GIPS 2007 DBQs
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The document discusses the use of document-based questions (DBQs) in history assessments. It provides background on DBQs, including that they allow students to work like historians by analyzing a variety of primary source documents. The document notes common myths about primary sources and assessment, and provides guidance on developing effective DBQ questions and scoring rubrics. It also lists examples of document types commonly used in DBQs and sample DBQ prompts.
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The value of geography
(Extract from: Day, A. ‘Geography: Challenges for its next century’, Teaching Geography, April 1995)
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or "interesting" - because it deals with topical issues such as rain forest destruction. At year 9
parents' evenings it is nearly always a combination of these two reasons which makes parents
consider the subject a reasonable one for their daughter or son to pursue at GCSE. And 1 guess I go
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Summary and Strong Responseby Angham kabliFILET IME .docx
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Summary and Strong Responseby Angham kabliSummary and Strong ResponseORIGINALITY REPORTPRIMARY SOURCES
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Ninth Edition
The St. Martin’s
Guide to Writing
Rise B. Axelrod
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Charles R. Cooper
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2009932166 (without Handbook)
Copyright © 2010, 2008, 2004, 2001 by Bedford/St. Martin’s
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by the Publisher.
Manufactured in the United States of America.
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For information, write: Bedford/St. Martin’s, 75 Arlington Street,
Boston, MA 02116 (617-399-4000)
ISBN-10: 0-312-53612-7 ISBN-13: 978-0-312-53612-1 (with Handbook)
ISBN-10: 0-312-53613-5 ISBN-13: 978-0-312-53613-8 (without Handbook)
Acknowledgments
Acknowledgments and copyrights appear at the back of the book on pages A1-A3, which consti-
tute an extension of the copyright page.
Advisory Board
We owe an enormous debt to all the rhetoricians and composition specialists whose
theory, research, and pedagogy have informed The St. Martin’s Guide to Writing.
We would be adding many pages if we were to name everyone to whom we are
indebted.
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The document discusses National History Day, a program that encourages students to engage with history through research projects. It outlines how teachers can implement History Day projects in their classrooms to make history exciting and help students develop skills like research, writing, and presentation. National History Day allows students in grades 4-12 to conduct independent research on an annual theme and present their findings through papers, exhibits, performances, or documentaries at local and national competitions.
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page includes: Title of Report, Name, Class & Instructor, Date - you do not need an abstract.
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There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check.
TEEN Online Best Practices 2017
This document provides resources and strategies for online learning. It discusses characteristics of effective online learning environments, including student choice, collaboration, and immediate feedback. Topics addressed include authentic problems, relevancy, mobile usability, feedback loops, microlearning, and essential elements. Assessment strategies, engaging students, and using technology to enhance lessons are also covered.
NCHE 2016: Google Mapping Tools: Easy, Effective, Engaging
This document contains contact information for Glenn Wiebe, including his email, Twitter handle, website, and another website he contributes to. It also includes several quotes related to teaching history and responding to genocide. Additionally, it mentions Google LitTrips and provides some links for storymaps, measuring tools, and Glenn Wiebe's own website.
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geography.org.uk 1 Reading for trainee teachers
geography.org.uk
1
Reading for trainee teachers and NQTs
The value of geography
(Extract from: Day, A. ‘Geography: Challenges for its next century’, Teaching Geography, April 1995)
‘Geography - along with history - has a central role to play in helping to develop articulate, objective
and informed citizens. Schools have never been (could never be!) simply about fitting students for
the world of work. The broad and balanced curriculum means equipping the twenty-first century
citizen to become a fully effective and responsible participant in local, national and global
communities. Participatory democracies have to be worked at, and the preparation comes to a large
extent from the content and approach of subjects like geography.
