Three TIPS to Solve DOCUMENT SOURCING Problems (and a resource to help)

Heimler's History Teachers
23 Nov 202103:31
EducationalLearning
32 Likes 10 Comments

TLDRThe video script discusses the challenges students face with sourcing skills in writing DBQs, emphasizing the importance of understanding a document's historical context, audience, purpose, or point of view. The speaker shares their experience and offers solutions, such as using sentence stems and focusing on historical context, to help students improve their sourcing abilities and effectively demonstrate the significance of their sources to their arguments.

Takeaways
  • 📚 The video discusses the importance of sourcing skills for students when writing their DBQs (Document-Based Questions).
  • 🤔 Sourcing is identified as a complex and often missed skill by students, with a straw poll suggesting it's the second most missed point in DBQs.
  • 👨‍🏫 The teacher provides a formula for students to follow in order to improve their sourcing skills, which has proven helpful for many.
  • 📈 Students are required to explain a document's historical situation, audience, purpose, or point of view for at least three documents in a DBQ.
  • 🧐 The choice of which sourcing skill to apply is up to the student, but the teacher suggests focusing on historical context if in doubt.
  • 🙅‍♀️ Students often miss the point of sourcing due to a misunderstanding of what each skill requires, particularly audience, purpose, and point of view.
  • 📝 The teacher provides sentence stems and a tool to help students understand how to begin their sourcing and to structure their arguments effectively.
  • 🌟 For historical context sourcing, students should identify the document's argument, explain the historical context, and then articulate why it matters to the argument.
  • ✅ Adequate sourcing can be done in one sentence, but breaking it into two can help students grasp the concept better.
  • 🔑 The significance of showing why the sourcing is important to the argument is emphasized, with the use of 'this shows' or 'this demonstrates' to connect the context to the argument.
Q & A

  • What skill does the teacher discuss in the video as being crucial for students to master for their DBQs?

    -The teacher discusses the skill of 'sourcing' as being crucial for students to master for their Document-Based Questions (DBQs).

  • According to the teacher, what is the most difficult aspect of writing a DBQ that students often miss?

    -The most difficult aspect of writing a DBQ that students often miss is correctly applying the skill of sourcing to historical documents.

  • What is the minimum number of documents for which students need to explain the historical situation, audience, purpose, or point of view?

    -Students are required to explain the historical situation, audience, purpose, or point of view for at least three documents.

  • Why does the teacher suggest that students often choose harder sourcing skills when they can apply easier ones?

    -The teacher suggests that students often choose harder sourcing skills because they may not be aware that using historical context is often the easiest and most logical approach to sourcing.

  • What is the teacher's advice for students who are having trouble with sourcing?

    -The teacher advises students who are having trouble with sourcing to focus on documents that require historical context as it is often the easiest to apply.

  • What are the common issues students face with understanding the skill requirements for audience, purpose, and point of view?

    -Students often struggle with understanding that the skill requirements for audience involve identifying the intended recipient of the document, for purpose they need to summarize the document's contents, and for point of view, they mistakenly focus on bias without demonstrating it effectively.

  • How does the teacher help students understand how to begin their sourcing?

    -The teacher provides students with sentence stems that help them understand how to start their sourcing, which are designed to assist them in structuring their arguments effectively.

  • What is the significance of the 'why' in the sourcing process?

    -The 'why' is significant in the sourcing process because it requires students to not only state their sourcing points but also demonstrate why those points are important and relevant to their overall argument.

  • What does the teacher recommend as a starting point for students who are new to sourcing?

    -The teacher recommends using a structured formula that involves identifying the document's argumentative support, explaining the historical context, and then connecting the context to the argument to show its significance.

  • How can students access the teacher's sourcing skills document and other teaching resources?

    -Students can access the teacher's sourcing skills document and other teaching resources by clicking the link provided in the video description.

  • What is the teacher's advice for students regarding the use of the provided sentence stems?

    -The teacher advises students that they do not have to use all of the provided sentence stems if they do not make sense, but many of them will find them useful in structuring their sourcing effectively.

Outlines
00:00
📚 Introducing Sourcing Skills for DBQs

In this paragraph, the speaker introduces the concept of sourcing skills, emphasizing their importance for students when writing their Document-Based Questions (DBQs). The speaker shares a non-scientific poll result indicating that sourcing is a commonly missed point in DBQs. To aid students, the speaker provides a formula to follow, highlighting the significance of historical context in sourcing documents. The speaker also discusses common reasons why students might struggle with sourcing, such as choosing more difficult skills and not fully understanding what the skill requires. To address these issues, the speaker offers sentence stems and a tool to help students understand how to apply sourcing effectively.

