Lesson Plans > Secondary: Advanced Placement U.S. History > Teddy Roosevelt Data Based Question

Title: Teddy Roosevelt Data Based Question

Author: Sarah White

Grade Level: 10-12

Subject/Content: Advanced Placement U.S. History

Summary of Lesson: Students will use biographies in the Gale Lives and Perspectives Collection to compose and essay following the format of a Data Based Question (DBQ) found on the AP U.S. History Exam.

Focus Question: Evaluate the effectiveness of Theodore Roosevelt as President in two of the following areas:
Domestic Reform, Foreign Affairs, Business and Industry

Databases(s): Lives and Perspectives Collection module to Biography Resource Center

Procedures:

Steps/Activities by teacher:

1. Arrange for student access to the Lives and Perspectives Collection (via Biography Resource Center)
2. Have students access the individual biographies on Theodore Roosevelt from the Gale Lives and Perspectives Collection and the Biography Resource Center.:
   
   Theodore Roosevelt
   Presidents: A Reference History.  Ed. Henry F. Graff. 3rd ed. Detroit: Charles Scribner's Sons, 2002. p325-345. (Lives and Perspectives Collection)
   
   Theodore Roosevelt
   Encyclopedia of the American Constitution.  Ed. Leonard W. Levy and Kenneth L. Karst. Vol. 5. 2nd ed. Detroit: Macmillan Reference USA, 2000. p2291-2292. (Lives and Perspectives Collection)
   
   Theodore Roosevelt
   American Decades. Gale Research, 1998. Reproduced in Biography Resource Center. Farmington Hills, Mich.: Gale Group, 2008 (http://www.galenet.com/servlet/BioRC)
   
   Theodore Roosevelt
   Contemporary Heroes and Heroines, Book III. Edited by Terrie M. Rooney. Gale Research, 1998. Reproduced in Biography Resource Center. Farmington Hills, Mich.: Gale Group, 2008 (http://www.galenet.com/servlet/BioRC)
   
   Theodore Roosevelt
   Environmental Encyclopedia, 3rd ed. 2 vols. Gale, 2003. Reproduced in Biography Resource Center. Farmington Hills, Mich.: Gale Group, 2008 (http://www.galenet.com/servlet/BioRC)
   
   Theodore Roosevelt
   Explorers and Discoverers of the World. Gale Research, 1993. Reproduced in Biography Resource Center. Farmington Hills, Mich.: Gale Group, 2008 (http://www.galenet.com/servlet/BioRC)
   
   Theodore Roosevelt
   Science and Its Times, Vol. 6: 1900 - 1949. Gale Group, 2000. Reproduced in Biography Resource Center. Farmington Hills, Mich.: Gale Group, 2008 Copy worksheet for research notes and DBQ outline format.

Steps/Activities by student(s):

1. Read the selected biographies about President T. Roosevelt
2. Take notes on the chart provided while reading (be sure to make note of sources information is from)
3. Use research notes to compose a response to the DBQ prompt.

Outcome: Students will compose a detailed outline response to the DBQ prompt.

Related Activities: Students may self-evaluate or peer edit responses based on DBQ writing standards provided by the College Board.

Standard Date: February 20, 2008

Content Standard(s):

• Systematically employ processes of critical historical inquiry to reconstruct and reinterpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims and searching for causality.
• Investigate, interpret and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism and critical judgment.
• Explain the origins and interpret the continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality and the rule of law.
• Locate, access, analyze, organize, synthesize, evaluate and apply information about selected public issues — identifying, describing and evaluating multiple points of view.

Performance Indicators:

• At Level 1, the student is able to:
• Accurately interpret biographical writings.
• At Level 2, the student is able to:
• Apply outside information to these writings and critically analyze the documents.
• At Level 3, the student is able to:
• Compose a well-written analytical essay which includes information from documents provided as well as outside historical information.

Computer Literacy and Usage Standards 9-12:

• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.

ISTE NETS for Students

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:

• a. plan strategies to guide inquiry.
• b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
• d. process data and report results

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively.
• Standard 2: The student who is information literate evaluates information critically and competently.
• Standard 3: The student who is information literate uses information accurately and creatively.