This project was such a great opportunity to try my hand at creating the type of relevant history lesson that I want to include in my curriculum as a future social studies teacher. Unfortunately, I did not fully take advantage of it as I wish I had. Initially I struggled narrowing down a subject, I wanted to land on something I felt a strong personal connection to which would also be relatively simple to construct a DBQ project around. Quickly settling on the topic of communism and the Red Scare, I felt confident, perhaps a little too confident. When I realized that someone had focused on that topic last year for this project, I decided that topic would no longer work for me. I could have carried on with the communist angle and perhaps focused more specifically on one aspect of it such as the Ronsenbergs or the Cuban Missile Crisis, but my internal drive to be as close to original as possible forbid me from this. Instead I decided to switch gears entirely.
After debating various topics in my head from Civil War Reconstruction to the often forgotten historical figure of Noah Webster, of that dictionary we refer to from time to time (who I discovered in my preliminary research may have been a thoroughly unlikable fellow which is why his contributions to the founding of the USA have largely been forgotten…) but I digress. After bouncing around a variety of ideas after the Red Scare topic fell through, I finally settled on focusing my DBQ on the New Deal and the various forms of propaganda and art that came out of that time period in American life.
This period in history is complicated and filled with difficulties and political initiatives that mirror our own times to such a degree it is almost unsettling. Much as President Obama has needed to sell his ideas for recovery and change in the last six years such as the Affordable Care Act, so FDR needed to sell his plan for getting America out of the Great Depression. The poster collection created by the WPA and FAP between 1933-1943 is one of the first things I re-discovered when researching this topic. They are beautiful, modern and striking. The have an agenda, often times more than one and they have much to tell us about what art can do to shift public opinion, and what those responsible for creating those posters believed needed to be shifting.
Once I settled on a topic my drudgery through this project was not alleviated. I did not have a focused point of view or purpose for the posters though I know I wanted to use them. Peter Pappas helped me collate my thoughts on what things could be asked of students in relation to the artwork and what conclusions or inferences could be drawn that might be helpful. My resulting DBQ project is not the best thing I have every produced, but it is definitely a place to start. As one of my favorite authors Elizabeth Gilbert has said “You must be very polite with yourself when you are leaning something new.”
If I could do it again I would get started much sooner, put my head down and find a topic I felt was original and interesting. I might have focused on maps or the layout of cities in America or something closely related to that. The good news is I hope to be at this for a while and I think the benefit of DBQ questions can not be understated, so I might just get me do-over shot after all. For now it’s about doing the best you can and learning that procrastination does not a stellar project make.
Advice to Future Self on Undertaking a DBQ Project:
- Start with the document(s) first. Learn about it (or them), and place that document in a time period and look at everything that surrounds it. Follow the rabbit trail from MLK’s “Beyond Vietnam” to Langston Hughes’ “Let America Be America Again” and see where it takes you. The themes will show themselves sooner or later. Humans are programmed to seek out patterns and find the stories. But starting with a theme and hoping to find documents to undergird that theme is risky. It could work, but it could also lead you on a search for something that doesn’t exist.
- Be careful about trusting your crazy brain. Sometimes it does magic tricks when you least expect it. Sometimes it lets you think it can do the impossible. This is when you need to reach out to, and listen to, the friends who will be bluntly honest with you and tell you when you’re headed out onto unfruitful waters.
- Don’t try to answer philosophical questions with a DBQ project. Yes, there is an inherent discrepancy between perception and reality. Great. But a DBQ is probably not the correct avenue to explore such an idea. However, don’t be afraid to present the unanswerable questions. Part of life is learning that not all questions have answers.
- If you know how your brain works best, go with it. I tried to learn how to design a DBQ while simultaneously trying to figure out how to use Learnist and Evernote with my brain balking at me all the way. When I finally relented to how I learn best (paper and Pilot G-2 pen), my brain finally began to kick into gear. If I had accepted the truth of how my brain works sooner, I could have just gotten the work done and copied and pasted my work into these new programs afterwards. Trying to learn a design process while attempting to learn a new computer program was too taxing and, ultimately, unproductive.
- Don’t let your heart get broken, don’t lose anyone you love, and don’t get ill. These will all interfere with your work.
- Don’t be afraid to suck at something the first time you try it. Scarred knees are simply reminders that you now know how to ride a bicycle. Embrace the suck. Listen to Samuel Beckett: “Try again. Fail again. Fail better.”
Image credit: Private collection of Karen Elaine Parton
Designing a Document Based Question, or DBQ, has been a great experience. I learned the importance of creating a dynamic generative/essential question that serves as the framework of the assignment. Just as critical, are the five to eight related documents that will assist the students in answering the generative question. The documents can be sources including images, texts, videos, or audio. Each document will also include scaffolding questions to assist the student in examining the document.
The goal of the DBQ I created was to design and utilize a generative question, documents, and scaffolding questions that incorporated historical thinking skills. I wanted students to analyze the documents, gather evidence from the sources and create an argument, or side, about a topic. The topic of my DBQ is the American Revolutionary War. This DBQ could be used as a conclusion of a unit.
I think the DBQ assignment process has given me a great deal of value as a learning experience. Creating interesting and engaging questions and finding quality sources has helped me learn and work through the process of finding content for my classroom. The challenges I had were making sure the assignment incorporated proper historical thinking skills. I found a lot of success in discovering a variety of documents and sources. Some of the lessons I learned were the importance of peer review and advice from peers.
Next time, I would approach this assignment with the intent of finding more engaging documents such as video and audio. I thought this assignment was clear and intriguing. I look forward to creating a DBQ assignment in my future career.
We have learned a lot about teaching history as well as history itself through this DBQ project. First off, we were reminded about how vast history is and how deep you can go with a topic. Our topic developed and changed over the course of the semester, but it always stayed within the realm of America in the 1920’s. The reason we switched around so much was because we realized there was so much going on in the 1920’s in America and had to decide on a corner to focus on. We eventually decided upon views of immigration in the 1920’s in America, not only because there are a lot of primary sources on the topic but also because it directly connects to the hot contemporary topic of views of immigration today in America.
Some difficulties we encountered were sifting through all the primary sources out there. We also struggled with coming up with a narrow, specific question for our DBQ. Additionally, we struggled with time management in devoting more time to this project, due to the impending due date and demanding assignment of our work sample. If we were to do this over, we might select an even more narrow topic to make it easier to decide which primary sources to include.
We did learn over the course of this project, though, the value of having students examine historical documents. It is vital for students to be placed in the role of historian, in order to immerse them history and see it as more than memorizing facts. It is also important to come up with narrow, specific questions for historical document examination. We look forward to using “historical labs” in our future classrooms, by having students examine evidence and conduct their own observations and inferences of what that historical evidence means and says. It is equally important as well to help students make connections between past and present events, in order to see how the past affects today through similar contemporary events.
Image source: US Library of Congress, found here.