Documents Guy

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, and a section for students to figure out HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This one has two separate documents to add to the complexity of what they need to do with multiple documents. This includes sentence stems. They also g

When I do lectures in my APUSH class I have them take notes and relate them take normal notes and relate them to the BAGPIPE themes (Beliefs, America in the World, Geography, Politics and Power, Identity, Peopling, and Economics and Exchange). Also at the top of this assignment is a long essay type essay prompt. The last 5 minutes of class they have to create a thesis statement. We do this for every chapter after chapter 3 in the American Pageant.

We all get DBQ rubrics and organizers that show how to do HIPP but many students have a hard time connecting the two. This is a scaffold-ed bundle of DBQ Practice from periods 2-9 with a ton of support for students on how to write a good DBQ paragraph. Enjoy!

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, and a section for students to figure out HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This one has two separate documents to add to the complexity of what they need to do with multiple documents. This includes sentence stems. They also

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, and a section for students to figure out HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This one has two separate documents to add to the complexity of what they need to do with multiple documents. This includes sentence stems. They also

This is a scaffold-ed assignment that includes a topic of a DBQ (in this case is about slavery and indentured servitude), a topic sentence, a document, and a multiple choice quiz for each part of HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This includes sentence stems. At the end they write it all together. By the end t

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, a document (this one is a passage), and a multiple choice quiz for each part of HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This includes sentence stems. They also get a list of other documents and ideas used throughout the DBQ and they

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, and a section for students to figure out HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This one has two separate documents to add to the complexity of what they need to do with multiple documents. This includes sentence stems. They also

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, and a section for students to figure out HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This one has two separate documents to add to the complexity of what they need to do with multiple documents. This includes sentence stems. They also

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, and a multiple choice quiz for each part of HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This includes sentence stems. They also get a list of other documents and ideas used throughout the DBQ and they have to figure out outside evidence

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, and a section for students to figure out HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This one has two separate documents to add to the complexity of what they need to do with multiple documents. This includes sentence stems. They also

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, and a section for students to figure out HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This one has two separate documents to add to the complexity of what they need to do with multiple documents. This includes sentence stems. They also

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, a document (this one is a picture), and a multiple choice quiz for each part of HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This includes sentence stems. At the end they write it all together. By the end they should have a topic sentence

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, and a section for students to figure out HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This one has two separate documents to add to the complexity of what they need to do with multiple documents. This includes sentence stems. They also

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, and a multiple choice quiz for each part of HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This one has two separate documents to add to the complexity of what they need to do with multiple documents. This includes sentence stems. They als

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, and a section for students to figure out HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This one has two separate documents to add to the complexity of what they need to do with multiple documents. This includes sentence stems. They also

This projects has students track a northern industrial city and figure out what the city was like before it was industrial, what it was like at its peak, and what the potential decline means in a post-industrial world.

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, and a section for students to figure out HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This one has two separate documents to add to the complexity of what they need to do with multiple documents. This includes sentence stems. They also g

Each semester I give students a random term out of 30 (hence the name) and they get to choose how they present the term. There are 3 options on the handout that make them think in historically challenging ways. This is in a word document so you can adjust it as you please. If you do not want to have students present the information you can use it as a study guide that does more than just having students memorizing basic information.

This is a scaffold-ed assignment that includes a topic of a DBQ , a topic sentence, and a section for students to figure out HIPP analysis (Historical context, intended audience, point of view, and purpose.) From there they figure out which one they like best and why, then figure out how to support the document for the topic sentence and thesis. This one has two separate documents to add to the complexity of what they need to do with multiple documents. This includes sentence stems. They also