Cherry Creek AP Institute United States History

29 July 2013
Trivia Questions from NPR:
4 States began as sovereign nations: Texas, California, Hawaii, Vermont
Day One AP Class:
Map Project, ripped papers pasted on other paper
Incorporate maps every unit and on each test but two (those two not stated yet)
o Students tend to make Africa smaller and North America larger on a world scale,
talk about it
As an AP teacher, there needs to be gimmicks, connect the head to the heart
o Different enough to make it interesting, not the point to show the perfect map, a
good stress reliever for the first day
Are there any questions?
o Time not asked, students will fiddle, but you want them to work under pressure
o Push your students, but dont let them waste their time
Other day one activity: Pre-Assessment
o Create a baseline for the course
o The questions on your pre-assessment came from AP Exams, but of the old ilk,
not the new ilk
Get an idea of what the questions look like
o As much as possible, use College Board Released questions for Unit Exams, to
get used to vocabulary and structure
o The new exam will have four (harder to write a correct answer than a wrong
answer: in the end, take the longest)
Still first day: this is a pre-assessment, your score on this exam will not be used against
you, but you still want to try your damnedest
o After the kids take their exam, have them write their points earned out of points
possible
o The highest scores earned on this by a student coming into the exam is around 16
o Hold onto these exams in a cupboard and not given back until the day before the
AP Exam, give them the pre-assessment again on this day
Course Final is given two days before the AP Exam
o In the weeks leading up, students get an FRQ and a DBQ
o Dont give them the whole exam too close to the exam
o For that exam, use an 80 question AP released exam
Testing: Always test with a time constraint
Students do a lot of partner work in class
o From the beginning, students throw out a partner sheet
o Dont do this until you are sure your class is set.
Students always have a notebook for class
Break up discussions every two minutes
Use every minute in class
o With a few minutes left in class, have students pair up with one of their partners
and take away two-three ideas from class that day, have them write it down in a
journal
o Dont waste valuable time in AP
Review: Down n Dirty Style
o Using a gimmick
o Anything that can be chunked can be reviewed in review strips
o When you run off the sets, run them off in a different color
o Be judicious with these reviews
They lose their pizzazz if done too often, more than once a quarter is
pushing it
Redesign starts at 1491, will probably hold true to this upcoming exam
On Summer Assignments
o If you decide to do one with your students, you need to make sure you have
permission from your administration
If your administration wont support you on holding students accountable,
youre in trouble
o Make certain that whatever points you attach to the assignments are not so great
that it sinks them before they even start the class
o If you do a summer assignment with your kids (first two chapters and last two
chapters, with a series of overarching questions and terms)
When the kids come back to school in the fall, Day 1, collect the summer
assignment, within 3-4 days, give them an exam over chapters 1-2
The purpose of a summer assignment is to sink a posthole or get ahead in
the curriculum
o Meet with the kids after the AP exam for the students who are taking the course
next year
Give the books during meetings with future AP students
Sometimes kids move out
How do you prevent that book from moving to Minnesota, if they
withdraw, hold their transcript
For incoming kids, take 2 dozen donuts and tell the counselors to
give the summer assignment to students who are incoming
There will always be 1, 2, or 3, usually make a different scale or
pull the assignment out of what they did so they do not drown
o On top of the summer chapters, give two readings
Colonialism
Looks globally at colonization throughout world history
Beneficial colonialism, destructive colonialism
This reading is reviewed with students the first week of school
Excerpt from Sir Thomas Mores Utopia
A glossy picture of moving to this new land
Kids have to take that reading and turn it into a travel poster to
solicit folks to come to the new world
First day of class
o Written answers
o Longer reading
o Illustrated description of what they gleaned from Utopia
Another option, choose a book from the list: Fabulous Books on American History
Recommend study groups outside of school, using the guides to question and answer one
another
o This is how we get students to use student guides
o Study guides become busy work, let this be the way to avoid that
o Main ideas, peoples, places, and things
Rejection
o What units teaching, what chapters, but there were no activities
o You need to list activities that will be done along with the content being covered
o Sprinkle activities throughout the entire course
o If the syllabus is not approved, they will send you a list of items your syllabus is
missing
Chunks on the test and their value 3 hours and five minutes in length
