536 Curriculum Analysis Evaluation Dbqs Miniqs

Running Head: CURRICULUM ANALYSIS
Curriculum Analysis: Evaluating DBQs/Mini-Qs
Ruby Rios
California State University, Fullerton
EDSC 536
21 July 2019
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Introduction and rationale:
Mini-Qs provide students with the opportunity to engage in historical thinking and writing.
They are in the format of a Document Based Question (DBQ). Each mini-q is organized around a
main question and a short overview/background to provide context. Then the mini-q packet
provides four to five sources, depending on the main question, as well as supporting questions
for students to think about as they read each source. Finally, students are given the tools to form
their paragraphs and thereafter their essay, which is supposed to answer the main question the
mini-q provides, while using examples from the sources they read as supporting evidence. This
process seems very useful and one that could really help students practice critical thinking and
historical writing. My student teaching site used mini-q’s quite often to help explain a big idea in
a unit as well as to help students practice important skills that would help them get a good score
in the Smarter Balanced Assessment Consortium (SBAC).
The two main goals of this analysis are as follow. First, to determine if the type of sources
mini-q’s include are diverse in perspective/representation, as the secondary student must see “the
world” from a variety of perspectives (Burstein & Knotts, 2015), or if they give students a one-
sided account of history. Second, to analyze if mini-q’s align with the Reading and Writing
Standards for Literacy in History/Social Studies through grades 6–12. During my student
teaching there was a great deal of emphasis placed on skills that would help students on the
SBAC. Students are required to take this test and some of the things they are required to do are to
read and pull important ideas from sources provided. Then they are to write a five-paragraph
essay that answers the prompt they are given. Mini-q’s are supposed to help students practice for
the SBAC and overall practice in historical thinking and writing. But as I saw some of these
mini-q’s being used in the classroom I questioned just how effective they were and if they had
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enough diverse sources to let students come to their own conclusions about past events or if they
were given sources that would lead them to simply answer the question in a traditional manner. I
also questioned if the content shown in the mini-q’s helped them critically think about past
events. I want to see just how effective mini-q’s are and whether or not they are proper tools to
help students not only prepare for this test but also to learn the skills they are supposed to be
learning when reading and writing as stated in the Reading and Writing Standards for Literacy in
History/Social Studies through grades 6–12. I am also looking at them from a multicultural
education lens (Banks, 1993), questioning how much are they including those diverse
perspectives mentioned before.
Evaluation Process (Methodology):
I have two lenses from which I plan to analyze six mini-q’s. First, through their alignment
with the Reading Standards for Literacy in History/Social Studies and the Writing Standards for
Literacy in History/Social Studies (see appendix a for analysis questions and results). The tool I
am using to analyze this alignment is adapted from the PECAT tool. While originally used a bit
differently than I intend on using it, it will still very much help me analyze how well mini-q’s
requirements align with the Reading and Writing Standards for Literacy in History/Social
Studies through grades 6–12.
Second, I am analyzing selected mini-q’s on their containment of critical thinking about
justice and history, with an emphasis on their inclusion on marginalized and diverse
perspectives. The scale that I use, adapted from Ryan Cummings’ Curriculum Analysis:
Evaluating Critical Thinking about Justice and History (figure 1), will help me analyze just how
many diverse perspectives are included in the mini-q and how much is it pushing students to
connect content with their own lives and to continuing issues of justice in different structures
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today. The scale is originally formatted in a simple way that is easy to use on most curriculum. I
did adapt it to relate a more closely to my intended analysis of perspectives, by making some of
the requirements behind some points more focused on just that: inclusion of diverse perspectives.
This thought process I use is driven by theories that value the perspectives of diverse groups and
communities as an asset to student learning. Theories such as Culturally Sustaining Pedagogies
that claim to exist wherever education sustains the lifeways of communities who have been and
continue to be damaged and erased throughout schooling (Paris & Alim, 2017).
Figure 1
Critical Thinking about Justice & History (with an emphasis in marginalized and diverse perspectives) Scale:
0 – Avoidance of different marginalized* groups in history
1 – Mention of controversial* events or marginalized groups without allowing their perspectives to be

