The DBQ Project
Democratizing the Document-Based Question
Core Beliefs of The DBQ Project
1. All students need to learn how to think.
2. Learning to think requires practice.
3. Clear thinking is hard work.
4. Thinking is clarified by writing.
5. Thinking is for everyone.
• Introductions
Agenda
• History and Philosophy of The DBQ Project
• Overview of DBQ Project Materials
• Doing a DBQ/Mini-Q: The DBQ Project 6-Step Method
• Elements of Proficient Essay
• Examining Student Work
• Closing Thoughts, Questions, and Next Steps
JOIN DBQ
Text THEDBQPROJECT to 42828 or
Scan this QR code with your device
Amie Polcaro - [email protected]
www.dbqproject.com
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TEACHER RESPONSIBILITY
Modeled Instruction
“I do it, you watch.”
Guided
Instruction
Guided
Practice
Independent
Practice
“We do it together.”
Collaborative “You do it together,
I watch, guide.”
Independent
STUDENT RESPONSIBILITY
“You do it alone,
we reflect on
your learning.”
The Gradual Release Model Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
Document Analysis Steps
1.  What do you see? Draw a box around everything you see 2.  Write the ? on top of the box 3.  Mark the doc (le=er/number); source; note(s) and capBon(s) with an 4.  Examine the source(s) 5.  Consider the notes and capBons 6.  Close read of document Historical Reading
Skills
Sourcing
(Before reading
document)
Questions
•
•
•
•
What is the author’s point of view?
Why was it written?
When was it written?
Is this source believable? Why? Why
not?
Students should be able to . . .
• Identify author's position on historical
event
Prompts
This author probably believes…
I think the audience is…
• Identify and evaluate author's purpose in
producing document
• Predict what author will say BEFORE
reading document
Based on the sourcing information, I
predict this author will…
I do/don’t trust this document
because…
• Evaluate source's believability/
trustworthiness by considering genre,
audience, and author's purpose.
Contextualization
• What else was going on at the time
this was written?
• What was it like to be alive at this
time?
• What things were different back
then? What things were the same?
• Use context/background information to
draw more meaning from document
I already know that ____ is happening
at this time…
• Infer historical context from document(s)
From this document I would guess
that people at this time were feeling…
• Recognize that document reflects one
moment in changing past
This document might not give me the
whole picture because …
• Understand that words must be
understood in a larger context
Close Reading
Corroboration
• What claims does the author make?
• What evidence does the author use
to support those claims?
• How is this document make me feel?
• What words or phrases does the
author use to convince me that
he/she is right?
• What information does the author
leave out?
• What do other pieces of evidence
say?
• Am I finding different versions of the
story? Why or why not?
• What pieces of evidence are most
believable?
• Identify author’s claims about event
• Evaluate evidence/reasoning author uses
to support claims
I think the author chose these words
because they make me feel…
The author is trying to convince me…
(by using/saying…)
• Evaluate author’s word choice; understand
that language is used deliberately
• Establish what is true by comparing
documents to each other
• Recognize disparities between two
accounts
This author agrees/ disagrees with…
This document was written
earlier/later than the other, so…
18
© 2013 The DBQ Project
Overall, what is the main idea of the document?
What significant facts can I learn from this document?
After you read over the document, fill in the columns below.
Analytical category (bucket):
How does this document help answer the question?
(NAME AND DATE)
Document Analysis Sheet created by Evanston Township High School History Department.
What inferences can I make from this document?
Possible Author Bias / Point of View
Primary Source
Secondary Source
Author of Document
Source (Where did the document come from?)
Date of Document
Title of Document (if present)
Document number or letter _____
Document Analysis Sheet: Long Form I
Document number or letter _____
Source: (Where did the document come from?)
Title of Document:
Author:
Date of Document:
Possible Author Bias/ Point of View
Primary or Secondary Source (circle one)
Facts/Observations: What important information can I learn from this document?
Write down one direct quote or observation from the document that gives you information that helps
you answer the DBQ question.
Remember to use quotation marks and to include citation, for example (Doc. A).
______________________________________________________________________
______________________________________________________________________
Put the quotation above in your own words to explain what it means. Your response should
be at least one full sentence. Remember to include citation, for example (Doc. A).
_____________________________________________________________________
_____________________________________________________________________
INFERENCES: What inferences can I make from the fact above?
