USHISTORY - DBA STUDY GUIDE

SEGMENT 1 – MODS 1-4 SEGMENT 2 – MODS 5-8

Hello Amazing US History Students,

We are so happy that you are taking this course with us at FLVS!  One of the assignments that I find my students get stressed over are the Discussion Based Assessments. Guess what? There is no need to fear…it’s all about having a system. So, here it is! My students who use this system not only blow the DBAs away with “A”s…but then they have an arsenal of awesome notes when it comes time for module exams, finals…AND the EOC exam.  You can’t lose. So, here is what you need to do:

  1. Print this guide
  2. Take notes…each Module is laid out for you with the topics to be discussed on the DBAs. If you see a topic and you know you cannot answer a question, that means you need to go back into the lesson and take notes!
  3. Review the notes you have taken before you schedule your DBA with your teacher.
  4. After the DBA, freshen up on topics you may have missed so you are ready for the Module exam.
  5. Keep notes in a binder so you have them for your final and EOC.

If you have any questions, call your instructor! We are here to help you learn. NOW ROCK THOSE DBAs!!

01.08 Review: Assignment

  1. Prepare for your Discussion-based Assessment and Module One Exam by completing the module review.
  2. Arrange to complete the Discussion-based Assessment with your instructor.
  3. View the rubric. Then submit the date you spoke with your instructor

For this assignment, you will need to schedule a phone call with your instructor to review your work in the completed module. You should be prepared to discuss the content you've learned and the assignments you've completed. This is also a good time for you to ask your instructor any questions you might have about the course.

Possible topics for discussion include:

  • economic, political, and/or social causes of the Civil War
  • economic, political, and/or social consequences of the Civil War
  • Radical Republicans and their impact on Reconstruction
  • the 13th, 14th, and 15th Amendments to the Constitution
  • Jim Crow laws and how they affected Southern minorities
  • the relationship between the government, Native Americans, and American citizens
  • how the American West was settled

You will receive a grade based on the following:

  1. How well you know the information that was presented in the module
  2. How well you communicate your thoughts and ideas

Please arrange a time for the call that will allow you to discuss the topics presented by the instructor without interruptions.

02.09 Review: Assignment

  1. Prepare for your Discussion-based Assessment and Module One Exam by completing the module review.
  2. Arrange to complete the Discussion-based Assessment with your instructor.
  3. View the rubric. Then submit the date you spoke with your instructor

For this assignment, you will need to schedule a phone call with your instructor to review your work in the completed module. You should be prepared to discuss the content you've learned and the assignments you've completed. This is also a good time for you to ask your instructor any questions you might have about the course.

Possible topics for discussion could include:

  • the social, political, and economic causes and consequences of the Second Industrial Revolution
  • similarities and differences between the First and Second Industrial Revolutions
  • economic challenges to farmers and farmers responses to those challenges in the mid to late 1800s
  • changes that occurred as the United States shifted from an agrarian to an industrial society
  • the causes, course, and consequences of the labor movement in the late 1800s and early 1900s
  • the impact of political machines in the United States
  • significant inventors and inventions of the Industrial Revolution
  • the immigrant experience in the United States
  • the importance of social change and reform in the late 1800s and early 1900s

You will receive a grade based on the following:

  1. How well you know the information that was presented in the module
  2. How well you communicate your thoughts and ideas

Please arrange a time for the call that will allow you to discuss the topics presented by the instructor without interruptions.

03.09 Review: Assignment

For this assignment, you will need to schedule a phone call with your instructor to review your work in the completed module. You should be prepared to discuss the content you've learned and the assignments you've completed. This is also a good time for you to ask your instructor any questions you might have about the course.

Possible topics for discussion could include:

  • how industrialization led to imperialism
  • the causes and the effects of the Spanish-American War
  • the economic, military, and security motivations of the United States to complete the Panama Canal as well as major obstacles involved in its construction
  • the causes of World War I and the war's effects on social, economic, and foreign policy in the United States
  • how the United States mobilized for war both at home and abroad
  • how government policies during World War I affected the lives of citizens
  • the impact of the new technological developments of weaponry during World War I
  • how World War I impacted minority groups
  • Wilson's Fourteen Points and the Treaty of Versailles
  • the purpose, benefits, and risks of the League of Nations
  • how non-U.S. involvement affected the success of the League of Nations

You will receive a grade based on the following:

  1. How well you know the information that was presented in the module
  2. How well you communicate your thoughts and ideas

Please arrange a time for the call that will allow you to discuss the topics presented by the instructor without interruptions.

