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 using the holistic rubric ______(1-6)
1=FFB 2=FFB 3=APP
4=Meets 5=Exceeds 6=Exceeds
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 (students should have a copy and be shown on overhead)
- Explain procedures.
- Background Information section read and clarified.
- Analyze prompt for clarity.
- All Students should be able to explain what the prompt asks.
- Read and discuss Strategies for Success.
- Review expectations with rubric. (Focus on Meets column. FFB and APR are not options.)
- Share prerequisites
- Cite references used
- Clear and legible (or typed)
- Completed on time.
- Students should begin analysis of documents
- Students must analyze, take notes, and respond to all questions for each document in complete sentences.
*All work must be done in class. GRADES 3-5 /
- Complete prewriting activities Graphic Organizers, Webs, research if necessary.
- Determine vocabulary needed to address the prompt
- It is highly suggested that students explain their thinking in the pre writing activities as a support in the use of documents.
- Students create thesis statements which clearly provide their opinion. Students will use the frame as a support in writing their thesis statements.
- Teacher should check that each student has a thesis statement.
- Students should write a rough draft that addresses the prompt.
- Rough draft should include at least three paragraphs, introduction, argument with reasons and a conclusion.
- Students should use not use conversational speaking or dialogue in their writing, such as “I am going to tell you about…” or “I hope you like this essay…”
- Students shouldpeer edit during the rough draft. Student should be checking for:
Citing evidence
Proper grammar and syntax
Correct spelling of high frequency words
Correct use of academic vocabulary
- Student use scoring rubric to make revisions.
- Students should complete their final draft in class
- Rough draft will be handed in with DBQ when complete
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:
- slow down
- write notes
- highlight
- reread
- pose questions
- visualize
- look for patterns
- use text features
- summarize
- 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.
Speaking and Listening Rubric Grades 3-5
Skills: / Approaches - 1 / Meets - 2 / Exceeds - 3Preparation: /
- Fails to read the material or skimmed it
- Fails to take notes or notesare irrelevant
- Fails to complete or attempt assigned tasks
- Actively pre-read the topic, including marking the text(if possible)
- Notes are present
- Demonstrates understanding of relevant vocabulary words
- Attempts/completes assigned tasks, may have generated some questions
- Actively pre-read and understood the topic, including marking the text (if possible)
- Internalizes some information (notes may be used as a trigger for recall)
- Demonstrates understanding of relevant vocabulary words
- Connects prior knowledge to topic
- Completes assigned tasks with accuracy and prepares questions.
Rules and Roles: /
- Speaks out of order/interrupts
- Strays from topic or task
- Disrespectful or disruptive
- Ineffective use of time
- Takes turns instead of talking over others
- Stays on task/topic
- Respects others’ roles
- Effective use of time
- Completes task/role as assigned
- Expresses own views while respectfully acknowledging others’ views
- Stays on task/topic and encourages others to do the same
- Upon task completion, helps others, and/or works ahead when appropriate
Questioning: /
- Does not pose questions or poses questions that are off topic
- Does not ask clarifying questions
- Does not answer questions or provides answers that are vague or off topic
- Questions attempt to make obvious connections
- Questions are based on personal observations and ideas
- Asks clarifying questions to check understanding
- Makes relevant comments that contribute to the discussion
- Questions make connections between credible evidence, others’ views, and personal observations
- Asks specific questions which elaborate on the remarks of others.
- Makes relevant comments that further understanding for the group
- Poses questions beyond the basic facts, seeks extensions in learning
Personal Reflections: /
- Disregards or ignores information expressed by others
- Does not develop point of view or refuses to consider changing point of view
- Disengages from conversation when new information is presented
- Expresses own views with support
- Considers changing position, but often doesn’t despite lack of evidence
- Willing to ask for clarification when needed
- Listens and accepts new information based on evidence provided
- Reflects on own views in light of new information
- Recognizes positions posed by others
- Uses substantial evidence in forming opinion(s).
Main Ideas: /
- Does not state main ideas and/or supporting details of information presented in multiple formats
2. Paraphrases (4th gr.) OR
3. Summarizes (5th gr.):
- main ideas and few supporting details from information presented in multiple formats
2. Paraphrases (4th gr.) OR
3. Summarizes (5th gr.):
- main ideas are supported with details from information presented in multiple formats
Active Listening: /
- No eye contact
- Not paying attention
- Off-task
- Side talking/fidgeting
- interrupting
- Eye contact
- Facing the speaker
- Not making side conversations with others
- Hands and feet to themselves
- Able to state the ideas of others
- Constant eye contact
- Concentrated body language including head nodding and leaning forward
- Restates the ideas of others with accuracy.
4th Grade Document Based Question
“Where we are influences who we are.”
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:
In your opinion, how much did Early Arizona peoples impact Arizona today?
/ Think about:
- Why was water so important to the Native American tribes?
- Why did Native American tribes start building more permanent communities?
- How did the tribes use the land and its resources to build their communities?
- What examples do we have of their influence in our society today?
Possible Thesis Frame:
Early Native American tribes impacted Arizona today (state how much here) 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
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
1. Usecontext 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:
- Modern=______
- 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: Excerpt from Cottage Living, January 2006 Photo by Marc Vassallo
4. Use the Venn diagram to compare and contrast the photos.
Ancestral Pueblo Home ConstructionTuff 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 madeaxes 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: )
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:
5. Summarize the passage in one sentence.
6. Why do you think modern homes in Arizona are still built using featuresused bythe 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.
