Less than $5 12th Grade DBQs (by date, oldest first)

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These Academic Language Scripts are perfect in an AVID classroom setting. It is used to build classroom discussion and improve how students respond to each other during discussion. These are used as questions stems to add to discussion during socratic seminar or philosophical chairs.

*Available in two colors brights and primary colors

This Resource is Great For:

✨Socratic Seminar

✨Philosophical Chairs

✨Classroom Discussion

✨Literature Circles

✨Promoting Critical Thinking

✨Building Classroom Community

✨Student Centered Results

How to Use:

*Print cut in half

*Laminate

*Cut out and Hole punch

*Can be used as bookmarks!

Need Help or Have Questions?
If you have any questions or need assistance with this product, feel free to reach out to me at ashlee@msgamification.com. I'm here to help!

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This product is intended solely for the teacher who purchased it. Please refrain from sharing it with other teachers. If multiple teachers wish to use it, each should acquire their own license. Thank you for respecting these terms and supporting educational resources!

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Engage your students this Halloween with a unique set of five mini DBQs designed to explore how fear, superstition, and hysteria have shaped key moments in history. This DBQ bundle is perfect for high school history classes, connecting historical inquiry with a Halloween twist. Each mini DBQ focuses on a different event, allowing students to analyze primary sources and think critically about the impact of fear and belief on societies throughout history.

The bundle includes:

1. Salem Witch Trials (1692): Investigate how religious extremism and fear of witchcraft led to mass hysteria in colonial America.
2. The Spanish Inquisition (1478-1834): Analyze how fear and persecution were used to enforce religious conformity and political control in Spain.
3. The Black Death (1347-1351): Examine the social, religious, and economic impacts of the plague and the scapegoating of Jewish communities.
4. The Mummy’s Curse (1920s): Explore how media sensationalism and public superstition created widespread belief in the "curse" of King Tutankhamun’s tomb.
5. The Panic of 1835: The Great Moon Hoax: Investigate how a series of fabricated newspaper articles stirred public hysteria about life on the moon.

Each DBQ includes 4 primary sources with analysis questions, a short answer prompt, and a final essay prompt connecting all five events. An answer key is also provided to make grading easier and support deeper discussions in class.
This resource is perfect for fostering critical thinking, historical analysis, and evidence-based writing. It can also serve as a great sub plan or engaging classroom activity around Halloween.

Learning Objectives:

• Students will critically analyze historical events shaped by fear, superstition, and hysteria.
• Students will develop historical thinking skills by examining primary sources and constructing evidence-based arguments.
• Students will connect past events to larger themes of how fear influences societal and political decisions.

Common Core Standards:

• CCSS.ELA-LITERACY.RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources.
• CCSS.ELA-LITERACY.WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events.
• CCSS.ELA-LITERACY.WHST.9-10.9: Draw evidence from informational texts to support analysis, reflection, and research.

Courses this product is great for:

• U.S. History
• World History
• AP European History
• AP U.S. History
• Social Studies

Why This Resource?

This Halloween-themed DBQ bundle offers a creative way to dive into historical analysis and critical thinking. It’s a versatile tool that promotes deeper learning and can also be used as an engaging, ready-to-go sub plan.

Support a fellow educator and get rewarded!
Purchase this resource, leave a review, and earn TeachShare credits you can use on any product on the platform. Your feedback helps others and benefits you too!

Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of reading comprehensions that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there's something for every classroom!

Industrial Revolution DBQ: A Comprehensive Inquiry into Its Impact

Engage your students in a deep dive into the Industrial Revolution with this comprehensive DBQ!
This meticulously crafted DBQ offers a rich exploration of the Industrial Revolution's profound impact on ordinary Americans in the 19th century. Through a carefully curated selection of primary sources, students will analyze the complex interplay of social, economic, and political factors that shaped the lives of people during this transformative era.

Key Features:

• Engaging Primary Sources: A diverse collection of primary sources, including excerpts from historical texts, images, and primary source documents, provide a firsthand glimpse into the Industrial Revolution.
• Thought-Provoking Questions: Each primary source is accompanied by carefully crafted questions that encourage critical thinking and analysis.
• Clear Directions and Rubric: Detailed instructions and a comprehensive rubric guide students through the DBQ process and help teachers assess their work effectively.
• Real-World Relevance: The DBQ connects historical concepts to contemporary issues, fostering a deeper understanding of the enduring impact of the Industrial Revolution.
• Versatile Use: Ideal for classroom instruction, independent study, or as a sub plan, this DBQ is adaptable to various teaching styles and learning needs.

