![]() ![]() Students often fear writing because they feel insecure about how to do it. Writing a historical argument and asserting a firm point of view seems like risky business for many students. Taking Responsible Risks: Venture Out! Being adventuresome living on the edge of your competence trying new things constantly. Instead of encouraging students to memorize what happened in the past, we ask them to look at evidence in the documents, then generate the argument in and the story themselves. The DBQ Project’s aim is to demystify the writing process for students to help them communicate the ways in which they see historical patterns emerge from a variety of sources. Since all students in the class are working with the same pool of evidence, students can challenge each other’s assertions and conclusions and hold one another accountable to avoid sloppy thinking.Ĭreating, Imagining, and Innovating: Try a different way! Generating new and novel ideas, fluency, originality.Ĭreativity in thinking about history comes from the way in which one sees patterns develop from historical evidence. ![]() Learning to use evidence helps students avoid over-generalization, distortion, deletions and exaggerations of fact. We provide teachers with different levels of support so they can differentiate their instruction, but we know all students can and should practice rigorous thinking and writing in their history classes. We believe that writing clarifies thinking and that students need practice to become better writers and communicators. Our objective is to help teachers help students think straight and write clearly. Thinking and Communicating With Clarity and Precision: Be clear! Striving for accurate communication in both written and oral form avoiding over-generalizations, distortions, deletions, and exaggerations. It also requires students to practice linking evidence to finding a solution to a problem. It builds the questioning habit of mind by modeling a good question and a controlled but systematic way to respond. Central to the activity is deciding which evidence answers the question and how. All of our questions require an evidence-based response. The DBQ Project takes great care to create strong questions and to support students in learning to answer them thoroughly. Questioning and Posing Problems: How do you know? Having a questioning attitude, knowing what data are needed and developing questioning strategies to produce those data finding problems to solve. Our Elements of a Proficient Essay Outline helps students identify the characteristics of a good paragraph so they can recognize and discuss strong writing when they see it or do it. Central to this is understanding the difference between evidence and argument. Practicing The DBQ Project Method encourages students to recognize that there are strategies to employ when analyzing documents and writing argument essays. Thinking About Your Thinking (metacognition):Know your knowing! Being aware of your own thoughts, strategies, feelings, and actions, and their effects on others. Because the final goal of the activity is to write a paper, students who listen with understanding will be rewarded with having more to say. Students who listen to their classmates, whether they agree or disagree, might gain an insight they would have missed otherwise. With the DBQ Project 6-Step Method, time for students to speak and to listen to one another’s ideas abounds. Devoting mental energy to another person’s thought and ideas making an effort to perceive another’s point of view and emotions. Listening with Understanding and Empathy: Understand others. Because the task is challenging and requires many steps, a student can only be successful if he persists. DBQ Project DBQs give students an opportunity to practice persistence. Using sources as evidence can be challenging and deciding how to word an answer to a central question requires imagination. Reading primary and secondary sources to find an answer to a question is not easy! Finding “answers” requires students to make inferences and find patterns among sources. Persisting: Stick to it! Persevering in a task through completion remaining focused looking for ways to reach your goal when stuck not giving up. The core values of The DBQ Project correspond to many habits of mind. Earlier versions of this research suggested there were seven habits of mind, but now, Costa and Kallick are inviting others to identify Habits of Mind they may have overlooked. Costa and Bena Kallick, in their book, Learning and Leading with Habits of Mind (2008) identified 16 of the attributes humans display when they behave intelligently. Horace Mann once observed that “habit is a cable we weave a thread of it each day, and at last we cannot break it.” During the late 20th century, researchers began to identify characteristics of effective thinking, successful people, and intelligent behavior. ![]()
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