The DBQ Project and Common Core A Systemwide

The DBQ Project and Common Core: A System-wide Approach to Historical Thinking and Evidence-based, Argument Writing Chip Brady, Co-founder, The DBQ Project chip@dbqproject. com

Overview / Agenda • The DBQ Project—History/Philosophy (5 mins) • Lessons from the DBQ front—what are we learning out there (5) • DBQ Project Materials—quick overview (5) • Questions Part 1 (5) • A Walk Through the DBQ Project Method (15) • Going System-wide—Some Suggestions (10) • Questions Part 2 (10)

DBQ Project—Who? What? • Chip Brady, Phil Roden—Co-founders, Co-authors • Professional Development Leadership Team: • Mollie Hackett • Beth Montgomery • Jackie Migliori • Amie Polcaro We work with districts nation-wide to embed our instructional strategies into a systemic, evidencebased writing program, grades 3 -12.

History and Philosophy of The DBQ Project • If it’s good enough for AP, why not everyone? • Evanston Township HS origins • Teachers are experts—provide them with multiple options of support and a clear instructional frame and turn them loose. • Sustained Professional Development is what makes the difference.

The DBQ Project’s Core Beliefs 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.

News from the DBQ Front • Over 1000 workshops in the past 5 years • Teachers are in a tough spot – Which master to I respond to? – I’m clear on the standards, but what about the scaffolding needed to get my students there—the “how” is often missing in PD – Admin and budgets often do not allow for multiyear, sustained PD

Suggestions From the DBQ Front • Beware the “Common Core Test Prep” trap Emphasize – deep, inquiry-based, content-rich instructional models that emphasize writing – Remember “rigor” is a wonderful and dangerous word • Help districts by emphasizing: – Site-based coaching – Vertical dialogue around skills, skills – Paradigm instructional shifts take time – Be hopeful—we are. • Say Loudly and often… – “Common Core and other State efforts that increase standards will fail without History/Social Studies taking the lead!!” – C 3 framework makes the case!!

DBQ Project Materials

Mini-Q vs Mother-Q Mini-Q’s • • 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 Hook activity embedded in student materials Norming essays provided Mother-Q’s • • 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 Hook activity provided in the “Teacher’s Toolkit”

Sample Unit: How Did the Renaissance Change Man’s View of the World? Enhanced Version vs. Clean Version Will either say “EV” or “CV”

Questions? Part 1

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

Sample Unit: Valley Forge: Would You Have Quite? Left Side: Teacher’s Page Right Side: Student Page

Step 1: The Hook - An interested student has a better chance of succeeding with a DBQ. - Every unit starts with a brief activity intended to pique student curiosity and activate their prior knowledge.

Step 2: Background Essay - Students come to the classroom with varying levels of understanding and knowledge. - The Background Essay ensures that all students have enough historical context to engage in meaningful exploration of the documents. - Teachers also need to be thoughtful about where in their unit of study they place the DBQ.

Step 3: Understanding the Question - To ensure success, students need to clearly understand what is being asked of them. - Take the time to go over the nature of the question and any key terms. - Establishing a reading purpose helps with reading comprehension. Quit Reason #1 Stay Reason #2 Reason #3

The Documents: Enhanced Version

Types of Documents

Document Analysis Organizer The DBQ Project Method 1 Day Step 1: Engaging the students – The Hook Step 2: Building Context – The Background Essay 1 -3 Days 2 -3 Days 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

Step 4: Close Reading of the Documents Best Practice: Gradual Release Model • • Model Guided Practice Reciprocal Learning/Collaboration Individual Application Habits of Document Analysis ü Source the Document ü Note the Note ü Backdrop the Doc ü Closely Read the Body of the Document ü Make meaning of the Document ü Use the Document to Answer THE QUESTION

Step 5: Grouping the Documents, “Bucketing” Teacher Page Student Page

Step 6: Writing: “The Scary Transitions” Located inside the Enhanced Version Located inside the “Teacher’s Tool Kit”

Additional Supports Calibrated essays at 3 different levels of proficiency - Located in the Enhanced Version Essay Rubric -Located in the “Teacher’s Tool Kit”

System-wide Implementation • Social Studies has a problem… • Need a vehicle for vertical skill development • Key to any system-wide Social Studies effort: – Emphasis on key historical thinking and writing skills – Common structure that becomes increasingly complex as students move up the ladder – Teachers must have time to talk about student work and ask big questions like: • When should I remove supports? • What does good argument look like in an essay? grade 4, 6, 11?

Sample Document: Valley Forge: Would You Have Quit? 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. 2) 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. 4) Interpret words and phrases as they are used in a text… and analyze how specific word choice shape meaning or tone. 6) 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.

Sample Mini-Q: Going from Single Document to Synthesizing Multiple Documents Common Core Standards Addressed (In addition to the aforementioned) Reading Standards 7) Integrate and evaluate content presented in diverse formats and media, including visually, and quantitatively, as well as in words. 9) 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 4) Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues 5) Demonstrate understanding of figurative language, word relationships and nuances in word meanings. 6) 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.

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. 2) Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5) Develop and strengthen writing as needed by planning, revising, editing, rewriting… 7) Conduct short as well as more sustained research projects based on focused question, demonstrate understanding of the subject under investigation. 8) Gather relevant information from multiple… sources, assess the credibility and accuracy of each source and integrate the information while avoiding plagiarism. 9) Draw evidence from literary or informational texts to support analysis, reflection, and research.

Final Thoughts and Questions

The DBQ Project and the Common Core: A System-wide Approach to Historical Thinking and Writing Chip Brady, Co-founder, The DBQ Project chip@dbqproject. com www. dbqproject. com