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DBQ pre writing activities

Lisa Meyers
Lisa Meyers 6 months ago

Hi all, My WH students struggle with regular readings so when I approach a DBQ, I want them to gain confidence and think.  Last week, I put students in groups with at least one strong reader and gave each group 3 of the 7 docs.  As a warm-up they discussed what they already knew as European motives (we completed most of 5.1).  After discussions at their table, they sent a rep up to whiteboard and wrote their doc #, their main reason (quote possibly) under the motive/motives.  They really debated why each doc fit under each category---bingo, they were reading the doc/analyzing data closely-- just what I was hoping for.  As for their follow up writing, we're still working on that Slight smile. Any other suggestions or ideas for how to amp up the thinking with primary sources?

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  • Shauna Aningo
    Shauna Aningo 5 months ago

    Hi Lisa,

    I agree with Kristin. 

    Your strategy sounds thoughtful and incredibly effective for helping students build confidence with DBQs! I love how you incorporated group discussions and had students actively debate where each document fit. That level of engagement is key for getting them to read and analyze closely.

    One idea that I use is partner annotation and discussion. I begin by enlarging the primary source to poster size. I hang them around my room. I split the class into partner groups and have students annotate on the poster. I go around and encourage and ask questions to guide students. They share out and take notes. They join in a group to discuss further. 

    As for follow-up writing, consider having students write a thesis statement and begin with one body paragraph collaboratively in their groups, using their assigned documents as evidence. This might help them bridge the gap between analysis and writing. I do this with Who is to Blame for the Cold War? One paragraph does not seem as daunting. 

    I also highly recommend the H.A.P.P.Y. Protocol It’s an excellent framework for analyzing primary sources and helps students break down complex documents. Consistent practice with the protocol can make a big difference, even if it feels challenging at first.

    If you’re not familiar, H.A.P.P.Y. stands for:

    • Historical Context
    • Audience
    • Purpose
    • Point of View
    • Y (Why does this document matter?)

    You can find more details and resources about the HAPPY Protocol on the OER Project website here: www.oerproject.com/.../WHP-Sourcing-Tool

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  • Shauna Aningo
    Shauna Aningo 5 months ago

    Hi Lisa,

    I agree with Kristin. 

    Your strategy sounds thoughtful and incredibly effective for helping students build confidence with DBQs! I love how you incorporated group discussions and had students actively debate where each document fit. That level of engagement is key for getting them to read and analyze closely.

    One idea that I use is partner annotation and discussion. I begin by enlarging the primary source to poster size. I hang them around my room. I split the class into partner groups and have students annotate on the poster. I go around and encourage and ask questions to guide students. They share out and take notes. They join in a group to discuss further. 

    As for follow-up writing, consider having students write a thesis statement and begin with one body paragraph collaboratively in their groups, using their assigned documents as evidence. This might help them bridge the gap between analysis and writing. I do this with Who is to Blame for the Cold War? One paragraph does not seem as daunting. 

    I also highly recommend the H.A.P.P.Y. Protocol It’s an excellent framework for analyzing primary sources and helps students break down complex documents. Consistent practice with the protocol can make a big difference, even if it feels challenging at first.

    If you’re not familiar, H.A.P.P.Y. stands for:

    • Historical Context
    • Audience
    • Purpose
    • Point of View
    • Y (Why does this document matter?)

    You can find more details and resources about the HAPPY Protocol on the OER Project website here: www.oerproject.com/.../WHP-Sourcing-Tool

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  • Julianne Horowitz
    Julianne Horowitz 5 months ago in reply to Shauna Aningo

    These are great ideas - thank you!! Every now and then I give my AP students some practice making quick decisions and grouping documents (test-driven, but necessary). I call it "Drive-Thru DBQ" and groups will enter a station, read the prompt, and choose two meals (groups of documents) from the available menu of sources (there are usually about 8 documents on the full menu). It's fun! Works best with documents they are already familiar with from the unit. 

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  • Anne Koschmider
    Anne Koschmider 5 months ago in reply to Julianne Horowitz

    On today's episode of Things Julie Inspired Me To Do, I put together this slide deck with instructions to give the Drive Thru DBQ a try with my WHAPpers. Anything you would suggest I do differently before I roll this out to students, Julianne Horowitz ?

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  • Lisa Meyers
    Lisa Meyers 5 months ago in reply to Anne Koschmider

    Thank you for sharing.  Love the format of this!

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  • Julianne Horowitz
    Julianne Horowitz 5 months ago in reply to Anne Koschmider

    These Slides are great. I’m definitely stealing the side dishes idea!! How long are your class periods? HAPPY takes my students so long that I typically do the Drive-Thru after they’ve seen & “happified” some documents in the unit.  Let me know how this goes so I can try it your way too!

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  • Marcella Sykucki
    Marcella Sykucki 4 months ago in reply to Anne Koschmider

    Thanks for putting this together Anne Koschmider ! I was about to do this DBQ with my students next week so I'm going to use this! How long did this take your students to do? Trying to figure out if this can be done in a 40 minute class period or should be spread out over 2 class periods.

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  • Anne Koschmider
    Anne Koschmider 4 months ago in reply to Marcella Sykucki

     Marcella Sykucki  I’d say 40 minutes should be just about right. I have 58 minute periods but did an activity before the Drive-Thru DBQ. 

    Also, my students’ semester exams revealed a need for more contextualization practice, so I added some evidence and context based on the “Global Transformation of the Industrial Revolution” article. Feel free to skip that if you’d like Smiley

    Report back if you have any suggestions for improvement! I used the document set from AP Classroom, but it’s only 6 prompts and one of the documents didn’t group well. I made a note to try to add a doc to give it a friend the next time around. 

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  • Marcella Sykucki
    Marcella Sykucki 4 months ago in reply to Anne Koschmider

    That's the document set I was going to use anyway so that's perfect. Do you remember which document was the issue? I was going to have them in groups of 5 (my classes are a bit small) and was thinking of modeling one for them so maybe that's the document I use for my model.

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  • Anne Koschmider
    Anne Koschmider 4 months ago in reply to Marcella Sykucki

     Marcella Sykucki  it was the document about India. I think it’s a good one because it’s fodder for a counter argument, but I teach my students to group the documents so I think it would be better with another document for corroboration. You might be able to borrow something from WHP’s Unit 5 DBQ comparing industrialization in Britain and India. 

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  • Julianne Horowitz
    Julianne Horowitz 4 months ago in reply to Anne Koschmider

    Have you tried this in class yet? I'm doing a few additional DBQ exercises this week based on my students' midterms. Was wondering if you made any changes after trying it.

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