o Part 1: 80 Multiple Choice Questions
55 minutes to complete
Counted as of the total grade
o Part 2: Writing
2 sets of Free Response Questions and two questions in each set
Student chooses one of the two questions in each set
One set earlier history, one later
Cant choose an essay in a set, choose the one that covers the most
hard history
o Names, pieces of legislation, events
o Need evidence to support your thesis
Each worth 12.5% of the total grade
Document Based Question
A prompt, then followed by a series of documents ranging from 8
to 10
o When the students do the DBQ, they read the prompt once,
a second time, then brainstorm information they know in
their head
o No passing grade without an answer that is a combination
of document based support and outside information
o As soon as you look at the documents, the essay becomes
document driven, they cant get above a 4 on a 9 point
rubric without outside information
Redesigned AP Exam
Somewhere between 35 and 40 multiple choice questions 35 minutes, 20%
o These will all be tied to a stimulus
o They will be tied to a graph, chart, excerpt
o All questions will be clumped
Anywhere from 2-6 questions relating to an excerpt
o Never will be a multiple choice question by itself
o Never is it a reading comprehension answer
Will be a combination of both the stimulus and outside information
Short Answer Section 25%
o Four short answer questions; students will write their answer in the form of a
paragraph, it will not be format writing
Document Based Questions 25%
o Changed the least, pretty much like what it is today
o Maybe a couple less documents
o Students should respond to all documents (if they can) (above too)
Leave it out if you cant fix it or if you dont understand it
o The rubric will change
DBQ Rubric
o Currently a 9 point holistic rubric
o Will change to a 6 point, analytic rubric
No sample given, not finished yet
Students will write one FRQ, from a choice of 2 20%
o Referred to the Long Essay Question
Redesign will allow teachers to focus on regional history
Phrases:
o International Migration and Internal Migration are replacing the term immigration
The practice exam will be out next April
o Are you going to release samples of the writing?
o No definitive answer . . . yet
What can I create now that will also work next year?
o Be thinking in terms of primary and secondary source documents
o Skills and not regurgitation of a bunch of facts
Collaborate as much as possible!
How do you take a primary source document and use it in a timely fashion?
Letter from a Birmingham Jail 10 pages
o Dont skip over the original statement from the Alabama pastors
o Answer only # 6 A & E from the National Archive Document Analysis
Divide the pages into individual groups of students
Give this as homework, then have the students come up the following day to read
their three ideas and then once all of those are read, then read the questions left
unanswered
Students should be taking notes in their notebooks
Actively involved in jotting down the comments that are being made in the front of
the room
Have students rewrite the story of The Wizard of Oz
o Students get one piece of paper to fill it out, flip it over to the other side and
answer Why did I have you do this?
o Rarely do students know about the allegory of the battle of the standards, then
read them the story after their rewriting of The Wizard of Oz
By couching it in this story, it works well to present to student
Farmers Alliance System, organizations of Grange Halls
30 July 2013
Hip Hop History
o Use the song as a review of the early exploration
o Have students listen to the song, then give them the lyrics and let them listen to it
again
For DBQs and FRQs, there are always time frames
o Students should not only span the time frame but stay within it as well
Chapter by Chapter reading quiz
o To encourage students to stay on top of their reading
o How to make it easy and no more work for the teacher
o Every now and then, depending on what is going on in campus
Homecoming Week, class cant stop no matter how busy the students are
That week, unbeknownst to them, shell have the students take the quiz
and let them use their notes, without letting them know before hand
Large Calendar in the classroom along with the scheduled plan online
o No pop quizzes, no tricks with the kids in any way shape or form
o Kids need to know what is coming a week from Friday
o If the calendar changes, it will only move something back, it will never be moved
forward
What is done during the day of a reading quiz?
o The quiz is always given right at the beginning of a chapter
o A lot of times it will cover ideas that have already been discussed in class
o Take out a sheet of paper, along with the quiz cover sheet
o Orally give the students the reading quiz
Doing a multiple number of skills, one of the big skills is listening
Quiz Example
o Name, Period, RQ Ch. 19 Key
o What usually determined a persons political party loyalty?
o Only require that students get the answer down
o With bonus questions, students while reading the textbook, they skip looking at
the pictures with the captions, maps/graphs, paintings, etc.
