Rights, Roles and Responsibilities of Citizenship

Rights, Roles, and Responsibilities of Citizenship Developing Classroom Rules

A Document Based Question for First Graders

Name ______

Date ______Grade 1 DBQ: Roles, Rights and Responsibilities of Citizenship

INFORMATION FOR TEACHERS

Prior to implementing the DBQ:

Students will have been introduced to the need for rules in the classroom through such discussions that begin on day one.

Students will already have experiences talking about the need for accountability to classroom rules.

Teacher and students will have discussed the word “respect”. (What does the word mean? What are different ways of showing respect for ourselves? For other people? What are ways of showing respect for people’s belongings?)

Teacher will have discussed with students the concept of “personal space”. (e.g. Is it a certain size? Is it always the same size? What does your personal space “look like” in the classroom? What does it look like at your table/desk? In the cafeteria line? On the school bus? No matter where you are, how will it feel if your personal space is not comfortable for you?)

Teacher will have discussed with students the various factors important in rule making. (e.g. that they are fair, that they are enforceable, that they are necessary).

Teacher and students will have talked about what it means to take responsibility for something. (e.g. What might it look like in the classroom? The cafeteria? On the playground?) Grade 1 Document Based Question

Students are citizens too. Students can be part of making decisions for their classroom community.

Historical Context: (These are things I need to know): We have rules and laws to keep people safe and keep things in order. Citizens have a responsibility to follow rules and laws. Citizens have a right to participate in making decisions for their communities. Our classroom is a community where we want to keep people safe and things in order.

Task: (This is what I need to do): Using the two posters showing classroom rules we will:  Decide on a set of rules for our classroom for this school year.  Make a big poster of classroom rules to remind us about our responsibility to follow the rules we agreed upon, during the year. Document #1

An existing set of 1st grade classroom rules, either one you use now, or one you have contrived for the purposes of this exercise, have had posted in the classroom since September and ideally, which you have spent at least some time discussing with your students.

Document #2 Mrs. Carter’s First Grade Cherry Avenue School

Respect each others’ ideas, belongings and personal space.

Smile and say good morning.

Accept challenges.

Accept responsibility for what you say and do.

Scaffolding Question This question is read orally. Students answer in writing or it is scribed for students. (The readability level of the scaffolding question is 2.4)

What should be a new or different rule for our class be? Why? Document #2

Mrs. Carter’s First Grade Cherry Avenue School

Respect each others’ ideas, belongings and personal space

Smile and say good morning.

Accept challenges.

Accept responsibility for what you say and do. Use the classroom rules from our class and from the Cherry Avenue School. Are there ideas that should be part of our classroom rules? Why do you think so?

What should be a new or different rule for our class? Why?

______

______Document-Based Question Feedback Review Form A

Name (optional):______District: ______Title Of DBQ Used: ______Grade Level You Teach: ______

[1] How well did the students understand the task?

[2] How did students use the information in the historical context?

[3] Which documents seemed easier for students to understand? Why?

[4] Which documents seemed more difficult for students to understand? Why?

[5] How did students respond to how the DBQ was laid out (document sequence, formatting and spacing of text, pictures, etc)?

[6] Other: Document-Based Question Feedback Review Form B

Name (optional): ______District: ______Grade Level You Teach: ______Title of DBQ Used: ______

Please circle your rating for each of the following questions. Five is considered outstanding and one underdeveloped.

Historical Context: 1. How well does it help to narrow the focus? 5 4 3 2 1 2. How concise and clear is it? 5 4 3 2 1 3. To what degree is its vocabulary age appropriate? 5 4 3 2 1 4. How well does it allow for students to gain an understanding of the historical time and place in which the DBQ is being written for? 5 4 3 2 1

Task 1. How well does the task explain what students are to do? 5 4 3 2 1

Scaffolding Questions 1. How well do they help students to understand the documents? 5 4 3 2 1 2. To what degree is the vocabulary age appropriate? 5 4 3 2 1 3. Are the questions clear in requirements? 5 4 3 2 1 4. Are they designed and set up in a user- friendly way? 5 4 3 2 1 5. How well do the questions relate to the historical context? 5 4 3 2 1 5. How well do the questions help students to make connections among the documents? 5 4 3 2 1

Selection of the documents 1. To what degree of variety exists among the different types of documents (i.e. pictures, text, maps, charts, graphs, etc)? 5 4 3 2 1 2. How appropriate are the reading levels of the documents to the age of the students taking this DBQ? 5 4 3 2 1 3. How clear and easy to read are the documents? 5 4 3 2 1 4. How well do the documents address the task? 5 4 3 2 1 5. Are the documents sequenced in such a way that they aid students’ organization and understanding of material? YES NO