Presentation is loading. Please wait.

Presentation is loading. Please wait.

一 一 Hook 五 Bucketing 五 二 二 Background Essay 六 Thesis 六 Development 三 三 Understanding the 七 Essay Outline 七 Question / Pre-Bucketing 四 四 Document Analysis.

Similar presentations


Presentation on theme: "一 一 Hook 五 Bucketing 五 二 二 Background Essay 六 Thesis 六 Development 三 三 Understanding the 七 Essay Outline 七 Question / Pre-Bucketing 四 四 Document Analysis."— Presentation transcript:

1 一 一 Hook 五 Bucketing 五 二 二 Background Essay 六 Thesis 六 Development 三 三 Understanding the 七 Essay Outline 七 Question / Pre-Bucketing 四 四 Document Analysis 八 Essay Writing 八

2 A DBQ for the first nine weeks. When you get your packet, write your name and class period on the top line.

3 There are many different ways to be a good citizen: Personally Responsible Actively Participates Address the Root of the Problem Number the activities With a partner, decide which category or citizen each activity falls into.

4 Personally Responsible 2, 5, 6, 7 Actively Participates 3, 4, 8, 10 Address the Root of the Problem 1, 9 There are no 100% right answers in this hook, but here are some suggested answers. As always, if you can explain why, you are right.

5 Skim the background essay for these words and use context clues and nearby students to come up with approximation definitions. You have 5 minutes.  naturalized  jurisdiction  right  privilege  universal

6 Check your definitions. Did you get close? Add as much as you need to from these definitions.  naturalized: To become a citizen by law rather than by birth  jurisdiction: The place or situation where legal authority is exercised  right: Something a person can justly claim from the government (like free speech or equal protection under the law)  privilege: Something the government grants as a benefit of citizenship (like freedom to travel abroad)  universal: Applies in every case

7 Check your definitions. Did you get close? Add as much as you need to from these definitions.  naturalized: To become a citizen by law rather than by birth  jurisdiction: The place or situation where legal authority is exercised  right: Something a person can justly claim from the government (like free speech or equal protection under the law)  privilege: Something the government grants as a benefit of citizenship (like freedom to travel abroad)  universal: Applies in every case

8 Check your definitions. Did you get close? Add as much as you need to from these definitions.  naturalized: To become a citizen by law rather than by birth  jurisdiction: The place or situation where legal authority is exercised  right: Something a person can justly claim from the government (like free speech or equal protection under the law)  privilege: Something the government grants as a benefit of citizenship (like freedom to travel abroad)  universal: Applies in every case

9 Check your definitions. Did you get close? Add as much as you need to from these definitions.  naturalized: To become a citizen by law rather than by birth  jurisdiction: The place or situation where legal authority is exercised  right: Something a person can justly claim from the government (like free speech or equal protection under the law)  privilege: Something the government grants as a benefit of citizenship (like freedom to travel abroad)  universal: Applies in every case

10 Check your definitions. Did you get close? Add as much as you need to from these definitions.  naturalized: To become a citizen by law rather than by birth  jurisdiction: The place or situation where legal authority is exercised  right: Something a person can justly claim from the government (like free speech or equal protection under the law)  privilege: Something the government grants as a benefit of citizenship (like freedom to travel abroad)  universal: Applies in every case

11 Follow along as I read the background essay aloud.  naturalized: To become a citizen by law rather than by birth  jurisdiction: The place or situation where legal authority is exercised  right: Something a person can justly claim from the government (like free speech or equal protection under the law)  privilege: Something the government grants as a benefit of citizenship (like freedom to travel abroad)  universal: Applies in every case

12 DO NOT GET INTO YOUR GROUPS UNTIL I’VE READ ALL THESE INSTRUCTIONS! Your group is based on your row (so no more than 4 per group). Move your desks together and keep apart from other groups. Re-read the background essay on page 7 together. The group leader (the person who is wearing the most colors on her/his shirt) will start by reading the first paragraph. Everyone in the group will then share their first impression starting with the person to the left of the group leader. Everyone will write one of those quickthinks in the margin of the DBQ.(YOU CAN GET INTO GROUPS NOW)

13 As a group, answer the background essay questions. Turn to page 9 again.

14 Check your work: do your answers have this information? I will read the answers in the teacher’s guide out loud. Please put a checkmark next to the ones that you feel you “got right.” If you need to see the teacher’s guide, come see me later.

15 1. What is the analytical question asked by this mini-Q? 2. What terms in the question need to be defined? 3. Rewrite the question in your own words. see title page Maybe democracy (government of the people, by the people, and for the people) What kinds of citizens are needed in a new colony that is of the people, by the people, and for the people?

16 Type #1Type #2Type #3  What kinds of citizens?  What types of citizens?

17 Document number or letter ______ Title of Document (if present) Date of document Primary Source Secondary Source Possible Author Bias / Point of View Author of Document Source (Where did the document come from?) What important facts can I learn from this document? What inferences can I make from this document? How does this document help answer the question? Overall, what is the main idea of the document? Analytical category (bucket): 四 Document Analysis and Questions You may choose your own groups of two or three students. There can only be 2 groups of two students. If you cannot choose groups within three minutes of this appearing on the screen, I will assign groups.

18 Document number or letter ______ Title of Document (if present) Date of document Primary Source Secondary Source Possible Author Bias / Point of View Author of Document Source (Where did the document come from?) What important facts can I learn from this document? What inferences can I make from this document? How does this document help answer the question? Overall, what is the main idea of the document? Analytical category (bucket): 四 Document Analysis and Questions TIME’S UP! I WILL NOW SELECT YOUR GROUPS (or not).