But the strongest justification for retaining geography and active geographers is the type of world
we and our successors will inhabit in the twenty first century. As demographic and resource
pressures intensify; as environmental and ecological issues become more critical; as conflicts of land-
use multiply; and as the need to manage and plan the increasingly complex web of human and
environmental interactions over the surface of the planet become more urgent, then geographers
should increasingly be at the forefront of analysing what's going on, explaining why, and proposing
alternative strategies with an accountant's precision in detailing the costs and benefits of each
possible scenario. I do not think we need to be pessimistic when we consider the world we inhabit in
the future - much will be positive and of benefit. It would be pessimistic, however, to assume that
geographers will not be fully employed in advising the decision-makers of the likely environmental
impact of their decisions in human, physical and regional dimensions.
There is, however, an intervening stage which is necessary for the scenario above to become a
possibility, and that is for general acknowledgement of the contributions geography can make to
become recognised and accorded value. At the moment I do not feel that this is the case. Geography
is either deemed to be "valuable" - because it informs you where places are and what they are like;
or "interesting" - because it deals with topical issues such as rain forest destruction. At year 9
parents' evenings it is nearly always a combination of these two reasons which makes parents
consider the subject a reasonable one for their daughter or son to pursue at GCSE. And 1 guess I go
along with them as I stress the importance of a student being interested in a subject to provide the
necessary motivation to obtain a good grade at the end of the course.
But if I talk about the "value" of the subject, it is often narrowly understood in terms of its value to
the tourism industry or, at a stretch, cartography. We are hard-pressed to come up with any other
areas in which geography, as it is popularly perceived, is put into direct practic ...
2009 Workshop Ppt
This document provides an overview of National History Day (NHD) in Washington state. It discusses what NHD is, how it works, the annual themes and project categories. Students research historical topics, analyze sources, and create exhibits, papers, performances or websites. Projects can be entered into local, regional, and state competitions. The document shares student stories and outlines the benefits of NHD, such as developing skills in research, critical thinking, and presentation. It provides a sample calendar and resources to help teachers implement NHD in their classrooms.
Summary and Strong Responseby Angham kabliFILET IME .docx
Summary and Strong Response
by Angham kabli
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ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Barton County Community
College
St udent Paper
Summary and Strong Responseby Angham kabliSummary and Strong ResponseORIGINALITY REPORTPRIMARY SOURCES
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Ninth Edition
The St. Martin’s
Guide to Writing
Rise B. Axelrod
University of California, Riverside
Charles R. Cooper
University of California, San Diego
Bedford / St. Martin’s
Boston New York
For Bedford/St. Martin’s
Senior Developmental Editor: Alexis P. Walker
Senior Production Editor: Harold Chester
Production Supervisor: Jennifer Peterson
Marketing Manager: Molly Parke
Art Director: Lucy Krikorian
Text Design: Jerilyn Bockorick
Copy Editor: Denise P. Quirk
Photo Research: Naomi Kornhauser
Cover Design: Richard DiTomassi
Composition: Nesbitt Graphics, Inc.
Printing and Binding: RR Donnelley and Sons
President: Joan E. Feinberg
Editorial Director: Denise B. Wydra
Editor in Chief: Karen S. Henry
Director of Development: Erica T. Appel
Director of Marketing: Karen R. Soeltz
Director of Editing, Design, and Production: Marcia Cohen
Assistant Director of Editing, Design, and Production: Elise S. Kaiser
Managing Editor: Shuli Traub
Library of Congress Control Number: 2009932161 (with Handbook)
2009932166 (without Handbook)
Copyright © 2010, 2008, 2004, 2001 by Bedford/St. Martin’s
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing
by the Publisher.
Manufactured in the United States of America.
5 4 3 2 1 0
f e d c b a
For information, write: Bedford/St. Martin’s, 75 Arlington Street,
Boston, MA 02116 (617-399-4000)
ISBN-10: 0-312-53612-7 ISBN-13: 978-0-312-53612-1 (with Handbook)
ISBN-10: 0-312-53613-5 ISBN-13: 978-0-312-53613-8 (without Handbook)
Acknowledgments
Acknowledgments and copyrights appear at the back of the book on pages A1-A3, which consti-
tute an extension of the copyright page.
