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 Any day except the first day: Get out your “DBQ Guide” paper. Pick up your DBQ packet from the front of the room. I am not timing you; moving quickly.

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Presentation on theme: " Any day except the first day: Get out your “DBQ Guide” paper. Pick up your DBQ packet from the front of the room. I am not timing you; moving quickly."— Presentation transcript:

1  Any day except the first day: Get out your “DBQ Guide” paper. Pick up your DBQ packet from the front of the room. I am not timing you; moving quickly to get prepared to work on the DBQ can lead to a bubble day. That should be enough incentive.

2  Day 1: Get out a sheet of paper. Head it with your first name, last name, today’s date, and the period you have civics. Please title the paper “DBQ Guide”. I am not timing you; moving quickly to get prepared to work on the DBQ can lead to a bubble day. That should be enough incentive.

3  The notes you are taking today should serve as a step-by-step reading guide for this DBQ. These reading steps help promote a deeper understanding of the topic while also exercising your brain.  For today's notes, we are making an outline. Use the title of this slide as the 1 st main topic in your outline.

4 UNDERLINED TERMS ARE THE STEPS THAT BELONG UNDER THE MAIN TOPICS.  Get a DBQ packet from the front of the room.  Write your name and class on the first page and the last page of the DBQ. Leave the date blank.  On your DBQ Guide, leave space for notes about the techniques. 1. Starting the DBQ A. Get a DBQ packet B. Write your name and class 2. Sourcing Documents

5  Please follow along as I read the CONTEXT section on page 7 aloud.  What do you already know about this topic?  How does this document fit into a time and place in history?  What else is happening during this era?  Does this reading relate to anything else we’ve talked about in this class?

6  Who is the author?  What particular beliefs or biases might the author have?  This is the CONTEXT section, so whoever wrote this worksheet probably wrote the CONTEXT section.  When whoever it is mentions CONTEXT, he or she is probably trying to give us information about this topic.  Sometimes, the author might be presenting information to help his or her side.

7  Why might this document have been created?  This is just background information, so I think the purpose of this CONTEXT section is to inform.

8 A document-based question for the first nine weeks.

9  Using only your personal knowledge, write several prior assumptions.  Federalists supported the U.S. Constitution, so federalism must be about the Constitution.  James Madison and some other guys wrote the Federalist Papers.  The people against the federalists were called anti-federalists.  New York was an anti-federalist state; it felt individual rights weren’t protected in the Constitution.  New York demanded a bill of rights.

10  Write several questions based on your prior assumptions.  What part of the Constitution did the federalists like?  Did anti-federalists disappear after the Constitution was written?  How did the Constitution keep everyone happy?

11  Read a document aloud, write true or false next to your assumptions and answer your own questions.  Federalists supported the U.S. Constitution, so federalism must be about the Constitution.  James Madison and some other guys wrote the Federalist Papers.  The people against the federalists were called anti-federalists.  New York was an anti-federalist state; it felt individual rights weren’t protected in the Constitution.  New York demanded a bill of rights.  What part of the Constitution did the federalists like?  Did anti-federalists disappear after the Constitution was written?  How did the Constitution keep everyone happy?  NOT ALL OF YOUR QUESTIONS WILL BE ANSWERED BY EVERY DOCUMENT!

12 1. Starting the DBQ A. Get a DBQ packet B. Write your name and class 2. Sourcing Documents A. What do you already know about this topic? B. Who is the author? (Biases and Beliefs) C. Why was this document created? 3. Writing Questions and Finding Answers A. Using only prior knowledge, write several assumptions. B. Write several questions based on your assumptions. C. Read the document aloud.

13  I will read Document 1 out loud.  What do I know about the author? What background information do I know about the author’s time and place?  This was written at the Constitutional Convention mostly by James Madison.  This was written after people realized that the Articles of Confederation weren’t working well to run the country.

14  What is the author’s position about the issue? How does he or she build the case? Does the author’s argument appear to be a sound one?  James Madison wanted to throw away the Articles of Confederation, so he must be in favor of a strong central government.  In this document, he seems to be giving powers away.

15  What types of evidence does the author use? How could I check this evidence? Is there evidence that the author ignores?  James Madison doesn’t seem to be using evidence. He is just writing a Constitution.  We will need this one in later documents, but for now, we can ignore it.

16  Who is the author of this document? In the previous step, we answered that question, but in most documents, you can find the author as you preview the text.  Taking what we know of James Madison and his work on federalism, write three questions for the author.

17  Read Document 1 to yourself.  When you are finished, please start to answer question 1 and 2.  When everyone is finished reading, we will all start sharing answers.

