Democratizing the DBQ A System-wide Approach to Historical Thinking and Writing in Grades 4-12

1. Democratizing the DBQA System-wide Approach to Historical Thinking and Writing in Grades 4-12 Beth Montgomery beth@dbqproject.com www.dbqproject.com

3. 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 • Assess how point of view or purpose shapes the content and style of a text. 10) Read and Comprehend complex literary and informational text independently and proficiently. Writing Standards: 1) Write arguments to support claims in an analysis of substantive topics or texts suing valid reasoning and relevant and sufficient evidence.

4. Sample Mini-Q: Going from Single Document to Synthesizing Multiple Documents Common Core Standards Addressed (In addition to the aforementioned) Reading Standards • 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.

5. 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.

6. Elements of a Proficient DBQ Essay

7. “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.

8. Getting a Handle on Body Paragraphs Argument Thesis & Baby Thesis Evidence • Developing Argument means: • Engaging in analytical thinking. • Clarifying your thinking. • Showing the reader how the evidence supports the baby thesis/thesis. • Thoroughly explaining your thinking. • Being concise and exact with your language.

9. Final Thoughts Over the past fifteen years, a great deal of attention as been devoted to the reform of history teaching. Although advocates of reform come from a variety of backgrounds, most share a belief that students’ encounters with history should center on the process of historical interpretation… [Students] should understand the relationship between historical evidence and the construction of accounts – both their own and those of others. From: “Why Don’t More History Teachers Engage Students in Interpretation?” By Keith C. Barton and Linda S. Levstik