Analyze Individual Documents Using Literacy Strategies and Questions/Activities Provided
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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 EX Overview: 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 Teachers Day 1-2 Day 2-3 Day 3-5 Preview DBQ with students Complete prewriting Students will peer edit during the (students should have a copy and activities Graphic Organizers, rough draft. Student should be be shown on overhead) Webs, research if necessary. checking for: o Explain procedures. Determine vocabulary o Background Information needed to address the prompt section read and clarified. It is highly suggested that o Analyze prompt for clarity. students explain their thinking Complete thoughts o All Students should be able to in the pre writing activities as a explain what the prompt asks. support in the use of Citing evidence o Read and discuss Strategies for documents. Success. Students create thesis o Review expectations with statements which clearly Proper grammar and syntax rubric. (Focus on Meets provide their opinion. Students column. FFB and APR are not will use the frame as a support Correct spelling of high options.) in writing their thesis frequency words o Share prerequisites statements. o Cite references used Teacher should check that Correct use of academic o Clear and legible (or typed) each student has a thesis vocabulary o Completed on time. statement. Students begin analysis of Students write a rough documents draft that addresses the o Students must analyze, take prompt. Student use scoring rubric to notes, and respond to all Rough draft should include make revisions. questions for each document in at least three paragraphs, complete sentences. introduction, argument with Students complete their final reasons and a conclusion. draft Students must share and discuss Students should use not their findings and add to their use conversational speaking or Rough draft will be handed in notes using the Listening and dialogue in their writing, such with DBQ when complete Speaking Rubric. as “I am going to tell you about…” or “I hope you like this *All work must be done in class. essay…” GRADES 3-5
Dysart Unified School District #89 | Curriculum & Instruction June 2012 2 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 down
o write notes
o highlight
o reread
o pose questions
o visualize
o look for patterns
o use text features
o summarize
Dysart Unified School District #89 | Curriculum & Instruction June 2012 3 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.
Dysart Unified School District #89 | Curriculum & Instruction June 2012 4 Speaking and Listening Rubric Grades 3-5 Skills: Approaches - 1 Meets - 2 Exceeds - 3 Preparation: Fails to read the Actively pre-read and understood the topic, Actively pre-read the topic, material or skimmed it including marking the text (if possible) including marking the text(if Fails to take notes or possible) Internalizes some information (notes may be notes are irrelevant used as a trigger for recall) Fails to complete or Notes are present Demonstrates understanding of relevant attempt assigned tasks vocabulary words Demonstrates understanding of relevant vocabulary words Connects prior knowledge to topic Completes assigned tasks with accuracy and Attempts/completes assigned prepares questions. tasks, may have generated some questions Rules and Roles: Speaks out of Takes turns instead of talking Expresses own views while respectfully order/interrupts over others acknowledging others’ views
Strays from topic or task Stays on task/topic Stays on task/topic and encourages others to do the same Disrespectful or Respects others’ roles disruptive Upon task completion, helps others, and/or Effective use of time works ahead when appropriate Ineffective use of time Completes task/role as assigned Questioning: Does not pose questions Questions attempt to make Questions make connections between or poses questions that are obvious connections credible evidence, others’ views, and personal off topic observations Questions are based on Does not ask clarifying personal observations and Asks specific questions which elaborate on the questions ideas remarks of others.
Does not answer Asks clarifying questions to Makes relevant comments that further questions or provides check understanding understanding for the group answers that are vague or off topic Makes relevant comments Poses questions beyond the basic facts, seeks that contribute to the extensions in learning discussion Personal Reflections: Disregards or ignores Expresses own views with Listens and accepts new information based on information expressed by support evidence provided others Considers changing position, Reflects on own views in light of new Does not develop point but often doesn’t despite lack information of view or refuses to consider of evidence changing point of view Recognizes positions posed by others Willing to ask for clarification Disengages from when needed Uses substantial evidence in forming conversation when new opinion(s). information is presented Main Ideas: 1. States (3rd gr.), 1. States (3rd gr.), Does not state main 2. Paraphrases (4th gr.) OR 2. Paraphrases (4th gr.) OR ideas and/or supporting 3. Summarizes (5th gr.): 3. Summarizes (5th gr.): details of information main ideas and few supporting main ideas are supported with details from presented in multiple formats details from information information presented in multiple formats presented in multiple formats
Dysart Unified School District #89 | Curriculum & Instruction June 2012 5 Active Listening: No eye contact Eye contact Constant eye contact
Not paying attention Facing the speaker Concentrated body language including head nodding and leaning forward Off-task Not making side conversations with others Restates the ideas of others with accuracy. Side talking/fidgeting Hands and feet to themselves interrupting Able to state the ideas of others
4th Grade Document Based Question “Where we are influences who we are.”