18 BEFORE YOU READ ANYTHING  Previewing the Text is the same as steps 2, 3, 4, and 5.  The only difference is I won’t be leading you. You will need to lead each other in groups of up to three.  Make sure you look over everything OUTSIDE of the box that contains the document. 1 st period groups Alex, Cole, Abbie Christian, Enrique, Rachael Kayla, Austin, Emily Trenton, Zach, McAdoo Bailee, Mac, Marissa Felicia, Chris, Gillian Ricardo, Outlaw

19 BEFORE YOU READ ANYTHING  Previewing the Text is the same as steps 2, 3, 4, and 5.  The only difference is I won’t be leading you. You will need to lead each other in groups of up to three.  Make sure you look over everything OUTSIDE of the box that contains the document. 2 nd period groups Rebekah, Isaac, Raquel Kennedy, Austin, Aubri Sydney, Gavin, Michelle Xavier, Saniya, Amie Shyla, Dominic, Karla Brooke, Jacob, Taylor F. Hunter, Jeff, Raegan Grey, Taylor Y.

20 BEFORE YOU READ ANYTHING  Previewing the Text is the same as steps 2, 3, 4, and 5.  The only difference is I won’t be leading you. You will need to lead each other in groups of up to three.  Make sure you look over everything OUTSIDE of the box that contains the document. 4 th period groups Nicole, Jose, Jerome Rachel, David, Justin Haley, Twan, Cat Dustin, Brian, Joselin Winston, Adam, Marco Potato, Francisco, Karina Jordan, Oisin, Nijah

21 BEFORE YOU READ ANYTHING  Previewing the Text is the same as steps 2, 3, 4, and 5.  The only difference is I won’t be leading you. You will need to lead each other in groups of up to three.  Make sure you look over everything OUTSIDE of the box that contains the document. 5 th period groups Yanek, Kody, Dalton Tommy, Elias, Dylan Maria, Christian,Elijah Bryant, Gage, Abby Tori, Austin, Tavis Jessica, Savana, Tray Consuelo Rubio, Brittany, Colton

22 BEFORE YOU READ ANYTHING  Previewing the Text is the same as steps 2, 3, 4, and 5.  The only difference is I won’t be leading you. You will need to lead each other in groups of up to three.  Make sure you look over everything OUTSIDE of the box that contains the document. 6 th period groups Brennan, Caylon, Quichara Nathalie, Slim Shady, Stephany Jessica, Darterius, Bethany Ellie, Peace, Longshot Ruben, Emily, Jordan Daniel, Jamie, Woodnise Maria, Taylor, Eric

23 In your groups, take turns reading to each other like this: Person 1 reads sentence one. Person 2 and Person 3 think aloud to explain the difficult words. Person 2 reads sentence one and sentence two. Person 3 and Person 1 think aloud to explain the difficult words. Person 3 reads sentence two and sentence three. Person 1 and Person 2 think aloud to explain the difficult words. … … … … … The last person reads the last sentence and then the 1 st sentence again.

24 2. Sourcing Documents A. What do you already know about this topic? B. Who is the author? (Biases and Beliefs) C. Why was this document created? 3. Writing Questions and Finding Answers A. Using only prior knowledge, write several assumptions. B. Write several questions based on your assumptions. C. Read the document aloud. (See step 7) 4. Understanding Perspective A. What do I know about the author? B. What is the author’s position on the issue? C. What types of evidence does the author use? 5. Writing Questions for the Author After writing the questions for the author, use Triad Reading again before your group tackles the questions.

25 The Q in DBQ: QUESTION  How have people viewed the idea of federalism differently throughout history? Now that you are mostly done with the documents, it is time to discuss the essay.

26 The Q in DBQ: QUESTION  People have viewed the idea of federalism differently throughout history to include ____________________, ____________________, and ________________. Now that you are mostly done with the documents, it is time to discuss the essay.

27  Get out a blank sheet of paper.  Head your paper and title it “Power Thinking”.  Take notes on this organizational process.

28 八 (8) Power Thinking Power 1. Main Idea Power 2. Detail or support for a Power 1 Power 3. Detail or support for a Power 2 (and so forth) Copy this, please.

29 八 (8) Power Thinking Power 1. Animals Power 2. Dog Power 3. Collie Power 3. German Sheppard Power 2. Cat Power 3. Siamese Power 3. Calico Modeling (You don’t need to copy this) Power 1. Main Idea Power 2. Detail or support for a Power 1 Power 3. Detail or support for a Power 2

30 八 (8) Power Thinking Power 1. sports Power 2. football Power 3. field goal kicker Power 3. quarterback Power 2. baseball Power 3. catcher Power 3. shortstop Power 2. futbol Power 3. goalkeeper Your turn, 1 st period!

31 八 (8) Power Thinking Power 1. sports Power 2. softball Power 3. clay on field Power 3. outdoors Power 2. basketball Power 3. inside or outside Power 3. played on a court Power 2. hockey Power 3. indoors Your turn, 4 th period!

32 八 (8) Power Thinking Power 1. sports Power 2. football Power 3. running Power 3. making a touchdown Power 2. cricket Power 3. running Power 3. throwing Power 2. baseball Power 3. batting Your turn, 5 th period!