Bonus questions usually come out of those captions
o Then tell the kids (teachable moment), have the students exchange papers with
their lovestruck partner
On the bottom of the quiz, the student writes Graded by __________
o Go back and give the answers to the quizzes
An opportunity to introduce new ideas
If a student isnt sure about the grade, raise their hand, the teacher should
be the only one to make decisions
o Did anybody score a perfect quiz?
Then, Is anybody grading a quiz that got a plus 11? No
Curve the exam for the highest
o Give bonus points above the original questions
Students must bring a folder during the first week of class
o Every ounce of graded work that they do for me
o Never is graded work allowed to go home
o You cannot, every year, reinvent what you are doing in class
o On one side of the folder are all major exams, on the other side of the folder are
their reading quizzes and essays
o Students are allowed to keep their notebook
Student notebooks
o Mead 5 Star notebooks
Students must have their notebook in class at all times
o Skip a few pages, then begin numbering their pages
o First few pages become the Table of Contents as well as their partner sheets
o They should do Main idea/detail
o Students will be taking notes over what people are presenting
o Do not grade the student notebooks
Teacher doesnt have the time
If student A is acing the class, not worth checking to see if students
notebooks are in order
Soft History for Student Presentations
o Cooperative groups
o Students go into topical ideas to present
o Kids have to work in a collaborative group
Not enough time for every student to give a presentation
About 3 presentations per hour
Possibly 3 and a fourth day
No time for a reading quiz
Even though the kids are presenting they are only presenting part of the
chapter
Kids need to have some foundational knowledge
o Presentations are timed, must be timed!
If the presentations are not timed, the students will take too long
10 minutes to present their topic
When they are presenting their topic, sit out in the classroom with
everybody else
The second they begin to speak, the timer is set
o Students choose the groups
Almost all of the work done for these projects is done outside of class
o One topical presentation per quarter
Students cant work with the same people for a different project
o Put together a list of topics
Think of overarching topics within the entire chapter chosen
Consider the number of the students in class, if there are 28 students,
divide by the amount of topicals, and get yourselves lined up, then line up
in front of me to get their topical
Pull a number out of a hat
Tell the students when they will give their topicals (chronologically)
Only have two on Wednesday so there can be a reading quiz
o If students are doing topicals on Chapter 7, assign them early so the class is still
discussing Chapter 6
o On the day of the topical presentation, if a student in the group is absent, the
presentation goes on without that student
Give each group one copy of Evaluation of Topical Presentation
On this page, the students need to have a thesis statement for the topic of
their presentation
Students in the class should be able to write out the presenters thesis
statement, and their notes of the presentation will follow the thesis
statement
Do not group grade!
On the day they turn in their evaluation with three separate pieces of paper
Each student types up what they contributed to the presentation
Their paragraph is signed by the other kids in their group
o Visual Aids
Minimally, they need a visual aid for each person in their group
To earn a C
What constitutes a visual aid?
