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Dysart Unified School District #89

DBQ

Document Based Question

Grade 5, Form A

European Exploration of the New World

“We are a product of the past and what we value we pass on to the future.”

Student Name:

School:

Date: Departmentalized: Yes/No

Teacher Name: Score: 1-2 FFB 3 APR 4 Meets 5-6 EX

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 TeachersDay 1-2 Day 2-3 Day 3-5

Preview DBQ with students (students should have a copy and be shown on overhead)o Explain procedures.o Background Information

section read and clarified.o Analyze prompt for clarity.o All Students should be able to

explain what the prompt asks.o Read and discuss Strategies for

Success.o Review expectations with

rubric. (Focus on Meets column. FFB and APR are not options.)

o Share prerequisiteso Cite references usedo Clear and legible (or typed)o Completed on time.

Students begin analysis of documentso Students must analyze, take

notes, and respond to all questions for each document in complete sentences.

Students must share and discuss their findings and add to their notes using the Listening and Speaking Rubric.

*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 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 will peer edit during the rough draft. Student should be checking for:

Complete thoughts 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 complete their final draft

Rough draft will be handed in with DBQ when complete

Dysart Unified School District #89 | Social Studies Curriculum June 2012 1

Strategies for Success

o Preview questions to set the purpose for reading the text.

o 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.

o 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.

o When reading a document, use reading strategies to help you understand. You should: o slow downo write noteso highlighto rereado pose questionso visualizeo look for patternso use text featureso summarize

o 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 3-5Skills: Approaches - 1 Meets - 2 Exceeds - 3

Preparation: Fails to read the material or skimmed it

Fails to take notes or notes are 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

1. States (3rd gr.),2. Paraphrases (4th gr.) OR3. Summarizes (5th gr.): main ideas and few supporting

details from information presented in multiple formats

1. States (3rd gr.),2. Paraphrases (4th gr.) OR3. 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.

5th Grade Document Based Question Form ADysart Unified School District #89 | Social Studies Curriculum June 2012 3

“We are a product of the past and what we value we pass on to the future.”

Background information:

European Exploration of the New World was an intentional risk taking venture by varied individuals and groups filled with both benefits and consequences. As Europe became more populated, war was increasing across the continent, opportunity was limited and religious freedom was increasingly put at risk, interested parties sought to pursue exploration to a new world for many reasons. Pondering a radical life change, from the comforts of their family, security and a secure lifestyle, individuals saw exploration as an opportunity like no other. As you reflect on your own life experience, how have you balanced the benefits and consequences of major life decisions in your family and with related family members/ancestors.

PROMPT:

Did the benefits of exploration outweigh its consequences?

Thesis Statement (Opinion Statement):

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Closing Statement:

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Throughout DBQ complete the following chart to assist you with the prompt:


“Look and listen for the welfare of the whole people and have always in view not only the present but also the coming generation…”

--from the Iroquois Constitution

Benefits (PROs) Consequences (CONS)

Document A: “Why They Came” (http://www.pequotmuseum.org/SocietyCulture/WhytheEuropeansCame/)

In this column, record Europeans came to America not intending to discover a new world but to increase the power


details and vocabulary that explain the main idea of this secondary

source.

and resources of an old one. Some came for political reasons, on behalf of powerful European kings and queens who sought to expand their empires. Many came for economic reasons, to reach the silks and spices of China and India or, failing that, to see what resources this continent had to offer. Still others came primarily for religious reasons, either to escape persecution at home or to convert the Natives to Christianity.

Changing political and economic conditions in Europe propelled these forays across the Atlantic. Newly powerful monarchs had the resources to finance exploration; a growing class of merchants was eager to expand trade; and the Protestant Reformation sent European society into turmoil. Although early European voyagers to North America had diverse motives, they shared one attitude in common: they had little regard for the beliefs and ways of life of the Native people who were already here.

Economic Incentives The quest for profit was the primary force behind most early European exploration and colonization. The early Europeans who sailed toward North America hoped to find a sea route to China and India, lands rich in profitable trade goods. When they realized they had not reached the Orient, they turned their attention toward exploiting the natural resources of the Americas.