represented
2 – Treatment of controversial events and/or marginalized groups whose perspectives are represented throughout
various sources
+1 connects to continuing issues of justice in social, political and economic structures today
+1 requires students to analyze and discuss justice issues in community
+1 includes knowledge and perspectives of those outside the cultural and ethnic majority
*For the purpose of this scale, “marginalized” groups will be those that have been socially excluded through
history for various reasons such as age, socioeconomic status, race/ethnicity, language, disability, sexual
orientation, and gender.
*For the purpose of this scale, “controversial” events will be those that contradict an assumption of a United
States government or majority culture that acts with “liberty and justice for all”—that is, events that make explicit
the reality of unequal experiences of people of different races, ethnicities, genders, sexual orientations, traditions
and backgrounds. In the case that events that involve unequal treatment are not described in enough detail to
evidence any explicit contradiction in equal justice being applied to all persons, they will not be considered
“controversial.” For example, a statement that mentioned the governments establishment of “Indian Territory” as
a place for relocation of Native Americans would not be described as “controversial” event, since the reasons for
Native American relocation are not explicitly stated and could be incorrectly assumed to coexist with a perception
of equal opportunity for Native Americans. On the other hand, a statement that described the establishment of
“Indian Territory” as a place for relocation of Native Americans who were forcibly removed from their
homelands would qualify as a “controversial” event.
*Modified and adapted to focus more on the representation of the perspectives and stories of marginalized and
diverse groups.
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I currently have six of the mini-q’s that were used at my site this past academic year
and will use those as the basis of my analysis. Three were used in a tenth grade World History
class and three were used in an eleventh grade U.S. History class. The titles are as follows: The
Enlightenment Philosophers: What Was Their Main Idea?; The Reign of Terror: Was It
Justified?; What Was the Driving Force Behind European Imperialism in Africa?; Berlin, Korea,
Cuba: How Did the US Contain Communism?; Why did Japan Attack Pearl Harbor?; and What
Caused the Dust Bowl. I am centering my analysis on these mini-q’s simply because I know that
these are the ones that history teachers at my old school site used and had access to. I also know
that most school also have these available to their social studies teachers.
The biggest limitation I see is that I might not being able to provide a broad enough analysis
of mini-q’s by only analyzing six of them. At the same time, because the purpose and process of
DBQ’s/mini-q’s are so similar, there aren’t too many differences between various mini-q’s.
Results of Analysis:
The analysis conducted here definitely show that there is plenty of room for improvement
on many parts of the mini-q’s (figure 2 and figure 3). The analysis that focused on the alignment
of the mini-q’s with the common core state standards for literacy and writing in history/social
studies came out with very consistent results (individual and detailed descriptions can be found
in appendix a; overall scores can be found in appendix b). It is clear that for the most part all the
mini-q’s analyzed align pretty well with the standards utilized here. Focusing on the standards
for literacy and writing in history/social studies, there is definitely more alignment than
misalignment. The mini-q’s provide a range of sources for students to read and analyze and
eventually end in them writing a formal essay. Before they get to the writing, students have a set
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of document-based questions that they have to answer which will help them deeply analyze each
document. Those questions help them define key terms and main ideas as well as the events
descried in the text. There are however, a couple of standards that the mini-q’s did not really
reach. Standard 5 of the reading standards for literacy in history/social studies 9-10 states that
students must analyze how a text uses structure to emphasize key points or advance an
explanation or analysis. The mini-q’s do not provide a question or a section that really has
students evaluate the intentional way that writers use structure or words to advance or emphasize
an explanation that they are trying to get across. There is also nothing that has them really
evaluate the sources used in the mini-q and check if or how they carry bias.
Moving on to the analysis on alignment with the writing standards in history/social
studies there is also more positive results than negative. For the most part there is alignment with
the standards that ask for the general needs of a formal essay such as producing claims, using
evidence to support claims, organizing essay with and intro, body and conclusion, and
maintaining a formal style of writing. Mini-q’s also allow for students to plan, revise, edit, and
revise, as stated in standard 5, through the different tools they provide for students to write their
essay. The mini-q’s are not very aligned with standards that mention technology. The technology
component varies as individual teachers get to decide if they want students to use technology to
type their essay or research more sources to incorporate into their essay.
Figure 2
Individual Scores for Reading and Writing Standards 9-10 Alignment
The The What Was The The What Was
Reign of Enlightenment the Driving Reign of Enlightenment the Driving
Terror: Philosophers: Force Terror: Philosophers: Force Behind
Was it What Was Behind Was it What Was European
Justified? Their Main European Justified? Their Main Imperialism
Idea? Imperialism Idea? in Africa?
in Africa?
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Reading Writing
Standards: Standards:
Standard 1 2 2 2 Standard 1 2 2 2
Pt.#1 Pt.#1
Pt.#2 Pt.#2
Pt.#1 Pt.#3
Pt.#2 Pt.#4
Pt.#5
Pt.#1
Standard 8 0 0 0
Pt.#2
Standard 9 2 2 2
Total 17/20 16/20 19/20 Total 19/24 19/24 19/24

Scores Out Scores Out
of 20 max of 24 max
Figure 3
Individual Scores for Reading and Writing Standards 11-12 Alignment
Berlin, Korea, Why did What Berlin, Korea, Why did What
Cuba: How Japan Caused Cuba: How Did Japan Caused
Did the US Attack the Dust the US Contain Attack the Dust
Contain Pearl Bowl? Communism? Pearl Bowl?
Communism? Harbor? Harbor?
Reading Writing
Standards Standards
Pt.#1
Pt.#2 Pt.#1
Pt.#1 Pt.#2
Pt.#2 Pt.#3
Pt.#1 Pt.#4
Pt.#2 Pt.#5
Pt.#1
7
Pt.#2 Pt.#1
Pt.#1 Pt.#2
Pt.#2
Pt.#1 Pt.#1
Pt.#2 Pt.#2
Pt.#1
Standard 8 0 0 0
Pt.#2
Standard 9 2 2 2
Pt.#1
Standard 9 0 0 0
Pt.#2
Total Scores 22/32 22/32 23/32 Total Scores 19/26 19/26 19/26
Out of 32 Out of 26
max max
For the results of the critical thinking about justice and history (figure 4), with an
emphasis in marginalized and diverse perspectives, there is a clear lack of representation of
different perspectives. The highest score any of the mini-q’s earned was a two and that was
simply because there was a source that was told from the point of view from a marginalized
group of people. The mini-q on Enlightenment thinkers for example, gave a source from the
point of view of Mary Wollstonecraft, that highlighted ideas on the importance of women being
freed from restraints in order to find their true worth through knowledge. Even with sources like
these, there was still a lack of representation of people of low socioeconomic status or people of
color. The mini-q that focused on the Japanese attack on Pearl Harbor also gave a limited source
that included the point of view of a Japanese general on their relationship with the U.S. Other
than that, other mini-q’s gave even less if any mention of any diverse groups or their
perspectives.
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Figure 4
Mini-Q Packet CTJH Score Comments

