The DBQ Project is unapologetically a writing program. We are also a social studies program, a literature program, and a literacy program. Most importantly, the DBQ Project resources are inquiries. Inquiry-based learning not only piques students’ curiosity and engagement but also leads to deeper learning! The DBQ Project offers structured and scaffolded lessons to guide students through this inquiry process culminating in an evidence-based writing exercise. But, writing a 5-paragraph essay is not the only way for students to demonstrate their learning and articulate their arguments. Writing can take many different forms. Have you considered creating an alternative end product for a DBQ or Mini-Q your students are working through? If you are a choice board person or love project-based learning, this is for you! 

One-pagers and infographics are visual, graphic representations of information on a single page. Using this alternate ending students can use images, words, textual evidence in response to the DBQ question. Requirements could include a well-developed thesis statement, background info, 2-4 buckets each supported with textual evidence, and an argumentative statement for each. Variations of this type of end product could include newspaper front pages or advertisements. 

Debates provide opportunities to practice critical thinking, writing, listening and speaking. Try having students verbally share their opinion debate style using the documents and background in DBQ. Different debate strategies include four-corners debates, philosophical chairs, Socratic seminars, fishbowl and pinwheel discussions, Harkness tables, or one of our favorites, the Socratic Smackdown. 

While the above suggestions could be used with most DBQs and Mini-Qs, sometimes units lend themselves to more creative end products. For example, the "fall" of Rome mini-Q looks at the collapse, or death, of an empire. After analyzing the documents, have students complete an autopsy report on the Roman Empire. Historical report cards and "hall of fame" plaques are a fun way to evaluate individuals in history, such as Alexander the Great or Sam Houston. Students could create recruitment posters to stay at Valley Forge or travel posters touting the benefits of Constantinople or living in the Soviet Union. Scrapbooks or photo essays work great for the journaling DBQs. The possibilities and creativity are endless. 

A choice board is a grid of different end products that allow students to choose a way to demonstrate their learning and make their argument about a DBQ. 

To the right is an example of an elementary choice board. Imali created this for the "How Did the Buffalo Shape Arapaho Culture?" Mini-Q using a few of the alternative endings mentioned above.

DBQ101 is a self-paced professional development course that familiarizes teachers with The DBQ Project Method and teaches them how to make the process engaging and powerful for students. It is designed to replicate our full-day introductory workshops. Participants will work through the steps of The DBQ Project Method at their own pace, pausing to reflect and practice along the way. Teachers will first experience a DBQ from the student perspective, learning what it is like to learn with a DBQ, before transitioning to the teacher perspective to learn how to build a unit and support their students. Two winter windows are open for registration at no cost to online subscribers. Each course window will remain open for one month to complete. Winter courses will launch on FEBRUARY 14, and MARCH 14. (If these windows don't work for you, we can also set up a course just for your district or school.)