Primary Sources

1. Excerpts from "The American System" by Henry Clay

• Description: Clay argues that the Industrial Revolution is beneficial for the United States and advocates for policies such as protective tariffs, internal improvements, and a national bank to promote economic growth and development.

2. Excerpt from "The Wealth of Nations" by Adam Smith

• Description: Smith believes that the economy is governed by natural laws and that free trade and competition benefit society.

3. Text-Based Primary Source: Child Labor

• Description: The text describes the dangerous and exploitative working conditions faced by children during the Industrial Revolution, highlighting the negative impact on their health and education.

4. Excerpt from "The Communist Manifesto" by Karl Marx and Friedrich Engels

• Description: Marx and Engels criticize the Industrial Revolution and capitalism for creating a class system and exploiting the working class. They envision a future society without class divisions.

5. Excerpt from "The Gospel of Wealth" by Andrew Carnegie

• Description: Carnegie argues that wealthy individuals have a responsibility to use their wealth to benefit society and that the Industrial Revolution has created new opportunities for people.

6. Text-Based Primary Source: Tenement Buildings

• Description: The text describes the overcrowded, unsanitary conditions of tenement buildings, which were often the only affordable housing option for working-class families during the Industrial Revolution.

7. Excerpt from "Progress and Poverty" by Henry George

• Description: George argues that poverty in America is caused by the unequal distribution of land ownership and proposes a single tax on land values to address inequality.

8. Excerpt from "The Jungle" by Upton Sinclair

• Description: Sinclair's novel reveals the unsanitary and dangerous conditions of the meatpacking industry, exposing the exploitation of workers and the risks to consumer health.

9. Excerpt from "The Adventures of Huckleberry Finn" by Mark Twain

• Description: Twain's novel portrays the Industrial Revolution as a disruptive force that disrupts traditional ways of life and values.

10. Excerpt from "The Promise of American Life" by Herbert Croly

• Description: Croly argues that the Industrial Revolution presents opportunities for social progress but also acknowledges the challenges of inequality and poverty. He believes that the government should play a role in addressing these issues.

Learning Objectives:

• Analyze the social, economic, and political impacts of the Industrial Revolution on ordinary Americans.
• Evaluate the positive and negative consequences of industrialization.
• Develop critical thinking skills through the analysis of primary sources.
• Understand the historical context of the Industrial Revolution and its enduring legacy.

Common Core Standards and Courses:
This DBQ aligns with the following Common Core Standards:

• History/Social Studies: Analyze primary sources to construct and support arguments.
• Language Arts: Analyze the author's purpose in a nonfiction text.
• English Language Arts: Produce clear, coherent, and focused writing.

Recommended Courses:

• American History
• World History
• AP U.S. History

Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of reading comprehensions that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there's something for every classroom! Support a fellow educator and get rewarded! Purchase this resource, leave a review, and earn TeachShare credits you can use on any product on the platform. Your feedback helps others and benefits you too

Related Product

Industrial Revolution Reading Comprehension Bundle

Freedom's Journey: A DBQ on African American Liberty After the Civil War

Delve into the complex journey of African American freedom with this engaging DBQ!
This meticulously crafted DBQ offers a comprehensive exploration of the extent to which African Americans achieved freedom following the Civil War. Through a carefully curated selection of primary sources, students will analyze the challenges, triumphs, and enduring struggles faced by African Americans in their pursuit of liberty.

Key Features:

• Engaging Primary Sources: A diverse collection of primary sources, including excerpts from historical texts, images, and personal accounts, provide a firsthand glimpse into the experiences of African Americans during this transformative era.
• Thought-Provoking Questions: Each primary source is accompanied by carefully crafted questions that encourage critical thinking and analysis.
• Clear Directions and Rubric: Detailed instructions and a comprehensive rubric guide students through the DBQ process and help teachers assess their work effectively.
• Real-World Relevance: The DBQ connects historical concepts to contemporary issues, fostering a deeper understanding of the enduring struggles for racial equality.
• Versatile Use: Ideal for classroom instruction, independent study, or as a sub plan, this DBQ is adaptable to various teaching styles and learning needs.

