
instructional strategies into a systemic, evidencebased writing program, grades 3-12.
History and Philosophy of The DBQ Project
• If it’s good enough for AP, why not everyone?
• Evanston Township HS origins
• Teachers are experts—provide them with
multiple options of support and a clear
instructional frame and turn them loose.
• Sustained Professional Development is what
makes the difference.
1. All students need to learn how to think.
2. Learning to think requires practice.
3. Clear thinking is hard work.
4. Thinking is clarified by writing.
5. Thinking is for everyone.
News from the DBQ Front
• Over 1000 workshops in the past 5 years
• Teachers are in a tough spot
– Which master to I respond to?
– I’m clear on the standards, but what about the
scaffolding needed to get my students there—the
“how” is often missing in PD
– Admin and budgets often do not allow for multiyear, sustained PD
Suggestions From the DBQ Front
• Beware the “Common Core Test Prep” trap Emphasize
– deep, inquiry-based, content-rich instructional models that
emphasize writing
– Remember “rigor” is a wonderful and dangerous word
• Help districts by emphasizing:
– Site-based coaching
– Vertical dialogue around skills, skills, skills
– Paradigm instructional shifts take time
– Be hopeful—we are.
• Say Loudly and often…
– “Common Core and other State efforts that increase standards
will fail without History/Social Studies taking the lead!!”
– C3 framework makes the case!!
DBQ Project Materials
Mini-Q vs Mother-Q
Mini-Q’s
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Between 4-6 documents per unit
Two versions: clean vs enhanced
Enhanced version has lots of
scaffolding embedded in student
materials
Document excerpts are short
and to the point
Due to the small number of
documents, buckets are a little
more self-evident
Hook activity embedded in
student materials
Norming essays provided
Mother-Q’s
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Two versions: short vs long
Short version has between 8-12
documents
Long version has up to 18
documents
Document excerpts can be a
little longer
Scaffolding support provided in
the “Teacher’s Toolkit”
The larger number of documents
makes the bucketing process
more complicated
Hook activity provided in the
“Teacher’s Toolkit”
Sample Unit: How Did the Renaissance Change Man’s View of the World?
Enhanced Version vs. Clean Version
Will either say
“EV” or “CV”
Questions? Part 1
The DBQ Project Method
Step 1: Engaging the students – The Hook
Step 2: Building Context – The Background Essay
Step 3: Clarifying the Questions – Defining Key Terms
Step 4: Understanding the Documents – Close Analysis
Step 5: Grouping the documents – Bucketing
Step 6: Writing – From thrash-out to essay
Sample Unit: Valley Forge: Would You Have Quite?
Left Side: Teacher’s Page
Right Side: Student Page
Step 1: The Hook
-
An interested student
has a better chance of
succeeding with a DBQ.
-
Every unit starts with a
brief activity intended to
pique student curiosity
and activate their prior
knowledge.
Step 2: Background Essay
- Students come to the
classroom with varying
levels of understanding and
knowledge.
- The Background Essay
ensures that all students
have enough historical
context to engage in
meaningful exploration of
the documents.
- Teachers also need to be
thoughtful about where in
their unit of study they
place the DBQ.
Step 3: Understanding the
Question
- To ensure success, students
need to clearly understand
what is being asked of them.
- Take the time to go over the
nature of the question and
any key terms.
- Establishing a reading
purpose helps with reading
comprehension.
Quit
Reason
#1
Stay
Reason
#2
Reason
#3
The Documents: Enhanced Version
Types of Documents
Document Analysis Organizer
The DBQ Project Method
1 Day
Step 1: Engaging the students – The Hook
Step 2: Building Context – The Background Essay
1-3 Days
2-3 Days
Step 3: Clarifying the Questions – Defining Key Terms
Step 4: Understanding the Documents – Close Analysis
Step 5: Grouping the documents – Bucketing
Step 6: Writing – From thrash-out to essay
Step 4: Close Reading of the Documents
Best Practice: Gradual Release Model
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Model
Guided Practice
Reciprocal Learning/Collaboration
Individual Application
Habits of Document Analysis
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Source the Document
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Note the Note
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Backdrop the Doc
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Closely Read the Body of the Document
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Make meaning of the Document
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Use the Document to Answer THE QUESTION
Step 5: Grouping the Documents, “Bucketing”
Teacher Page
Student Page
Step 6: Writing: “The Scary Transitions”
Located inside the Enhanced Version
Located inside the “Teacher’s Tool Kit”
Additional Supports
Calibrated essays at 3 different levels
of proficiency
- Located in the Enhanced Version
Essay Rubric
-Located in the “Teacher’s Tool Kit”
System-wide Implementation
• Social Studies has a problem…
• Need a vehicle for vertical skill development
• Key to any system-wide Social Studies effort:
– Emphasis on key historical thinking and writing skills
– Common structure that becomes increasingly complex
as students move up the ladder
– Teachers must have time to talk about student work and
ask big questions like:
• When should I remove supports?
• What does good argument look like in an essay?
grade 4, 6, 11?
Sample Document:
Valley Forge: Would You Have Quit?
Common Core Standards Addressed (Reading Standards)
1) Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific
textual evidence… to support conclusions drawn from
text.
2) Determine central ideas or themes of a text and
analyze their development the key supporting
details and idea.
3) Delineate and evaluate the argument and specific
claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of
the evidence.
4) Interpret words and phrases as they are used in a text…
and analyze how specific word choice shape meaning
or tone.
6) Assess how point of view or purpose shapes the
content and style of a text.
Writing Standards:
1) Write arguments to support claims in an analysis of
substantive topics or texts suing valid reasoning and
relevant and sufficient evidence.
Sample Mini-Q:
Going from Single Document to Synthesizing Multiple Documents
Common Core Standards Addressed
(In addition to the aforementioned)
Reading Standards
7) Integrate and evaluate content presented in diverse
formats and media, including visually, and quantitatively,
as well as in words.
9) Analyze how two or more text address similar themes or
topics in order to build knowledge or to compare the
approaches the authors take.
Language Standards
4) Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context
clues
5) Demonstrate understanding of figurative language, word
relationships and nuances in word meanings.
6) Acquire and use accurately a range of general academic
and domain-specific words and phrases…
Writing
Because students are reading for the purpose of writing,
several writing standards are also addressed in this step
of the DBQ process. Subsequent slides will address writing
standards.
Sample Essay Outline:
Supporting students through the Writing Process
Common Core Writing Standards Addressed
1) Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and
relevant and sufficient evidence.
2) Write informative/explanatory texts to examine and
convey complex ideas and information clearly and
accurately through the effective selection,
organization, and analysis of content.
4) Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience.
5) Develop and strengthen writing as needed by
planning, revising, editing, rewriting…
7) Conduct short as well as more sustained research
projects based on focused question, demonstrate
understanding of the subject under investigation.
8) Gather relevant information from multiple… sources,
assess the credibility and accuracy of each source and
integrate the information while avoiding plagiarism.
9) Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Final Thoughts and Questions
The DBQ Project and the
Common Core:
A System-wide Approach to Historical
Thinking and Writing
Chip Brady, Co-founder, The DBQ Project
chip@dbqproject.com
www.dbqproject.com