DBQ - Dysart High School Web viewUse the Venn diagram to compare and contrast the photos. Ancestral...

Dysart Unified School District #89

DBQ

Document Based Question

Grade 4- Form A

Contributions of Arizona’s Early People“Where we are influences who we are.”

Student Name:

School:

Date:

Teacher Name: Score: 1-2 FFB 3 APR 4 Meets 5-6 EXOverview: Document Based Questions (DBQs) provide primary and secondary source materials, related to a specific theme, in which students are asked to:

• Analyze individual documents using literacy strategies and questions/activities provided (DAY 1-2)• Complete prewriting graphic organizer(s) and/or prewriting outline(s) (DAY 3-4)• As part of the writing process, draft a 3+ paragraph essay response that answers the prompt• Revise, edit, and publish final response using the rubric

Suggested Timeline and Protocol for TeachersDay 1-2 Day 2-3 Day 3-5

Preview DBQ with students (students should have a copy and be shown on overhead)o Explain procedures.o Background Information

section read and clarified.o Analyze prompt for clarity.o All Students should be able to

explain what the prompt asks.o Read and discuss Strategies for

Success.o Review expectations with

rubric. (Focus on Meets column. FFB and APR are not options.)

o Share prerequisiteso Cite references usedo Clear and legible (or typed)o Completed on time.

Students begin analysis of documentso Students must analyze, take

notes, and respond to all questions for each document in complete sentences.

Students must share and discuss their findings and add to their notes using the Listening and Speaking Rubric.

*All work must be done in class.

Complete prewriting activities Graphic Organizers, Webs, research if necessary.

Determine vocabulary needed to address the prompt

It is highly suggested that students explain their thinking in the pre writing activities as a support in the use of documents.

Students create thesis statements which clearly provide their opinion. Students will use the frame as a support in writing their thesis statements.

Teacher should check that each student has a thesis statement.

Students write a rough draft that addresses the prompt.

Rough draft should include at least three paragraphs, introduction, argument with reasons and a conclusion.

Students should use not use conversational speaking or dialogue in their writing, such as “I am going to tell you about…” or “I hope you like this essay…”

Students will peer edit during the rough draft. Student should be checking for:

Complete thoughts Citing evidence Proper grammar and syntax Correct spelling of high

frequency words Correct use of academic

vocabulary

Student use scoring rubric to make revisions.

Students complete their final draft

Rough draft will be handed in with DBQ when complete

Dysart Unified School District #89 | Curriculum & Instruction June 2012 1

GRADES 3-5

Strategies for Success

Preview questions to set the purpose for reading the text.

Underline/highlight direction words and specific topic words in the question. It is important that you fully understand the question to which you are responding.

With every primary or secondary source document, realize that you need to analyze and identify the importance of that document in order to respond to the questions thoroughly.

When reading a document, use reading strategies to help you understand. You should:

o slow downo write noteso highlighto rereado pose questionso visualizeo look for patternso use text featureso summarize

Remember that the DBQ Process is a collaborative and thoughtful learning activity. You should be actively engaged in speaking, listening, and writing within your group.


Speaking and Listening Rubric Grades 3-5Skills: Approaches - 1 Meets - 2 Exceeds - 3

Preparation: Fails to read the material or skimmed it

Fails to take notes or notes are irrelevant

Fails to complete or attempt assigned tasks

Actively pre-read the topic, including marking the text(if possible)

Notes are present Demonstrates understanding

of relevant vocabulary words Attempts/completes assigned

tasks, may have generated some questions

Actively pre-read and understood the topic, including marking the text (if possible)

Internalizes some information (notes may be used as a trigger for recall)

Demonstrates understanding of relevant vocabulary words

Connects prior knowledge to topic Completes assigned tasks with accuracy and

prepares questions.

