A DBQ ESSAY:
STEPPING TOWARD LIFE GOALS
The Role, Responsibility
and
Reality of Parenting
Learning Experience by Carol Nochajski,
Member of the
1. LEARNING CONTEXT:
PURPOSE: The goal of this
learning experience is for students to develop a realistic personal vision of
themselves in a role of a quality parent or citizen positively influencing
youth. Developing personal vision
fosters a sense of control over one’s life.
·
Students must be able to support a thesis by
analyzing information from the documents as well as including related outside
information and experience.
·
Students must be logical and organized as
they present their points to the reader.
The letter writing is an authentic task, a written
document of the writer’s goals in the role of a quality parent or citizen
influencing the positive development of youth.
The target audience is the writer’s child of the future. The task is engaging because students are
required to look at family from the parental perspective. It is health
enhancing for the students as they take a stand for good parenting and
citizenship.
The task a summative assessment at the culmination
of a Family Life and Human Sexuality Unit in a 10th grade .5 credit, required health class.
Guiding Questions:
·
What
are the roles / responsibilities that adults assume when they become parents?
·
What
are the consequences of parenting practices on children, the family and
society?
·
How
do understanding theories of human growth and development and youth development
approaches affect adult choices in relating to children?
·
What
care giving conditions are necessary to promote a child’s health, safety and
positive development?
STANDARDS AND COMMENCEMENT LEVEL
INDICATORS:
Health Education National Standards
Standard 3: Students will
demonstrate the ability to practice health enhancing behaviors
and reduce health risks.
1. Analyze the
role of individual responsibility for enhancing health.
Standard 6: Students will
demonstrate the ability to use goal-setting and decision-making
skills to enhance health.
1. Demonstrate the ability to utilize various strategies when making decisions related to health needs and risks of young adults
Family and Consumer Science Education
National Standards
15.0
Evaluate
the impact of parenting roles and
responsibilities on
strengthening the well-being of individuals and families.
15.1
Analyze the role and responsibilities of
parenting.
15.1.2
Examine the expectations and
responsibilities of parenting
15.1.3
Determine consequences of parenting
practices to the individual, family and society.
15.2
Evaluate parenting practices that
maximize human growth and
development.
15.2.3
Assess common practices and emerging research about
discipline
on human growth and development.
NYS Health, Physical Education and Family
and Consumer Science
Standard 1: Students
will have the necessary knowledge and skills to establish and maintain physical
fitness, participate in physical activity and maintain personal health.
H A Understand human growth and development
throughout the life cycle.
H C Apply prevention and risk reduction
strategies which can delay the onset or reduce the risk of potential health
problems into adulthood.
H D Evaluate how multiple influences which
affect health decisions and behaviors can be altered.
Standard 2: Students
will acquire the knowledge and ability necessary to create
and maintain a
safe and healthy environment.
H A Recognize hazardous conditions in the
home, school, (workplace, and community) and propose solutions to eliminate or
reduce them.
H B Evaluate personal and social skills which
contribute to health and safety of self and others.
H C Recognize how individual behavior affects
the quality of the environment
FCS C Understand the
essential requirements for selecting and maintaining a (nurturing) home
(family)
NYS Health Education Skills Matrix –Commencement
Level
Decision-Making- Demonstrates the ability to apply
decision-making strategies and skills to enhance personal, family and community
health.
DM.C.1 Identifies personal decisions and
analyzes related internal and external influences.
DM.C.3 Gathers
and synthesizes available information
DM.C.4 Personalizes
risk of decisions to self and others
DM.C.5 Analyzes
perceptions of peer, family and community normative behavior
DM.C.6 Predicts
short and long term benefits and harmful consequences of personal decisions.
Planning & Goal Setting –Demonstrates the ability to apply planning and goal-setting
strategies and skills to enhance personal, family and community health goals.
PG.C.5 (Evaluates) and amends a
personal goal
PG.C.11 Analyzes the impact of decisions on
personal goals
Advocacy – Demonstrates the ability to apply advocacy strategies and skills to
enhance personal, family and community health.
AD.C.5 Gathers, assesses and synthesizes
evidence to support a health enhancing position.
NYS English Language Arts
Standard 1: Students
will read, write, listen and speak for information and understanding.
1D Make distinctions about the relative
value and significance of specific
data,
facts and ideas
2A Write and present research reports,
feature articles and thesis / support
papers on
a variety of topics related to all school subjects
2D Support interpretations and decisions
about relative significance of
information
with explicit statement, evidence and appropriate argument.
Career
Development and Occupational Studies
Standard 3a: Students will demonstrate mastery of the
foundation skills and competencies essential for success in the workplace and
other settings.
