6th Grade U.S. History DBQs

Holocaust & WWII DBQ Freebie!

This DBQ will engage your students to examine the propaganda of WWII, the Holocaust, and Hitler’s reign.

SS.7.C.2.11

Analyze media and political communications (bias, symbolism, propaganda).

Document Based Questioning

What will the students learn?

The students will be learning about how the propaganda of the time influenced the people throughout Germany as Hitler came of power. They will understand that at this time Germany was facing a hardship and Hitler gave the people of Germany a group of people of where to place the blame.

How will they learn it?

The students will answer the following DBQs while the teacher displays and discusses the document on the SMART Board.

How will you know that they have learned it?

Students will apply their knowledge in their Final activity by making connections through DBQs and the Holocaust testimonies under "stories."

SS.7.C.2.11

Analyze media and political communications (bias, symbolism, propaganda).

Subject Area: Social Studies Grade: 7

Strand: Civics and Government

Standard: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system. Date Adopted or Revised: 02/14

Status: State Board Approved

Link to digital pictures: http://www.ushmm.org/propaganda/exhibit.html#/gallery/

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Resource for SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. This close read model on an Excerpt from Benjamin Franklin’s Testimony Against the Stamp Act (1766). This model walks students through teacher guided questions, student created questions, vocab, a summary, and an exit question about the Stamp Act. This is great for an ELA, Reading, US History, Government, or Civics class.

U.S. History- DBQ Style learning unit

Document Based Questioning through Language Arts and Reading Strategies

SS.8.A.3.6 Examine the causes, course, and consequences of the American Revolution.

Essential Question: What were the causes, course and consequences of the American Revolution that lead to Independence?

Source

Source 1

Excerpt from Gov. William Franklin’s address to the New Jersey assembly (1775)

Source 2

Photograph of “No Stamp Act” Teapot

Source 3

Political cartoon of “The Bostonian’s Paying the Excise-man, or Tarring & Feathering,” Philip Dawe, London, 1774.

Source 4

Paul Revere, “The Bloody Massacre” engraving. Boston, 1770.

Marking the text:

Strategies included to learn to mark a document!

Options:

-Packet

-Gallery Walk

-Print, put on a file folder, and laminate for students to mark up!

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Ratification of the U.S. Constitution U.S. History Mini DBQ

Standard:

SS.8.A.3.11 Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Bill of Rights) to ratification of the U.S. Constitution.

Essential Question: Should the Constitution have been ratified in 1787 without the Bill of Rights? Was the Bill of Rights necessary?

DBQ Style Marking Strategies

History through ELA & Reading Standards

L.A. 1.7.2.: Authors Purpose

LA.7.2.2.1: The student will locate, use, and analyze specific information from organizational text features (e.g. table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words).

LA.7.1.7.3: The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details

LA.7.1.6.3: use context clues to determine meanings of unfamiliar words.

Sources:

Source 1

Excerpt of James Wilson’s Speech, 1787

Source 2

Excerpt of Mercy Otis Warren’s letter to Catharine Macaulay, (Sept. 1787)

Source 3

The Federalist Papers No. 84 by Alexander Hamilton, (1788)

Source 4

Infographic on the Bill of Rights, from www.kidsdiscover.com

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Standard:

SS.8.A.2.6 Examine the causes, course, and consequences of the French and Indian War.

Essential Question: What were the causes, course and consequences of the French and Indian War?

Sources:

Source 1

Excerpts from Articles of Capitulation at Fort Necessity, (1754)

Source 2

Political cartoon, created by Benjamin Franklin. Pennsylvania Gazette on May 9, 1754.

Source 3

Political cartoon of “The Bostonian’s Paying the Excise-man, or Tarring & Feathering,” Philip Dawe, London, 1774.

Source 4

Excerpts of William Pitt's Speech on the Stamp Act. January 20, 1775.