At first, these voyagers searched for gold. Spanish conquistadors in the 16th century reaped huge fortunes in Mexico as well as Central and South America by looting the silver and gold of the Aztecs and Incas. Voyagers to North America’s eastern seaboard, however, were unsuccessful in their hunt for precious metals. Instead, French and English fishermen harvested cod off the coast of Newfoundland and traded with Natives for furs. The Dutch also came to North America to profit from the fur trade in present-day New York and Connecticut.

Tobacco proved to be a profitable export for the colony of Jamestown, Virginia—but not for more than a decade after settlement, and not before the founding company suffered financial losses. The expected profits from lumber, tar, pitch, and iron never materialized.

Interest in trade led to the establishment of colonies in North America. The English founded a number of permanent settlements in the 17th century as commercial ventures that would ostensibly generate profit by continuing to search for gold and silver, exporting raw materials, trading with Natives, and raising crops. These ventures often failed. But investors, who usually remained safely abroad, continued to speculate in this new market.

Political Pressures Voyagers for Spain arrived first, staking claim to vast amounts of territory in Mexico, Central and South America, and the Caribbean, as well as North America west of the Mississippi River, and from Florida to present-day Virginia. French explorers followed, still searching for a “northwest passage” that would lead them to the Orient, while English monarchs not only sent expeditions, but also encouraged pirates to plunder Spanish ships. By the 17th century, England, France, and the Netherlands claimed territory in northeastern North America. The struggle for supremacy there lasted more than a century.

Rivalries between nations were not the only political forces driving voyages across the Atlantic. Colonization was partly a response to social and political upheaval. England, for example, was suffering from an increase in population and a shortage of farmland. The promise of land in abundance led some people to come to North America.

Document B: Christopher Columbus: Voyages (http://www.history.com/topics/christopher-columbus)


http://www.history.com/topics/christopher-columbus

In this column, record key words from each

paragraph.Christopher Columbus: The First Voyage

At the end of the 15th century, it was nearly impossible to reach Asia from Europe by land. The route was long and arduous, and encounters with hostile armies were difficult to avoid. Portuguese explorers solved this problem by taking to the sea: They sailed south along the West African coast and around the Cape of Good Hope.

But Columbus had a different idea: Why not sail west across the Atlantic instead of around the massive African continent? The young navigator’s logic was sound, but his math was faulty. He argued (incorrectly) that the circumference of the Earth was much smaller than his contemporaries believed it was; accordingly, he believed that the journey by boat from Europe to Asia should be not only possible but comparatively easy. He presented his plan to officials in Portugal and England, but it was not until 1491 that he found a sympathetic audience: the Spanish monarchs Ferdinand of Aragon and Isabella of Castile.

Columbus wanted fame and fortune. Ferdinand and Isabella wanted the same, along with the opportunity to export Catholicism to lands across the globe. (Columbus, a devout Catholic, was equally enthusiastic about this possibility.) Columbus’ contract with the Spanish rulers promised that he could keep 10 percent of whatever riches he found, along with a noble title and the governorship of any lands he should encounter.

On August 3, 1492, Columbus and his crew set sail from Spain in three ships: the Nina, the Pinta and the Santa Maria. On October 12, the ships made landfall--not in Asia, as Columbus assumed, but on one of the Bahamian islands. For months, Columbus sailed from island to island in what we now know as the Caribbean, looking for the “pearls, precious stones, gold, silver, spices, and other objects and merchandise whatsoever” that he had promised to his Spanish patrons, but he did not find much. In March 1493, leaving 40 men behind in a makeshift settlement on Hispaniola (present-day Haiti and the Dominican Republic), he returned to Spain.

1. Use a quote from the text to support a benefit/consequence of the voyages.

2. List facts from the text to support you position from question 1.

In this column, record key words from each Christopher Columbus: Later Voyages


paragraph.About six months later, in September 1493, Columbus returned to the Americas. He found the Hispaniola settlement destroyed (to this day, no one knows what happened there) and left his brothers Bartolomeo and Diego behind to rebuild, along with part of his ships’ crew and hundreds of enslaved natives. Then he headed west, with his own complement of native slaves, to continue his mostly fruitless search for gold and other goods. In lieu of the material riches he had promised the Spanish monarchs, he sent some 500 slaves to Queen Isabella. The queen was horrified--she believed that any people Columbus “discovered” were Spanish subjects who could not be enslaved--and she promptly and sternly returned the explorer’s gift.