33 八 (8) Power Thinking Power 1. sports Power 2. football Power 3. positions Power 3. the football Power 2. swimming Power 3. laps Power 3. water Power 2. baseball Power 3. home plate Your turn, 6 th period!

34 八 (8) Power Thinking Power 1. sports teams Power 2. softball Power 3. Lady ‘Canes Power 3. SWAT Power 2. football Power 3. MHS Hurricanes Power 3. EHS Panthers Power 2. basketball Power 3. ________________ Your turn, 2 nd period!

35 八 (8) Power Thinking Power 1. ________ Power 2. ________ Power 3. ________________ Power 2. ________ Power 3. ________________ Power 2. ________ Power 3. ________________ Your turn!

36 八 (8) Power Thinking Each group (of 12 students or so) needs to pick a writer. Send that writer to me for something to write with. The writer: fills out the power thinking chart is NOT ALLOWED to write anything unless a teammate says it out loud first Each group also needs to pick a reader. The reader: tells the group what the power 1 main idea is Race time!

37 八 (8) Power Thinking 1. ________ 2. ________ 3. ________________ 2. ________ 3. ________________ 2. ________ 3. ________________ Race Template

38 Go! You are being timed. Your team’s timer will stop when the reader hands me the main idea card back.

39 September Times Power Thinking Cabinet Team Power Thinking Wall Team Combined Times 1 st period 14:54.61:46.71:24.73: nd period 11:53.82:43.01:47.04: th period 11:02.83:27.03:31.96: th period 15:48.41:49.91:41.23: th period 32:54.33:32.85:10.88:43.6

40  Back on your “DBQ Guide” paper, please write these underlined terms steps A. Sort your information into main ideas and details B. Use your power thinking chart to plan your paragraphs If you are done with all the documents, please use the back of your power thinking paper to organize your essay around this question: How have people viewed the idea of federalism differently throughout history?

41  Please continue to use your “Power Thinking” paper to take notes on Thesis Construction.  I promise I will let you get back to documents soon.  Our first step is to turn the question into a complete+ answer. How have people viewed the idea of federalism differently throughout history?

42  Turn the question into a complete+ answer. How have people viewed the idea of federalism differently throughout history? People have viewed the idea of federalism differently throughout history in these ways: ____________________, and ________________.

43 If you are done with all the documents, please use the back of your power thinking paper to organize your essay around this thesis using this chicken foot. People have viewed the idea of federalism differently throughout history in these ways: a power 2 support another power 2 support some other power 2 support (states’ rights, separation of powers, federal benefits, federal authority)

44 If you are done with all the documents, please use the back of your power thinking paper to organize your essay around this thesis using this chicken foot. People have viewed the idea of federalism differently throughout history in these ways: a power 2 support another power 2 support some other power 2 support (states’ rights, separation of powers, federal benefits, federal authority)

45

46 Rubric Grabber Document Citations Evidence and Argument The DBQ has 22 total points. For this essay, I will consider 15 points a perfect score. Here is what I need from you: You can take notes on the back page of your DBQ packet, if you like. I will give you a copy of this rubric to put in your DBQ folder

47 RUBRIC INTRODUCTION Hook / Grabber (1 Point) Incorporates Background Knowledge (1 Point) Has an acceptable thesis and roadmap (1 Point)  Opening sentence grabs the readers attention.  At least two sentences of background knowledge (from class lessons or prior knowledge)  Your thesis statement needs to inform the reader what he or she is about to read. If you use my thesis this time, you will get this point.

48 RUBRIC BODY PARAGRAPHS Three paragraphs (1 Point) Topic Sentence (1 Point per ¶) Evidence (1 Point per ¶) Argument (1 Point per ¶)  You get a point for having three different body paragraphs.  If you use baby theses, you will get all these points.  Each paragraph must present evidence DIRECTLY from documents.  Each piece of evidence must be backed up with an explanation why the evidence supports the topic sentence.

49 RUBRIC BODY PARAGRAPHS Uses a majority of the documents as evidence (1 Point) Analyze bias and POV (1 Point) Document Citations (1 Point)  If I can see evidence from four of the seven documents, you get this point.  If you bring up the author’s motivation, you can get this point. This is the HARDEST point.  When you write something DIRECTLY from the documents in quotes, write (Doc 1) after the sentence. I need 3 citations for this essay.

50 RUBRIC CONCLUSION and CONVENTIONS Restates Thesis (1 Point) Clinches Argument (1 Point) Grammar, Spelling, and Neatness (1 Point)  The first sentence in your last paragraph HAS TO BE your thesis statement. You don’t even need to change the words.  A twist or final opinion that wraps up your essay. This is also the HARDEST point.  If two out of the three of these are poor, you lose this point.

51 If you need assistance, raise your hand and wait for me to come to you. You may also come to the front table to scroll through this presentation for help on your thesis and road map, topic sentences, evidence sentences, argument sentences, or closing paragraph. がんばって ! ¡Buena suerte! Good luck!


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