ST: An Adventure of the American Mind by UXJGPP

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									Word Template for Teachers:
  The Turning Point: Gettysburg a DBQ

            KnowledgeQuest
       for 8th Grade (U S History)



                Designed by:

                Diane Ellis
               Amy Johnston
               Felice Mittler

            Henry Middle School

          felice_mittler@dpsk12.org
                 July 7, 2006




                                        1
Introduction
This lesson was designed to support working with primary sources in the Denver Public
School District and strengthen skills needed for the IBO (International Baccalaureate
Organization) certificate or degree programs at Henry Middle School.

The Battle of Gettysburg began with General Lee invading the North for the second time. It
ended with more dead then the Revolutionary War and the War of 1812 combined. The
Union was slowly heading for victory, was this its major turning point?

Document Based Question
Question: The battle of Gettysburg is considered a turning point of the Civil War. Do you
agree or disagree? Using at least 3 of the documents from part A, explain why?




About Your Learners
This lesson is anchored in eighth grade humanities and involves technology and critical
thinking skill.

The students will need to know how to analyze and interpret primary and secondary sources
for a variety of purposes.


Learning Standards
Social Studies Standards Addressed

Colorado State History Standards

       2 Students know how to use the processes and resources of historical inquiry.

       7 Students use appropriate technologies to obtain historical information; to study
and/ or model historical information and concepts; and to access, process and communicate
information related to the study of history.

Colorado State Geography Standards

      1 Students know how to use and construct maps and other geographic tools to locate
and derive information about people, places, and environments.

       6 Students apply knowledge of people, places, and environments to understand the
past and present and to plan for the future.




                                                                                            2
Process
Activate prior knowledge
Analyze documents
Answer skilled questions
Scaffold information
Pre-write/draft
Revise/edit
Final draft

Day 1 (90 minute block)
Activate prior knowledge KWL/ Discussion
PowerPoint document analysis
Answer skilled questions
Write 1st draft

Homework
Revise/ edit draft

Day 2 (30 minute block)
Final draft

Variations

Students will be working on these skills in small groups all year long. This is the final DBQ
of the year.

See Special Education modification page as needed.


Resources Needed
* Use of school computer lab for two days

* PowerPoint of DBQ installed on all computers in lab

* Answer sheet for all students

*

       http://www.civilwarhome.com/Battles.htm

       http://www.edteck.com/dbq/dbquest/dbqstudent.htm

       http://memory.loc.gov/mss/mcc/001/0001.jpg (Longstreet orders)

       http://loc.gov

* Technology technician assistance

* Parents, Para & special education assistants helpful




                                                                                                3
Evaluation
Criterion B: Concepts
Concepts are powerful ideas that have relevance within and across the Middle Years Program,
and students must explore and re-explore these in order to develop understanding. Learners
develop their understanding of a concept to increasing levels of sophistication by applying
acquired knowledge and skills.

Assessment tasks should allow students to demonstrate and apply the full extent of their
understanding of the concepts specified within, or across, disciplines. It is not intended that any
one piece of work will assess all of the humanities concepts (time, place and space, change,
systems and global awareness). Suggested tasks for assessment include extended writing, oral
presentations, research projects, case studies, essays and tests, and must give students the
opportunity to demonstrate the requirements of the highest level descriptor.

Achievement
                                                    Descriptor
   level
                The student does not reach a standard described by any of the descriptors given
0
                below.
                Application of concepts is inappropriate. The student may demonstrate some
1–2             conceptual awareness and understanding by recognizing basic connections to
                the subject matter.
                Application of concepts is not always appropriate. The student demonstrates
3–4             conceptual awareness and understanding by describing basic connections to the
                subject matter.
                Application of concepts is appropriate but superficial. The student
                demonstrates conceptual awareness and understanding by describing
5–6
                connections to the subject matter. The student attempts to apply concepts to
                other situations but is not always successful.
                Application of concepts is appropriate and shows some depth. The student
                demonstrates conceptual awareness and understanding by explaining
7–8
                connections to the subject matter. The student applies concepts to other
                situations.
                Application of concepts is appropriate and sophisticated. The student
                demonstrates conceptual awareness and understanding by explaining in detail
9–10
                connections to the subject matter. The student applies concepts effectively to
                other situations.


                                                                                                      4
Evaluation is the IBO criterion rubric for Humanities.

Henry Middle School is in the process of becoming an IBO certified school. We are
designing many of our lessons and units to fit their criteria.




Conclusion
After finishing this DBQ the student will strengthen their ability to work with historical
sources in multiple forms. They will focus on their critical thinking skills, be able to draw
analogies, apply knowledge to given data and support their answers with information
gleaned from primary source materials.

Document-based questions:

      are based on the Social Studies Learning Standards, themes and concepts.
      focus on critical thinking skills and ask students to make comparisons, draw analogies, apply
       knowledge to the given data, and require students to apply historic analysis.
      ask students to take positions on issues or problems and support their conclusions.
      require students to look at issues from multiple perspectives.
      require student to apply skills they will use as adults




Credits
American Memory from the Library of Congress. Library of
Congress. 8 Jul   2006
<http://memory.loc.gov/ammem/index.html>
<http://memory.loc.gov/mss/mcc/001/0001.jpg>.

Armento, Beverly, Jacqueline Cordova, J.Jorge Klor de Alva,
Gary Nash, Franklin Ng, Christopher Salta, Louis Wilson,
and Karen Wixson. A More Perfect Union. Boston: Houghton
Mifflin,1999.

"An Adventure of the American Mind--Colorado." AAM
Colorado. 8 Jul 2006
<http://aamcolorado.mscd.edu/index.htm>.

Koresh, Gary, and Mary Catherine Swanson. AVID Write Path
SocialStudies. San Deigo: AVID Center, 2002.

"Online Curriculum Centre." International Baccalaureate
Organization. 2005. International Baccalaureate




                                                                                                       5
Organization. 8 Jul 2006
     <http://occ.ibo.org/ibis/occ/guest/home.cfm>.

Pappas, Peter. "Student Guide: Noonan ." 2002. 8 Jul 2006
     <http://www.edteck.com/dbq/dbquest/dbqstudent.htm>. (a
    student guide to answering DBQs)

"The Ten Costliest Battles of the Civil War." Civil War
Home. 23 February 2003. 8 Jul 2006
<http://www.civilwarhome.com/Battles.htm>.




                                                              6
Special Education Modifications



Battle of Gettysburg DBQ


     All special education students participating in a general education social studies class
      will complete the assignment, the following modifications may be made:
     A hard copy of the documents and questions should be available to the student up to
      one night before the assignment.
     Students should be required to complete a minimum of 3 out of the 5 questions for
      each document. Responses expected to be written in complete sentences.
     Extension of time will be allowed on an as needed basis.
     Essay required to be 3-5 paragraphs in length. Supporting details will be obtained
      through information gathered from the documents.
     Students may work with a partner for document questions. Each student is expected
      to turn in their own essay.
     Students may use text book for extra support.
     Final copy may be typed or hand written.




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