The Reign of Terror: 1 The background essay talks about peasants and how
Was it Justified? they were unhappy with the monarchy. They were
starving and were being unfairly taxed.
The Enlightenment 2 There is a source from the perspective of Mary
Philosophers: What Wollstonecraft. It shares her ideas that women should
Was Their Main Idea? be free from restrains and have a chance to find their
worth in knowledge.
What Was the Driving 0 Although the document talks about imperialism in
Force Behind Africa, to the goal of describing reasons behind
European Imperialism European imperialism in Africa, there is no document
in Africa? that gives reasons from the perspectives of African
people during that time.
Berlin, Korea, Cuba: 0 Mini-q mostly contains secondary sources and does
How Did the US not bring up any diverse perspectives other than those
Contain Communism? from an objective voice listing facts.
Why did Japan Attack 2 The packet provides two sources from the Japanese
Pearl Harbor? perspectives. Neither of them are from civilians but
from high officials in Japan and a required reading
from Japan.
What Caused the Dust 0 Mini-q packet had one sources with the perspectives
Bowl? of people who lived through the dust bowl but did not
give any perspectives from any marginalized groups.
Recommendations:
The results of the reading and writing standards alignment analysis show that there are various
little things teachers can change in order to use a mini-q more effectively. First, in regard to
alignment with the reading standards mini-q’s need to supply more room for students to evaluate
or at least deeply analyze the validity of the sources, including analyzing the way that authors
intentionally use words and phrases in order to get their message across. Second, in regard to the
alignment with the writing standards there needs to be some effort to incorporate technology
whether that be implementing a peer editing section where students can use tools like google
docs to annotate each other’s papers and/or having students type their final drafts in order for
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them to use tools like spell check or plagiarism check, so they can have a better reviewed paper.
The scores of the critical thinking about justice and history, with an emphasis on marginalized
and diverse perspectives, show that there needs to also be an effort to include more sources
representing the perspectives or histories of marginalized groups. This means that when I, or any
educator use these mini-q’s there needs to be an extra effort to add to them. One cannot simple
use them as they are because that makes them less effective than they can be. By implementing
the recommendations from above students still get the basic practice that helps them better
analyze a document and write a formal essay while giving them a wider range of perspectives
they can connect with, as well as incorporating technology in a way that can only help them
better prepare not only for test like the SBAC, which is implemented online, but for the rest of
their educational career.
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References
Banks, J.A. (1993). Multicultural education: Historical development, dimensions and practice.
Review of Research in Education, 19: 3-49.
Centers for Disease Control and Prevention. (2006) Physical Education Curriculum Analysis
Tool. Atlanta, Georgia.
Cummings, R (2018) Curriculum Analysis: Evaluating Critical Thinking About Justice and
History. Unpublished analysis, Department of Secondary Education, California State
University, Fullerton, CA, United States.
Paris, D., & Alim, H. S., (Eds.) (2017). Culturally sustaining pedagogies: Teaching and learning
for justice in a changing world. New York, NY: Teachers College Press.
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Appendix A
Reading and Writing Standards Alignment with Mini-Q’s
Document: The Reign of Terror: Was it Justified? Mini-Q

Analysis for Alignment to Reading Standards
Grades 9-10
The student assessment analysis for reading standards grades 9-10, is completed by placing a
check in the box corresponding to “2”, “1”, or “0” after each question. Once this is complete, add
the numbers down and across and place in the student assessment analysis score box for reading
standards.
Standard 1. Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
Fully Partially No
2 1 0
Does the DBQ require
• Students to cite specific textual evidence from ☒ ☐ ☐
primary and secondary sources?
Provide a brief explanation: Students are given seven sources, four primary sources and three
secondary sources. On the back where students are given an essay outline guide there are
sections that ask students to cite evidence from the documents it asks for “supporting detail
from documents with document citation.”
Standard 2. Determine the central ideas or information of a primary or secondary source;

provide an accurate summary of how key events or ideas develop over the course of the
text.
Fully Partially No
2 1 0
• Students to determine central ideas and/or ☒ ☐ ☐
information of a primary or secondary source?
Provide a brief explanation: There are various instances where the mini-q asks students to
determine central ideas and information from sources. This happens because each document
has a series of questions that help students better analyze and understand it. By taking the time
to answer those questions students have the chance to better understand the main ideas of the
document.
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• Students to develop an accurate summary

of how key events or ideas develop over the ☒ ☐ ☐
course of the text?
Provide a brief explanation: Each document has a set of questions and those questions asks
students about main ideas throughout the text.
Standard 3. Analyze in detail a series of events described in a text; determine whether

earlier events caused later ones or simply preceded them.
Fully Partially No
2 1 0
• Students to analyze a series of events described ☒ ☐ ☐
in a text?
students about main ideas throughout the text. For the background essay in the beginning there
are specifically questions that ask students about the different events that happened.
• Students to determine whether earlier events caused ☒ ☐ ☐

later ones or simply preceded them?
students about main ideas throughout the text. There are no specific questions in this mini-q
that ask about the chronological order of the events but the documents in general are being
analyzed by students in order for them to make sense of the big picture of the reign of terror.
Therefore, they will have to determine how events relate to each other.
Standards 4. Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of history/social
science.
Fully Partially No
2 1 0
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• Students to determine the meaning of words

