DBQ Agenda Pick up your DBQ from the back cart. 一 Hook 五 Bucketing 二 Background Essay 六 Thesis Development 三 Understanding the 七 Essay Outline Question / Pre-Bucketing 四 Document Analysis 八 Essay Writing

What Types of Citizen Does a Democracy Need? A DBQ for the first nine weeks. What Types of Citizen Does a Democracy Need? When you get your packet, write your name and class period on the top line.

一 The Hook: (page 5) What Do Good Citizens Do, Anyway? There are many different ways to be a good citizen: Personally Responsible Actively Participates Address the Root of the Problem Number the activities 1-10. With a partner, decide which category or citizen each activity falls into.

一 The Hook: (page 5) What Do Good Citizens Do, Anyway? Personally Responsible Actively Participates Address the Root of the Problem 2, 5, 6, 7 3, 4, 8, 10 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.

二 Background Essay: Vocabulary (page 9) 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

二 Background Essay: Vocabulary 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

二 Background Essay: Vocabulary 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

二 Background Essay: Vocabulary 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

二 Background Essay: Vocabulary 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

二 Background Essay: Vocabulary 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

二 Background Essay: Listening (page 7) 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

二 Background Essay: Quickthinks 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)

二 Background Essay: Questions As a group, answer the background essay questions. Turn to page 9 again.

二 Background Essay: Questions 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.

三 Understanding the Question (page 11) What is the analytical question asked by this mini-Q? What terms in the question need to be defined? 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?

三 Pre-Bucketing – 3 Buckets (page 11) What kinds of citizens? What types of citizens? Type #1 Type #2 Type #3

You may choose your own groups of Document number or letter ______ Title of Document (if present) Source (Where did the document come from?) 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. Date of document Author of Document Primary Source Secondary Source Possible Author Bias / Point of View 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 Document number or letter ______ Title of Document (if present) Source (Where did the document come from?) Date of document Author of Document 四 Document Analysis and Questions TIME’S UP! I WILL NOW SELECT YOUR GROUPS (or not). Primary Source Secondary Source Possible Author Bias / Point of View 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 For document For document A B 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 document C 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

Document A 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. 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.

四 Document Analysis and Questions For document For document A B 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 document C 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

Document B 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. 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.

四 Document Analysis and Questions For document For document A B 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 document C 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

Document C 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. 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.

Document C 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. 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.

五 Bucketing – 5 Paragraphs Persuasive Letter (page 19) 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. A B C Personally Responsible # Participatory # Justice Oriented #

六 Thesis Development and Road Map (page 19) Personally Responsible Participatory Justice Oriented # personally responsible citizens A new democratic society needs a thoughtful mix of three citizen types # participatory citizens # justice oriented citizens You need to replace the #s with numbers. Remember, you are sending 1000 people to the moon!

七 Essay Outline (page 21) 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).

七 Essay Outline (page 21) # personally responsible citizens A new democratic society needs a thoughtful mix of three citizen types # 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.

七 Essay Outline (page 21) 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.

七 Essay Outline (page 21) 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]

Show me your outline when you are finished. 七 Essay Outline (page 21) Show me your outline when you are finished. Once I have checked your outline, you may start writing.

八 Essay Writing Day – No Talking 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. Good luck! ¡Buena suerte! がんばって!

ERROR END OF FILE If you have reached this slide, please decorate your DBQ folder. Every slide after this refers to another DBQ. The answers after this will be wrong for this DBQ.