From the fact or observation above, what inference can you make? Your response should
be at least one full sentence.
_____________________________________________________________________
_____________________________________________________________________
ARGUMENT: How does this document help answer the question?
From the fact and inference above, how does this information help me answer the DBQ question?
Your response should be at least one full sentence.
_____________________________________________________________________
_____________________________________________________________________
BUCKET: What analytical bucket does this fact or observation belong in?
Label the bucket this fact or observations belongs?
Document number or letter ______
Source: (Where did the document come from?)
Title of Document:
Author:
Date of Document:
Possible Author Bias/Point of View
Primary or Secondary Source (circle one)
FACTS: What important facts have I learned from this document?
Write one fact/quote from the document that gives you information that helps you answer the
question: [Enter question (title) of DBQ here.]
Your response should be a full sentence taken directly from the document. Remember to use
quotation marks and to include citation, for example (Doc. A).
_______________________________________________________________________
Put the quotation above in your own words to explain what it means. Your response should
be at least one full sentence. Remember to include citation, for example (Doc. A).
High
_______________________________________________________________________
_______________________________________________________________________
Low
INFERENCES: What inferences can I make from the fact above?
From the fact above, what inference can you make? Your response should be at least
one full sentence.
_______________________________________________________________________
_______________________________________________________________________
High
ARGUMENT: How did this document help answer the question?
From the fact and inference above, how does this information help me answer the question:
[Enter question (title) of DBQ here.]
_______________________________________________________________________
Low
Rate your level of effort and understanding of this document. (Circle the appropriate number).
Effort: 1 2 3 4 5
Understanding: 1 2 3 4 5
_______________________________________________________________________
_______________________________________________________________________
BUCKET: What analytical bucket does this fact belong in?
In the bucket to the left, indicate the bucket(s) this fact belongs in.
Possible Author Bias
Author of Document
Source (Where did the document come from?)
What important facts have I learned from this
document?
Understanding:
Low
1
Low
1
2
2
3
3
4
4
High
5
High
5
Rate your level of effort and understanding of
this document. (Circle the appropriate number.)
Overall, what is the main idea of the document?
Effort:
How can I use this document in my essay? (Reflect on
what facts you learned.)
________________________________
(Name and Date)
What inferences can I make from this document?
After you read over the document, fill in the columns below.
Secondary Source
Primary Source
Date of Document
Title of Document (if present)
Document number or letter ______
DOCUMENT ANALYSIS SHEET
Center Directions & Assigned Roles Responsibilities
1.
2.
3.
4.
5.
Review responsibilities of all assigned roles (whole group)
Team assignments
Move to stations
Role assignments
Upon arrival at center, 5 minutes of silent individual document analysis;
during which time, group members should underline on the poster any term
which needs further clarification
6. Group document analysis with assigned roles
7. As directed, move to the next station
Roles to
consider
Summarizer
Researcher
Recorder
Discussion
Leader
Reporter
Time keeper
Responsibilities
• Review document with team
members to assist in understanding
the language of the document
• Seek out additional information on
“fuzzy” terms identified
(highlighted) by team members
• Complete the “group” document
analysis sheet with the assistance
of all group members
• Keep group on task
• Ensure focus of conversation
centers on document and the
overarching DBQ question
• Prepare to present findings
recorded on the group document
analysis sheet to the class
• Keep group on task
• Announce time remaining,
periodically
Equipment to consider
computer access
dictionary
textbook
etc.