A Use a combination of techniques to read or listen to complex
information and analyze what they hear or read; convey information confidently
and coherently in written or oral form; (and analyze and solve mathematical
problems requiring use of multiple computational skills.)
CONNECTION
This Document Based
Question is written for the ½ credit 10th grade required health
course, commencement level. It is used
as an independent writing assignment at the end of a Family Life Unit that
includes: marriage, sex education, STD’s, teen pregnancy and a 48 hr. simulated
parenting performance task using computerized infant manikins. The task is
modeled after and supports the Global Studies required DBQ.
The learning experience
is relevant because we know that the “glue” that has traditionally connected
families is often weakened today.
Families are smaller, grandparents have often moved away, the divorce
rate is soaring, increasing numbers of children are spending time in single
parent families, increasing numbers of mom’s have full time jobs and youth are
spending more time in unsupervised settings. Today many of our young people may
not have the opportunity to observe young children and focus on the role of
parenthood. The secular trend shows that our youth are sexually mature and able
to reproduce at younger ages. We live in
a culture that seems to glorify sexuality but the reality is that young people
need to postpone sexual involvement and become better educated in preparation
for the good jobs.
This activity reflects
“best” classroom practice because it supports continuing research (The Search Institute). The exercise fosters the development of a
personal vision in youth. Looking ahead
and considering the future before making personal decisions can cause youth to
consider the long-term consequences of decisions rather than relying on
perceptions of the immediate. Our young people can increase their sense of
control over their lives. The goal of this writing exercise is for students to
develop realistic expectations of themselves in a role of a quality parent or
model citizen positively influencing youth.
KNOW AND DO TO SUCCEED
Items taught prior to the
DBQ:
·
Checklist of Developmental Assets –for
self-awareness
·
40 Developmental Assets (mental health unit)
·
The Impact of Developmental Assets
Acquired
as a result of the learning experience:
·
Practice the DBQ process for Global Studies
regents exam
·
Conscious, thoughtful consideration of self
in future role as parent
2. PROCEDURE
The Document Based Question
is an independent writing activity to be done outside of class.
The teacher:
·
Explains and defines DBQ process.
·
Reviews documents, graphic organizer and
rubric with student input for clarification.
·
Provides a model DBQ to be reviewed and
assessed to clearly articulate expectations.
·
Provides individual mentoring, as needed.
The students:
·
Analyze documents by constructing short
answer responses to Scaffolding Questions
·
Use graphic organizer to organize thinking
about the analysis of documents as well as related outside information and
personal experience to support thesis.
·
Use all documents and cite them.
·
Reflect on changes in personal perception of
readiness for the responsibilities of parenting.
·
Use rubric to self-assess.
·
Word process a final copy for submission.
3. INSTRUCTIONAL /
ENVIRONMENTAL MODIFICATIONS
All
students have been able to complete this task .The task has been easily
modified by decreasing the number of documents for some students. I have
required that students with modifications must analyze Documents #1 and #2.
Scaffolding Questions for some of the other documents require that students
make a comparison to Document #1 and #2.
4. TIME REQUIRED
Planning and preparation for the teacher:
·
Lessons in previous classes on developmental
assets (80 min)
·
Duplication of student packets: (20 min)
·
Explanation of DBQ Essay Assignment (15 min)
·
Assessment of individual DBQ Essays (2 hours
per class)
Planning and preparation for the student:
·
Previous class activity information on
developmental assets. (80 min)
· Previous experience using infant simulator and written reflection on the experience (50 hours)
·
DBQ Essay (1 hour)
Analyze documents and
answer Scaffolding Questions
Think and organize ideas.
Use Data Boxes, graphic organizer.
Write essay. Revise. Rewrite
Use Rubric to self-assess
performance.
5. RESOURCES
·
Hughes, Langston. “Mother to Son” http://mbhs.bergtraum.k12.ny.us/cybereng/matoson.html
·
Kiker,Douglas. Federal pressure on
deadbeat parents is getting results. http://seattletimes.com/news/nation-world/html9
·
Mandi,
“Crisis: My Brother,” The Diary Project, http://www.diaryproject.com/topics/tamily/entries/19632.shtm 4/25/00
·
The Search Institute. “40 Developmental Assets,” http://www.search-institute.org/assets/forty.html
· The Search Institute. “The Power of Assets,”http://searchinstitute.org/research/assets/assetpower.html
6. ASSESSMENT PLAN
Formative
Assessment Strategies
Self-Assessment and
scoring of Developmental Assets in previous lessons
Observations of student
comments during class discussion
Summative
Assessment Strategies
Students submit the
following work samples:
Written Responses to
Scaffolding Questions
Planning – Completed
graphic organizer -“Data
Boxes”
Completed DBQ Essay
Completed Rubric
Summative Assessment Rubrics
Sample Top Score
Responses to Scaffolding Questions
Specific Rubric for
Scoring DBQ Essay
(-teacher developed with student
input for clarification)
7. STUDENT WORK
Student Sample A, B, C
and D are in a separate section
Rubric for scoring
8. REFLECTION
When I created this project I had been using the
Search Institute’s 40 Developmental Assets for a couple of years as part of
self-awareness in a mental health unit.
