This DBQ addresses the Common Core State Standards. It has been updated with a page outlining the English Language Arts/History/Social Studies grades 6-8, 9-10, and 11-12 CCSS that it addresses.
**You can buy all SIX Ancient History DBQ's in a separate listing here and SAVE over $10.00 vs. buying them individually!**
This Document Based Question (DBQ) was created for 6th Grade World History. It could also be used in 9th grade Global Studies. The topic is Jerusalem: The Holy City. Students answer questions pertaining to documents describing how Jerusalem is a Holy City for three world religions (Christianity, Islam, and Judaism).
It follows the format of the New York State social studies testing requirements for writing DBQ's and answering CRQ's. The DBQ packet includes seven pages of primary or secondary source documents with constructed response questions followed by an essay question using the documents. The constructed response questions give plenty of space for the students to write instead of the tiny lines that you sometimes find on worksheets. Part One has a total possible 25 points and a scoring rubric is included for the essay (1-5).
*UPDATE* The DBQ also includes my handwritten answer key for part one scanned as a PDF as well as an example scanned student essay (12 pages).
I originally took the time to create all these DBQ's for a graduate class project. I knew they would be useful since I couldn't find anything for sixth grade ancient history DBQ's at that time. It took a lot of time to create them and I don't know if I would have done it had it not been for a graduate class. They have been well worth the time and I have given them to many colleagues. I hope you find them useful as well!
From the Library of Congress: Teaching with Primary Sources Website:
"Under the English Language Arts standards, students beginning in the earliest grades must substantiate written arguments with evidence. The Common Core approaches science and social studies with a particular emphasis on literacy. This has several implications for teaching with primary sources. The CCSS greatly increase the focus on informational text at all grades. Assessment designers explicitly recommend a 50-50 split between literature and informational texts, starting at the primary grades. Students’ capacity to source, organize, analyze, cite, discuss, and write about information gained from both primary and secondary sources is paramount."
Note: This is a PDF file and is NOT editable due to copyright.