dbq 一 bell ringer

DBQ一 Bell Ringer Any day except the first day:

Get out your “DBQ Guide” paper.

Pick up your DBQ packetfrom 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.

DBQ一 Bell Ringer 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.

一 (1) Starting a DBQ 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 1st main topic in your outline.

一 (1) Starting a DBQUNDERLINED 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

二 (2) Sourcing Documents

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 elsewe’ve talked about inthis class?

These are rhetorical questions. Mr. Deutsch is

demonstrating these thinking techniques. You should take notes with your own answers

ON THE DBQ PACKET.


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, theauthor might bepresenting informationto help his or her side.

These are rhetorical questions. Mr. Deutsch is just demonstrating

these thinking techniques. You should take notes with your own

answers.



ON THE DBQ PACKET.


Why might this document have been created? This is just background information, so I think

the purpose of this CONTEXT section is to inform.



answers.



ON THE DBQ PACKET.

FederalismA document-based question for the first nine weeks.

三 (3) Writing Questionsand Finding Answers

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 demandeda bill of rights.



answers.



ON THE DBQ PACKET.


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?



answers.



ON THE DBQ PACKET.


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 YOURQUESTIONS WILL BEANSWERED BY EVERYDOCUMENT!



answers.



ON THE DBQ PACKET.

1. Starting the DBQA. Get a DBQ packetB. Write your name and class

2. Sourcing DocumentsA. 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 AnswersA. Using only prior knowledge, write several

assumptions.B. Write several questions based on your

assumptions.C. Read the document aloud.

四 (4) Understanding Perspective

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 ofConfederation weren’tworking well to run thecountry.

Mr. Deutsch is demonstrating these thinking techniques

with your help! If you have an answer to share, raise your

hand. You should take notes with your own answers ON

THE DBQ PACKET.


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.




THE DBQ PACKET.


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.



answers.




THE DBQ PACKET.

五 (5) Writing questionsfor the author

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.These are rhetorical questions.

Mr. Deutsch is just demonstrating these thinking techniques. You

should take notes with your own answers.




THE DBQ PACKET.

1st 2nd 3rd 4th 5th 6th

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.

六 (6) Previewing the Text (1st)

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.

1st period groupsAlex, Cole, Abbie

Christian, Enrique, Rachael

Kayla, Austin, Emily

Trenton, Zach, McAdoo

Bailee, Mac, Marissa

Felicia, Chris, Gillian

Ricardo, Outlaw

六 (6) Previewing the Text (2nd)



steps 2, 3, 4, and 5.



2nd period groupsRebekah, Isaac, Raquel

Kennedy, Austin, Aubri

Sydney, Gavin, Michelle

Xavier, Saniya, Amie

Shyla, Dominic, Karla

Brooke, Jacob, Taylor F.

Hunter, Jeff, Raegan

Grey, Taylor Y.

六 (6) Previewing the Text (4th)



steps 2, 3, 4, and 5.



4th period groupsNicole, Jose, Jerome

Rachel, David, Justin

Haley, Twan, Cat

Dustin, Brian, Joselin

Winston, Adam, Marco

Potato, Francisco, Karina

Jordan, Oisin, Nijah




steps 2, 3, 4, and 5.



5th period groupsYanek, Kody, Dalton

Tommy, Elias, Dylan

Maria, Christian,Elijah

Bryant, Gage, Abby

Tori, Austin, Tavis

Jessica, Savana, Tray

Consuelo Rubio, Brittany, Colton




steps 2, 3, 4, and 5.



6th period groupsBrennan, Caylon, Quichara

Nathalie, Slim Shady, Stephany

Jessica, Darterius, Bethany

Ellie, Peace, Longshot

Ruben, Emily, Jordan

Daniel, Jamie, Woodnise

Maria, Taylor, Eric

七 (7) Triad Reading

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 1st sentence again.

2. Sourcing DocumentsA. 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 AnswersA. 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 AuthorAfter writing the questions for the author, use Triad

Reading again before your group tackles the questions.

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.

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.

八 (8) Power Thinking Get out a blank sheet of paper.

Head your paper and title it “Power Thinking”.

Take notes on this organizational process.

八 (8) Power Thinking

Click icon to add picturePower 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.


Click icon to add picturePower 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


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, 1st period!


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, 4th period!


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



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



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, 2nd period!


Power 1. ________ Power 2. ________ Power 3. ________________ Power 3. ________________ Power 2. ________ Power 3. ________________ Power 3. ________________ Power 2. ________ Power 3. ________________ Power 3. ________________

Your turn!


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 chartis NOT ALLOWED to write anything unless

ateammate 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!


1. ________ 2. ________ 3. ________________ 3. ________________ 2. ________ 3. ________________ 3. ________________ 2. ________ 3. ________________ 3. ________________

Race Template

Go!You are being timed.

Your team’s timer

will stop when the

reader hands me the

main idea card back.

September Times

Power Thinking Cabinet

Team

Power Thinking

Wall TeamCombined

Times

1st period 14:54.6 1:46.7 1:24.7 3:11.4

2nd period 11:53.8 2:43.0 1:47.0 4:30.0

4th period 11:02.8 3:27.0 3:31.9 6:58.9

5th period 15:48.4 1:49.9 1:41.2 3:31.1

6th period 32:54.3 3:32.8 5:10.8 8:43.6

八 (8) Power Thinking Back on your “DBQ Guide” paper, please

write these underlined terms stepsA. 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:


九 (9) Thesis Construction 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.


九 (9) Thesis Construction 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 ________________.

九 (9) Thesis ConstructionIf 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 supportsome other power 2 support(states’ rights, separation of powers, federal benefits, federal

authority)

You may go back to working on the documents.We start writing tomorrow.

Odds and Ends before WritingRubric

GrabberDocument Citations

Evidence and ArgumentThe 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

RUBRIC

INTRODUCTIONHook / 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.

RUBRIC

BODY PARAGRAPHSThree 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.

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.

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.

十 (10) Essay Writing - No TalkingIf 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!