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SS.8.A.3.2 Explain American colonial reaction to British policy from 1763 - 1775.

SS.8.A.2.4 Identify the impact of key colonial figures on the economic, political, and social development of the colonies.

This is an anonymous article that was originally published in The Providence Gazette Newspaper in 1775. This article was found in the American Archives

and edited by Peter Force, who collected records from newspapers, state papers, committee papers, and gathered them together in several volumes as

part of forming a documentary history of the American Revolution. However, it is clear that the article is not written by an objective source.

Scholars In Action presents case studies that demonstrate how scholars

interpret different kinds of historical evidence. This newspaper article was published in the Patriot press in 1775 and describes a political demonstration in Providence, Rhode Island, where protesters burned tea and loyalist newspapers. As opposition to British rule grew in the years leading up to the American Revolution, many people in the colonies were forced to take sides. Popular movements such as the "Sons of Liberty" attracted artisans and laborers who sought broad social and political change. Street actions against the British and their economic interests brought ordinary citizens, including women and youth, into the political arena and often spurred greater militancy and radicalism. By 1775, a number of major political protests and clashes with the British had occurred, including the Stamp Act riots, the Boston Massacre, and the Boston Tea Party.

Before you move to the next page, read this newspaper article. How does the article describe the event? Can you tell who participated in the protest? Are the political issues and tensions clear? What is puzzling or unclear?

SOAP (Source, Occasion, Audience, Purpose)

Who/what is the Source?

What person or group produced this document?

Whose perspective is being voiced?

What is the Occasion?

When and where was this evidence created?

What context or situation encouraged the creation of this document?

Who is the Audience?

Who would be expected to see or read this piece of evidence?

What is the Purpose?

What was this document intended to accomplish?

What was its creator’s aim?

Adapted from “Building Success Program: Participant’s Manual” New York, The College Board, 1998. Reading and Thinking in the History Classroom, April 2002. Area 3 History & Cultures Project, UC Davis http://historyproject.ucdavis.edu

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This close read model on the "Canefight! Preston Brooks and Charles Sumner" from ushistory.org. This model walks students through teacher guided questions, student created questions, vocab, a summary, and an exit question about the Stamp Act. This is great for an ELA, Reading, US History, Government, or Civics class.

SS.8.A.3.3

Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American Revolutionary efforts.

Subject Area: Social Studies Grade: 8

Strand: American History

Standard: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our nation.

Description

Letter, June 18, 1775—the day after the Battle of Bunker Hill—from Abigail Adams in Braintree, Massachusetts, to her husband, John Adams. He was in Philadelphia representing Massachusetts at the Continental Congress.

The letter, one of more than 1,000 that Abigail and John Adams exchanged during long years of separation, combines political and family news with Abigail's forthright views on the events of the day.

The Adamses felt the cost of the battle on a personal level: Abigail's letter opens with the news that they've lost their close friend Dr. Joseph Warren, who had been a spokesman for the Revolutionary cause.

Strategy used:

SOAP (Source, Occasion, Audience, Purpose)

Who/what is the Source?

What person or group produced this document?

Whose perspective is being voiced?

What is the Occasion?

When and where was this evidence created?

What context or situation encouraged the creation of this document?

Who is the Audience?

Who would be expected to see or read this piece of evidence?

What is the Purpose?

What was this document intended to accomplish?

What was its creator’s aim?