More than just a power point slide
A piece of artwork that not only proves their thesis but supports
what they are talking about in their presentation
o They must refer to their visual aid in the presentation
Costumes
o Can be everything from head to toe, to hats, or signs around
the neck
Do not allow students to give a presentation with a report typed up in front
of them
Only use note cards
Perfect oral speaking skills
o Students cant just put on a video, they need to physically present, with a video or
power point supplement
o Debrief each students topical to help with important points
Debates with lesser prep
The Articles of Confederation and the Northwest Ordinance
o Two documents that go by the wayside and are lost in American history
Pro Se Court
o Two attorneys and a judge
o Start out with the same reading and the same notes as homework
o Then separate them into expert groups
Judges ask questions to the two groups
Then go through their answers and decisions in the court
The Bloody Massacre
Nomenclature as propaganda
o The title is meant to grab your attention
Symbols
o Backward crescent moon in British folklore
An omen that bad things are on the horizon
The conduct of the British are going to lead to horrible events
o Two clock faces n this engraving
Backward facing clocks
In British folklore is an omen, an evil thing
Things are going to go badly
o Buildings on either side of the engraving
Butchers Hall on the right
Underprivileged on the left, downtrodden and poor
On the right cleaner, more affluent, more sturdy
The poor downtrodden American colonists at the hands of the wicked
wealthy British
o Red in two places
The British and the blood
The British caused the blood
o Facial Expressions
Sneers on the British regulars
A woman wringing her hands
o Fallen men
Though one was black, the men in the painting is white
Sympathy factor would not have been as great depicting Crispus Attucks
as black
o On the British Soldiers
That British regiment didnt wear red coats
British could have worn any color of coats based on their regiment
Their term, the Red Coats, comes from the Lobster Backs
The most common cheap food in the Boston area at this time was
lobster
If somebody called you a lobster back you were being called a dirt
bag, or a lower class citizen
o Night when the snowball fight started
Daytime and no snow
o Butchers hall
Researched and researched and went through the Boston records but there
was nowhere to be found an establishment called Butchers Hall
In the third window under the B
A rifle sticking out of the window with a puff of smoke showing
the rifle had been discharged
Possibly a patriot fired that rifle in an effort to frame the British
Compare to the 1850s lithograph
o Abolition was growing
o How do we learn history
o How does the emphasis in history change over time
Make sure they know the timeline of the Boston Massacre 6 years prior to the American
Revolution
How did Paul Revere become a household name?
o Longfellows Poem Tales of a Wayside Inn, the Midnight Ride of Paul Revere
Longfellow went to Boston, MA in the 1850s
o From a tavern while drinking with buddies, they get on the topic of a home
around the corner about a ride to warn the people of the British, even though he
went with William Dawes
o Revere was married, had 6-8 children, his wife dies from complications with
childbirth
o Turns around in a short amount of time, and marries a younger woman who was
in her prime for child bearing years
She has 6-7 more children
o By the time Longfellow goes to Boston, half of the city was a direct blood
descendant of Paul Revere
o William Dawes was married but had no children
o Longfellow made a living selling his poems, if youre going to write a poem and
youre planning on selling it, are you going to choose Paul Revere or William
Dawes
Thomas Cole The Oxbow
o 1836
o In Mount Holyoke, Massachusetts
o Early westward expansion
o Settled, but dried up
o Dark clouds on the left, and the wild forest, symbolic of the unknown
o The oxbow is in the shape of a question mark
o Show this painting with American Progress by John Gast
Painted in 1873
New York City on the right, across the Rocky Mountains, from Sea to
Shining Sea
She is Lady Columbia, star of Empire on her forehead, she is carrying a
school book in her hands (White Mans Burden of bringing civilization
through education)
Telegraph and poles, brining communication
Westward movement, flow of light to dark
Buffalo, native Americans, and everything else are fleeing in the storm of
expansion
A city with all of the amenities
Pony Express, gold miners, and farmers illustrate progress
Pony Express only existed for 18 months, soon obsolete with
locomotives and telegraph lines
modes of transportation
Charlie Chaplin in Modern Times
o Write down everything of interest that jumps out at you
o Is this a talking movie?
All communication is done through machines
31 July 2013
Day 1
o Collect summer assignment
o Folders, Mead 5 Star, and name tags
o World map activity
o Seating Chart
o Course overview
Given from the College Board, found in our binder
Day 2
o Pairs activity (make sure the class is solid)
Redo this sheet every quarter
o Pre assessment
o Guidelines
Housekeeping norms
Late work and make up work
o Cover Sheet
o Return summer assignment
Spot check the assignment
o U.S. Constitution distribution
Day 3
o RQ Chapters 1 & 2 ~ Do these quizzes separately
Day 4
o Continue with the RQs
o Discuss outside readings Colonialism & Utopia
Day 5
o Return pre assessment
o Mock U.S. map test
Black line master
Continental United States
Number in each state
Write down the correct state and correct spelling of the state
If they get 100% on this test, they dont take the real test a few days later
o Hip Hop History, Who Discovered it?