I strongly believed that learning about assets would be personally
helpful to my students. Developmental assets are a powerful influence and
useful tool because they are simple, clear and can be covered in a short period
of time. However, I wanted to make the learning more memorable and foster the
development of a personal vision of self from a parental perspective.
I also had been engaged in interdisciplinary thinking,
contemplating ways to help my 10th grade students rehearse for the
required and dreaded DBQ on the N.Y.S. Global Studies Regents Exam. Analyzing the assets information seemed like
a great idea! Additional documents to be analyzed in the DBQ were a mystery to
me! I had seen only professionally
constructed social studies documents and the documents were brief and
specific. What could I use for a variety
of parenting type documents that would encourage students to write and reflect
on themselves in the parent role?
Documents in the 1st draft were longer than I wanted,
resulting in a somewhat cumbersome Student Packet. Later revisions involved insertion of shorter
documents, personally drawing pictures and writing some of the document to
avoid headaches with copyright laws. I found that modification to the selection
of document changed the standards and/or performance indicators that I was
assessing.
Informal dialog with students has enabled me to see
flaws in the learning experience from the students’ perspective. I have noted
misunderstandings as I read completed essays, and have continued to revise.
All resources are web sites. I’m preparing to place
this work on the web to use instructional technology.
The DBQ process seems to provide a way to facilitate long-term
retention, higher level thought processes and this particular learning
experience fosters development of a realistic vision of the parent role among
youth.
Name____________________________________________________________
Date_____________________________ Period_________
RUBRIC: Stepping Toward Life
Goals: The Role, Responsibility and Reality of Parenting!
Dimension
|
4 40/20 Personal
Vision |
3 20/20
Personal Vision |
2
Glasses Must be Lost |
1 Needs
Glasses |
Response to Essay Question
The degree to which the student
evaluates personal & social skills that contributes to the personal
health & safety of self and others.
H1C,
H2A,B,C, FCS2C, NH
3.1,3.3,6.1,6.3, NFCS 15.1.2,3, 15.2.1,3,
AD.C.5, DM.C.3,.6
(X2) |
Developed clear,
insightful, realistic vision of: ·
the role, responsibility and reality of
parenthood, ·
essential requirements to meet the
personal health & safety of all
family members and maintain a nurturing home, ·
long
term benefits and harmful consequences of personal decisions.
8
|
Developed a clear
vision of : ·
the role, responsibility and reality of
parenthood, ·
essential requirements to meet the
personal health and safety of all family members / maintain a nurturing home, ·
long term
benefits and harmful consequences of personal decisions6 |
Developed a shadowy
vision of: ·
the role, responsibility and reality of
parenthood, ·
essential requirements to meet the
personal health & safety of all family members/ maintain a nurturing
home, ·
long
term benefits and harmful consequences of personal decisions.
4 |
Developed a weak
vision of : ·
the role, responsibility and reality of
parenthood, ·
essential requirements to meet the
personal health & safety of all family members and maintains a nurturing
home, ·
long term benefits and harmful
consequences of personal decisions2 |
|
Personal
Reflection on Parenting in Essay The degree
to which the student connects risk reduction strategies with human growth and
development knowledge and sets realistic expectations of parenthood. H2C, NH
3.1,6.1, NFCS 15.1.2, 15.1.3
PG.C.5,.11, DM.C.3,.4
(X2) |
·
Effectively
incorporates outside information and prior human growth and
development knowledge to support and extend issues revealed by the documents.
·
Personalizes risk of decisions to self and
others.
8 |
·
Adds
outside information and prior human growth and development knowledge in
the construction of the essay and analysis of the documents. ·
Personalizes risk of decisions to self and
others.
6 |
·
Includes minimal outside information and prior human growth and
development knowledge in the construction of the essay and analysis of the
document. ·
Risk of decisions not personalized.
4 |
·
Relies exclusively on the documents. ·
Risk of decisions not personalized. 2 |
Scaffolding
Questions
The degree to which the student fully responded to the questions and
exhibited an understanding of a safe & healthy environment.