04.07 Review: Assignment

For this assignment, you will need to schedule a phone call with your instructor to review your work in the completed module. You should be prepared to discuss the content you've learned and the assignments you've completed. This is also a good time for you to ask your instructor any questions you might have about the course.

Possible topics for discussion could include:

  • the causes and consequences of the Red Scare
  • the rise of nativism in the 1920s and 1930s
  • the international peace and relief efforts in which the United States was involved following World War I
  • the social, political, and economic incentives for the development of peace and relief efforts
  • the cause-and-effect relationships of economic trends as they relate to society in the United States during the 1920s and 1930s
  • the changing role of tourism in Florida's development and growth (1890–1930), the land boom and bust (1920–1930)
  • the new cultural attitudes following World War I
  • the role of the arts in 1920s American society
  • how Fundamentalist Americans resisted the trends of the 1920s and advocated returning to more traditional ways
  • how civil rights issues both united and divided society in the United States in the period 1919–1939
  • the decisions made by national and state governments related to immigration and other civil rights issues
  • the business practices, consumer patterns, and government policies of the 1920s and 1930s as they relate to the Great Depression
  • the human experience during the Great Depression
  • the business practices, consumer patterns, and government policies of the 1930s as they relate to the New Deal
  • the human experience during the New Deal
  • the long-term social, political, and economic consequences of the 1920s and 1930s on society in the United States

You will receive a grade based on the following:

  1. How well you know the information that was presented in the module
  2. How well you communicate your thoughts and ideas

Please arrange a time for the call that will allow you to discuss the topics presented by the instructor without interruptions.

Discussion-based Assessment Rubric

(How you are graded)

Performance
Criteria / Excellent / Good / Needs Improvement / Poor
Content / 21–22 points
The student recalls all or nearly all of the concepts and details since the previous Discussion-Based Assessment. / 18–20 points
The student recalls most of the concepts and details since the previous Discussion-Based Assessment. / 15–17 points
The student recalls some of the concepts and details since the previous Discussion-Based Assessment. / 0–14 points
The student recalls few to none of the concepts and details since the previous Discussion-Based Assessment.
Quality / 22–24 points
Discussion reflects a thorough understanding of concepts and details, ability to apply information to real life, and ability to justify arguments related to content. / 18–21 points
Discussion reflects an appropriate understanding of concepts and details, ability to apply information to real life, and ability to justify arguments related to content. / 15–17 points
Discussion reflects a partial understanding of concepts and details, ability to apply information to real life, and ability to justify arguments related to content. / 0–14 points
Discussion reflects a little to no understanding of concepts and details, ability to apply information to real life, and ability to justify arguments related to content.
21st Century Presentation Skills / 4 points
All of the required elements are present:
  • evidence of commitment by reaching out to the instructor to complete the call in a timely manner
  • clear communication proper teacher-student etiquette appropriate to the student's grade level
  • preparation for the call
  • active participation in the conversation
/ 3 points
Most of the required elements are present:
  • evidence of commitment by reaching out to the instructor to complete the call in a timely manner
  • clear communication proper teacher-student etiquette appropriate to the student's grade level
  • preparation for the call
  • active participation in the conversation
/ 2 points
Some of the required elements are present:
  • evidence of commitment by reaching out to the instructor to complete the call in a timely manner
  • clear communication proper teacher-student etiquette appropriate to the student's grade level
  • preparation for the call
  • active participation in the conversation
/ 0–1 point
Few to none of the required elements are present:
  • evidence of commitment by reaching out to the instructor to complete the call in a timely manner
  • clear communication proper teacher-student etiquette appropriate to the student's grade level
  • preparation for the call
  • active participation in the conversation