Day 6
o Exam Chapters 1 & 2
o While testing, pass out study guides for Chapters 3 & 4
Day 7
o U.S. Map Test
Easiest A because you know exactly what is on the test
o Begin discussion for Chapter 3
Begin note taking
Day 8
o RQ Chapter 3
Takes about half the class
o Continue Chapter 3 discussion
o Return exams from Chapter 1 & 2
If there is an FRQ, read the best
While grading essays, keep a notepad, because students will make the
same errors over and over
Day 9
o Continue Chapter 3 discussion
o Thesis statement ~ 5 minute outline
Focus tremendously on this
o Begin discussion chapter 4
Day 10
o RQ chapter 4
o Review essay format
Point by point essay
Block essay
Day 11
o Boston Massacre
o Continue chapter 4 discussion
Day 12
o Complete Chapter 4 discussion
o Review slips ~ Parliamentary Acts
o Midnight Ride of Paul Revere
Day 13
o Exam Chapter 3 & 4
o Pass out study guides for Chapter 5
Day 14
o Outside reading ~ Patterns for a Revolution
Article written by Crane Brinton
o Begin discussion on Chapter 5
Day 15
o John Locke and Thomas Paine, excerpt readings from the rockin chair
o Continue discussion on Chapter 5
Day 16
o RQ Chapter 5
o Discussion continued
Day 17
o Essay check list
On the stick and in the 3 ring binder
Students can use during the first quarter
o Discussion continued on Chapter 5
o Split into groups impact of war
Students teach the impact of the war on different groups
Women
Natives
Jigsaw and round robin discussion
Day 18
o Pro Se Court Activity ~ Articles of Confederation
o If time allows, continue Chapter 5 discussion
Day 19
o Exam Chapter 5
Will hold a formal writing response
Maybe an entire introductory paragraph and bullet their evidence to prove
their thesis
o Pass out study guides for Chapter 5 & 6
Day 20
o In class DBQ
First time to discuss the DBQ (DBQ training tomorrow)
FRQ per unit, unless there is a DBQ, then there is no FRQ
o Takes two days in class
o Go home at the end of day 2 to complete their final draft
Day 21
o In class DBQ ~ final copy turned in 3 days
o DBQ on the Articles of Confederation
Day 22
o RQ on Chapter 6
o Begin discussion Ch. 6
Day 23
o Assign Topicals Chapter 7
Make sure students have a weekend and at least one day to prepare
o Discussion continues Ch. 6
Day 24 Begin Topical Presentations
Linkage write no more than 6 sentences on how these four terms relate to one another
OSullivan
Willamette Valley
Polk
o Achieved each of his campaign promises
Bear Flag Revolt
Reading a Primary Source Document
What are you gleaning from the document?
o What information is contained in this primary source?
Structure of the Exam
35 for each FRQ, 60 for the DBQ
o A whole of chunk of time for those three essays, the kids must monitor their own
time
Format of the 2013-2014 Short Answer Questions
No thesis is required
A) Choose ONE of the events listed below, and explain why your choice best represents
the beginning of an American identity. Provide at least ONE piece of evidence to support
your explanation
o End of the Seven Years War in 1763
o Signing of the Declaration of Independence in 1776
o Ratification of the U. S. Constitution in 1788
B) Contrast your choice against ONE of the other options, demonstrating why that option
is not as good as your choice.
