Teachers' Page
Thank you for visiting the Corps of Discovery DBQ site. This document-based question (DBQ) was designed in 2010 by Monica Kavanagh for 6th to 12th grade English and Social Studies students. (If you like this webquest, you may also like the similar webquest, Meriwether Lewis: At the End of the Trail.)
In addition to building critical thinking skills, it also addresses many state and national ELA standards, including the following Michigan Grade Level Content Expectations for 8th grade: R.CM.08.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts. W.GN.08.03 Formulate research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented final project using the writing process. R.IT.00.04 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make meaning, and make connections. National Council for the Social Studies Curriculum Standards Identify and use key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity. Grading
A printable grading guide can be accessed here or through the link on the Evaluation page. I find that this is the most efficient means for grading these papers in the middle school where the focus is on organization. Please provide an explanation of any misunderstandings related to document analysis on the back of the grading sheet or verbally if you choose to use this tool. I also recommend using the back of the grading rubric to comment on two strengths as well as a single suggestion for improvement.
For older students, a wholistic rubric may be preferable. TimelineI recommend spending approximately five 50-60 minute class periods on this assignment. The rest of the work can reasonably be done as homework although the timeline below may be extended or contracted depending on student's age, skill level, and experience writing historical expository text.
Day 1
Day 2
Day 3
Day 4
Day 5
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Hook/Anticipatory Set
Motivating students to learn is one of the greatest challenges educators face. The extra effort to engage students in new learning early on reaps great rewards in terms of higher achievement. I recommend using first person historical interpretation to hook students in this process.
Many avenues exist for a successful first person historical interpretation. In the past, I have recruited my husband to research and assume the role of Meriwether Lewis but many options exist. Find an enthusiastic friend or coworker to play the role of a Corps of Discovery member such as Lewis, Clark, Sacagawea, York, or Charbonneau. Then provide a script and some resources so that they can bone up on their knowledge because the students will definitely ask questions. Your guest speaker must be extremely knowledgeable as well as practiced at side-stepping the unexpectedly difficult question as students love to try and stump the performer. Make sure your guest is familiar with this DBQ and can tailor the presentation accordingly. You may also play the role yourself. Make a simple costume and add a few small props. Most students love the novelty of such a visit. For the 'dramatically impaired', it may be best to hire an historical interpreter. Check out the links below for more information. American Historical Theatre Steven Edenbo - Thomas Jefferson and William Clark Interpretor (I have seen this accomplishedprofessional in person, and he is astonishing in either role.) Alternative Engager
If first person historical interpretation sounds too complicated, consider viewing Lewis and Clark: The Journey of the Corps of Discovery, the PBS film by Ken Burns.
http://www.freewebs.com/brandenburgstudies/lewis_&_clark_low_columbia.jpg
Mini Lessons
Students who are new to the DBQ process will require significant teacher support. Consider daily mini-lessons focusing on a variety of skills such as document analysis, including grouping the documents by category (called "bucketing" by the DBQ Project), and writing thesis statements. Students may also need instruction on planning and organizing the essay and writing paragraphs that include evidence and argumentation. Students also may benefit from explicit instruction on writing good introductions and conclusions, especially if they are new to the process.
Scaffolding & Support Materials Thank You
Thank you for your interest in The Corps of Discovery DBQ. I hope you will find that the online DBQ experience provides both a rigorous and engaging learning experience. Feel free to contact me at the link below with any questions or comments.
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A DBQ by Monica Kavanagh, 2010