In May 1498, Columbus sailed west across the Atlantic for the third time. He visited Trinidad and the South American mainland before returning to the ill-fated Hispaniola settlement, where the colonists had staged a bloody revolt against the Columbus brothers’ mismanagement and brutality. Conditions were so bad that Spanish authorities had to send a new governor to take over. Christopher Columbus was arrested and returned to Spain in chains.

In 1502, cleared of the most serious charges but stripped of his noble titles, the aging Columbus persuaded the Spanish king to pay for one last trip across the Atlantic. This time, Columbus made it all the way to Panama--just miles from the Pacific Ocean--where he had to abandon two of his four ships in the face of an attack from hostile natives. Empty-handed, the elderly explorer returned to Spain, where he died in 1506.

1. Use a quote from the text to support a benefit/consequence of the voyages.

2. List facts from the text to support you position from question 1.

Document C: Historical Picture Tool – Native American Tribe Population Over Time


1. Describe one event that impacted the change in the population?

2. What trends do you see happening over time?

3. Make one statement supporting the Benefits(+) and Consequence(-) with reference to Document C.

+

-

4. What generalization you can conclude from Document C?

Document D: The Columbian Exchange/ Triangular Trade Route


Picture A:

Picture B:


1. How does the visual information support the benefits of exploration?

2. Using the Pictures above, identify one consequence and how would discourage you from exploring new land?

Document E: Smallpox epidemic in Native Americans: 1663-1900

There are no credible descriptions of smallpox-like disease in the Americas before the westward exploration in the 15th Century AD. It introduced itself to the Caribbean and then the mainland in 1520, before working its way into the Amerindian population, and turned out to be a pivotal factor in the conquest of the Aztecs and Incas by the Spaniards. The subsequent settlement of the east coast of North America in 1633 was the precursor to devastating outbreaks of smallpox within the Native American population and subsequent native-born colonists.

Some estimates indicate that case fatality rates rocketed into the 80 to 90 percent zone in Native American populations during the smallpox epidemics, with many fearing to return to their homelands for many years. A unique disease to humans, fortunately today smallpox is one of only two diseases to have been eradicated by humans, with the other - Rinderpest - expected to be given an official declaration in 2011.

1. In the first paragraph, what specific disease claimed the lives of many Native Americans?

2. With all the information acquired in the documents of this DBQ, name another factor the diminished the population of the Native Americans during this time of exploration and determine one way it could have been stopped

.


Pre Writing

Directions: Complete the following prewriting activity, using your pro/con chart and your thesis statement.


Argument (opinion)

Claim

Evidence from Document ____

Claim







Argumentative Essay Format

DUSD, Grade 5

Introduction:

*Immediately engage reader (with background information)

*Establish context (topic of essay)

usually 2-3 sentences narrowing down to the point of the paper cite your source with title and author (if using one source)

*Strong & complete thesis statement

Body Paragraphs:

*Begin paragraphs with a clear, concise topic sentence

Use concrete details (CD)-Claim- which include facts or quotes Cite evidence/claims when necessary (simplified: such as author’s last name & pg #) Explain why the facts/commentary is important commentary-evidence shoot for at least 2 CD per paragraph (+ commentary)

Conclusion: *Transition into summary of key points

*Restate thesis (say it another way!)

*Leave reader feeling persuaded or at least challenged

Writing Suggestions:

Suggested sentence starter for commentary: (eventually teach kids to eliminate framing)

“This shows that…”

“This proves that…”

“This demonstrates that…”

Suggested sentence starters for counter argument:

“On the other hand, some people believe ______...” “One may argue _________; however, _____...”

Suggested sentence starters for conclusion:

“The public needs to…”


Claim



“It’s each person’s responsibility to …”

“It’s important to…”

“In order to______, each person must…”

“It would be beneficial to…”

Encourage: Incorporate transitions Use specific vocabulary

Vary sentence patterns/beginnings Create a strong “voice”

Show a logical argument throughout

Edit Well

Holistic Rubric for Social Studies DBQ – Self Evaluation

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.