Adapted from “Building Success Program: Participant’s Manual” New York, The College Board, 1998. Reading and Thinking in the History Classroom, April 2002. Area 3 History & Cultures Project, UC Davis http://historyproject.ucdavis.edu

Check out samples on my Instagram: @HistoryGuruTeachShare

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This close read focus' in on "Children for the Colony of Jamestown". This gives guided questions, time to reflect and digs into the vocab. This is a great way to incorporate Marzano strategies alongside ELA annotated text strategies to increase gains by 35%. If your students are struggling with close reading or are still using highlighters (and highlighting the ENTIRE page), this will be extremely helpful. However, this will be useful even if they are old pros at annotating. Students will not only learn how to annotate and read deeply, they will also learn what information to look for depending on the genre. Teaching students how to read closely empowers them to become independent learners, and the importance of reading closely becomes clear in the first two words of the Common Core K-12 Anchor Standards: *CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. The step-by-step process is effective. It includes a gradual release of responsibility, which gives students confidence, as well as practice. Step 1: Teacher directs/models. Step 2: Students collaborate. Step 3: Independent practice. Annotating text can be amazing for students who have problems focusing and paying attention. Annotating keeps students focused, because it requires them to stay actively involved with the text. Annotating makes it difficult for students to drift off. It also enables the teacher to easily monitor attention issues and reading progress, by checking on the student’s annotations.

Subject Area: Social Studies Grade: 8

Strand: American History

Standard: Demonstrate an understanding of the causes, course, and consequences of the Alamo.

Strategy used:

SOAP (Source, Occasion, Audience, Purpose)

Who/what is the Source?

What person or group produced this document?

Whose perspective is being voiced?

What is the Occasion?

When and where was this evidence created?

What context or situation encouraged the creation of this document?

Who is the Audience?

Who would be expected to see or read this piece of evidence?

What is the Purpose?

What was this document intended to accomplish?

What was its creator’s aim?

Check out samples on my Instagram: @HistoryGuruTeachShare

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I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. If you have any concerns or any of my resources are not what you expected, please contact me first before leaving feedback so I can have a chance to fix it for you! You can DM or follow me at Follow me on Instagram: @HistoryGuruTeachShare

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Let’s face it, close reading isn’t often a skill that comes naturally. When our students get a new reading assignment, their first instinct is often to race to the finish line rather than engage deeply with a text. Getting students to slow down, engage with the text in different ways, and reflect as they read are challenges for every teacher, and are the goals of close reading. They’re also at the heart of the Common Core English Language Arts standards. There’s no magic way to turn your class into top-notch readers overnight, but there are specific close reading skills you can teach that will help your students now and down the line. This Close Reading includes a Primary Resource excerpt from Woodrow Wilson's "Fourteen Points" Speech, January 8th, 1918. It breaks down the vocab used and gives teacher lead questions, student creation of questions, as well as a summary. We all know that it’s not enough to just understand what a text says. Close readers not only grasp an author’s message, but they also take a look under the hood, so to speak.

Let’s face it, close reading isn’t often a skill that comes naturally. When our students get a new reading assignment, their first instinct is often to race to the finish line rather than engage deeply with a text. Getting students to slow down, engage with the text in different ways, and reflect as they read are challenges for every teacher, and are the goals of close reading. They’re also at the heart of the Common Core English Language Arts standards. There’s no magic way to turn your class into top-notch readers overnight, but there are specific close reading skills you can teach that will help your students now and down the line. This Close Reading includes a Primary Resource excerpt from "Uncle Toms Cabin" by Harriet Beecher Stowe. It breaks down the vocab used and gives teacher lead questions, student creation of questions, as well as a summary. We all know that it’s not enough to just understand what a text says. Close readers not only grasp an author’s message, but they also take a look under the hood, so to speak.

Declaration of Independence Bellwork/ Bellringer/ Close Read

Standards:

SS.7.C.1.4

Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

The students will complete the bellwork in a 5 day model. Each day is a scaffolded release of questions targeted at 5 main language arts standards. This allows students to pick apart the important information while meeting their language arts requirements in social studies

Readings: TWO Declaration of Independence Excerpts

Bellwork Procedure

Conversation: There is no talking during Bellwork time. Silently get Bellwork out from the bin & return it silently as well. Quiet/ voices off from entrance into the classroom till last Bellwork is put away.