Around 1150 AD, a Hohokam village, referred to as the Whiptail Site, was established that extended into a portion of Agua Calientein the Tucson basin
Three significant cultures emerged in the region around 300 B.C. All three were based on a farming society augmented (supported) 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 presentday Mexico during the first 1,200 years A.D.(Source: )
6. According to the article, how did ancienttribes adapt to farming in the desert and mountain regions of Arizona and New Mexico?
7. What do you think 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:In your opinion, how much did Early Arizona peoples impact on Arizona?
/ Think about:
- Why was water so important to the Native American tribes?
- Why did Native American tribes start building more permanent communities?
- Was farming more important than hunting for Native American tribes?
- How did the tribes use the land and its resources to build their communities?
Possible Thesis Frame:
Early Native American tribes impacted Arizona today (state how much here)because they ______(fact/claim), ______(fact/claim), ______(fact/claim).
Complete the following graphic organizer or outline:
Holistic Rubric for Social Studies DBQ – Self Evaluation
Argument/Opinion Essay Graphic Organizer 4th – 5th Grade
*DEFINITIONS:
Evidence to support – important details from reading with citations
Explanation of details – why it supports the topic sentence
Counter Argument – what might someone say against your idea and how you would refute (argue back) their argument
Don’t forget citations!
*****************
ROUGH DRAFT: Now that you have organized your thoughts and planned your essay, begin your first draft on YOUR OWN paper. DO NOT FORGET YOUR CITATIONS!
PEER REVISION
Name of Writer:______
Name of Peer Editor:______
Trade essays with a partner. You can mark on your partner’s rough draft with colored pencils/highlighters to help him/her as you go through these revision questions.
Introduction:
Circle the way in which the author attempted to capture the reader’s interest at the beginning of the introduction.
Anecdote Unusual fact Startling statement Catchy quote
What is the author’s thesis (the last statement of the introduction that states the prompt)?
______
______
Does the thesis clearly state the author’s opinion without using “I”?
With 5 being the BEST, how well does the introduction capture the reader’s interest?
1 2 3 4 5
What made it strong?
What could make it better?
Body Paragraph:
Color or highlight the citations pink.
Underline the topic sentence in the body paragraph.
Put a box around the evidence: facts, definitions, and details from the articles about the topic.
Circle transition, linking words, or phrases in brown.
Underline the explanation of details in red.
What is the concluding sentence?
Conclusion:
How does the author make a lasting impression on the reader?
With 5 being the BEST, how engaging and thoughtful was the conclusion?
1 2 3 4 5
What made it strong?
What could make it better?
Extra comments or suggestions:
Editing:
Identify spelling, punctuation, and capitalization errors.
Use a green colored pencil to mark capitalization errors that need to be fixed.
Use aredcolored pencil to mark punctuation errors that need to be fixed.
Use a purple colored pencil to circle misspelled words.
SELF-REFLECTION
REMEMBER: This is your paper. If you don’t agree with an editing correction made by your partner, you should check use a dictionary or check the rules for grammar to make a final decision.
Use the Opinion Revision Checklist, Opinion Editing Checklist, and the Holistic Rubric to improve your writing to the Score Point 5 and 6.
Argument/Opinion Revision Checklist
Did I… / Yes / No-Write an interesting beginning?
-Write a thesis statement?
-Organize my ideas throughout the essay?
-Use supporting evidence from the documents?
-Explain what the evidence means to my thesis.
-Write a conclusion restating my thesis statement?
-Include citations from my sources correctly?
Argument/Opinion Editing Checklist
Did I… / Yes / No-Use complete sentences?
-Use a variety of sentence types?
-Use precise vocabulary?
-Use all other spelling, grammar, punctuation and capitalization rules to the best of my ability?
Use this rubric to tell the teacher what to notice about your writing.
Circle the comments that best show how good your paper is.
Score Point 6- Exceptional clarity, focus, and control of the topic.
- Rich, relevant, and credible details.
- A strong sequence of events.
- Carefully chosen words and clear sentences/ideas.
- A strong voice from the writer that the reader can sense.
- Strong conventions with very few errors.
- Clarity, focus, and control of the topic.
- Balanced details.
- A relevant beginning and ending.
- A variety of words and sentences that sound natural.
- A good voice from the writer that the reader can sense.
- Good use of conventions with few errors.
- Adequate ideas with an order that might be ordinary.
- Mostly relevant details that are clear.
- Sequence of events may become weak.
- Effective word choice that is common.
- A sense of voice is present.
- Good conventions were errors don’t affect the reading of the piece.
Score Point 3
- Simple ideas but not very interesting.
- Details become a little unclear.
- A weak sequence of events and possible out of order.
- Repetition of words and misused.
- A weak voice and little sense of audience.
- Many errors in conventions affect the reading of the piece.
- Very simple and unclear ideas.
- Details are weak or are missing.
- Missing parts of the sequence of events.
- Repetitive words used and it becomes awkward sounding.
- No voice present and may sound choppy and like rambling.
- Many errors in conventions and it becomes hard to read.
- No purpose or clear ideas.
- Very little or no details.
- No clear sequence of events.
- Limited vocabulary used and very basic words.
- No voice present or sense of audience.
- Severe and frequent errors in conventions.
SCORE: FFB 1-2 APR 3 Meets 4 Exceeds 5-6
Final Response