Grade: Exceeds

Score Point 5 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.

Grade: Exceeds

Score Point 4 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.

Grade: Meets

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.

Grade: Approaches

Score Point 2 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.

Grade: FFB

Score Point 1 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.

Grade: Falls Far Below


Score: FFB 1-2 APR 3 Meets 4 EX 5-6

Final Response

Think about:

o What are the benefits of exploring new lands. o What are the consequences of exploring new land.o The opportunities of exploring new land.o The opportunities revealed by of not exploring.

The following prerequisites must be present in order for DBQ to be completed, turned in, and/or graded.

1. Pencil, black or blue ink or word processed2. Legible3. In essay format, with documents cited.

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PROMPT:

Did the benefits of exploration outweigh its consequences?

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Holistic Rubric for Social Studies DBQ-Teacher EvaluationSCORE POINT 6Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in

development and organization that often shows insight.

in-depth and/or creative exploration of the topic using rich, relevant, and credible details.

a strong, perhaps creative, beginning, and a satisfying conclusion.

specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.

intentional and committed interaction between the writer and the reader.

effective and/or creative use of a wide range of conventions with few errors.

o insightful with no historical errors.o makes original and specific connections

using resources.o relies on a variety of the documents and

includes outside resources, all of which are cited correctly

o uses background knowledge for all support content.

o thesis is prompt-driven and fits seamlessly in opening paragraph.

SCORE POINT 5Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic

development and organization a balanced and thorough explanation of the

topic using relevant details. an inviting beginning and a satisfying sense

of closure. a broad range of carefully chosen words

crafted into phrases and varied sentences that sound natural.

awareness of the reader and commitment to the audience and topic.

effective use of a wide range of conventions with few errors.o accurate, may contain only minor historical

errors.o makes obvious connections using relevant

resources.o appropriately relies on a variety of the

documents and may use outside sources, all of which are cited correctly

o uses background knowledge consistently.o includes clear thesis statement in the

opening paragraph.

SCORE POINT 4Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a clear

and coherent presentation of ideas with order and structure that can be formulaic.

relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.

a recognizable beginning and ending, although one or both may be somewhat weak.

effective word choice that is functional and, at times, shows interaction between writer and audience.

somewhat varied sentence structure with good control of simple constructions a natural sound.

control of standard conventions although a wide range is not used; errors that do not impede readability.

o accurate, may contain only minor historical errors.

o makes connections using some resources.o uses background knowledge at

occasionally.o cites multiple documents correctlyo thesis statement is clear.

SCORE POINT 3Response is inadequate in written communication, demonstrated by broad or simplistic ideas that are understood

but often ineffective. attempts at organizing that are inconsistent

or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.

developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing.

reliance on clichés and overused words that do not connect with the reader; limited audience awareness.

monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.

limited control of standard conventions with

SCORE POINT 2Response is poor in written communication, demonstrated by overly simplistic and sometimes unclear

ideas that have insufficiently developed details.

sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow.

missing beginning and/or ending. repetitive, monotonous, and often misused

words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.

lack of audience awareness. little control of basic conventions resulting

in errors impeding readability.o Contains multiple historical errors

SCORE POINT 1Response is inferior in written communication, demonstrated by lack of purpose or ideas and sequencing. organization that obscures the main point. an attempt that is too short to offer

coherent development of an idea, if it is stated.

extremely limited vocabulary that shows no commitment to communicating a message.

sentences with confusing word order that may not permit oral reading.

severe and frequent errors in conventions.o has significant historical misinterpretation.o no documents are internally citedo no apparent thesis or topic statement.


significant errors.o Historically accurate but overly generalo loosely makes connections to some

resources.o uses background knowledge/facts with

some connections.o includes a thesis, though it is not very clear.o cites multiple documents correctly

o uses more than one document correctly but relies on one document OR cites only one document

o loosely uses background knowledge/facts with no connections.

o includes a general topic statement, but not a thesis

Score: FFB 1-2 APR 3 Meets 4 EX 5-6


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