Document Analysis
Sheets
Stop watch
Rainbow Highlighting Background Informa7on Claim Statement (Thesis) Sub-­‐claims Evidence Cita7on Argument (Reasoning) Document Based Question Self-­‐Scoring Guide (3 Bucket Essay) Score Scale 0-­‐22 points Examples: 1 1 1 1 1 1 1 1 1 1 1 1 1 1 19 22 Adapted from Lake County Schools DBQ Self-­‐Score Sheet 1 1 1 1 1 •
Has a clear, analytical and comprehensive thesis •
Addresses all parts of the question thoroughly •
Uses all or almost all of the documents (DBQ) •
Shows understanding of nuances in documents •
Analyzes point of view in four or more documents •
Analyzes documents in other ways with additional groupings •
Brings extensive and relevant “outside” historical information 3 Teacher Score Self-­‐ Score Points Total Possible Points Teacher Score Utilizes a hook/grabber Incorporates background knowledge Has acceptable thesis (claim statement) with road map Body Paragraphs Analyzes and organizes documents in at least 3 groups Uses all documents (in Mini-­‐Q) Uses majority of documents (in DBQ) Evaluates source (attribution, POV, tone or intent, reliability Document Reference citations (DOC A) 1st Body Paragraph Relates sub-­‐claim statement to the thesis Provides evidence taken directly from documents Makes an inference and/or argument that explains how the evidence taken from the document supports the sub-­‐
claim 2nd Body Paragraph Relates sub-­‐claim statement to the thesis Provides evidence taken directly from documents Makes an inference and/or argument that explains how the evidence taken from the document supports the sub-­‐
claim 3rd Body Paragraph Relates sub-­‐claim statement to the thesis Provides evidence taken directly from documents Makes an inference and/or argument that explains how the evidence taken from the document supports the sub-­‐
claim Conclusion Restates thesis Clinches argument Conventions Grammar, spelling & neatness Subtotal Total Expanded Core Expands beyond Basic Core 1-­‐19. Students must achieve a basic score of 19 before earning ANY expanded core points. The maximum number of expanded core points is limited to a total of 3 points. Self-­‐ Score Introduction Points Total Possible points Basic Core • States a counter-­‐argument (however statement) 3 Document Based Question Self-­‐Scoring Guide (3 Bucket Essay) Score Scale 0-­‐22 points Examples: 1 1 1 1 1 1 1 1 1 1 1 1 1 1 19 22 Adapted from Lake County Schools DBQ Self-­‐Score Sheet 1 1 1 1 1 •
Has a clear, analytical and comprehensive thesis •
Addresses all parts of the question thoroughly •
Uses all or almost all of the documents (DBQ) •
Shows understanding of nuances in documents •
Analyzes point of view in four or more documents •
Analyzes documents in other ways with additional groupings •
Brings extensive and relevant “outside” historical information 3 Teacher Score Self-­‐ Score Points Total Possible Points Teacher Score Utilizes a hook/grabber Incorporates background knowledge Has acceptable thesis (claim statement) with road map Body Paragraphs Analyzes and organizes documents in at least 3 groups Uses all documents (in Mini-­‐Q) Uses majority of documents (in DBQ) Evaluates source (attribution, POV, tone or intent, reliability Document Reference citations (DOC A) 1st Body Paragraph Relates sub-­‐claim statement to the thesis Provides evidence taken directly from documents Makes an inference and/or argument that explains how the evidence taken from the document supports the sub-­‐
claim 2nd Body Paragraph Relates sub-­‐claim statement to the thesis Provides evidence taken directly from documents Makes an inference and/or argument that explains how the evidence taken from the document supports the sub-­‐
claim 3rd Body Paragraph Relates sub-­‐claim statement to the thesis Provides evidence taken directly from documents Makes an inference and/or argument that explains how the evidence taken from the document supports the sub-­‐
claim Conclusion Restates thesis Clinches argument Conventions Grammar, spelling & neatness Subtotal Total Expanded Core Expands beyond Basic Core 1-­‐19. Students must achieve a basic score of 19 before earning ANY expanded core points. The maximum number of expanded core points is limited to a total of 3 points. Self-­‐ Score Introduction Points Total Possible points Basic Core • States a counter-­‐argument (however statement) 3 Document Based Question Self-­‐Scoring Guide (4 Bucket Essay) Score Scale 0-­‐25 points Adapted from Lake County Schools DBQ Self-­‐Score Sheet 1 1 1 1 1 Examples: 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 22 25 •
Has a clear, analytical and comprehensive thesis •
Addresses all parts of the question thoroughly •
Uses all or almost all of the documents (DBQ) •
Shows understanding of nuances in documents •
Analyzes point of view in four or more documents •