Help: There should be no talking during this activity, so if you have a question: please raise your hand quietly, wait patiently, & once I can I will answer your question. Please think about the wording of your question before you ask, seeing as this is an assessment.

Activity: Bellwork day 1-4: One question per day.

Bellwork 5: Quiz= do all four questions.

UNREAL: EVERYDAY

Underline the title

Number the sections

Read to understand: mark the text

Eliminate wrong answers

Answer

Look back to double check answers

Movement: 1. Quietly grab your Bellwork from the bin without emptying file folder out; just grab yours.

2. Silently do your Bellwork at your seat.

3. Silently place Bellwork back into the correct file folder.

4. Sit quietly at your seat as we patiently wait for others to finish.

Participation: This is an independent activity. Please look at your paper only and give a full effort. I am checking your understanding/ skills, not someone else’s.

Success:

• UNREAL: __/12 points

• Daily Questions (front): ___/10 points each

• Quiz (back): total of ___/40 points

• Efficiency: Smart Goal of 80% or above

Check out samples on my Instagram: @HistoryGuruTeachShare

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I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. If you have any concerns or any of my resources are not what you expected, please contact me first before leaving feedback so I can have a chance to fix it for you! You can DM or follow me at Follow me on Instagram: @HistoryGuruTeachShare

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SS.7.C.1.1 & SS.7.C.1.2 Civics “Common Sense” by Thomas Paine Excerpted from The English Bill of Rights The students will complete the bellwork in a 5 day model. Each day is a scaffolded release of questions targeted at 5 main language arts standards. This allows students to pick apart the important information while meeting their language arts requirements in social studies.

DECLARATION OF INDEPENDENCE DBQ Activity: Political Cartoon Analysis Students will analyze and look at different political cartoons from political time to discover how they influenced the colonist in declaring their independence from King George II.

Google Drive Folder FILLED with Google Docs for all your topics... Ever growing! 28 products and GROWING!

EOC Practice and DBQs!

Directions: Determine the objective of each question. Then, explain why each option is correct or incorrect.

The EOC Practice problem is originally created based on those released by the state of Florida. This sheet allows space for students to practice locating important information, show their work, and write their answers. Some are multiple choice to provide practice for the EOC's multiple-choice responses, but they must also explain their answer choice. This is an AVID Strategy to explain what is the right answer, what is the incorrect answer, and WHY. This file is a mini DBQ section to keep up with the high demand for Document Based Learning.

This Practice Sheets can be used in multiple ways. Printed on cardstock and laminated for repeated classroom use in groups, as warm-ups, as centers, test prep, exit questions/ activities, study time at the end of the year, etc. It can also be arranged in take-home packets or INTERACTIVE NOTEBOOKS for the students to complete as homework or it can be simply used as a handout. The choice is yours!

__________________________________

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Using Primary Sources in the Classroom. A DBQ activity uses primary sources. Sources can include diaries,posters, music, news articles from the time, anything written by those who participated in or witnessed an event in history. Students review the given documents and use many cognitive skills in processing what they see and read. After gathering information using the documents, students develop an essay answering a question, in this case, “Describe Life on the Home Front During World War 2”, citing several of the documents reviewed.

A teacher page includes the Key and suggestions for a rubric to grade this Primary Source( DBQ activity).

If a teacher wishes to use the activity as a web quest, suggestions are also given.

Grades 5 and up

Check out my other DBQ Activity: Life of a Japanese- American Child living in an Internment Camp during WW2:Life of a Japanese-American Child living in an Internment Camp during WW2

Also of Possible Interest:

During WW2, it was very unusual for a woman to be a pilot. When there was a shortage of male pilots due to their being needed in combat, an experimental project was begun where female pilots would be used by the military(although they weren't part of the military) to assist with ferrying aircrafts from the manufacturers to military bases. Female pilots, WomenAir Force Service Pilots,(WASP) also would test repaired planes to see if they were SAFE for male pilots to fly. They also were asked to help train soldiers by towing targets behind their airplane for the soldiers to shoot at(with REAL ammunition). Out of the 1074 WASP, 38 would die(11 in training missions). After the war, these heroic women were basically forgotten. In fact, what they did was classified. They could not call themselves "veterans", nor did they qualify for any military benefits. This wouldn't change until 1977. This play covers what it was like for a female member of the WASP and how their contributions were ignored but eventually honored for all that they did during World War 2.
Great for Women's History Month, study on World War 2 or for a substitute or day before a holiday when you wish to introduce kids to some areas of history in our country.