H1A, ELA1.1D, NH3.3,NFCS15.1.1, DM.C.1,.3,.5, AD.C.5, |
·
Answered questions concisely, completely
and thoroughly, and to the point. ·
Answers to questions recognize how
individual behavior affects the quality of the environment
4 |
·
Answered all of the questions adequately
with little elaboration. ·
Answers to questions recognize how
individual behavior affects the quality of the environment
3 |
·
Answered the questions partially and/or
some questions remain unanswered and/or showed misunderstanding ·
Answers to questions fail to recognize how
individual behavior affects the quality of the environment 2
|
·
Fulfilled few requirements of the task. ·
Answers to questions fail to recognize how
individual behavior affects the quality of the environment 1
|
Use of Documents
The degree to which the student has used and
incorporated the documents to demonstrate how risk reduction strategies and
multiple influences affect health decisions. H1C,D, ELA1.1D,.2D, CDOS3a.A AD.C.5,.7, |
·
Skillfully grouped documents according to
vision of the role, responsibility, reality of parenthood. ·
Strategically cites and uses the
information in the documents by prioritizing /grouping to show
interrelationships. ·
Includes all the necessary and only
relevant document information. ·
Cites
and analyzes all documents and their meaning. 4 |
·
Groups the documents according to vision
of the role, responsibility and reality of parenthood. ·
Prioritizes or groups the documents using
appropriate criteria but without an explicit attempt at showing
interrelationship among them. ·
Includes all necessary and some extraneous
information. ·
Cites
and analyzes all documents and their meaning. 3 |
·
Refers to documents in chronological order. ·
Relies on descriptions of the documents’
meaning with some scattered attempts at analysis. Shows misunderstanding of documents. ·
Includes both relevant and irrelevant
information. ·
Fails
to cite/analyze documents and their meaning. 2 |
·
Refers to the documents in a scattered
fashion/ or not at all. ·
No attempt analysis. Shows evidence that student understood few
of the documents. ·
Includes much irrelevant information. ·
Fails
to cite and analyze documents and their meaning. 1 |
Graphic Organizer
The extent to which the student has used the “Data
Boxes” Sheet to organize thoughts. ELA1.2A,D, AD.C.5 |
·
Complete and developed, showing skillful
organization of thoughts. 4 |
·
Complete, showing a plan for writing.
3 |
·
Partially complete.
2 |
·
Mostly inaccurate and /or incomplete.
1 |
Organization
The degree to which the essay is developed from
beginning to end. ELA1.2A,D, AD.C.5 |
·
Well-organized, clear focus. ·
Purposeful analytical structure.
4 |
·
Logically sequenced, focused. ·
Clear attempt at organization. ·
3 |
·
Poorly developed essay, lacking focus. ·
Organization confuses reader.
2 |
·
Vague or missing introduction /conclusion. ·
Organization confuses reader.
1 |
Presentation
The degree to which the essay is readable and
clearly written to the target audience. ELA1.2A |
·
Fluent and easy to read. ·
Correct spelling ·
Sense of engagement or voice addressing a
future child.
4 |
·
Clearly written and legible. ·
Few spelling errors but does not detract
from the message. ·
Sense of engagement or voice addressing a
future child. 3
|
·
Sloppy and/or carelessly written. ·
Many spelling errors that detracts from
the message ·
Little sense of writing to a child of the
future.
2 |
·
Illegible. ·
Many spelling errors which confuse the
reader and detract from the message. ·
Little engagement or voice. 1 |
PARENTING EDUCATION SEQUENTIAL PLAN
The Role, Responsibility and Reality of Parenting
DBQ
|
Parenting
Standard(s): I , II |
Grade: 9-12 |
Discipline: Health Education |
|
Essential
Question (s): I.
When is a person ready to parent? II. How do adult choices in meeting the
physical, emotional,
intellectual, social and spiritual needs of a child affect a child’s health
and safety? |
#
of lessons: ·
¼ lesson /approx. 15-20 min. explanation ·
individual mentoring as needed |
Length
of periods: 80 min. |
|
Lesson
Components: |
Day
1
|
Day
2-7
|
|
Guiding
Question (s) |
IF. What are the roles / responsibilities
adults assume when they become parents? IP. What are the consequences of parenting
practices on children, the family and society? IIH. How do understanding
theories of human growth and development
(Maslow, Piaget, Erickson, Kohlberg) and Youth
Development approaches (Benson,
Pitman, Werner) affect adult
choices in relating to children? IIIJ. What caregiving conditions are necessary to promote a child’s
health, safety and positive development? |
|
|
Activities |
Teacher explanation
/directions for independent DBQ writing assignment and use of rubric:
1.
Analyze documents 2.
Collect relevant
information 3. Organize thinking using “Data Boxes,”
graphic organizer 4. 1st draft 5. Use rubric to self-assess 6.
Final
copy |
Individual
mentoring as needed |
|
Skills
Assessed |
AD.C.5 DM.C.3,.5,.6 PG.C.5,.11 |
|