and phrases as they are used in a text? ☒ ☐ ☐
Provide a brief explanation: Several of the questions for each document ask about different
specific quotes within the document and their meaning. For example, one question asks, “What
does Robespierre mean by “internal” enemies and “external” enemies of the Republic?”
Standard 5. Analyze how a text uses structure to emphasize key points or advance an
explanation or analysis.
Fully Partially No
2 1 0
• Students to analyze how a text uses structure
to emphasize or advance key
points? ☐ ☐ ☒
Provide a brief explanation: While the mini-q does at times ask students to evaluate what the
purpose of different documents is it does not really ask students to analyze how the author uses
structure to emphasize or advance key points.
Standard 6. Compare the point of view of two or more authors for how they treat the same
or similar topics, including which details they include and emphasize in their respective
accounts.
Fully Partially No
2 1 0
• Students compare the point of view of two or
more authors for how they treat the same or ☒ ☐ ☐
similar topics?
Provide a brief explanation: This mini-q provides seven sources which all talk about the reign
of terror through the perspectives of different writers. All the documents are focused on good
or bad aspects of the reign of terror.
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Standard 8. Assess the extent to which the reasoning and evidence in a text support the
author’s claims.
Fully Partially No
2 1 0
• Students to assess the extent to which the
reasoning and evidence in a text support ☐ ☒ ☐
the author’s claims?
Provide a brief explanation: None of the document questions ask students to analyze the
validity of the documents or to assess just how well the evidence or reasoning in the text
supports the author’s claims. There are some questions that ask students to find evidence that
supports the author’s points of view like the following, “According to Robespierre, what are
the goals of the war and the revolution?”
Standard 9. Compare and contrast treatments of the same topic in several primary and
secondary sources.
Fully Partially No
2 1 0
• Students to consider the differences and
similarities of the same topic in several ☒ ☐ ☐
of terror through the perspectives of different writers. All the documents are focused on good
or bad aspects of the reign of terror.
____16_____ + ____1_____ + ____________ = ______17___
2 1 0
Score for Alignment to Reading Standards (Grades 9-10)

(Add the numbers across for the total score and place score on scorecard)
Key for Scoring 2 = Fully: The curriculum sufficiently addresses each and every element of the
question; 1 = Partially: The curriculum partially addresses the question; 0 = No: The curriculum
does not address the question.
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Analysis for Alignment to Writing Standards

Grades 9-10
The student assessment analysis for writing standards grades 9-10, is completed by placing a
the numbers down and across and place in the student assessment analysis score box for writing
standards.
Standard 1. Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among the
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each
while pointing out the strengths and limitations of both claim(s) and counterclaims
in a discipline-appropriate form and in a manner that anticipates the audience’s
knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the
argument presented.
Fully Partially No
2 1 0
• Students to write arguments focused on discipline-specific
content? ☒ ☐ ☐
o Students to introduce claims as well as create their

own claims? ☒ ☐ ☐
o Students to use evidence to support their claim as

well as to counter opposing claims? ☒ ☐ ☐
o Students to use words intentionally to link the major

sections of the text as well as to create cohesion
throughout the text? ☒ ☐ ☐
o Students to establish and maintain a formal style

and objective tone throughout their writing? ☒ ☐ ☐
o Students to write a conclusion that follows and

supports the argument presented? ☒ ☐ ☐
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Provide a brief explanation: One of the main goals of these DBQs is to help students learn and
practice writing an essay while having them use primary and secondary sources to incorporate
into their essay. They even provide a guided outline that helps students plan out their essay. It
shows them where to incorporate evidence and create a thesis. Overall, students are asked to
provide the general parts of an essay such as introduction, body, and conclusion as well as
think strategically think about the words they use and who their audience is.
Standards 4. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
Fully Partially No
2 1 0
• Students to produce clear and coherent writing that is
developed, organized, and styled appropriately? ☒ ☐ ☐
Provide a brief explanation: Students are reminded when they begin bucketing, meaning
separating their documents based on paragraphs and topics, that they are meant to have a clear
and organized essay. The same with the example guided outline they provided.
Standard 5. Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
Fully Partially No
2 1 0
• Students to develop and strengthen their writing
by planning, revising, editing, and rewriting? ☒ ☐ ☐
Provide a brief explanation: The mini-q is supposed to be spread out over a few days and the
section that requires them to write comes with a planning, revising, and rewriting section.
Standard 6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity to link to
other information and to display information flexibly and dynamically.
Fully Partially No
2 1 0
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• Students to use technology to produce, publish, and/or

update individual or shared writing
products? ☐ ☐ ☒
Provide a brief explanation: Mini-Qs are traditionally used on paper. Then it is up to the
teacher to decide if they want students to type their final draft on a computer but no where on
the mini-q does it say that they have to have this technology component.
Standard 8. Gather relevant information from multiple authoritative print and digital
sources (primary and secondary), using advanced searches effectively; assess the usefulness
of each source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a standard
format for citation. CA
Fully Partially No
2 1 0
• Students to gather information from multiple sources
to integrate or help improve their writing? ☐ ☒ ☐
Provide a brief explanation: It only asks students to gather information from the sources the
packet provides. There is no real option for them to do research multiple sources like
digitally.
• Students to integrate information from multiple sources

and avoid plagiarism while following a standard format
for citation? ☐ ☐ ☒
Provide a brief explanation: This part depends more on each teacher. The mini-q asks students
to cite from the documents but the teachers must be the one’s to help students use proper
citation and ensure that they are avoid plagiarism.
Standard 9. Draw evidence from informational texts to support analysis, reflection, and
research.
Fully Partially No
2 1 0
• Students to draw evidence from texts to
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support analysis, reflection, and research? ☒ ☐ ☐
Provide a brief explanation: The mini-q packet has everything laid out with clear steps. From
analyzing with purposeful questions to choosing what they believe each source will help them
prove in their written essay.
______18_____ + _____1______ + ____________ = _______19_______
2 1 0
Score for Alignment to Writing Standards (Grades 9-10)

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Document: The Enlightenment Philosophers: What Was Their

Main Idea Mini-Q
Grades 9-10
standards.
Fully Partially No
2 1 0
Provide a brief explanation: Students are given seven sources, four primary sources and three
secondary sources. On the back where students are given an essay outline guide there are
sections that ask students to cite evidence from the documents it asks for “supporting detail
from documents with document citation.”

text.
Fully Partially No
2 1 0
document.
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course of the text?

