Wimmer Module 8

Module 8: DBQ 1

Gregory Wimmer Professor Mayer EDUC 263 14 November Instructor’s Guide Objectives 2.1 - Students will individually read the document based question and underline any words they believe are necessary to define the question. 2.2 - Build a deeper understanding of the question by defining the specific historical terms. Introduction The purpose of these objectives, which are one part of the greater progression to understanding the document based question, assist students in understanding how the questions are presented, how to breakdown and define the terms used in the question, and how to address all parts of the question. This part of the process is critical because it sets the learner understanding of the question and lays the foundation for the development of the essay. Although it seems rather elementary, it’s important for students to understand the importance of properly analyzing the question and what it asks of them. Prior to beginning the lesson, ensure that the projector is turned-on and placed in the “No Show” mode. Also, make sure that the network is active and accessible to all students. Instructional Materials - Laptop Cart - Projector with appropriate connector - Copies of the DBQ analysis guide - Copies of previous DBQs - Rubrics for the DBQ - provided by ETS Time Breakdown Topic

Suggest Time (in minutes)

Lecture on the structure of the DBQ

10

Individual reading and analysis of the question posed

5

Group Comparison and Analysis of the question posed

10

Show previous AP US History Exams

5

Define major areas of content importance

5

Individual analysis of implicit and explicit historical references used

5

Group Discussion of historical foundation

5











Total Time - 45 minutes

Module 8: DBQ 1

Pre-instructional Activity Prior to beginning the lesson, ensure that all students are situated in a circle. Although they are working independently on some aspects of these objectives, it’s important to foster an open environment. Before completing the aforementioned objectives, students will receive instruction on the general directions provided for the document based question. Outline

Content

Since the nature of this topic is new to the students, they will receive a brief lecture

on the structure of the document based question. It is important to focus on the

concept that all the documents provided in the DBQ refer back to the question in some fashion. The brief presentation will focus on the question and subsequent documents provided.

Individual Activity

Students will identify define the words used by ETS that “ask the question.” For

example, they might determine what “Assess the validity” means and how it could

relate to documents.

Group Comparison

Students will collaboratively add their understanding of the terms to a SubEthaEdit

document. This will afford students the ability to share their information with the rest of

the group and receive constructive feedback to ensure that everyone is on the same level

of understanding. Students should spend approximately 10 minutes adding their

information to the document, collaboratively and creatively assessing each others

information, and solidify their analysis.

Examples

To further student understanding, share a few examples of previous AP US History Exam

DBQs to illustrate the possible questioning techniques used by ETS. It is important to

explain to students that they must understand the various meanings of questioning

techniques used by the testing service.

Historical Content

After determining the terms used in questioning the students, students must breakdown

their knowledge of the content by circling the section of the question related to the

content.

Individual Analysis

Students will continue by delineating between the implicit and explicit historical

references posed in the question. It is necessary for students to list terms in the question

under each category.

Group Discussion

Students will wrap up the historical analysis by discussing their findings with the class.

They need to clearly define the words and historical periods referenced in the question. It

is important to transition this understanding into a preliminary thesis statement. Assessments Since these steps fall within a progression, there are no formal assessments during this step. It is important to check for student understanding by using proximity and other effective observing techniques. There will be a final assessment that incorporates a section dedicated to students illustrating their knowledge of the question. The preliminary thesis statement (Step 3) could be used as the assessment for Step 2 in the process.