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How do students currently engage with visual sources in DBQs?​

What strategies help students integrate them more effectively into their arguments?

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Explicitly teaching annotating documents

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The "I Do, We Do, You Do" approach works very well for getting students started.

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Giving students examples of why certain things within a document may not be as important as others. For example, "This is good information, but it isn't specific enough for us to use as evidence".

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Students don't fully understand the question being asked and therefore don't know how to answer "with a claim" or "evidence". I think they are great at re-stating the question, but don't understand that writing a claim is giving an answer! Or they aren't fully "answering" the question which makes for a wishy-washy claim.

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Maps, graphs and data charts play a huge role in the RST. Students will always see one of these on the exam so it is important that we expose them to these kinds of visual sources as often as possible. Additionally, it is important that we model for them how to examine these kind of sources and how to connect them to text.

Students may sometimes engage with visuals when they work on a DBQ, but they might not be as prominent in this kind of work. It might benefit us to try and inject some visuals in more often, in an attempt to make the great DBQs we already do, a little more "RST-like".

Strategies like active reading could be incredibly helpful for students to make connections and integrate these sources into their arguments and RSTs. The more students interact with visuals and ask questions of them, the stronger their connections will be.

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Explaining the purpose of each piece of evidence that is used.

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I also don't think students in general go back and re-read what they wrote and miss out on the opportunity to build upon or improve their claim

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They often find it difficult to come up with three "prongs" of their thesis.

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I'm guilty of not sharing model writing examples, I think this would help students.

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What methods work best for helping students analyze and incorporate textual and visual evidence?​

How can we guide students toward selecting the strongest evidence instead of summarizing everything?

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How do students struggle with forming a clear, defensible thesis?​

What strategies have worked in guiding students toward stronger, evidence-based arguments?

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What skills overlap between the two?​

Where do they diverge in terms of expectations, structure, and assessment?