Rules and Roles: Speaks out of order/interrupts

Strays from topic or task Disrespectful or

disruptive Ineffective use of time

Takes turns instead of talking over others

Stays on task/topic Respects others’ roles Effective use of time Completes task/role as

assigned

Expresses own views while respectfully acknowledging others’ views

Stays on task/topic and encourages others to do the same

Upon task completion, helps others, and/or works ahead when appropriate

Questioning: Does not pose questions or poses questions that are off topic

Does not ask clarifying questions

Does not answer questions or provides answers that are vague or off topic

Questions attempt to make obvious connections

Questions are based on personal observations and ideas

Asks clarifying questions to check understanding

Makes relevant comments that contribute to the discussion

Questions make connections between credible evidence, others’ views, and personal observations

Asks specific questions which elaborate on the remarks of others.

Makes relevant comments that further understanding for the group

Poses questions beyond the basic facts, seeks extensions in learning

Personal Reflections: Disregards or ignores information expressed by others

Does not develop point of view or refuses to consider changing point of view

Disengages from conversation when new information is presented

Expresses own views with support

Considers changing position, but often doesn’t despite lack of evidence

Willing to ask for clarification when needed

Listens and accepts new information based on evidence provided

Reflects on own views in light of new information

Recognizes positions posed by others Uses substantial evidence in forming

opinion(s).

Main Ideas: Does not state main ideas and/or supporting details of information presented in multiple formats

1. States (3rd gr.),2. Paraphrases (4th gr.) OR3. Summarizes (5th gr.): main ideas and few supporting

details from information presented in multiple formats

1. States (3rd gr.),2. Paraphrases (4th gr.) OR3. Summarizes (5th gr.): main ideas are supported with details from

information presented in multiple formats

Active Listening: No eye contact Not paying attention Off-task Side talking/fidgeting interrupting

Eye contact Facing the speaker Not making side conversations

with others Hands and feet to themselves Able to state the ideas of

others

Constant eye contact Concentrated body language including head

nodding and leaning forward Restates the ideas of others with accuracy.


4th Grade Document Based Question“Where we are influences who we are.”

Background information:

Native Americans were the first people to settle in the Southwest. They built communities and learned how to farm in the three regions of Arizona. As the Spanish and Eastern settlers arrived in Arizona, they learned from the Native Americans how to farm and hunt the land. We still use some of these methods in Arizona today.

PROMPT:

In your opinion, which Early Arizona peoples had the most impact on Arizona?

Think about:

o Why was water so important to the Native American tribes?

o Why did Native American tribes start building more permanent communities?

o Was farming more important than hunting for Native American tribes?

o How did the tribes use the land and its resources to build their communities?

Possible Thesis Frame:

The _____________(Hohokam, Ancestral Puebloans, or Mogollon)people had the most impact on Arizona because they ________________(fact/claim), __________________(fact/claim), ____________________(fact/claim).


4th Grade Document Based Question“Where we are influences who we are.”

Document A: Water Irrigation: Use the text features and passage below to discuss and answer questions 1-2.

Prehistoric Irrigation Canal

Modern Irrigation Canal


(Above) The remains of a prehistoric Hohokam irrigation canal in what is now Mesa, Arizona.

Source: Photo taken from www.waterhistory.org.

(Above) A present-day irrigation canal in westPhoenix. The structure to the left is a flash flood ditch.

Source: Photo taken from http://www.nebraskaweatherphotos.org/Phoenix2009.html

http://www.nebraskaweatherphotos.org/Phoenix2009.html

http://www.waterhistory.org/

Hohokam Legacy: Desert Canals

Visitors to the Salt River Valley are often surprised to discover a fertile agricultural region blossoming in the dry Arizona desert. However, these modern agricultural achievements are not without a past. From A.D. 600 to 1450, the prehistoric Hohokam constructed one of the largest and most sophisticated irrigation networks ever created. By A.D. 1200, hundreds of miles of these waterways created green paths winding out from the Salt and Gila Rivers, dotted with large platform mounds. The remains of ancient canals lie beneath the streets of Phoenix. We are only now beginning to understand the engineering, growth, and operation of the Hohokam irrigation systems. This information provides new insights into the Hohokam lifestyles and the organization of Hohokam society.