Advisory Board
We owe an enormous debt to all the rhetoricians and composition specialists whose
theory, research, and pedagogy have informed The St. Martin’s Guide to Writing.
We would be adding many pages if we were to name everyone to whom we are
indebted.
The members of the Advisory Board for the ninth edition, a group of dedicated
composition instructors from across the country, have provided us with extensive
insights and suggestions for the ...
2009 OCSS Conference Presentation
The document discusses National History Day, a program that encourages students to engage with history through research projects. It outlines how teachers can implement History Day projects in their classrooms to make history exciting and help students develop skills like research, writing, and presentation. National History Day allows students in grades 4-12 to conduct independent research on an annual theme and present their findings through papers, exhibits, performances, or documentaries at local and national competitions.
Authentic literacy discussion 2014 final cp-1-1
This document outlines strategies for promoting literacy and critical thinking skills in social studies classes at D.C. Everest Area Schools in Weston, Wisconsin. It emphasizes reading, writing, and discussion based on authentic texts. Some key strategies discussed include close reading techniques, thinking like a historian, using primary and secondary sources, teaching vocabulary, the DBQ project, simulations followed by reflective writing, turn-and-talk, retelling, socratic seminars, and ensuring discussions include higher-level questioning. The overall message is that literacy should be at the core of social studies instruction through engaging students in reading, writing, and discussion on a daily basis.
Authentic literacy discussion 2014 final 2
The document provides information about social studies instruction at D.C. Everest Area Schools in Weston, Wisconsin. It emphasizes authentic literacy, reading, writing, and discussion to promote critical thinking skills. Key aspects of the social studies program discussed include hands-on learning, preparing citizens for the 21st century, high expectations, innovative teaching methods, checking for understanding, and cutting edge use of technology. It also references a presentation by Mike Schmoker on the most effective strategies for improving test scores and college/career success, such as implementing a common, content-rich curriculum with 90-120 minutes of daily reading and writing. Overall, the document advocates for social studies instruction focused on literacy, discussion, and authentic learning experiences to
Gr5 Ss Academic Choice
The document provides information about an upcoming 5th grade social studies exam for students. It outlines the key concepts to be covered, which include history, geography, economics, and civics/citizenship/government. Students must choose one concept to create a visual presentation about, using images and no more than one paragraph of text. The presentation will be evaluated on accuracy, detail, communication skills, and visual appeal. Parents must sign that they received the exam preparation information.
Building a National History Day Project Using the Library of Congress"
This presentation provides an introduction to the National History Day program in Tennessee and was prepared for use in joint workshops with the Library of Congress Teaching with Primary Sources in Tennessee program.
HD Orientation
This document provides orientation information for judges at a History Day event including:
1) An overview of the History Day contest structure with regional and state events involving thousands of students.
2) Details on the 5 project categories and 2 age divisions as well as the annual theme of "Revolution, Reaction, Reform in History".
3) Guidance for judges on evaluating entries based on criteria like historical quality and clarity of presentation as well as on providing constructive feedback to students.
4) An outline of the judging process from reviewing materials to questioning students to deliberating and submitting paperwork.
1. Reflective Essay & Literature Review Report, (total of .docx
1. Reflective Essay & Literature Review Report, (total of 70%) Each student is required to
submit a five-page paper on a course topic or issue that is particularly significant and personally
meaningful. In other words, choose a problem or issue that you have had some experience
managing. For example, you may use a personal observation (some event you have witnessed)
and/or, personal experience (an incident in which you played a part) for the point of view of your
paper.
The following are guidelines for the Reflective Essay & Literature Review Report:
A. Define the topic or issue by utilizing class material and course terminology. You may use your
textbook and lecture notes, or portal discussion questions as your initial inspiration and source.
(Example topics and the grading rubric for scoring the assignment will be presented during the
3nd week of instruction.)