Primary Sources

1. Emancipation Proclamation (1863)
2. Thirteenth Amendment (1865)
3. Black Codes (1865-1867)
4. Fourteenth Amendment (1868)
5. Fifteenth Amendment (1870)
6. Ku Klux Klan (1865-Present)
7. Jim Crow Laws (1877-1960s)
8. Plessy v. Ferguson (1896)
9. The Experiences of a Sharecropper (Personal Account)
10. Hiram Rhodes Revels (1827-1901)

Learning Objectives:

• Analyze the challenges and triumphs faced by African Americans in the pursuit of freedom after the Civil War.
• Evaluate the extent to which African Americans achieved freedom during this period.
• Develop critical thinking skills through the analysis of primary sources.
• Understand the historical context of the Civil Rights Movement and its enduring legacy.

Common Core Standards and Courses:
This DBQ aligns with the following Common Core Standards:

• History/Social Studies: Analyze primary sources to construct and support arguments.
• Language Arts: Analyze the author's purpose in a nonfiction text.
• English Language Arts: Produce clear, coherent, and focused writing.

Recommended Courses:

• American History
• World History
• AP U.S. History

Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of reading comprehensions that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there's something for every classroom! Support a fellow educator and get rewarded! Purchase this resource, leave a review, and earn TeachShare credits you can use on any product on the platform. Your feedback helps others and benefits you too!

DBQ: Prohibition - A Critical Thinking Adventure

Engage your students in a deep dive into the complex history of Prohibition with this engaging DBQ!
This resource provides students with a rich collection of primary sources, including speeches, newspaper articles, and historical documents, that allow them to explore the multifaceted impacts of Prohibition on American society. By analyzing these sources, students will develop critical thinking skills, historical understanding, and a nuanced perspective on this pivotal era.

Key Features:

• Comprehensive DBQ: The DBQ includes a thought-provoking prompt, a variety of primary sources, and guiding questions to help students analyze and interpret the evidence.
• Real-world connections: The documents offer a glimpse into the lives of ordinary Americans during Prohibition, fostering a deeper understanding of the historical context.
• Critical thinking skills: Students will develop essential skills such as analyzing sources, evaluating arguments, and synthesizing information.
• Differentiated learning: The DBQ can be adapted to suit various learning styles and abilities, making it a valuable resource for all students.
• Sub-plan friendly: Use this DBQ as a standalone activity or incorporate it into your unit on the Progressive Era or American history.

Learning Objectives:

• Students will be able to analyze primary sources to identify key arguments and perspectives.
• Students will be able to evaluate the impact of Prohibition on American society, including its economic, social, and political consequences.
• Students will be able to develop a well-supported argument based on historical evidence.

Common Core Standards:

• History/Social Studies: CCSS.ELA-Literacy.RH.6-8.1, CCSS.ELA-Literacy.RH.6-8.2, CCSS.ELA-Literacy.RH.6-8.3, CCSS.ELA-Literacy.RH.6-8.4, CCSS.ELA-Literacy.RH.6-8.6, CCSS.ELA-Literacy.RH.6-8.7, CCSS.ELA-Literacy.RH.6-8.8, CCSS.ELA-Literacy.RH.6-8.9, CCSS.ELA-Literacy.RH.6-8.10, CCSS.ELA-Literacy.RH.11-12.1, CCSS.ELA-Literacy.RH.11-12.2, CCSS.ELA-Literacy.RH.11-12.3, CCSS.ELA-Literacy.RH.11-12.4, CCSS.ELA-Literacy.RH.11-12.6, CCSS.ELA-Literacy.RH.11-12.7, CCSS.ELA-Literacy.RH.11-12.8, CCSS.ELA-Literacy.RH.11-12.9, CCSS.ELA-Literacy.RH.11-12.10

Recommended Courses:

• American History
• Progressive Era
• 20th Century American History

Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of reading comprehensions that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there's something for every classroom! Support a fellow educator and get rewarded! Purchase this resource, leave a review, and earn TeachShare credits you can use on any product on the platform. Your feedback helps others and benefits you too!

Related Product:

Progressive Era Reading Comprehension Bundle

DBQ Worksheet & Teacher Cheat Sheet: Why Did the U.S. Enter World War I in 1917? Analyzing Economic, Security, and Public Opinion Factors

Engage your students with a comprehensive DBQ worksheet and teacher cheat sheet that explore the complex factors behind the United States’ decision to enter World War I in 1917. This educational resource includes 10 primary sources, guiding analysis questions, and a sample answer key to help teachers facilitate critical discussions and streamline grading.

This DBQ package includes:

• 10 Primary Sources: Carefully selected sources offering different perspectives on U.S. motivations, such as economic ties, national security threats, and shifts in public opinion.