Excerpt from Pueblo Grande Museum Profiles No. 12 by Jerry B. Howard.Paraphrased from http://www.waterhistory.org/histories/hohokam2/

1. Use context clues to define “modern” and “prehistoric.” Discuss and write down

which words in the passage help you to define these words.

2. What do these words mean? Use context clues to write the definitions below:

a. Modern=________________________________________________________

________________________________________________________________

b. Prehistoric=______________________________________________________

________________________________________________________________

3. How are the two words similar and different? Compare and contrast the two words:


http://www.waterhistory.org/histories/hohokam2/

http://www.waterhistory.org/biography/howard.php

Document B: Shelter: The types of shelter that people build depend on the available

resources and cultural influences. Use the photos and the text for questions 4-6.

Ancestral Puebloans Ruins Modern Adobe House

Source:http://touristinformationdirectory.com/tourist_attractions_spots/mesa_verde.html

Source: Excerpt from Cottage Living, January 2006 Photo by Marc Vassallo

4. Use the Venn diagram to compare and contrast the photos.


Ancestral Pueblo Home ConstructionTuff BlocksHomes were constructed from blocks of volcanic tuff, which is soft and relatively easy to break into blocks. In fact, natural erosional processes often create slopes of talus or broken, often block-like pieces of rock, at the bottom of canyon walls. The Ancestral Pueblo people had sources of hard rock, basalt, just a short distance down canyon. From this more durable rock the people made axes and hammers which could be used as tools to form the tuff blocks. Axes were also used to fell large Ponderosa pine trees whose straight, thick trunks made excellent vigas (the beams used to support the roof).

MortarBlocks of tuff were held together with a mud mixture. This mortar is often missing when a site is excavated. In the past, the mortar was often replaced with concrete, a much harder material than the tuff. This lead to problems and currently an effort is underway to replace the old concrete with a new mortar that has properties more similar to the original.

(Source: http://www.nps.gov/band/historyculture/ancestral-pueblo-home-construction.htm)

Adobe houses are good homes to build in a warm, dry climate where adobe can be easily mixed and dried. These are homes for farming people who have no need to move their village to a new location. In fact, some Pueblo people have been living in the same adobe house complex, such as Sky City, for dozens of generations.

(Source: http://www.nativelanguages.org/houses.htm)

5. Summarize the passage in one sentence.

6. Why do you think modern homes in Arizona are still built using features used by the Puebloans? What clues from the text help you to make this inference?


http://www.nps.gov/band/historyculture/ancestral-pueblo-home-construction.htm

Document C: Agriculture: Ancient tribes learned to grow crops in the plateau, mountain and desert regions of Arizona. Use the picture and text to answer questions 7-8.

(Source: http://www.esac.ca/category/call-for-papers/)

Three significant cultures emerged in the region around 300 B.C. All three were based on a farming society augmented by hunting and gathering. They included the Anasazi, who erected cliff houses in northern Arizona and New Mexico, Utah and Colorado; the Hohokam, who dug complex irrigation systems in central Arizona; and the Mogollon, who hunted and farmed along the rivers of western New Mexico and eastern Arizona. Water was a precious natural resource in Southwestern societies, which kept strict rules about its use down to the youngest child. Some argue that these cultures were the most sophisticated of any Native American society north of present day Mexico during the first 1,200 years A.D.

(Source: http://www.u-s-history.com/pages/h949.html)

6. How do you think the Mogollon tribe adapted to farming in the mountain regions of Arizona and New Mexico?

7. What were some of the benefits of living and farming in the mountain regions?


http://www.esac.ca/category/call-for-papers/

Pre Writing

Directions: Complete one of the following prewriting activities, and then use the information you organize to create a rough draft on a separate sheet of paper. Read rubric for specific expectations for you 5 or more paragraph essay.