Learning Objective
o Students can analyze how competing conceptions of national identity were
expressed in the development of political institutions and cultural values from the
late colonial through the antebellum periods
o Historical Thinking Skills: Periodization
o Dont describe the French and Indian War
Use proper nouns
Use the active voice
Sample Long Essay Question (Choice Between 2 Questions; 35 minutes)
Some historians have argued that the development of the policy of containment after the
Second World War marked a turning point in United States foreign policy. Support,
modify, or refute this contention using specific evidence.
o Learning Objections: WOR-7 students can analyze the goals of U.S.
policymakers in major international conflicts, such as the Spanish-American War,
World Wars I and II, and the Cold War, and explain how U.S. involvement in
these conflicts has altered the U.S. role in world affairs.
o Historical Thinking Skills: Periodization
About Short-Answer Questions
Provide opportunities for students to demonstrate what they know best
Directly target particular historical thinking skills
Require students to respond to general propositions about United States History
Sometimes require students to respond to primary source texts, secondary source texts, or
other stimuli such as charts, graphs, tables, maps, or images
Require students to employ historical evidence or examples relevant to the source or
question
Always have three score points
Do NOT require students to develop and support a thesis statement
Require that responses be in complete sentences
Redesigned AP US History Curriculum Framework
Stresses use of historical thinking skills (HTS)
Employs outline organized chronologically and around key concepts (KC)
Uses thematic learning objectives (LO) across periods
Targets a HTS, KC, and a LO in every short-answer question
What is a thesis statement?
The subject you are going to write about and the argument that youre going to prove.
Questions in AP are usually layered questions
o Make sure you get the subject, but that your argument is going to address all of
the parts
o Dont turn the prompt into the question you want it to be
o Dont just regurgitate the phraseology from the prompt into the thesis statement
Bring it up a notch
o DO NOT use casual language in their writing
Things
Stuff
a lot as one word
Abbreviations
o US for United States, yes
o b/c for because, no
Say to students
o Practice handwriting
o Only write with a dark blue or black ink pen
Writing
Hook should relate to something that happened right before the topic they are writing
about, but does have some relationship to the topic
Blueprint is the roadmap to your central paragraphs
o Not necessary
o Good to have, but not necessary
o Teach kids to have it because it forces the students to organize their writing s
o Use more sophisticated language than given by the prompt
Introductory paragraph examples:
1. With the end of the French and Indian War in 1763, Great Britain sought to reestablish its
authority over the American colonies. For decades the colonists had become accustomed to
self-rule. The colonists viewed British taxation, commercial, and social policies as a violation
of their long established republican ideals and began intense resistance to British Tyranny.
2. With the Mexican-American War and President Polks eventual victory over Mexico in 1848,
Americans were forced to confront the expansion of slavery into newly acquired territories
yet again. Though Congress compromised on popular sovereignty to determine the extension
of slavery in the new territory, the American people would remain divided on the future of
the Peculiar Institution and would make the Civil War inevitable.
3. The American expansion into the West before the civil War set the stage for massive
economic growth from 1860 to 1900. This development was less a consequence of lassaiz-
faire policies, and more the result of direct government intervention. The government
encouraged economic growth through policies that addressed trade, transportation, and land
acquisition.
4. In 1914, Europe exploded in a conflict that encompassed most European nations; at the same
time, the United States was focused on domestic policy. Resent struggles with Mexico, ethnic
ties to Europe, and economic advantages drove the United States to remain neutral. However,
over time, a combination of German racial policy, American economic interests, and
Americas claim to world power finally prompted the United States to abandon a policy of
neutrality and eventually declare war on Germany.
5. Reconstruction has been called an unfinished revolution by historians because it failed to
fully integrate African-Americans into United States society. As a result, the 1950s and
1960s saw African-Americans fight for full inclusion into the fabric of America. Their
struggle resulted in increased educational opportunities, greater economic freedom, and a
more equal standing in social and legal settings across the United States.
Did Jimmy Carter lose the 1980 presidential election or did Ronald Reagan win it?