B. Do research with substantiated, credible sources – this skill demonstrates academic
adeptness and collegiate knowledge! To do this, take your topic idea or issue, put it into context,
and link it with some good research. Please visit the campus library to verify that your research
meets excellent, academic, collegiate standards. Here is our classes library research guide and
tutorial, https://guides.library.pdx.edu/psy317
1. Go deep with your research and refrain from using mainstream, heavily commercialized
media sources, such as WebMD, Psychology today, u-tube, Facebook, non-credible
Internet websites, Google, etc. . . . 2. Must have at least three outside,
academic/good scientific sources, aside
from lecture and the text. Also, the material does not need to be peer reviewed. 3.
Appropriately document all sources throughout paper and include a reference page.
(If the information is in your essay, it must be appropriately documented.) 4.
No block quotes- instead, paraphrase the source material.
C. Format, one-inch margins – adjust right margin to .8, Font size 12 (New Times or Ariel), Title
page includes: Title of Report, Name, Class & Instructor, Date - you do not need an abstract.
Double space. No third space between paragraphs.
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check ...
1. Reflective Essay & Literature Review Report, (total of .docx
1. Reflective Essay & Literature Review Report, (total of 70%) Each student is required to
submit a five-page paper on a course topic or issue that is particularly significant and personally
meaningful. In other words, choose a problem or issue that you have had some experience
managing. For example, you may use a personal observation (some event you have witnessed)
and/or, personal experience (an incident in which you played a part) for the point of view of your
paper.
The following are guidelines for the Reflective Essay & Literature Review Report:
A. Define the topic or issue by utilizing class material and course terminology. You may use your
textbook and lecture notes, or portal discussion questions as your initial inspiration and source.
(Example topics and the grading rubric for scoring the assignment will be presented during the
3nd week of instruction.)
B. Do research with substantiated, credible sources – this skill demonstrates academic
adeptness and collegiate knowledge! To do this, take your topic idea or issue, put it into context,
and link it with some good research. Please visit the campus library to verify that your research
meets excellent, academic, collegiate standards. Here is our classes library research guide and
tutorial, https://guides.library.pdx.edu/psy317
1. Go deep with your research and refrain from using mainstream, heavily commercialized
media sources, such as WebMD, Psychology today, u-tube, Facebook, non-credible
Internet websites, Google, etc. . . . 2. Must have at least three outside,
academic/good scientific sources, aside
from lecture and the text. Also, the material does not need to be peer reviewed. 3.
Appropriately document all sources throughout paper and include a reference page.
(If the information is in your essay, it must be appropriately documented.) 4.
No block quotes- instead, paraphrase the source material.
C. Format, one-inch margins – adjust right margin to .8, Font size 12 (New Times or Ariel), Title
page includes: Title of Report, Name, Class & Instructor, Date - you do not need an abstract.
Double space. No third space between paragraphs.
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check.
Similar to GIPS 2007 DBQs (20)
The Student As Historian - DBQ Strategies and Resources for Teaching History
The Student As Historian - DBQ Strategies and Resources for Teaching History
Summary and Strong Responseby Angham kabliFILET IME .docx
Summary and Strong Responseby Angham kabliFILET IME .docx
Building a National History Day Project Using the Library of Congress"
Building a National History Day Project Using the Library of Congress"
1. Reflective Essay & Literature Review Report, (total of .docx
1. Reflective Essay & Literature Review Report, (total of .docx
1. Reflective Essay & Literature Review Report, (total of .docx
1. Reflective Essay & Literature Review Report, (total of .docx
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- 1. Document-Based Questions Glenn Wiebe [email_address]
- 3. “ The biggest problem facing history students today involves the retention of de-contextualized historical facts.” Richard J. Paxton
- 7. Gathering dependable information about student achievement Using the process and results to promote maximum achievement
- 8. “ T he aim of assessment is primarily to educate and improve student performance, not merely audit it. ” Grant Wiggins
- 18. Myths?