  • Economic Interests:
    • U.S. Trade Report (1915): Shows the economic importance of Allied markets as U.S. exports to the Allies grew, with American businesses increasingly reliant on these trade relationships.
    • Letter from J.P. Morgan & Co.: Highlights the financial stakes for American banks tied to Allied loans and the potential for economic collapse if the Allies lost the war.
  • National Security Concerns:
    • Zimmermann Telegram (1917): Uncovers Germany's proposal for an alliance with Mexico, posing a direct threat to U.S. national security.
    • Statement by President Woodrow Wilson: Frames the war as a defense of democratic values and security, supporting the argument for intervention.
  • Public Opinion:
    • New York Times Editorial (1917): Argues for action following German submarine attacks, reinforcing public sentiment for U.S. involvement.
    • Anti-War Pamphlet by the American Union Against Militarism: Represents the anti-war viewpoint, warning against sacrificing American lives in foreign conflicts.
    • Speech by Senator Robert La Follette: Critiques the economic motivations behind the war, emphasizing the divide between wealthy interests and public welfare.

• Analysis Questions and Cheat Sheet: Each source includes guiding questions for students and a complete teacher cheat sheet with sample answers, designed to help teachers facilitate analysis and understanding, while supporting grading consistency.

• Essay Prompt & Rubric: After analyzing the sources, students are prompted to answer, “What factors influenced the United States’ decision to enter World War I in 1917?” An included rubric helps teachers evaluate thesis development, evidence use, analysis, organization, writing style, historical context, and synthesis.

Learning Objectives:

• Interpret and analyze primary sources in historical context.
• Evaluate differing perspectives on U.S. foreign policy decisions.
• Develop a thesis-driven argument supported by historical evidence.
• Practice critical thinking and historical analysis through document-based questioning.

Common Core Standards:

• CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources.
• CCSS.ELA-LITERACY.WHST.11-12.1: Write arguments focused on discipline-specific content.
• CCSS.ELA-LITERACY.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media.

Suggested Courses:
Ideal for U.S. History, AP U.S. History, Government, and World History classes, this DBQ is also a great tool for deeper learning and can be used as sub plans on American foreign policy and WWI topics.

Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of readings, worksheets, and DBQs that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there’s something for every classroom!

Support a fellow educator and get rewarded! Purchase this resource, leave a review, and earn TeachShare credits you can use on any resource on the platform. Your feedback helps others and benefits you too!

Related Readings

U.S. Entry into WWI Reading Comprehension

WWI Reading Comprehension Bundle (27 different readings!)

This inquiry based lesson will vicariously draw your students into the lives, circumstances, and struggle for social justice as they engage in the analysis of three primary sources. Specifically, this resource will have students;

• Discuss and analyze the motivations and philosophy of César Chávez
• Understand the problems faced by farmworkers in California's central valley and beyond. 
• Analyze primary sources related to the meaning and context of the Chicano Rights Movement.

The primary sources include;

1. Photograph taken on December 19, 1969 outside of a Safeway supermarket in Seattle, WA (strike and boycott led by Cesar Chavez)
2. Speech given by César Chavez to the Commonwealth Club of California on Sept 9, 1984.
3. Viva La Causa Documentary film- the grape strike and boycott led by César Chávez and Dolores Huerta in the 1960s. The film shows how thousands of people from across the nation joined in a struggle for justice for the most exploited people in our country — the workers who put food on our tables.

Materials Include:

• Teacher Reference Guide
• Google (10) Slide Presentation
• Interactive Guided Notes Handout
• Economics Chart

If you liked this lesson see other related lessons here:

• American Japanese Internment
• Unit BUNDLE- Reconstruction, Jim Crow & the KKK
• Jim Crow: Separate and Unequal
• Women's Suffrage: Iron Jawed Angels (Comparing Sources)
• Civil Rights Movements: Then and Today
• The Ku Klux Klan: The Past & Today
• Proposing a 28th Amendment to the U.S. Constitution
• 'The Quotable Rebel' Activity: First Day of School

In this activity, students learn about the life and achievements of Dr. Martin Luther King, Jr., examine first-hand excerpts from his speeches and writings, and reflect upon the work he did through an essay activity! This activity is perfect for studying more about the MLK Holiday, Black History Month, or a unit on the Civil Rights Movement!

Activity includes:

• General biography and timeline of MLK's life
• Excerpt from "I Have a Dream" with questions
• Excerpt from "Letter from Birmingham Jail" with questions
• Excerpt from "Our God is Marching On" with questions
• Excerpt from "I've Been to the Mountaintop" with questions
• Optional Reflection Essay / Extenstion
• Answer Key for DBQs