Document Based Question Analysis Unit Plan

Document Based Question Analysis Unit Plan

Alexis Hoffmann

OTL502 Learning Theories and Modules of Instruction

Colorado State University Global Campus

Brenda Bagwell, PhD

7/14/17
DBQ Unit Plan

Document Based Question Analysis Unit

The document based question (DBQ) is designed to test the students ability to simultaneously

apply several historical thinking skills. These include historical argumentation, use of relevant

historical evidence, contextualization, and synthesis. This lesson/unit plan should help students

in their goals to dissect the question, to organize their thoughts, and to analyze the documents so

that they can begin to write their essay.

Ensuring Deep Knowledge

This assignment focuses on Items 9 and 10 from The Twelve Touchstones of Good

Teaching (Goodwin & Ross Hubble, 2013).

Critical Thinking: Module 6

Step One: Add opportunities for students to process every 15 minutes.

Since I am using the Workshop Model (Tovani, 2011), the opportunity to reflect is

naturally built into the lesson. This model allows me to create a student-centered classroom

where students drive the work, which allows me to walk around and serve as a facilitator.

During the Catch & Release method, students will be able to take some time to reflect and

process what else they might need or address anything that is still confusing or challenging. This

methodology is also discussed by Goodwin and Ross Hubble (2013) when they talk about

breaking learning into discreet chunks of time. During the catch time I pose questions that will

challenge their thinking and help them draw connections between the author, the intended

autdience, themselves, and the world around them, and then I will release them with this new

idea to think about or develop on their own.

Step Two: Use the Six Essential Cs to assess everything in the lesson or unit to ensure that
it has a purpose. (These are labeled within the lesson plan.)
 DBQ Unit Plan

Step Three: Add amount of time devoted to every activity in the lesson or unit. (These are
labeled within the lesson plan.)

Stage 1 Desired Results

Content Standard(s): (Module 2)
Colorado History Standard 1. Use the historical method of inquiry to ask questions, evaluate primary and
secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence.

Unpacked Standard(s): (Module 2) Essential Questions: (Module 2)

Evaluate a historical source for point of view
and context How does point of view impact how history is
interpreted?
Create and defend a historical claim/argument
using evidence from a primary or secondary Why are historical questions important?
source

Differentiate between fact and historical

interpretation

Recognize authors bias in the document

Students will set their own personal goals by. (Module 3)

Working with one another during class activities.

Peer-edit a classmates essay

Conference with me on their essay process

Cooperative learning through a class written DBQ

Rules and Procedures (Module 5)

Class Rules:
Be open to discussion about the ideas, opinions and thoughts you present in class.
Actively listening to all members of the class.
Come prepared for class and take responsibility if this is not the case.
Be present.
Be flexible.
 DBQ Unit Plan

Class Procedures:
When Entering the Classroom:
o When the bell rings, be seating and ready to go (notebooks out, homework ready, etc).

Restroom Breaks:
o If the pass is available, you may use it as long as it is not during instruction.

Turning in Assignments:
o During individual work time on Tuesday, leave your chapter notes open on the side of your
desk.
o On Friday's place your chapter notecards in the bin at the front of the classroom.

Stage 2 Assessment Evidence Directly Aligned to Content Standard

Pre-Assessment, including analysis of the pre-assessment results. (Module 3)

Performance Task(s):
The goal of this lesson/unit is to help students analyze historical documents to accurately analyze and
write an argumentative essay for the AP World History Exam.
Students will complete several POV statements and analyze multiple sources.
This final DBQ will include a proper inclusion of at least 6 of the 7 sources provided as well as 4 of those
6 sources accurately sourced via the requirements provided in the rubric.
A DBQ rubric will be used to assess this summative assessment.

