I. Skill Focus:
* Source Analysis: Students analyze multiple primary and secondary sources (images, maps, letters, excerpts from texts, etc.) to identify bias, perspective, intended audience, and reliability. The DBA could focus on comparing and contrasting different accounts of a single event (e.g., multiple perspectives on the French Revolution).
* Argumentation: Students construct a historical argument based on evidence from the provided documents. This requires synthesizing information, identifying supporting and contradictory evidence, and formulating a clear thesis statement. A DBA could ask students to answer a complex historical question (e.g., "To what extent was the Cold War a continuation of World War II?") using the provided documents.
* Contextualization: Students place the documents within their historical context, considering the social, political, economic, and cultural factors that influenced their creation and meaning. A DBA might ask students to analyze documents related to the impact of colonialism, requiring them to consider the broader context of imperialism and its lasting effects.
* Causation: Students analyze the cause-and-effect relationships revealed in the documents. A DBA could focus on the causes of a specific historical event (e.g., the outbreak of World War I) or the consequences of a particular decision (e.g., the impact of the Treaty of Versailles).
* Change and Continuity: Students identify patterns of change and continuity over time, using the documents as evidence. This could involve analyzing documents from different periods related to a single theme (e.g., the evolution of women's rights).
II. Historical Period/Theme Examples:
* Ancient Civilizations (Mesopotamia, Egypt, Greece, Rome): A DBA could compare and contrast the legal codes of Hammurabi and the Twelve Tables, analyzing their social implications and reflecting on the rule of law. Or, it could examine different accounts of Alexander the Great's conquests, analyzing bias and evaluating the impact of his empire.
* Classical Civilizations (India, China): A DBA could explore the impact of Buddhism or Confucianism on society by analyzing religious texts, art, and social structures.
* Medieval Period: Analyzing primary sources like the Magna Carta or the Papal Bulls could examine the relationship between church and state, or the development of political systems in Europe. Students could also compare feudal societies in Europe and Japan.
* Renaissance and Reformation: A DBA could focus on comparing and contrasting the ideas of Martin Luther and John Calvin, analyzing their impact on religious and political landscapes. Students could also analyze art from the period to understand the changing values and perspectives.
* Age of Exploration and Colonization: Documents from various perspectives (European explorers, indigenous populations, enslaved people) could be used to analyze the impacts of colonialism on different societies.
* Revolutions (American, French, Russian): Students could analyze the causes and consequences of these revolutions using pamphlets, speeches, and personal accounts.
* World War I & II: Analyzing propaganda posters, letters from soldiers, and government documents allows students to explore different perspectives on war and its impact.
* Cold War: Documents from both the US and Soviet sides, including speeches, intelligence reports, and personal accounts, can be used to analyze the ideological conflict and the dynamics of the Cold War.
* Globalization: Students could analyze documents related to the rise of multinational corporations, the spread of technology, or the increasing interconnectedness of the world.
III. Structuring the DBA:
* Clear Guiding Questions: Provide students with focused questions that guide their analysis of the documents.
* Variety of Documents: Include a mix of primary and secondary sources to encourage diverse perspectives.
* Scaffolding: Offer support through pre-reading activities, vocabulary lists, or sample annotations.
* Rubric: Develop a clear rubric to assess student work based on historical argumentation, source analysis, and writing quality.
* Time Allotment: Allow sufficient time for students to engage with the documents and develop their responses.
By carefully selecting documents and crafting compelling questions, DBAs can transform Global History classes from passive learning experiences into dynamic opportunities for critical thinking and historical understanding. Remember to adjust the complexity and scope of the DBA to the students' grade level and learning objectives.