Pairing Primary Sources with DBQs

1. Pairing Primary Sources with DBQs Terry Gano, Auburn High School terry.gano@rps205.com Debra Dew, Rockford College ddew@rockford.edu Social Studies Summit Rockford College October 29, 2011

2. Session Overview Defining DBQs Why Use DBQs? Defining Primary Sources Why Teach with Primary Sources? Analyzing Primary Sources Socratic Circles – A Pre-DBQ Strategy Simplified DBQ Example Library of Congress Website World Digital Library

3. DBQ Definition A data-based question (DBQ), also known as a document-basedquestion, is an essay or series of short-answer questionsbased on a central guiding question. Students use their prior content knowledge combined with support from several primary or secondary sources to answer the question.

4. Why Use DBQs ? Analyze and evaluate primary sources Critique opposing arguments Think critically

5. It is important to realize that DBQs do not have to be the formalized ones that are used for AP tests. They can be adapted and simplified for any grade level.

6. What Are Primary Sources? • Actual records that have survived from the past like letters, diaries, photographs, posters, artifacts, and music. Primary sources are different from secondary sources, which are accounts of events written sometime after they happened.

7. Letters

8. Photos

9. Posters

10. Music

11. Why Use Primary Sources? Make curriculum come alive by providing an unfiltered record of artistic, social, scientific, and political thought and achievement during the specific period under study, produced by people who lived during that period.

12. Why Use Primary Sources? (cont) Enable students to move from concrete observations and facts to making inferences about the materials. One of the most important inferences a student can draw is the “Point of View “ of the author of the document. Expose students to multiple perspectives on the great issues of the past and present.

13. Common Core Standards CC.K-12.W.R.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CC.9-10.R.I.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. CC.9-10.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

14. Typically, students complete an analysis worksheet for each document in the source set. OBSERVE - identify and note details REFLECT - generate and test hypotheses about the source QUESTION - ask questions to lead to more observations and reflections

15. How to Analyze a Primary Source www.seatllepi.com/dayart/20040328/focus20040328.gif

16. Before selecting primary sources for your students, consider the following: Interest - What types of sources will interest my students? Reading Level- How difficult is the reading level compared to my students’ reading abilities? Length- Do I need to shorten a particular source? www.edteck.com/dbq/more/framework.htm

17. Consider also: Points of View – Are various points of view on a given topic fairly represented? Variety- Are a variety of sources included; text, visual, artifacts, etc? Location- Where can I or my students find the resources? www.edteck.com/dbq/more/framework.htm

18. Or….. If you are short of time (ha! ha! ha!) there are numerous ready-made DBQs available online or from various educational companies.

19. SOCRATIC CIRCLES

20. Socratic dialogue is an exploration, a quest for understanding, that has no definite beginning or end. It is about accepting multiple perspectives on a certain topic/issue and reexamining your own experiences and opinions in light of those perspectives.

21. Socratic questioning is a systematic process for examining the ideas, questions and answers that form the basis of human belief. In simplest terms, a Socratic seminar is an exploratory intellectual conversation centered on a “text.”

22. What Socratic circles are not: They are NOT “debates”. In a debate, students compete with one another to convince an outsider of the validity of their line of thinking. They are not “discussions”. Discussions tend to resolve an issue or solve a problem.

23. Socratic Circles Matt Copeland Stenhouse Publishers isbn# 1571103945

24. A Sample DBQ Who fired the first shot during the Battle of Lexington? http://hdl.loc.gov/loc.pnp/ppmsca.05483

25. Textbook Description of the Battle of Lexington At dawn on April 19, the British troops arrived at the town of Lexington, near Concord, where 70 armed minutemen waited. Patriot captain John Parker yelled to his troops, “Don’t fire unless fired upon.” Suddenly, a shot rang out. To this day, no one knows who fired this “shot heard ‘round the world”. United States History (2007) Holt.

26. Another Textbook Description At dawn on April 19, some 700 British troops reached Lexington. They found Captain John Parker and about 70 militiamen waiting. The British commander ordered the Americans to drop their muskets. They refused. No one knows who fired first, but within a few minutes eight militiamen lay dead. Creating America: A History of the United States (2001), McDougal Littell.

27. Document A: Barker (ORIGINAL) 19th. At 2 o’clock we began our march by wading through a very long ford up to our middles. After going a few miles we took three of four people who were going off to give intelligence. About 5 miles on this side of a town called Lexington, which lay in our road, we heard there were some hundreds of people collected together intending to oppose us. At 5 o’clock we arrived there and saw a number of people, I believe between 200 and 300, formed in a common in the middle of the town. We still continued advancing, keeping prepared against an attack though without intending to attack them. But on our coming near them they fired one or two shots, upon which our men without any orders, rushed in upon them, fired and put them to flight. We then formed on the Common, but with some difficulty, the men were so wild they could hear no orders; we waited a considerable time there, and at length proceeded on our way to Concord. Source: Entry for April 19th, 1775, from the diary of Lieutenant John Barker, an officer in the British army.

28. Document B: Mulliken (ORIGINAL) We Nathaniel Mulliken, Philip Russell, (Followed by the names of 32 other men present on Lexington Green on April 19, 1775)…All of lawful age, and inhabitants of Lexington in the County of Middlesex…do testify and declare, that on the nineteenth of April . . . . about five o’clock in the morning, hearing our drum beat, we proceeded towards the Green, and soon found that a large body of troops were marching towards us. Some of our company were coming to the Green, and others had reached it, at which time, the company began to disperse. While our backs were turned on the British troops, we were fired on by them, and a number of our men were instantly killed and wounded, not a gun was fired by any person in our company on the British soldiers to our knowledge before they fired on us, and continued firing until we had all made our escape. Lexington, April 25, 1775. Source: Sworn by 34 minutemen on April 25 before three Justices of the Peace.

29. Library of Congress

30. Library of Congress

31. LIBRARY OF CONGRESS WEBSITE www.loc.gov TEACHERS PAGE WEBSITE www.loc.gov/teachers/ World Digital Library www.wdl.org

32. Feedback Questions • On a scale of 1-5 (highest), howwould you rate this session? 2. What did you find useful about this session? • Do you have any suggestions for how this • session could have been improved? 4. Is there anything else that you would like to learn about this topic?