Background Native Americans were the first people to settle in the information: 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?
Dysart Unified School District #89 | Curriculum & Instruction June 2012 6 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
Dysart Unified School District #89 | Curriculum & Instruction June 2012 7 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=______
Dysart Unified School District #89 | Curriculum & Instruction June 2012 8 b. Prehistoric=______
3. How are the two words similar and different? Compare and contrast the two words:
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/ Source: Excerpt from Cottage Living, January 2006 Photo by Marc Vassallo mesa_verde.html
4. Use the Venn diagram to compare and contrast the photos.
Dysart Unified School District #89 | Curriculum & Instruction June 2012 9 Ancestral Pueblo Home Construction Tuff Blocks Homes 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).
Mortar Blocks 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)
Dysart Unified School District #89 | Curriculum & Instruction June 2012 10 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?
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/)
Dysart Unified School District #89 | Curriculum & Instruction June 2012 11 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?
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?
Dysart Unified School District #89 | Curriculum & Instruction June 2012 12 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:
Dysart Unified School District #89 | Curriculum & Instruction June 2012 13 Holistic Rubric for Social Studies DBQ – Self Evaluation
Score Point 6 Score Point 5 Exceptional clarity, focus, and control of the topic. Clarity, focus, and control of the topic. Rich, relevant, and credible details. Balanced details. A strong sequence of events. A relevant beginning and ending. Carefully chosen words and clear sentences/ideas. A variety of words and sentences that sound natural. A strong voice from the writer that the reader can sense. A good voice from the writer that the reader can sense. Strong conventions with very few errors. Good use of conventions with few errors.
Grade: Exceeds Grade: Exceeds
Score Point 3 Score Point 2 Simple ideas but not very interesting. Very simple and unclear ideas. Details become a little unclear. Details are weak or are missing. A weak sequence of events and possible out of order. Missing parts of the sequence of events. Repetition of words and misused. Repetitive words used and it becomes awkward sounding. A weak voice and little sense of audience. No voice present and may sound choppy and like rambling. Many errors in conventions affect the reading of the piece. Many errors in conventions and it becomes hard to read.
Grade: FFB
Grade: Approaches
Score: FFB 1-2 APR 3
Holistic Rubric for Social Studies DBQ – Self Evaluation
Dysart Unified School District #89 | Curriculum & Instruction June 2012 14 Score Point 6 Score Point 5 Exceptional clarity, focus, and control of the topic. Clarity, focus, and control of the topic. Rich, relevant, and credible details. Balanced details. A strong sequence of events. A relevant beginning and ending. Carefully chosen words and clear sentences/ideas. A variety of words and sentences that sound natural. A strong voice from the writer that the reader can sense. A good voice from the writer that the reader can sense. Strong conventions with very few errors. Good use of conventions with few errors.
Grade: Exceeds Exceeds Score Point 3 Score Point 2 Simple ideas but not very interesting. Very simple and unclear ideas. Details become a little unclear. Details are weak or are missing. A weak sequence of events and possible out of order. Missing parts of the sequence of events. Repetition of words and misused. Repetitive words used and it becomes awkward sounding. A weak voice and little sense of audience. No voice present and may sound choppy and like rambling. Many errors in conventions affect the reading of the piece. Many errors in conventions and it becomes hard to read. Grade: FFB