Background Information: Native Americans were the first people to settle in the Southwest. They built communities and learned how to farm in the three regions of Arizona. As the Spanish and Eastern settlers arrived in Arizona, they learned from the Native Americans how to farm and hunt the land. We still use some of these methods in Arizona today.

PROMPT:What Native American tribe had the most impact on Arizona today?

Think about:

o Why was water so important to the Native American tribes?

o Why did Native American tribes start building more permanent communities?

o Was farming more important than hunting for Native American tribes?

o How did the tribes use the land and its resources to build their communities?


Complete the following graphic organizer or outline:

Holistic Rubric for Social Studies DBQ – Self Evaluation

Score Point 6 Exceptional clarity, focus,

and control of the topic. Rich, relevant, and credible

details. A strong sequence of

events. Carefully chosen words and

clear sentences/ideas. A strong voice from the

writer that the reader can sense.

Strong conventions with very few errors.

Grade: Exceeds

Score Point 5 Clarity, focus, and control of

the topic. Balanced details. A relevant beginning and

ending. A variety of words and

sentences that sound natural.

A good voice from the writer that the reader can sense.

Good use of conventions with few errors.

Grade: Exceeds

Score Point 4 Adequate ideas with an

order that might be ordinary.

Mostly relevant details that are clear.

Sequence of events may become weak.

Effective word choice that is common.

A sense of voice is present. Good conventions were

errors don’t affect the reading of the piece.

Grade: Meets

Score Point 3 Simple ideas but not very

interesting. Details become a little

unclear. A weak sequence of events

and possible out of order. Repetition of words and

misused. A weak voice and little

sense of audience. Many errors in conventions

affect the reading of the piece.

Grade: Approaches

Score Point 2 Very simple and unclear

ideas. Details are weak or are

missing. Missing parts of the

sequence of events. Repetitive words used and it

becomes awkward sounding.

No voice present and may sound choppy and like rambling.

Many errors in conventions and it becomes hard to read.

Grade: FFB

Score Point 1 No purpose or clear ideas. Very little or no details. No clear sequence of

events. Limited vocabulary used

and very basic words. No voice present or sense of

audience. Severe and frequent errors

in conventions.

Grade: Falls Far Below

Score: FFB 1-2 APR 3 Meets 4 EX 5-6


Holistic Rubric for Social Studies DBQ – Self Evaluation

Score Point 6 Exceptional clarity, focus,

and control of the topic. Rich, relevant, and credible

details. A strong sequence of

events. Carefully chosen words and

clear sentences/ideas. A strong voice from the

writer that the reader can sense.

Strong conventions with very few errors.

Grade: Exceeds

Score Point 5 Clarity, focus, and control of

the topic. Balanced details. A relevant beginning and

ending. A variety of words and

sentences that sound natural.

A good voice from the writer that the reader can sense.

Good use of conventions with few errors.

Grade: Exceeds

Score Point 4 Adequate ideas with an

order that might be ordinary.

Mostly relevant details that are clear.

Sequence of events may become weak.

Effective word choice that is common.

A sense of voice is present. Good conventions were

errors don’t affect the reading of the piece.

Grade: Meets

Score Point 3 Simple ideas but not very

interesting. Details become a little

unclear. A weak sequence of events

and possible out of order. Repetition of words and

misused. A weak voice and little

sense of audience. Many errors in conventions

affect the reading of the piece.

Grade: Approaches

Score Point 2 Very simple and unclear

ideas. Details are weak or are

missing. Missing parts of the

sequence of events. Repetitive words used and it

becomes awkward sounding.

No voice present and may sound choppy and like rambling.

Many errors in conventions and it becomes hard to read.

