As you analyze and examine the documents, take into account the source of each document and any point of view that may be presented in the document.
I want the students to use evidence to support their answers to the questions pertaining to each document and form an argument based on what they have learned and think. Just as critical, are the five to eight related documents that will assist the students in answering the generative question. The documents can be sources including images, texts, videos, or audio.
Each document will also include scaffolding questions to assist the student in examining the document. The goal of the DBQ I created was to design and utilize a generative question, documents, and scaffolding questions that incorporated historical thinking skills.
I wanted students to analyze the documents, gather evidence from the sources and create an argument, or side, about a topic. Teaching students how to informally cite text to support what is explicitly stated and to suppo. Reading , Social Studies - History. This NO PREP stations activity presents a variety of trench warfare topics with intriguing primary source accounts and visually appealing photosets.
Increase student growth and engagement using fun and effective methods! Each station contains. DBQs , Printables. Ratification of the U. Constitution: Federalists vs. This DBQ provides several documents, including numerous primary sources Federalist Papers, Brutus , and relevant background information on the battle between federalists and antifederalists to ratify the U. Students should work with a partner or in small groups to work through the d. Government , U.
The Indians had taken all the freight they could use, piled wood under the wagons, and set it on fire. Puritans: Primary Source Reading. In this Puritan primary source activity, students learn first hand about the influence of John Winthrop, the "city upon a hill", the rules Puritans were expected to follow, plus much more! DBQs , Printables , Worksheets. There are nine multiple choice questions, some document-based, to assess students' understanding.
I've included a color and black and white version, as well as a key. This passage briefly describes the assassination of Abraham Lincoln. I've included a color and black and white version, as well as the key. Informational Text , U. Crack the DBQ. Enjoy a collection of posters for your classroom that give step by step directions on how to craft a througho response to any DBQ question.
If you are looking for more detailed student handouts. See my DBQ Toolkit which contains a student booklet that steps students through the entire process. Geography , Social Studies - History , U. DBQs , Handouts. Black History Month , U. History , Writing. Activities , DBQs , Printables. Historical Thinking Sentence Starters. Word Document File. These "historical thinking" sentence starters help students write and think like historians.
You'll be amazed at how much their writing changes! Critical Thinking , U. Activities , DBQs. The purpose of this DBQ is to analyze why the French and Spanish settled in the locations they did throughout Louisiana.
Students will investigate and come to the conclusion that both natural resources and physical features play a major role in determining the locations for settlement. This activity. DBQs , Interactive Notebooks. Document Based QuestioningWhat will the students learn? The students will be le. European History , Government , U. Activities , DBQs , Worksheets. The intent of this lesson is to expose students to a variety of topics in a short amount of time using fun and engaging methods.
The resource is available in print and Google Docs formats! Substitute Teaching. Textbook Worksheets. World History. Unit 1: Early America.
Unit 2: Colonial Period. Unit 3: Road to Independence. Unit 4: Formation of a National Government. Unit 5: Westward Expansion and Regional Differences. Unit 6: National and Sectional Conflict. Unit 7: Civil War and Reconstruction. Unit 8: Growth and Transformation. Unit 9: Discontent and Reform. Unit War, Prosperity, and Depression. Unit Postwar America. We also struggled with coming up with a narrow, specific question for our DBQ. Additionally, we struggled with time management in devoting more time to this project, due to the impending due date and demanding assignment of our work sample.
If we were to do this over, we might select an even more narrow topic to make it easier to decide which primary sources to include. We did learn over the course of this project, though, the value of having students examine historical documents. It is vital for students to be placed in the role of historian, in order to immerse them history and see it as more than memorizing facts.
It is also important to come up with narrow, specific questions for historical document examination. It is equally important as well to help students make connections between past and present events, in order to see how the past affects today through similar contemporary events.
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