19 group leader does a think aloud while reading for the benefit of the group. a different group member reads the document to the group FOR ALL DOCUMENTS Circle the place in the article where you found the answer to question 1. Underline the place in the article where you found the answer to question 2. final group member reads the note and quote to the group

20 DOCUMENT A The pamphlet exerpt was developed and distributed as a resource for parents. It included descriptions of virtues such as compassion, honesty and fairness, self-discipline, good judgment, respect for others, self-respect, courage, responsibility, citizenship, and patriotism. According to Westheimer and Kahne, personally responsible citizens are distinguished by their willingness to volunteer for good causes in the community. They are volunteer foot soldiers. The US Department of Education under President George W. Bush was a strong advocate of Character Education.

21 group leader does a think aloud while reading for the benefit of the group. a different group member reads the document to the group FOR ALL DOCUMENTS Circle the place in the article where you found the answer to question 1. Underline the place in the article where you found the answer to question 2. final group member reads the note and quote to the group

22 DOCUMENT B Much of her volunteer work falls in the participatory citizen category. Her organization skills and instincts are prime examples of the type of effort that knits together healthy communities. In her paid job, she creates affordable housing opportunities for families in need, which falls into the social justice category of citizen. Sue Brady is a longtime citizen leader and activist in Evanston, Illinois. She moved her family to Evanston from another Illinois community in the 1960s in order to support her vision of community. Sue Brady is the mother of Chip Brady, a co-founder of The DBQ Project. In other words, it is her son’s fault you are doing a DBQ.

23 group leader does a think aloud while reading for the benefit of the group. a different group member reads the document to the group FOR ALL DOCUMENTS Circle the place in the article where you found the answer to question 1. Underline the place in the article where you found the answer to question 2. final group member reads the note and quote to the group

24 DOCUMENT C Chavez was angry. “…Damn it! We’ll never get anywhere if we start using tactics of violence.” He decided that all union members would have to renew their pledge of non-violence. Until that happened, Chavez would stop eating. The February 1968 strike against growers in Delano, California, was in its third year, and some farm workers were pushed past their limits. Several irrigation pumps were blown up. A few packing sheds filled with grapes picked by replacement workers went up in flames.

25 DOCUMENT C Robert F. Kennedy was an extremely popular leader and very powerful. If Chavez could get his support, it would draw attention to the cause of the farm workers. The quote on manliness was Chavez’s response to the July 29, 1970 signing of a union contract with 26 major grape growers. The contract was an important moment in the movement. Chavez’s decision to fast was not met with overwhelming enthusiasm. Some workers feared he would simply kill himself and then they would be left without a leader. Chavez lost 35 pounds and placed his health in danger.

26 You have to send 1000 people to start a colony on the moon. How many of each type of citizen will you take? Write down the number as well as the type. You do not have to use the buckets in this order. Personally Responsible # Participatory # Justice Oriented # BCA

27 A new democratic society needs a thoughtful mix of three citizen types # personally responsible citizens # participatory citizens # justice oriented citizens Personally Responsible Participatory You need to replace the #s with numbers. Remember, you are sending 1000 people to the moon!

28  Grabber:  Remember, you are creating a new democracy on a lunar colony. That’s the moon!  Background (at least 2 sentences):  You can write about the mission to the moon.  You can define what you mean by citizen or democracy.  Restating the question with key terms defined:  Copy what you wrote for page 11, #3.  Thesis and road map:  Turn your chicken foot into a sentence (see next slide).

29 A new democratic society needs a thoughtful mix of three citizen types # personally responsible citizens # participatory citizens # justice oriented citizens A new democratic society needs a thoughtful mix of three citizen types: # personally responsible citizens, # participatory citizens, and # justice oriented citizens.

30  Baby Thesis:  The first type of citizen we will need is the personally responsible citizen.  The second type of citizen we will need is the participatory citizen.  The third type of citizen we will need is the justice oriented citizen.  Evidence (this is where you need document citations!):  You must define what that type of citizen is.  You must give examples of what that type of citizen does.  Argument:  Explain why you said you need X number of that type of citizen. This is an opinion statement you make up.

31  Conclusion : “Although” statement:  Write a sentence that guesses why someone might want more of the kind you chose to bring the least of –OR – write a sentence that guesses why someone might want fewer of the kind you chose to bring the most of. For example: Some might think we should bring more clowns to the colony because having citizens help people laugh is important.  Conclusion : convincing restatement of the main idea and baby theses.  However, for the reasons above, we should have # personally responsible citizens, # participatory citizens, and # justice oriented citizens. [rewrite paragraph 1’s argument] [rewrite paragraph 2’s argument] [rewrite paragraph 3’s argument]

32  Show me your outline when you are finished.  Once I have checked your outline, you may start writing.

33 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 outline. がんばって ! ¡Buena suerte! Good luck!

34 1. If you have reached this slide, please decorate your DBQ folder. 2. Every slide after this refers to another DBQ. The answers after this will be wrong for this DBQ.


Download ppt "一 一 Hook 五 Bucketing 五 二 二 Background Essay 六 Thesis 六 Development 三 三 Understanding the 七 Essay Outline 七 Question / Pre-Bucketing 四 四 Document Analysis."

Similar presentations


Ads by Google