Fully Partially No
2 1 0
in a text?
Provide a brief explanation: In the background essay in the beginning there are questions that
ask students about the different events that happened through the period of time described.
• Students to determine whether earlier events caused ☐ ☒ ☐

students about main ideas throughout the text. There are no specific questions in this mini-q
that ask about the chronological order of the events but the documents in general are being
analyzed by students in order for them to determine what the main idea of the enlightenment
philosophers was.
science.
Fully Partially No
2 1 0
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Provide a brief explanation: There are different instances in the the mini-q packet where it asks
for meaning of words and phrases used in the documents. For example, in the following
question students are asked to determine the meaning of a phrase in the document, “What does
John Locke mean when he says that all men are naturally in “a state of perfect freedom…
within the bounds of the law of nature?”
Fully Partially No
2 1 0
points? ☐ ☐ ☒
Provide a brief explanation: While the mini-q does at times ask students to evaluate what the
purpose of different documents is it does not really ask students to analyze how the author uses
structure to emphasize or advance key points.
accounts.
Fully Partially No
2 1 0
similar topics?
of terror through the perspectives of different writers. All the documents are focused on the
different aspects of the enlightenment philosophers. One question for example asks, “What
does Voltaire’s main idea bout religion have in common with John Locke’s main idea about
government?”
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author’s claims.
Fully Partially No
2 1 0
supports the author’s points of view like the following, “What does Locke say about human
equality?”
secondary sources.
Fully Partially No
2 1 0
Provide a brief explanation: Students are asked to look at differences and similarities between
several documents and consider what they want to use in their written essay.
______14_____ + _____2_____ + ____________ = ______16________
2 1 0

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Grades 9-10
standards.

argument presented.
Fully Partially No
2 1 0





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Fully Partially No
2 1 0
Provide a brief explanation: Through a guided outline as well as several other tools students
are asked to produce clear and organized writing.

Fully Partially No
2 1 0
Provide a brief explanation: Mini-q’s are usually implemented over a couple of days and so
students should go through stages of planning, revising, and editing.
Fully Partially No
2 1 0
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Provide a brief explanation: This really depends on the teacher. The mini-q does not mention
needing to use technology to write the essay.
Fully Partially No
2 1 0
Provide a brief explanation: It only asks students to gather information from the sources the
packet provides. There is no real option for them to do research multiple sources like
digitally.

Provide a brief explanation: This part depends more on each teacher. The mini-q asks students
to cite from the documents but the teachers must be the ones to help students use proper
citation and ensure that they are avoid plagiarism.
research.
Fully Partially No
2 1 0
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Provide a brief explanation: Students are supposed to use evidence from the text in order to
support their claims about the main idea after analyzing the documents.
_____18______ + _____1______ + ____________ = ______19______
2 1 0

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Document: What Was the Driving Force Behind European

Imperialism in Africa?
Grades 9-10
standards.
Fully Partially No
2 1 0
Provide a brief explanation: The mini-q has five sources, two primary and three secondary
sources. Students are required to cite evidence to support a claim when they write their essay.

text.
Fully Partially No
2 1 0
document.
28

course of the text?

Fully Partially No
2 1 0
in a text?
Provide a brief explanation: The background essay in the beginning there are specific
questions that ask students about the different events that transpired throughout the text.
• Students to determine whether earlier events caused ☒ ☐ ☐

Provide a brief explanation: In this mini-q there are some questions that ask students to find
relation between the inventions of new technology and imperialism.
science.
Fully Partially No
2 1 0
Provide a brief explanation: Several of the questions for each document ask about different
specific quotes within the document and their meaning. For example, one question asks, “What
29
does Kipling mean when he refers to “Your new-caught, sullen peoples, / Half-devil and half-
cease?”
Fully Partially No
2 1 0
points? ☒ ☐ ☐
students about main ideas throughout the text. For the background essay in the beginning there
are specifically questions that ask students about the different events that happened.
accounts.
Fully Partially No
2 1 0
similar topics?
of terror through the perspectives of different writers. All the documents are focused on the
different forces behind European Imperialism in Africa.
author’s claims.
Fully Partially No
2 1 0
30
supports the author’s points of view like the following, “Who is Kipling talking to when he
says, “Send forth the best ye breed?”
secondary sources.
Fully Partially No
2 1 0
Provide a brief explanation: The mini-q offers five sources that provide different reasons
behind European imperialism in Africa.
____18_______ + ________1___ + ____________ = _______19_______
2 1 0

31

Grades 9-10
standards.

argument presented.
Fully Partially No
2 1 0





32
Fully Partially No
2 1 0
Provide a brief explanation: Students are guided throughout the mini-q and given the tools to
write a clear and organized essay.

Fully Partially No
2 1 0
Provide a brief explanation: A mini-q packet is usually implemented over a couple of days. It
starts with gaining background info to planning out the essay. Students first use the guided
outline and then write out their essay. They are able to develop their writing by planning,
revising, editing, and rewriting.
Fully Partially No
2 1 0
33

Provide a brief explanation: No where in the mini-q does it ask for students to use technology
while they work on their essay. It is really up to teachers if they want to implement a
technological component.
Fully Partially No
2 1 0
Provide a brief explanation: Students are encouraged to gather information and evidence from
the various sources provided here but outside research is not a part of it. This may vary
depending on how teachers use the mini-q but nowhere on the mini-q does it say that students
should have access to outside sources.

