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DBQ pre writing activities

Lisa Meyers

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?

Parents

  • 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

  • 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. 

  • 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,  ?

  • in reply to Anne Koschmider

    Thank you for sharing.  Love the format of this!

  • 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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  • 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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