Mindmap
Keywords
💡Sourcing
In the context of the video, sourcing refers to the skill of analyzing the origin, context, audience, purpose, or point of view of historical documents. It is crucial for students when writing their Document-Based Questions (DBQs) and is often a challenging aspect. The video emphasizes the importance of correctly identifying the historical context, audience, purpose, or bias of documents to fully understand and argue their significance in historical analysis.
💡DBQs
DBQs, or Document-Based Questions, are a type of assessment commonly used in history courses, such as AP World History or AP US History, where students are required to analyze and interpret a set of historical documents to construct a coherent argument. The video discusses the challenges students face in writing DBQs, particularly in the area of sourcing, which is essential for earning points on these assessments.
💡Historical Context
Historical context refers to the circumstances, events, and cultural factors that surround the creation of a historical document. Understanding the historical context is vital for accurately interpreting the meaning and significance of a document. The video suggests that focusing on the historical context is often the easiest and most effective way for students to correctly source documents in their DBQs.
💡Argumentation
Argumentation is the process of constructing and presenting a logical and coherent argument based on evidence. In the context of the video, students must engage in argumentation by using historical documents to support their theses in DBQs. The video emphasizes the importance of not only stating what a document says but also explaining how it supports the student's argument and why that matters historically.
💡Formula
In the video, a formula refers to a structured approach or set of guidelines that students can follow to improve their sourcing skills. The teacher provides a specific formula for students to use when sourcing documents, which includes identifying the historical context, explaining its significance, and demonstrating why it matters to their argument. This formula is intended to help students more effectively articulate the relevance of their sources in their DBQs.
💡Sentence Stems
Sentence stems are pre-written phrases or sentence fragments that students can use as a starting point for their writing. In the video, the teacher provides sentence stems to help students understand how to begin their sourcing and construct their arguments more effectively. These stems are designed to guide students in connecting the document's context to their overall argument and demonstrating its significance.
💡Purpose
Purpose in the context of the video refers to the intention behind the creation of a historical document. It is one of the aspects that students need to analyze when sourcing documents for their DBQs. The video highlights the challenge students face in correctly identifying the purpose of a document, often resorting to summarizing its contents rather than explaining the creator's intent.
💡Point of View
Point of view refers to the perspective or stance from which a historical document is written. It is another aspect that students must analyze when sourcing documents. The video notes that students often mistakenly focus on identifying bias when trying to determine the point of view, and the teacher suggests that demonstrating bias can be difficult for them.
💡Significance
Significance in the video refers to the importance or impact of a historical document within the context of the argument being made in a DBQ. It is crucial for students to not only source the documents but also to show why their sourcing is relevant and significant to their overall argument. The video provides strategies for students to effectively demonstrate the significance of their sourced documents.
💡Teacher Resources
Teacher resources in the context of the video are materials and tools provided to educators to assist them in teaching specific skills or concepts to their students. The video mentions that the teacher has created resources, including a document on sourcing skills and other materials for AP US History and AP World History, to help teachers in guiding their students through the process of writing DBQs and improving their sourcing abilities.
💡APUSH and AP World
APUSH (Advanced Placement United States History) and AP World (Advanced Placement World History) are specific Advanced Placement courses offered by the College Board that provide college-level study of US and world history, respectively. The video script mentions these courses as the context in which DBQs and the sourcing skills being discussed are most relevant. Teachers and students preparing for these courses can benefit from the strategies and resources shared in the video to improve their performance on DBQs.
Highlights

The video discusses the importance of sourcing skills for students when writing DBQs (Document-Based Questions).

Sourcing is identified as one of the most difficult aspects of writing DBQs, often missed by students.

The speaker conducted a non-scientific straw poll and found that sourcing is the next most missed point on DBQs.

To address this, the speaker provides a formula for students to follow, which has proven helpful for many.

Students are required to explain a document's historical situation, audience, purpose, or point of view for at least three documents in a DBQ.

The speaker suggests that students often choose the harder sourcing skills, which may not be necessary.

Historical context is often the easiest sourcing skill to apply correctly, according to the speaker's experience.

The speaker advises students to source for historical context when in doubt.

Some students struggle with understanding what the sourcing skills require, particularly audience, purpose, and point of view.

The speaker provides sentence stems to help students understand how to begin their sourcing.

A tool with sentence stems is linked in the description for those who want to use it.

For historical situation sourcing, the speaker suggests a two-step process involving argumentation and historical context explanation.

Adequate sourcing can be done in one sentence, but breaking it up can help students understand better.

The significance of showing why the sourced information is important to the argument is emphasized.

The speaker recommends starting the next sentence with 'this shows' or 'this demonstrates' to connect the context to the argument.

The document with the sourcing skills is described as invaluable for students, especially in the beginning stages of learning to source.

The speaker encourages students to use the provided sentence stems if they find them useful, but not to feel obligated to use them if they don't make sense.

Transcripts

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EducationalStrategyHistoricalContextDBQSourcingTeachingTipsStudentSuccessEssayScoringSkillDevelopmentAPHistoryArgumentation