Provide a brief explanation: This varies based on the teacher. The mini-q asks for students to
cite but doesn’t show how. There is no real example of how to cite or how to avoid
plagiarism.
research.
Fully Partially No
2 1 0
34

Provide a brief explanation: Students have many opportunities to draw evidence from different
sources in order to support their claim on the main question the mini-q is asking students to
answer.
_____18______ + _____1______ + ____________ = _________19_____
2 1 0

35
Document: Berlin, Korea, Cuba: How Did the US Contain

Communism? Mini-Q
Grades 11-12
standards.
sources, connecting insights gained from specific details to an understanding of the text as a
whole.
Fully Partially No
2 1 0
• Students to cite specific textual evidence to
support analysis of primary and secondary ☒ ☐ ☐
sources?
Provide a brief explanation: Students are to cite evidence from the documents they are
provided, in this case the packet contains one primary source and three secondary sources, into
their written essay.
• Students to connect insights gained from specific

details to an understanding of the text as a whole? ☒ ☐ ☐
Provide a brief explanation: After answering questions for each document students are able to
better understand different parts of the document. Then when they write their essay after they
are asked to explain the text as a whole while mentioning the small details they learned
about.

provide an accurate summary that makes clear the relationships among the key details and
ideas.
Fully Partially No
2 1 0
• Students to determine central ideas or ☒ ☐ ☐
36
Provide a brief explanation: Questions that follow each document help students understand the
main ideas of the primary and secondary sources provided.
• Students to provide an accurate summary that

makes clear the relationships among the key details ☒ ☐ ☐
and ideas of a primary or secondary source?
Provide a brief explanation: Students read and then are asked to write an essay using the
documents. They have to be able to summarize each document and compare and contrast
different details found in the document.
Standard 3. Evaluate various explanations for actions or events and determine which
explanation best accords with textual evidence, acknowledging where the text leaves
matters uncertain.
Fully Partially No
2 1 0
• Students to evaluate various explanations for ☒ ☐ ☐
actions or events in a text?
Provide a brief explanation: There are several questions for each document that ask students to
answer what is going on in the text.
• Students to determine which explanation best accords

with textual evidence in the text? ☒ ☐ ☐
Provide a brief explanation: It depends on the document but there are some questions that ask
students about like the best argument in the text and why, “What would historians probably
agree is the most important single word in the document passage?”
including analyzing how an author uses and refines the meaning of a key term over the
course of a text (e.g./ how Madison defines faction in Federalist No. 10).
Fully Partially No
2 1 0
37

• Students to determine the meaning of words and
phrases as they are used in a text? ☐ ☒ ☐
Provide a brief explanation: This mini-q mostly has maps that students analyze so there is not a
lot of reading for them to analyze. There are some questions about specific terms in the text
like, “What is a quarantine? (Note: The Soviets had to look the word up.)”
• Students to analyze how an author uses and refines the

meaning of a key term over the course of a text? ☒ ☐ ☐
Provide a brief explanation: Students are supposed to answer the document-based questions,
some of which ask about key terms, “What is the meaning of containment?”
Standard 5. Analyze in detail how a complex primary source is structured, including how
key sentences, paragraphs, and larger portions of the text contribute to the whole.
Fully Partially No
2 1 0
• Students to analyze in detail how a complex primary source
is structured? ☐ ☐ ☒
Provide a brief explanation: There are no questions asking students to analyze how a primary
source is structured.
• Students to analyze how key sentences, paragraphs, and

and larger portions of the text contribute to how the
primary source structure? ☐ ☐ ☒
Provide a brief explanation: There is nothing in the mini-q packet that ask students to analyze
how sentences and paragraphs contribute to the source structure.
Standard 6. Evaluate authors’ differing point of view on the same historical event or issue
by assessing the author’s claims, reasoning, and evidence.
Fully Partially No
38
2 1 0
• Students to evaluate authors’ differing point of
view on the same historical event or issue? ☒ ☐ ☐
Provide a brief explanation: This mini-q focuses on containment and students are given
different sources to help understand what it means and how it looked in different countries.
• Students to assess the author’s claims, reasoning,

and evidence? ☐ ☒ ☐
Provide a brief explanation: There are some questions that ask students about what the author
would say and their evidence like the following, “What do you think X would say to an
American president who wanted to invade the Soviet Union? What is your evidence?” But
there is not anything to help them assess if the author’s claims or evidence are valid.
Standard 8. Evaluate the author’s premise, claims, and evidence by corroborating or

challenging them with other information.
Fully Partially No
2 1 0
• Students to evaluate the author’s premise, claims, ☒ ☐ ☐
and evidence?
Provide a brief explanation: Students are asked to state authors claim or ideas, “What do you
think X would say to an American president who wanted to invade the Soviet Union? What is
your evidence?”
• Students to corroborate or challenge author’s premise,

claims, and evidence with other information? ☐ ☐ ☒
Provide a brief explanation: Students get different sources, one primary and three secondary
sources. They are then asked to use different quotes from each of them that might help make
their essay stronger. They are not really challenging author’s evidence or claims, they’re
simply trying to give different examples of containment.
Standard 9. Integrate information from diverse sources, both primary and secondary, into
a coherent understanding of an idea or event, noting discrepancies among sources.
39
Fully Partially No
2 1 0
• Students to integrate information from diverse
sources, both primary and secondary, into a ☒ ☐ ☐
coherent understanding of an idea or event?
Provide a brief explanation: Students are to integrate quotes from the documents that help
exemplify containment.
• Students to note discrepancies among diverse ☐ ☐ ☒

sources?
Provide a brief explanation: For this mini-q they are asked to show examples of containment
not to note discrepancies between the documents.
______20_____ + ______2_____ + ____________ = _______22_______
2 1 0
40

Grades 11-12
standards.

a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences the claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant data and evidence for each while pointing out the strengths and limitations
of both claim(s) and counterclaims in a discipline-appropriate form that anticipates
the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections
of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
argument presented.
Fully Partially No
2 1 0
o Students to introduce claims as well as create their ☒ ☐ ☐

own claims.



o Students to write a conclusion that follows or

41
Fully Partially No
2 1 0
• Students to produce clear and coherent
writing in which the development, organization,
and style are appropriate to task, purpose, and
audience? ☒ ☐ ☐

Fully Partially No
2 1 0
• Students to develop and strengthen writing as needed
by planning, revising, editing, rewriting? ☒ ☐ ☐
• Students to focus on addressing what is more significant

for a specific purpose and audience? ☐ ☐ ☒
42
Provide a brief explanation: Students are told that an essay like this is meant for students that
need to be told important background information as well as key terms. This is usually told by
the teacher but there is no where in the mini-q that mentions audience.
Fully Partially No
2 1 0
• Students to use technology to produce and/or share
writing products? ☐ ☐ ☒
Provide a brief explanation: This varies on what the teacher wants to do.
Fully Partially No
2 1 0
Provide a brief explanation: They can gather info from the different sources they are given but
they are not encouraged to do online research.

