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

2. Core Beliefs of the DBQ Project
All students need to learn how to think.
Learning to think requires practice.
Clear thinking is hard work.
Thinking is clarified by writing.
Thinking is for everyone.

4. Elements of a Proficient DBQ Essay
Introduction
Grabber
Background (time, place, story)
Restatement of the Questions
Definition of Key Terms
Thesis and Roadmap
Body Paragraphs
Baby Thesis
Evidence with Citation
Argument
Conclusion
Restatement of Thesis
“Although” Statement
Main Argument that Trumps “Although” Statement
Explanation of why the question is important

5. DBQ Curriculum Materials

6. 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

7. Quick Literacy Strategies
Number paragraphs/get organized
Pre-teach Vocabulary: prefixes, roots
Context Clues
Idioms or figurative language
Read Aloud/Think Aloud

8. “Wreckage of World War I”
Figurative language:
“puppet state”
Figurative language:
“Wreckage of World War I”
Context Clue:
“League of Nations,”
Word Parts:
“population”

9. 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)

10. What does presenting look like?
Introduce members of your group.
Briefly summarize the document.
Explain how the document can be used to answer the question.
Identify two (2) phrases or images that could be used to answer the question.
Ask the group to share other observations.
Applause at the end. 

11. 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

12. 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!

13. Elements of a Proficient DBQ Essay
Introduction
Grabber
Background (time, place, story)
Restatement of the Questions
Definition of Key Terms
Thesis and Roadmap
Body Paragraphs
Baby Thesis
Evidence with Citation
Argument
Conclusion
Restatement of Thesis
“Although” Statement
Main Argument that Trumps “Although” Statement
Explanation of why the question is important

14. 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 ) 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 ) 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.
Writing Standards:
1) Write arguments to support claims in an analysis of substantive topics or texts suing valid reasoning and relevant and sufficient evidence.

15. Common Core Standards Addressed
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 ) 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 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues… ) Demonstrate understanding of figurative language, word relationships and nuances in word meaning ) 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.

16. 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 ) Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience ) Develop and strengthen writing as needed by planning, revising, editing, rewriting… ) Conduct short as well as more sustained research projects based on focused question, demonstrate understanding of the subject under investigation ) Gather relevant information from multiple… sources, assess the credibility and accuracy of each source and integrate the information while avoiding plagiarism ) Draw evidence from literary or informational texts to support analysis, reflection, and research.
As teachers take students through the entire writing process, from outline to final draft, nearly every writing standard is tackled. By adding in technology, and by revisiting the DBQ exercise multiple times throughout the year, all standards are thoroughly address and students move toward mastery.

17. Things to Remember
Teaching Students to Read *
Teaching Writing *

18. Beth Montgomery beth@dbqproject.com 720-878-5078 www.dbqproject.com
Questions? Comments?
Beth Montgomery

19. From: Teaching Argument Writing
“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.

20. What Caused the Salem Witch Trial Hysteria?

21. Mini-Q vs Mother-Q Mini-Q’s Mother-Q’s
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
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

22. 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.