Analyzes documents in other ways with additional groupings •
Brings extensive and relevant “outside” historical information 3 Teacher Score Teacher Score Points Self-­‐ Score Self-­‐ Score Utilizes a hook/grabber Incorporates background knowledge Has acceptable thesis (claim statement) with road map Body Paragraphs Analyzes and organizes documents in at least 3 groups Uses all documents (in Mini-­‐Q) Uses majority of documents (in DBQ) Evaluates source (attribution, POV, tone or intent, reliability Document Reference citations (DOC A) 1st Body Paragraph Relates sub-­‐claim statement to the thesis Provides evidence taken directly from documents Makes an inference and/or argument that explains how the evidence taken from the document supports the sub-­‐claim 2nd Body Paragraph Relates sub-­‐claim statement to the thesis Provides evidence taken directly from documents Makes an inference and/or argument that explains how the evidence taken from the document supports the sub-­‐claim 3rd Body Paragraph Relates sub-­‐claim statement to the thesis Provides evidence taken directly from documents Makes an inference and/or argument that explains how the evidence taken from the document supports the sub-­‐claim 4th Body Paragraph Relates sub-­‐claim statement to the thesis Provides evidence taken directly from documents Makes an inference and/or argument that explains how the evidence taken from the document supports the sub-­‐claim Conclusion Restates thesis Clinches argument Conventions Grammar, spelling & neatness Subtotal Total Expanded Core Expands beyond Basic Core 1-­‐22. Students must achieve a basic score of 19 before earning ANY expanded core points. The maximum number of expanded core points is limited to a total of 3 points. Total Possible points Introduction Points Total Possible Points Basic Core • States a counter-­‐argument (however statement) 3 Total
3
22
Maximum of 3 points
Neatness, Spelling, Grammar
Argument Clincher
Restate Thesis
Argument beyond claim statement (up to 1 point per paragraph)
Evidence (up to 1 point per paragraph)
Document References throughout (citations)
Sub-­‐claim (up to 1 point per paragraph)
Evaluation of Source(s)
Grabber
Student name(s):
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Class Average
Background Knowledge
Thesis with roadmap
Uses appropriate number of documents
Organizes documents into 3 or more groups
1
Introduction
1
1
1
1
1
1
Basic Core
Body Paragraphs
0-­‐3
0-­‐3
0-­‐3
Conclusion Conventions
1
1
1
Exp. Core
DBQ Class Scoring Sheet (3 bucket essay)
THIS HIGH-LEVEL BLUEPRINT OUTLINES THE FOUNDATION FOR THE REDESIGNED SAT AND SUMMARIZES THE KEY CHANGES.
ASSESSMENT
EV I D E N C E - BA S E D
READING AND WRITING
TH E E S SAY
à à Command of Evidence
Common prompt applied to different
sources.
à à Relevant Words in Context
M ATH
à à Math focused on three key areas:
– –Heart of Algebra
– –Problem Solving and Data Analysis
– –Passport to Advanced Math
As you read the passage, consider how
the author uses:
à à Revising and Editing Skills Applied
to Text and Data
– – Evidence such as facts or examples
– – Reasoning to develop ideas and to
connect claims and evidence
– – Stylistic or persuasive elements to
add power to the ideas expressed
à à Analysis of Sources in Social
Studies, Science, and Literature
à à Founding Documents and
Great Global Conversation
à à Problems Grounded in Real-World
Contexts
à à Multistep and Extended-Thinking
Problems
NO T SECRET
DESIGN
N OT E S
I N S T R U CT I O N
& ACCESS
Write an essay in which you explain
how the author builds an argument to
persuade an audience.
TH E C O L L E G E B OA R D ’ S FO U N D AT I O N
FO R D E L I V E R I N G O P PO RT U N I T Y
1
Al l I n: Ensure all qualified students take AP,
especially underrepresented students
2 Application fee waivers to four colleges for all
income-eligible students
3 Free test prep for the world
4 Access to daily practice with rigorous course work
5 Support to accelerate students who have fallen behind
Score scale: 1600 with optional essay scored separately
Format: Print and computer
Scoring: R
ights-only scoring, no penalty for
wrong answers
Time: 180 minutes with optional 50-minute essay
(to be affirmed through research)
SA F E U S E WA RNING: S
AT scores should only be used in combination with other relevant information
to make responsible decisions about students.
The redesigned SAT draws on research-based evidence that defines the knowledge and skills
that are most essential for readiness and success.
Developed in collaboration with college and K–12 educators, the redesigned SAT will reflect the
work students do in class that best prepares them for college and career success.
H I GH-LEVE L BLU EPR I NT
Full test specifications and sample items available on April 16.
Find out more at deliveringopportunity.org
© 2014 The College Board. All Rights Reserved.