This Reader's Theater Script using a compilation of women to create Mildred Wallingford, a member of the WASP. Real members are also mentioned throughout the reading.

Part of my Ms. Bie Ografee Talk Show Series, students learn about this important contribution to the war effort as a "studio audience" asks questions of Ms. Bie Ografee's guest. A Did You Know? fun facts, comprehension questions, links to additional information, a teacher page with extension activities and the key are also included. https://www.TeachShare.com/Product/World-War-2-Female-PilotsMembers-of-the-WASP-A-Readers-Theater-Script-43782

Using PRIMARY Sources in the Classroom. A DBQ activity uses primary sources. Sources can include diaries,posters, music, news articles from the time, anything written by those who participated in or witnessed an event in history. Students review the given documents and use many cognitive skills in processing what they see and read. After gathering information using the documents, students develop an essay answering a question.

The topic of this Primary Source(DBQ )is Life of a Japanese-American Child Living in an Internment Camp during World War 2.

A teacher page includes the Key,additional links and suggestions for a rubric to grade the DBQ.

This resource could also be used as a web quest.

Grades 5 and up

Check out my other DBQ Activity: Life on the Homefront During WW2:

Life on the Homefront during WW2

Also of Possible Interest:

During WW2, it was very unusual for a woman to be a pilot. When there was a shortage of male pilots due to their being needed in combat, an experimental project was begun where female pilots would be used by the military(although they weren't part of the military) to assist with ferrying aircrafts from the manufacturers to military bases. Female pilots, WomenAir Force Service Pilots,(WASP) also would test repaired planes to see if they were SAFE for male pilots to fly. They also were asked to help train soldiers by towing targets behind their airplane for the soldiers to shoot at(with REAL ammunition). Out of the 1074 WASP, 38 would die(11 in training missions). After the war, these heroic women were basically forgotten. In fact, what they did was classified. They could not call themselves "veterans", nor did they qualify for any military benefits. This wouldn't change until 1977. This play covers what it was like for a female member of the WASP and how their contributions were ignored but eventually honored for all that they did during World War 2. Great for Women's History Month, study on World War 2 or for a substitute or day before a holiday when you wish to introduce kids to some areas of history in our country.

This Reader's Theater Script using a compilation of women to create Mildred Wallingford, a member of the WASP. Real members are also mentioned throughout the reading.

Part of my Ms. Bie Ografee Talk Show Series, students learn about this important contribution to the war effort as a "studio audience" asks questions of Ms. Bie Ografee's guest. A Did You Know? fun facts, comprehension questions, links to additional information, a teacher page with extension activities and the key are also included. https://www.TeachShare.com/Product/World-War-2-Female-PilotsMembers-of-the-WASP-A-Readers-Theater-Script-43782

Using Primary Sources in the Classroom. A DBQ activity uses primary sources. Sources can include diaries,posters, music, news articles from the time, anything written by those who participated in or witnessed an event in history. Students review the given documents and use many cognitive skills in processing what they see and read. After gathering information using the documents, students develop an essay answering a question, in this case, “Describe Life on the Home Front During World War 2”, citing several of the documents reviewed.

A teacher page includes the Key and suggestions for a rubric to grade this Primary Source( DBQ activity).

If a teacher wishes to use the activity as a web quest, suggestions are also given.