Grade: FFB

Score Point 1 No purpose or clear ideas. Very little or no details. No clear sequence of

events. Limited vocabulary used

and very basic words. No voice present or sense of

audience. Severe and frequent errors

in conventions.

Grade: Falls Far Below



Final Response

The following prerequisites must be present in order for DBQ to be completed, turned in, and/or graded.

1. In pencil, black or blue ink, or word processed2. Legible3. In essay format , with documents cited.

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________


____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

___________________________________


Holistic Rubric for Social Studies DBQ – Teacher Evaluation

SCORE POINT 6

Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in

development and organization that often shows insight.

in-depth and/or creative exploration of the topic using rich, relevant, and credible details.

a strong, perhaps creative, beginning, and a satisfying conclusion.

specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.

intentional and committed interaction between the writer and the reader.

effective and/or creative use of a wide range of conventions with few errors.

o insightful with no historical errors.o makes original and specific connections using

resources.o relies on a variety of the documents and includes

outside resources, all of which are cited correctlyo uses background knowledge for all support

content.o thesis is prompt-driven and fits seamlessly in

opening paragraph.

SCORE POINT 5

Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic development

and organization a balanced and thorough explanation of the topic

using relevant details. an inviting beginning and a satisfying sense of

closure. a broad range of carefully chosen words crafted

into phrases and varied sentences that sound natural.

awareness of the reader and commitment to the audience and topic.

effective use of a wide range of conventions with few errors.

o accurate, may contain only minor historical errors.

o makes obvious connections using relevant resources.

o appropriately relies on a variety of the documents and may use outside sources, all of which are cited correctly

o uses background knowledge consistently.o includes clear thesis statement in the opening

paragraph.

SCORE POINT 4

Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a clear

and coherent presentation of ideas with order and structure that can be formulaic.

relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.

a recognizable beginning and ending, although one or both may be somewhat weak.

effective word choice that is functional and, at times, shows interaction between writer and audience.

somewhat varied sentence structure with good control of simple constructions a natural sound.

control of standard conventions although a wide range is not used; errors that do not impede readability.

o accurate, may contain only minor historical errors.

o makes connections using some resources.

o uses background knowledge at occasionally.

o cites multiple documents correctlyo thesis statement is clear.

SCORE POINT 3

Response is inadequate in written communication, demonstrated by broad or simplistic ideas that are understood but often

ineffective. attempts at organizing that are inconsistent or

ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.

developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing.

reliance on clichés and overused words that do not connect with the reader; limited audience awareness.

monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.

limited control of standard conventions with significant errors.

o Historically accurate but overly generalo loosely makes connections to some resources.o uses background knowledge/facts with some

connections.o includes a thesis, though it is not very clear.o cites multiple documents correctly

SCORE POINT 2

Response is poor in written communication, demonstrated by overly simplistic and sometimes unclear ideas that

have insufficiently developed details. sequencing of ideas that is often just a list; missing

or ineffective details that require reader and inference to comprehend and follow.

missing beginning and/or ending. repetitive, monotonous, and often misused words

awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.

lack of audience awareness. little control of basic conventions resulting in errors

impeding readability.

o Contains multiple historical errorso uses more than one document correctly but relies

on one document OR cites only one documento loosely uses background knowledge/facts with no

connections.o includes a general topic statement, but not a thesis

SCORE POINT 1

Response is inferior in written communication, demonstrated by lack of purpose or ideas and sequencing. organization that obscures the main point. an attempt that is too short to offer

coherent development of an idea, if it is stated.

extremely limited vocabulary that shows no commitment to communicating a message.

sentences with confusing word order that may not permit oral reading.

severe and frequent errors in conventions.

o has significant historical misinterpretation.o no documents are internally citedo no apparent thesis or topic statement.



DBQ - Dysart High School Web viewUse the Venn diagram to compare and contrast the photos. Ancestral...

Documents

Transcript of DBQ - Dysart High School Web viewUse the Venn diagram to compare and contrast the photos. Ancestral...