To Cover
o Cover the major economic developments of the 1980s
Stagflation
o Energy Crisis
Long gas lines
Higher prices than ever before
Vital to the American economy and everyday life
price not as scary as the scarcity
o How different the late 1970s economy than it was before
Think of the post war economy since 1945
People had defined themselves through consumption
All of this is being threatened by larger forces in the United States and
externally as well, think OPEC
Two Speeches
o Jimmy Carter, the Crisis of Confidence Speech
o Ronald Reagan, accepting the nomination for the RNC bid for president
Think about
o Did Reagan win this election, or did Carter lose it
o How might you use these two documents to explain the election
Knowing that Reagan wins
What is coming through
What does it tell us about the American mindset
1 August 2013
After the AP Exam
Students will plan a dinner party
o There will be a total of eight guests
o Students must decide on a theme or an era for their party
Theme might be reform, era might be 1950s
o Students then create a guest list
Must include:
Asian American
Spanish American
Native American
Religious Minority
Black American
Female American
Anyone, repeat a category
Student themselves
o Students need to dig to find people who have been lost, stolen, or strayed from
history
o As a group
Each student in the group needs to write a one page autobiography on
themselves
Have to write a biography on one of their guests
Also have to create an invitation
Hence the construction paper, scissors, etc.
Have to create a table arrangement
Who is going to sit at what seat in their dinner party
Include a rational page as to why they chose to put guests where
they did
o Last, but not least
Create a party menu
Need to match the theme or the era with their food
o All of this work is done in class
Kids should not be burning anymore midnight oil
o Dont want two groups to do the same theme or era h
Essay Writing Prompts, tips and tricks
Assess the validity of the statement
o When this pops up on FRQs, the students can disagree with the prompt
o Flip the statement on its end
Document Based Question
o Only give the prompt
o Students need to pull it apart
o Brainstorm, anything they can remember about the topic
o Then give the documents
o Read the documents
Jot down notes on the document
Point of view, main conclusion, purpose
o Putting notes in the margin
o Do this with each document
o Puzzle Activity
o Looking at the prompt
o Going back to the pieces they had on their brainstorm list
o Match their information with their documents
o Chunk the information and then organize the thesis
o When you look at the DBQ rubric, along with the amount of information and analysis, is
the use of outside information coupled with document based information
o The students, no matter how well they answer the question with the documents
cannot score higher than 4 without bringing in outside information
o Example: On an advertisement for Uncle Toms Cabin there is no reference to the
author, if you know it was Harriet Beecher Stowe, youre bringing in outside
information
But if it says it was translated from German, and you state it is popular
around the world, that is not outside information as it was gleaned from
the document
o How do you reference a document within the Document Based Question Essay
o Train your students to never directly quote from the document
Filling space
o Explain the document in your own words, dont copy the phrase and put it onto
the page
You can put in a phrase, but their idea of a phrase and ours are two
different things
o Dont want students to say, In Document C, Thomas Jefferson stated . . .
o In a letter from Thomas Jefferson to John Adams
o In a newspaper article written by
o At the end of their discussion of Thomas Jeffersons letter in parenthesis write
(Doc. C)
o How many documents should your students use?
o Use all of them!
o With two exceptions
If the kid cant figure out how to use the document to support their thesis,
cant make the connection to what theyre proving
If the kid just flat doesnt understand it
o How many DBQs should kids write in a year
o About 6
o If you hold their hand and walk them through the process step by step you dont
need to go more than 6
o DBQ # 1 is whole class
o If the essay is at home, it is required to be typed
o Put a page limit on the paper
o DBQ # 2
o Use one class day to have students work individually on it in class
o Pass out the prompt and then pass out the documents
o Circulate the classroom to help students one on one
o Students will complete the DBQ at home, due in several days
o Has to relate to what we are currently studying
o DBQ # 3
o Take last 15 minutes of class to all students to review
o Give everything, prompt and documents
o There as a resource, answer questions students have
o DBQ # 4
o Assigned at the end of the class and let them go on their way
o DBQ # 5 Samuel Slater DBQ
o Pass out the DBQ last 20 minutes of class, let the students start working on it
o When the bell rings, collect all of their work, everything
o That evening they can go home and research their topic as much as they want, but
they cant bring anything written back into class
o All research has to be brought back to class in their head
o The next day, they get what they started the day before, and they complete the
assignment
o During this entire time the class is silent, no help for the students
o Can be related to what we are currently teaching or as review over past units we
have taught
o DBQ # 6
o Start and finish in 52 minutes, all in class
o Not over something they have just studied
o Turn around cant be longer than a week