**As a culminating project, students will write a full DBQ for the AP World History Exam in May.

Rubric: (Module 3)

Contextualization Thesis Argument Use of Evidence Sourcing the Outside Synthesis

Development Documents Evidence
1 point 1 point 1 point 1 point 1 point 1 point 1 point
Situates the argument by Has acceptable thesis Develops and Specific and Explains the Provides an Extends the
explaining the broader that makes a supports a cohesive accurate evidence is significance of example or argument by
historical events, historically defensible argument that utilized from at the authors point additional piece FULLY
developments, or claim that responds to recognizes and least 6 of the of view, authors of evidence explaining
processes immediately all parts of the accounts for sources to purpose, beyond those connections
relevant to the question. question. historical appropriately historical found in the through either:
complexity. address the prompt. context, and/or documents to 1. A different
Typically will consist of Must be located in audience for at support or qualify region
multiple sentences. introduction or Essay shows a Showing least four the argument. 2. A different
conclusion of essay. relationship among understanding is documents. time period
the sources through insufficient. Sources Outside evidence 3. A different
contradiction, must be deployed cannot be simple course theme
corroboration, to support thesis. facts; it must be or approach to
and/or qualification. used to support history that is
and strengthen not the focus of
the argument. the essay.

Must be used to
strengthen
thesis.
 DBQ Unit Plan

Self or Peer Assessments (Module 5) Formative Assessments, Summative Assessments,

etc. (Module 3)
Students are given the essay rubric prior to
writing. Sourcing Quiz (Warm Up)

Feedback will be given on students drafts. PASTA Protocol (formative)

POV Statement Quizzes (Summative)

Students will go through a Writers Workshop
during the drafting process. DBQ Essay Draft (Formative)

Students will peer-edit one anothers essays. DBQ Essay (Summative)

Whip Around (Share Session)

Differentiated Assessment Approaches:

All IEP accommodations will be met, but overall, the
final assessment is dictated by College Board
Advanced Placement standards of assessment and
performance. Other than some additional or extended
time on assignments, students need to meet the College
Board standards to earn a passing grade of 3 or above
on the AP exam.

Stage 3 Learning Plan Directly Aligned to Content Standard AND Assessments

Learning Activities: (Module 4)

Essential Question Briefing (5 minutes): This reminds students that we are focused on a specific
historical thinking skill. It is a simple and short reminder to focus the class. (Curiosity, Connection,
Coherence)
Pre-assessment (15 minutes): POV Practice (Warm-up) (Connection)
Mini-Lesson (10 minutes): PASTA Protocol (Coherence)
Unit Plan Learning Targets (10 minutes TOTAL): Self-assessment before, during, and after. (Coherence,
Connection, Context)
Students will work through the sources in their groups to complete the PASTA Protocol (45 minutes,
which includes the following two bullet points as well). (Coherence, Concentration, Context)
In this particular lesson, interacting with students will be done primarily through questioning and
individual questioning/conferencing with students. (Coaching)
Student expectations are clearly stated and written on the board for reference. In addition, the tasks are
listed in the Google Classroom for students to access outside of class. (Coaching)
Catch & Release will be used while students are working, which means that about every 10 minutes, I
will have students share out their POV statements before moving on the next source. Alternatively, I will
ask if anyone is struggling in analyzing the source, which will allow students to help one another by
offering their own examples within their group. This will also help me determine who is struggling and
who is excelling. (Connection, Coherence, Concentration, Coaching)
 DBQ Unit Plan

Whip Around (10 minutes) will be used to end the class period to assess student understanding or
confusion. (Context)

Stage 4 Feedback Strategies, including Timeliness (Module 5)

Students will know what they need to improve and work towards mastery by through

DBQ rubric
Comments from peers on practice DBQ
Teachers comments on POV statement practice paragraphs
One-on-one meetings with students during the drafting process

***After school opportunities will be given so students can conference individually for a more in depth look at
their writing.
DBQ Unit Plan

References

Common Core State Standards Initiative. (2012). English Language Arts Standards:

History/Social Studies. Retrieved from http://www.corestandards.org/ELA-

Literacy/RH/9-10/

Goodwin, B & Ross, E. (2013). The Twelve Touchstones of Good Teaching. Alexandria, VA:

ASCD.

Morse, Ogden. AP Central.

http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/45200.html (accessed

June 21, 2017).

Lambert, K. 2012. Tools for Formative Assessment Techniques to Check for Understanding

Processing Activities. OCPS Curriculum Services.

http://www.levy.k12.fl.us/instruction/instructional_tools/60formativeassessment.pdf.

Tovani, C. (2011). So What Do They Really Know? Portland, ME: Stenhouse Publishers.