Grades 5 and up

Check out my other DBQ Activity: Life of a Japanese- American Child living in an Internment Camp during WW2:Life of a Japanese-American Child living in an Internment Camp during WW2

Also of Possible Interest:

During WW2, it was very unusual for a woman to be a pilot. When there was a shortage of male pilots due to their being needed in combat, an experimental project was begun where female pilots would be used by the military(although they weren't part of the military) to assist with ferrying aircrafts from the manufacturers to military bases. Female pilots, WomenAir Force Service Pilots,(WASP) also would test repaired planes to see if they were SAFE for male pilots to fly. They also were asked to help train soldiers by towing targets behind their airplane for the soldiers to shoot at(with REAL ammunition). Out of the 1074 WASP, 38 would die(11 in training missions). After the war, these heroic women were basically forgotten. In fact, what they did was classified. They could not call themselves "veterans", nor did they qualify for any military benefits. This wouldn't change until 1977. This play covers what it was like for a female member of the WASP and how their contributions were ignored but eventually honored for all that they did during World War 2.
Great for Women's History Month, study on World War 2 or for a substitute or day before a holiday when you wish to introduce kids to some areas of history in our country.

This Reader's Theater Script using a compilation of women to create Mildred Wallingford, a member of the WASP. Real members are also mentioned throughout the reading.

Part of my Ms. Bie Ografee Talk Show Series, students learn about this important contribution to the war effort as a "studio audience" asks questions of Ms. Bie Ografee's guest. A Did You Know? fun facts, comprehension questions, links to additional information, a teacher page with extension activities and the key are also included. https://www.TeachShare.com/Product/World-War-2-Female-PilotsMembers-of-the-WASP-A-Readers-Theater-Script-43782

Using PRIMARY Sources in the Classroom. A DBQ activity uses primary sources. Sources can include diaries,posters, music, news articles from the time, anything written by those who participated in or witnessed an event in history. Students review the given documents and use many cognitive skills in processing what they see and read. After gathering information using the documents, students develop an essay answering a question.

The topic of this Primary Source(DBQ )is Life of a Japanese-American Child Living in an Internment Camp during World War 2.

A teacher page includes the Key,additional links and suggestions for a rubric to grade the DBQ.

This resource could also be used as a web quest.

Grades 5 and up

Check out my other DBQ Activity: Life on the Homefront During WW2:

Life on the Homefront during WW2

Also of Possible Interest:

During WW2, it was very unusual for a woman to be a pilot. When there was a shortage of male pilots due to their being needed in combat, an experimental project was begun where female pilots would be used by the military(although they weren't part of the military) to assist with ferrying aircrafts from the manufacturers to military bases. Female pilots, WomenAir Force Service Pilots,(WASP) also would test repaired planes to see if they were SAFE for male pilots to fly. They also were asked to help train soldiers by towing targets behind their airplane for the soldiers to shoot at(with REAL ammunition). Out of the 1074 WASP, 38 would die(11 in training missions). After the war, these heroic women were basically forgotten. In fact, what they did was classified. They could not call themselves "veterans", nor did they qualify for any military benefits. This wouldn't change until 1977. This play covers what it was like for a female member of the WASP and how their contributions were ignored but eventually honored for all that they did during World War 2. Great for Women's History Month, study on World War 2 or for a substitute or day before a holiday when you wish to introduce kids to some areas of history in our country.

This Reader's Theater Script using a compilation of women to create Mildred Wallingford, a member of the WASP. Real members are also mentioned throughout the reading.

Part of my Ms. Bie Ografee Talk Show Series, students learn about this important contribution to the war effort as a "studio audience" asks questions of Ms. Bie Ografee's guest. A Did You Know? fun facts, comprehension questions, links to additional information, a teacher page with extension activities and the key are also included. https://www.TeachShare.com/Product/World-War-2-Female-PilotsMembers-of-the-WASP-A-Readers-Theater-Script-43782