My district is always looking for new, progressive best practices to
teach students how to think and learn. One such practice adopted by the sixth
grade team at my school is the use of DBQ’s, data based question or data based
queries. This methodology is College Board recommended and has been used
historically in teaching AP or IB students at the high school level.
The purpose of using a DBQ is to steer
students away from recall and instead engage in deeper inquiry of a topic.
Students need to analyze and synthesize information from documents, usually
primary sources to answer an essential question. Usually all but one source is
textual with the remaining one usually a graphic (chart, map, poster, etc.) but
for use with sixth grade, I am modifying the practice to include several types
of sources.
The essential question of my DBQ is: Is Wildfire a Good or
Bad Event?
Prior teaching needs to include the use of
two-column or Cornell Notes, the essential skill of writing a paragraph with
one main idea and supporting details, and writing a simple five paragraph
essay.
The science teacher may have to review the
concept of “claims and evidence”.
Working in teams of 3-4 students, gather
enough evidence from the documents to answer the essential question. Remember,
there is not one answer; you need enough evidence to support your claim.
Document A – Tales of the Forest, pages
147-150, Focus on Forests, Project Learning Tree
1. Students will read each passage and determine if the author would define
fire as good or bad.
2. Discuss the terms preservation and conversation. Decide which authors
would fit each category and why.
3. Compare/discuss your thoughts with other in your group.
Document B – Two Sides of fire DVD, Temperate
Forest Foundation
1. Set up your note page to take two column or Cornell notes. The main idea
goes on the left side and the details go on the right side. Your topics are:
Native peoples and fire, fire dependent ecosystems, good use of fire, and out
of control fire.
2. Compare your notes with the other students in your group. Add any
information of theirs to your own which gives you further evidence for your
claim.
Document C – Pamphlet, Wildland Fire in the
United States, National Wildfire Coordination Group
1. Read the pamphlet with your group. Choose one color of sticky notes to
list all the ways fire is a good thing. Using another color, do the same with
the facts which support fire is a bad thing.
2. Take your sticky notes to the big classroom chart and place them in the
appropriate column.
3. Add these facts to your growing list of evidence.
The DBQ Final Writing Piece:
You are to write a five paragraph essay which
answers the essential question. The first paragraph needs to be an introduction
to the topic. Include a grabber sentence which gets the attention of the
reader. Your claim also needs to be included in the introduction.
Use the information gathered from your
sources to write the next three paragraphs. Each paragraph needs to use the
evidence from one source only. You have three sources, so three body
paragraphs.
Your final paragraph needs to be a
conclusion.
Writing needs to be in final form (black or
blue pen or computer) with no errors.