Provide a brief explanation: They are not told how to cite or how to avoid plagiarism.
43
research.
Fully Partially No
2 1 0
• Students to draw evidence from informational texts
to support analysis, reflection, and research? ☒ ☐ ☐
Provide a brief explanation: They have to take evidence from the different sources provided to
back up their answer to the main question.
____18_____ + _____1______ + ____________ = _______19_______
2 1 0

44
Document: Why did Japan Attack Pearl Harbor? Mini-Q

Grades 11-12
standards.
whole.
Fully Partially No
2 1 0
sources?
provided, in this case the packet contains two primary sources and three secondary sources,
into their written essay.

Provide a brief explanation: After answering questions for each document, students are able to
about.

ideas.
Fully Partially No
2 1 0
45

matters uncertain.
Fully Partially No
2 1 0

students about the best argument in the text, “Judging from this document, why did the
Japanese attack Pearl Harbor?”
Fully Partially No
2 1 0
46

phrases as they are used in a text? ☒ ☐ ☐
Provide a brief explanation: There are some questions about specific terms and phrases in
several of the documents like, “What does it mean to freeze assets and bank accounts?”

meaning of a key term over the course of a text? ☒ ☐ ☐
Provide a brief explanation: Students are supposed to answer the document-based questions,
some of which ask about key terms, “What is an embargo?”
Fully Partially No
2 1 0
is structured? ☐ ☐ ☒
source is structured.

primary source structure? ☐ ☐ ☒
how sentences and paragraphs contribute to the source structure.
Fully Partially No
2 1 0
47
Provide a brief explanation: This mini-q focuses on reasons why Japan attacked Pearl Harbor.
Students are given different sources in order to analyze this topic.

and evidence? ☐ ☐ ☒
Provide a brief explanation: There is not anything to help students assess if the author’s claims
or evidence are valid.

Fully Partially No
2 1 0
and evidence?
Provide a brief explanation: Students are asked to state authors claim or ideas, “Why does Tojo
say that it would be hard for Japan to pull their troops out of China?”

Provide a brief explanation: Students get five sources. They are then asked to use different
quotes from each of them that might help make their essay stronger. They are not really
challenging author’s evidence or claims, they’re simply trying to give different reasons why
the Japanese attacked Pearl Harbor.
Fully Partially No
2 1 0
48
Provide a brief explanation: Students are to integrate quotes from the documents that help
exemplify containment.

sources?
Provide a brief explanation: No there is no real analysis of discrepancies between sources.
_____22______ + ___________ + ____________ = ______22________
2 1 0
Score for Alignment with Reading Standards (Grades 11-12)

49

Grades 11-12
standards.

evidence.
argument presented.
Fully Partially No
2 1 0

own claims.




50
Fully Partially No
2 1 0

Fully Partially No
2 1 0

51
the teacher but there is nowhere in the mini-q that mentions audience.
Fully Partially No
2 1 0
Fully Partially No
2 1 0

52
research.
Fully Partially No
2 1 0
____18_____ + ______1_____ + ____________ = ________19______
2 1 0
Score for Alignment with Writing Standards (Grades 11-12)

53
Document: What Caused the Dust Bowl? Mini-Q

Analysis for Alignment with Reading Standards
Grades 11-12
standards.
whole.
Fully Partially No
2 1 0
sources?
provided, in this case the packet contains three primary sources and two secondary sources,
into their written essay.

Provide a brief explanation: After answering questions for each document, students are able to
about.

ideas.
Fully Partially No
2 1 0
54

matters uncertain.
Fully Partially No
2 1 0

students about the best argument in the text, “Does this document do a better job of describing
dust storm conditions or explaining causes behind the dust storm problem?”
Fully Partially No
2 1 0
55

phrases as they are used in a text? ☒ ☐ ☐
Provide a brief explanation: There are some questions about specific terms and phrases in
several of the documents like, “What does the author mean when he says, “the earth ran
amok?”

meaning of a key term over the course of a text? ☐ ☒ ☐
Provide a brief explanation: Students are supposed to answer the document-based questions.
There is not a key term that is repeatedly asked to be defined and redefined but instead a
question, “What caused the dust bowl?”
Fully Partially No
2 1 0
is structured? ☐ ☒ ☐
source is structured. There are a few questions that ask students to determine if a document is a
primary or secondary source. This means that students would have to look at the text and
determine if the way it is structured shows a primary or secondary source.

primary source structure? ☐ ☒ ☐
how sentences and paragraphs contribute to the source structure. There are a few questions that
ask students to determine if a document is a primary or secondary source. This means that
students would have to look at the text and determine if the way it is structured shows a
primary or secondary source.
56
Fully Partially No
2 1 0
Provide a brief explanation: This mini-q focuses on reasons that might have caused the Dust
Bowl. Students are given different sources in order to analyze this topic.

and evidence? ☐ ☐ ☒
Provide a brief explanation: There is not anything to help students assess if the author’s claims
or evidence are valid.

Fully Partially No
2 1 0
and evidence?
Provide a brief explanation: Students are asked to state authors claim or ideas, “How does this
document help answer the question, “What caused the Dust Bowl?”

