Democratizing the DBQ
A System-wide Approach to Historical Thinking
and Writing in Grades 4-12
Beth Montgomery
beth@dbqproject.com
www.dbqproject.com
Core Beliefs of the DBQ
Project
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.
Elements of a Proficient DBQ Essay
Introduction
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• Baby Thesis
• Evidence with Citation
• Argument
Body
Paragraphs
Conclusion
Grabber
Background (time, place, story)
Restatement of the Questions
Definition of Key Terms
Thesis and Roadmap
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Restatement of Thesis
“Although” Statement
Main Argument that Trumps “Although” Statement
Explanation of why the question is important
DBQ Curriculum Materials
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
Quick Literacy Strategies
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Number paragraphs/get organized
Pre-teach Vocabulary: prefixes, roots
Context Clues
Idioms or figurative language
Read Aloud/Think Aloud
Habits for Analyzing Documents
• Source the document
• Note the Note
• Closely Read the Document
– Be a detective: interrogate the document
– Pause, think, discuss the document
• How does it answer the question?
– Which words or phrases carry the most punch?
• Check for Understanding (use EV)
Bucketing
• Give Students the Bucket Titles (easiest)
– They fill the buckets
• Give student filled buckets (a challenge)
– They find the bucket titles
• Give students no hints (most challenging)
– They act as detectives to fill buckets and identify
the analytical category
How Can We Get Students Past the
SCARY Transition?
THRASH OUT!
Rules of Thumb:
IF there are only two main sides, thrash out
BEFORE you bucket.
IF there are more than two sides, bucket and
THEN thrash out!
Elements of a Proficient DBQ Essay
Introduction
•
•
•
•
•
• Baby Thesis
• Evidence with Citation
• Argument
Body
Paragraphs
Conclusion
Grabber
Background (time, place, story)
Restatement of the Questions
Definition of Key Terms
Thesis and Roadmap
•
•
•
•
Restatement of Thesis
“Although” Statement
Main Argument that Trumps “Although” Statement
Explanation of why the question is important
Sample Document:
Valley Forge: Would You Have Quit? (Enhanced Version)
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 meaning
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.
Things to Remember
Teaching Students to Read
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Teaching Writing
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Questions? Comments?
Beth Montgomery
beth@dbqproject.com
720-878-5078
www.dbqproject.com
“In a persuasive essay, you can select the
most favorable evidence, appeal to
emotions, and use style to persuade your
readers. Your single purpose is to be
convincing”… Argument, on the other
hand, is mainly about logical appeals and
involves claims, evidence, warrants,
backing, and rebuttals…”
From: Teaching Argument Writing
By George Hillocks, Jr.
What Caused the Salem Witch Trial Hysteria?
Mini-Q vs Mother-Q
Mini-Q’s
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Hook activity embedded in
student materials
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
Norming essays provided
Mother-Q’s
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Hook activity provided in the
“Teacher’s Toolkit”
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
Say Something
• With your partner, decide who will say something first.
• When you say something, do one or more of the following:
– make a prediction
I think that… I wonder if …
– ask a question
Why did … what does … mean?
– make a comment
This is important because … This is interesting because …
– make a connection
This reminds me of …
– clarify something you had misunderstood
I originally thought that… but now I think
• If you can’t do one of those five things, then you need to
reread.