How to Write a DBQ The purpose of the DBQ (Document Based Question) is not to test your knowledge of the subject, but rather to evaluate your ability to practice the historian's craft. You will be required to work with the documents and use them to answer a question. Writing the DBQ is an acquired skill, one that takes practice. Remember that there is actually no right or wrong answer. The following is your guide to writing a successful DBQ. 1. 2. a. 1. Which is biased, which has great knowledge? d. 3. 4. 5. a. Be certain that your answer is always focused directly on the question. 6. a. 1. 2. categories. 3. 4. the documents). 5. 6. 7. 8. 9. 10. Digital Rain Factory: Creating a Storytelling Culture for Organizations
History Pictionary By Robin James Age Range: 11 and over While trying to think of a way to motivate junior high students to be attentive to a pre-test review, I realised there were a lot of visual images related to the test. That reminded me of how much fun playing pictionary is to me and my friends. I took as many topics / items / questions in the test and started thinking about what I could draw. Ideas came to mind, but I'm no artist. Then it dawned on me to use clipart. Next, I prepared a list of topics / words / terms and beside each one I pasted or hand copied the art on my paper. When I did this activity in class, I called on volunteers to draw. When students came forward I gave them a topic and asked if they had an idea of what to draw. if they did, I let them go for it. This is the most animated and active this class has ever been. I give them candy as a reward for correctly identifying the correct-answer. This has been a huge success and I have used several times in classes from 7th to 11th.
Children and Youth in History | Educational Reform in Japan (19th c.) Document Based Question by Susan Douglass(Suggested writing time: 45-50 minutes) Using the images and texts in the documents provided, write a well-organized essay of at least five paragraphs in response to the following prompt. Based on analysis of evidence in the documents, assess the importance in Meiji Japan of developing a system of universal education as a requirement of nation-building. Include in your discussion evidence of: leaders' and intellectuals' views on the purposes and goals of education, elements identified as needing change in Japanese society, and the obstacles to achieving it, justifications for achieving educational goals by establishing universal, compulsory education, and the sources of motivation for reforming education and the models on which the new education system would be based. Your essay should: How to Cite This Source
Orell Digital Language Lab (ODLL) :: Communication Skills Lab Software Primary Sources with Document-based Questions • Macartney and the Emperor The Qing dynasty's restrictions on foreign trade increasingly frustrated Europeans, especially the British. In 1792 Great Britain sent a diplomat, Lord George Macartney (1737-1806), to present its demands to the Qianlong emperor (r. 1736-1796). This unit includes an introductory note to teachers with suggestions for teaching about Macartney's mission; a student reading discussing European contact and trade with China prior to and on the eve of Macartney's mission to China; and the primary-source reading Two Edicts from the Qianlong Emperor, which were the Qianlong emperor's responses to the Macartney mission. With discussion questions and suggested activities for students. • The Opium War and Foreign Encroachment In the fifty years after Macartney's visit (see "Macartney and the Emperor," above), Western powers pushed their demands on China further, leading to war and the gradual shift from tribute to treaty relations. | back to top |
Teaching Writing and Learning With Graphic Organizers For some reason, writing tends to be the task many students dread the most. As a result, teachers are always on the lookout for ways to make the assignment more enjoyable – or at least less despised! Incorporating graphic organizers into the writing and learning process is a great way to get students to think outside the box and engage more willingly in the process. What Are Graphic Organizers?A graphic organizer is a visual aid that helps depict the correlation between ideas, facts, or concepts. The most common visual learning strategies are concept mapping, webbing, and mind mapping. Concept Mapping A concept map creates a visual representation of the relationship between ideas. Webbing By creating a web, students will see how their central idea is linked to supporting details. This brainstorming process is perfect for launching a writing project. Mind Mapping A mind map is the visual representation of hierarchical information. How Can Graphic Organizers Help Educators Teach?
DBQ/CRQ: Teaching with Documents by Peter Pappas Developed by Peter Pappas Contact me for information on bringing my workshop to your school. Blog: www.peterpappas.com Showcase: www.edteck.com Follow me on Twitter/edteck Read about this site in ICSS Journal Winner of Philadelphia Inquirer's "10 Best Educational Sites" 2001 "Don't miss Teaching With Documents maintained by Peter Pappas. Recommended by DistrictAdministration Magazine's Dr. Washington DC: Peter Pappas will serve as an advisor to the Bill of Rights Institute, based in Arlington Virginia. Educators have long recognized the value of actively engaging students in the role of historian. “Teaching with Documents” is designed to help teachers and students make sense of the vast amount of source material available over the Internet, and effectively bring these resources to their work as historians.