Provide a brief explanation: Students get five sources. They are then asked to use different
quotes from each of them that might help make their essay stronger. They are not really
challenging author’s evidence or claims, they’re simply trying to give different sources that
might help explain what caused the Dust Bowl.
57
Fully Partially No
2 1 0
Provide a brief explanation: Students are to integrate quotes from the documents that help give
reasons of what caused the Dust Bowl.

sources?
Provide a brief explanation: No there is no real analysis of discrepancies between sources.
_____20______ + ______3_____ + ____________ = ______23________
2 1 0
Score for Alignment with Reading Standards (Grades 11-12)

58
Analysis for Alignment with Writing Standards

Grades 11-12
standards.

evidence.
argument presented.
Fully Partially No
2 1 0

own claims.




59
Fully Partially No
2 1 0

Fully Partially No
2 1 0

60
the teacher but there is nowhere in the mini-q that mentions audience.
Fully Partially No
2 1 0
Fully Partially No
2 1 0

61
research.
Fully Partially No
2 1 0
_____18______ + ______1_____ + ____________ = _______19_______
2 1 0
Score for Alignment with Writing Standards (Grades 11-12)

62
Appendix B
Overall Reading and Writing Alignment Scores
Overall Reading and Writing Alignment Scores 9-10
The The What Was The The What Was

Reign of Enlightenment the Driving Reign of Enlightenment the Driving
Terror: Philosophers: Force Terror: Philosophers: Force
Was it What Was Behind Was it What Was Behind
Justified? Their Main European Justified? Their Main European
Idea? Imperialism Idea? Imperialism
in Africa? in Africa?
Reading 17 16 19 Writing 19 19 19
Standards Standards
Alignment Alignment
Analysis Analysis
score Score
9-10 9-10
Overall Reading and Writing Alignment Scores 11-12
Berlin, Korea, Why did What Berlin, Korea, Why did What
Cuba: How Japan Caused Cuba: How Japan Caused
Did the US Attack the Dust Did the US Attack the Dust
Contain Pearl Bowl? Contain Pearl Bowl?
Communism? Harbor? Communism? Harbor?
Reading 22 22 23 Writing 19 19 19
Standards Standards
Alignment Alignment
Analysis Analysis
score Score
11-12 9-10
*The top score that can be received for each section are as follows: reading standards (9-10): 20; writing standards
(9-10): 24; reading standards (11-12): 32; writing standards (11-12): 26.
63

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Running Head: CURRICULUM ANALYSIS

Curriculum Analysis: Evaluating DBQs/Mini-Qs

California State University, Fullerton

Introduction and rationale:

in the Smarter Balanced Assessment Consortium (SBAC).

perspectives mentioned before.

Evaluation Process (Methodology):

Studies through grades 6–12.

Second, I am analyzing selected mini-q’s on their containment of critical thinking about

communities as an asset to student learning. Theories such as Culturally Sustaining Pedagogies

0 – Avoidance of different marginalized* groups in history

1 – Mention of controversial* events or marginalized groups without allowing their perspectives to be

+1 requires students to analyze and discuss justice issues in community

Moving on to the analysis on alignment with the writing standards in history/social

Total 17/20 16/20 19/20 Total 19/24 19/24 19/24

emphasis in marginalized and diverse perspectives, there is a clear lack of representation of

Mini-Q Packet CTJH Score Comments

their educational career.

Review of Research in Education, 19: 3-49.

Tool. Atlanta, Georgia.

History. Unpublished analysis, Department of Secondary Education, California State

University, Fullerton, CA, United States.

Document: The Reign of Terror: Was it Justified? Mini-Q

Standard 2. Determine the central ideas or information of a primary or secondary source;

• Students to develop an accurate summary

Standard 3. Analyze in detail a series of events described in a text; determine whether

• Students to determine whether earlier events caused ☒ ☐ ☐

• Students to determine the meaning of words

____16_____ + ____1_____ + ____________ = ______17___

Score for Alignment to Reading Standards (Grades 9-10)

Analysis for Alignment to Writing Standards

Standard 1. Write arguments focused on discipline-specific content.

o Students to introduce claims as well as create their

o Students to use evidence to support their claim as

o Students to use words intentionally to link the major

o Students to establish and maintain a formal style

o Students to write a conclusion that follows and

Standard 5. Develop and strengthen writing as needed by planning, revising, editing,

• Students to use technology to produce, publish, and/or

• Students to integrate information from multiple sources

support analysis, reflection, and research? ☒ ☐ ☐

______18_____ + _____1______ + ____________ = _______19_______

Score for Alignment to Writing Standards (Grades 9-10)

Document: The Enlightenment Philosophers: What Was Their

Standard 2. Determine the central ideas or information of a primary or secondary source;

• Students to develop an accurate summary

Standard 3. Analyze in detail a series of events described in a text; determine whether

• Students to determine whether earlier events caused ☐ ☒ ☐

______14_____ + _____2_____ + ____________ = ______16________

Score for Alignment to Reading Standards (Grades 9-10)

Analysis for Alignment to Writing Standards

Standard 1. Write arguments focused on discipline-specific content.

o Students to introduce claims as well as create their

o Students to use evidence to support their claim as

o Students to use words intentionally to link the major

o Students to establish and maintain a formal style

o Students to write a conclusion that follows and

Standard 5. Develop and strengthen writing as needed by planning, revising, editing,

update individual or shared writing

• Students to integrate information from multiple sources

_____18______ + _____1______ + ____________ = ______19______

Score for Alignment to Writing Standards (Grades 9-10)

Document: What Was the Driving Force Behind European

__16_ + 1_ + ______ = 17_

____18_ + _1 + ____ = _19_____

____14_ + _2_ + = 16

_18 + _1 + = 19

18_ + ____1_ + ________ = _19_____

_18 + _1 + ____ = _19_

____20_ + __2_ + ______ = _22_____

__18_ + _1 + ____ = _19_____

_22 + _ + = 22__