Grade: Approaches
Score: FFB 1-2 APR 3
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 processed
2. Legible
3. In essay format , with documents cited.
Dysart Unified School District #89 | Curriculum & Instruction June 2012 15 ______
Dysart Unified School District #89 | Curriculum & Instruction June 2012 16 ______Holistic Rubric for Social Studies DBQ – Teacher Evaluation
SCORE POINT 6 SCORE POINT 5
Response is sophisticated and skillful in written Response is excellent and skillful in written Response is appropriate and acceptable in written communication, demonstrated by communication, demonstrated by communication, demonstrated by ideas adequately developed with a clear and coherent presentation of ideas with order and structure that can be formulaic. exceptional clarity, focus, and control in clarity, focus, and control in topic relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable. development and organization that often development and organization a recognizable beginning and ending, although one or both may be somewhat weak. shows insight. a balanced and thorough explanation of in-depth and/or creative exploration of the the topic using relevant details. effective word choice that is functional and, at times, shows interaction between writer and audience. topic using rich, relevant, and credible details. somewhat varied sentence structure with good control of simple constructions a natural sound.
Dysart Unified School District #89 | Curriculum & Instruction June 2012 17 a strong, perhaps creative, beginning, and an inviting beginning and a satisfying control of standard conventions although a wide range is not used; errors that do not impede readability. a satisfying conclusion. sense of closure. o accurate, may contain only minor historical errors. specifically and carefully chosen words a broad range of carefully chosen words o makes connections using some resources. that are skillfully crafted into phrases and crafted into phrases and varied sentences that o uses background knowledge at occasionally. sentences that enhance meaning. sound natural. o cites multiple documents correctly intentional and committed interaction awareness of the reader and commitment o thesis statement is clear. between the writer and the reader. to the audience and topic. effective and/or creative use of a wide effective use of a wide range of range of conventions with few errors. conventions with few errors. o insightful with no historical errors. o accurate, may contain only minor o makes original and specific connections historical errors. using resources. o makes obvious connections using relevant o relies on a variety of the documents and resources. includes outside resources, all of which are o appropriately relies on a variety of the cited correctly documents and may use outside sources, all o uses background knowledge for all support of which are cited correctly content. o uses background knowledge consistently. o thesis is prompt-driven and fits seamlessly o includes clear thesis statement in the in opening paragraph. opening paragraph.
SCORE POINT 3 SCORE POINT 2
Response is inadequate in written communication, Response is poor in written communication, Response is inferior in written communication, demonstrated by demonstrated by demonstrated by lack of purpose or ideas and sequencing. broad or simplistic ideas that are understood overly simplistic and sometimes unclear organization that obscures the main point. but often ineffective. ideas that have insufficiently developed details. an attempt that is too short to offer coherent development of an idea, if it is stated. attempts at organizing that are inconsistent sequencing of ideas that is often just a list; or ineffective; beginnings and endings that are missing or ineffective details that require reader extremely limited vocabulary that shows no commitment to communicating a message. underdeveloped; repetitive transitional devices. and inference to comprehend and follow. sentences with confusing word order that may not permit oral reading. developmental details that are uneven, missing beginning and/or ending. severe and frequent errors in conventions. somewhat predictable, or leave information gaps; repetitive, monotonous, and often misused details not always placed effectively in the o has significant historical misinterpretation. words awkwardly strung into sentences that are writing. difficult to read because they are either choppy o no documents are internally cited reliance on clichés and overused words that or rambling; many sentences that begin with o no apparent thesis or topic statement. do not connect with the reader; limited audience repetitive noun + verb pattern. awareness. lack of audience awareness. monotonous and sometime misused words; little control of basic conventions resulting in sentences may sound mechanical, although errors impeding readability. simple constructive are usually correct. o Contains multiple historical errors limited control of standard conventions with significant errors. o uses more than one document correctly but relies on one document OR cites only one o Historically accurate but overly general document o loosely makes connections to some o loosely uses background knowledge/facts resources. with no connections. o uses background knowledge/facts with some o includes a general topic statement, but not a connections. thesis o includes a thesis, though it is not very clear. o cites multiple documents correctly Score: FFB 1-2 APR 3
Dysart Unified School District #89 | Curriculum & Instruction June 2012 18